SCIENCE LEADER’S DIALOGUECOACHES 2OCTOBER 14, 2010

Presented by Dr. Ava D. RosalesInstructional Supervisor

Miami-Dade County public SchoolsDivision of Mathematics, Science and Advanced Academic Programs

WELCOME BACK

Make a Name Tent and include:

NAMESCHOOLOne thing exciting that happened during your coaching experience last year

AGENDA Goals of the Inservice Review of Pacing and Content Workshops

Making Sense of Science Instruction: Rotation Labs: Content and the Nature of Science.

Effective Implementation of the 2010 Pacing Guides

Practicing Coaching Skills Data Analysis and Secondary Benchmarks

Incorporation Resources and Web Sites

GOALS FOR THE SESSIONGOALS FOR THE SESSION

◦ Responsibilities of a Coach◦ Effective Implementation of the 2010

Pacing Guides with an emphasis in hands-on learning

◦ Enhance coaching skills using an “explicit-reflective” approach

◦ Incorporate secondary benchmarks as identified by data analysis

NORMS

Participate Actively Ask questions Learn by doing Set your own learning into action _______________________________

Bathroom and Electronic Devices

ROLES AND RESPONSIBILITIES OF A COACH REMINDERS

Peer Support Positive attitude Reflective feedback

Data Analysis Student Support Professional Development

Teacher needs survey

SCIENCE PACING AND CONTENT Q1 - 2A Review

YEAR-AT-A-GLANCEMIAMI-DADE COUNTY PULIC SCHOOLS DISTRICT PACING GUIDE

YEAR-AT-A-GLANCE

M/J COMPREHENSIVE SCIENCE 1 COURSE CODE: 200401001

1ST Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks

I. Thermal Energy Movement A. Energy Transfer B. Measuring Heat C. Protecting from Radiation D. Modeling the Greenhouse

Effect

II. Atmosphere and Spheres of Earth A. Ozone Layer B. Layers of the Atmosphere C. Earth Systems

III. Causes of Weather A. Spheres of the Earth B. Water Cycle C. Weather D. Influences on Local Weather E. Instruments/tools used to

Measure Weather

IV. Climate and Global Patterns A. Climate B. Land vs. Water C. Greenhouse Effect D. Global Warming

V. Natural Disasters and their Effects

on Floridians A. Hurricanes B. Other Natural Disasters C. Models D. Emergency Preparedness

VI. How Weathering and Erosion Affect the Earth

A. Weathering B. Erosion C. Deposition

VII. Landforms of the Geosphere A. Types and Formation B. Landforms and Importance

to the Environment and Society

VIII. Forms of Energy

A. Potential Energy B. Kinetic Energy C. Examples of Each Energy

IX. Energy Transfers and the Law of Conservation of Energy

A. Law of Conservation of Energy

B. Transferring Energy in a System

X. Motion of Objects A. Measuring Speed and

Distance B. Constructing Line Graphs C. Factors Affecting Speed

XI. Types of Forces A. Contact Forces B. Non-Contact Forces

XII. Law of Gravity A. Gravitational Force B. Calculating Gravity C. Newton’s Law of Universal

Gravitation

XIII. Forces and Motion A. Direction of Motion B. Forces

XIV. Levels of Organization A. Hierarchical Organization of

Organisms B. Linnaean Classification

System

XV. Cell Theory A. Cell Theory

XVI. Cell Structure and Organelles A. Structure of Cells B. Plant and Animal Cell

Comparison

XVII. Human Body Systems A. Major Body Systems B. Interactions for Homeostasis C. The Body D. Effects of Drugs

XVIII. Homeostasis A. Energy Extraction from Food B. Removal of Waste C. Reproducing

XIX. Pathogens Comparison A. Viruses B. Bacteria C. Fungi and Parasites D. Disease Prevention

XX. Social and Emotional Growth A. Social and Emotional

Growth B. Child Abuse and Sexual

Abuse

UNWRAPPING THE BENCHMARKSWHAT?...WHY?...HOW?...

EXPLORING THE PACING GUIDES TOPICS V THROUGH VII

Group Activity: What are the priority activities for each topic? What are the specific instructional strategies? How can “depth of knowledge” be achieved for each

topic?

TOPIC V: EARTH/SPACE AND NATURE OF SCIENCE

LAB ROLESMaterials Manager (MM)

The materials manager is responsible for obtaining all necessary materials and/or equipment for the lab.

Roles and responsibilities:

The only person allowed to be out of their seat to pick up needed materials

Organizes materials and/or equipment in the work space

Facilitates the use of materials during the investigation

Assists with conducting lab procedures Returns all materials at the end of the lab to the designated area

Safety Director (SD) The safety director is responsible for enforcing all safety rules and conducting the lab.

Roles and responsibilities:

Assists the PD with keeping the group on-task Conducts lab procedures Reports any accident to the teacher Keeps track of time

Assists the MM as needed.

Project Director (PD) The project director is responsible for the group.

Roles and responsibilities: Reads directions to the group Keeps group on task Is the only group member allowed to talk to the

teacher Shares summary of group work and results with the class

Technical Manager (TM) The technical manager is in charge of recording all data.

Roles and responsibilities:

Records data in tables and/or graphs Completes conclusions and final summaries Assists with conducting the lab procedures

Assists with the clean up

Project Director (PD) The project director is responsible for the group.

Roles and responsibilities: Reads directions to the group Keeps group on task Is the only group member allowed to talk to the

teacher Shares summary of group work and results with the class

Technical Manager (TM) The technical manager is in charge of recording all data.

Roles and responsibilities:

Records data in tables and/or graphs Completes conclusions and final summaries Assists with conducting the lab procedures

Assists with the clean up

Helping students work together to make sense of mathematics or science:

"What do others think about what [name] said?"

"Do you agree? Disagree?"

"Does anyone have the same answer but a different way to explain it?"

"Can you convince the rest of us that makes sense?“

Helping students to rely more on themselves to determine whether something is correct:

"Why do you think that?"

"Why is that true?"

"How did you reach that conclusion?"

"Can you make a model to show that?"

PRACTICING QUESTIONING

MODELING A LESSONTHREE HOLE BOTTLEAND TORNADO MOVEMENTS

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EXPLICIT INSTRUCTION

Nature of Science: Scientific knowledge may change as new evidence

is discovered or new scientific interpretations are formed

There are multiple methods used in various scientific investigations

Earth Systems and Patterns* Assess atmospheric conditions and resulting

weather: i.e., hurricanes, tornados, lightning, fronts, and precipitation

*Note: SC.6.E.7.4 is annually assessed in grade 8 and only taught in grade 6

WHAT ARE THE PRIORITY ACTIVITIES?Topic 1: Processes of Science Labs: Three Hole Bottle (CPALMS)

Addresses: SC.6.N.2.2 (AA)Tornado Movements (EL)Interpreting Satellite Images (TX)Creating Your Own Weather Station (TX)

◦ Addresses: SC.6.E.7.6, SC.6.E.7.7 and SC.6.E.7.4 (review) Gizmo: Hurricane Motion (SC.6.E.7.3 review) JASON Project StormZone Current Events on Weather-related Disasters in Florida and their impact

on human life (SC.6.E.7.7)

Note: Reinforce SC.6.E.7.4 and “assessed as” benchmarks throughout activities

ENHANCING CONTENT KNOWLEDGE

Lab Rotations:◦ Model How Erosion Works (Topic VI) ◦ VL – How are Materials from Earth Broken Down (Topic VI)◦ Summary of Chemical Weathering (Topic VI) ◦ Gizmos – Reading Topographical Maps (Topic VII) ◦ FOSS Landforms Module (Topic VII)

Discussion of Content with Depth of Understanding

WHAT ARE THE PRIORITY ACTIVITIES?Topic VI: How Weathering and Erosion Affect

the EarthAddresses: SC.6.E.6.1 …Earth’s surface is built up and torn

down by physical and chemical weathering, erosion, and deposition

Lab Activities◦ Model How Erosion Works (Topic VI)

Technology◦ VL – How are Materials from Earth Broken Down◦ Summary of Chemical Weathering

WHAT ARE THE PRIORITY ACTIVITIES?

TOPIC VII:SC.6.E.6.1 Identify different types of landforms on

Earth’s surface … (note: landforms in Florida and those found outside Florida) assessed as SC.7.E.6.2

Lab Create a landform modeling lab

Technology Gizmo: Reading Topographical Maps FOSS Landforms Module Earthquakes and Volcanoes(VL)

YEAR-AT-A-GLANCEMIAMI-DADE COUNTY PUBLIC SCHOOLS DISTRICT PACING GUIDE

YEAR-AT-A-GLANCE

M/J COMPREHENSIVE SCIENCE 2 COURSE CODE: 200207001 1ST Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks

I. Heat Energy A. Heat and Temperature B. Properties of Matter C. States of Matter D. Changes of Matter

II. Conservation of Energy and

Energy Transformations A. Law of Conservation of

Energy

III. Properties of Waves A. Electromagnetic vs.

Mechanical B. Electromagnetic Spectrum C. Scientific Investigations

IV. Properties of Light A. Light Properties B. Wave Speed in

Different Materials

V. Layers of Earth A. Crust B. Mantle C. Core D. Structural Zones

VI. Changes in Earths Surfaces

A. Rock Cycle B. Scientific Theory of Plate

Tectonics C. Tectonic Plate Movement D. Surface Features

VII. Rock Cycle

A. Types of Rocks B. Formation of Rocks

VIII. Age of Earth/ Geological Time

A. Law of Superposition B. Absolute Age C. Geologic Time

IX. Fossils A. Formation of Fossils B. Index Fossils C. Evidence of Species

Change

X. Environmental Factors and Evolution

A. Scientific Theory of Evolution

B. Natural Selection C. Limiting Factors D. Limiting Factors Affecting

the Everglades

XI. Human Impact on Earth A. Resources B. Biodiversity C. Land D. Air E. Water

XII. Evidence of Species Change A. Evidence of Scientific

Theory of Evolution B. Adaptations/Natural

Selection C. Extinction

XIII. Relationships in Ecosystems

A. Relationships B. Food Web C. Energy Flow in

Ecosystems

XIV. Reproduction A. Asexual-Mitosis B. Sexual-Meiosis C. Effect on Natural Selection D. Human Growth and

Reproduction

XV. Heredity A. DNA /RNA B. Replication C. Chromosomes

XVI. Genetic Traits A. Mendelian Genetics B. Genotype/Phenotype C. Punnett Squares and

Pedigrees

XVII. Biotechnology A. Cloning B. Genetic Engineering C. Artificial Selection D. Impact on Society

XVIII. Health and Disease

Prevention A. Human Growth and

Development B. HIV/AIDS C. Abstinence D. Mental and Emotional

Health

EXPLORING THE PACING GUIDES TOPICS III THROUGH IV

Group Activity: What are the priority activities for each topic? What are the specific instructional strategies? How can “depth of knowledge” be achieved for each

topic?

TOPIC V: EARTH/SPACE AND NATURE OF SCIENCE

EXPLICIT INSTRUCTION Nature of Science:

Distinguish between an experiment and other forms of investigations

Experiments have test variables (independent variables) and outcome variables (dependent variables)

Forms of Energy* Illustrate the sun’s energy Identify, compare and contrast the variety of types of

radiation present in radiation from the Sun Identify and compare characteristics of the

electromagnetic spectrum

*Note: SC.7.P.10.1 is annually assessed in grade 8 and foundational in grade 7.

WHAT ARE THE PRIORITY ACTIVITIES?Topic III: Properties of Waves Technology

Electromagnetic Spectrum Gizmo: Longitudinal Waves

Labs: Colored Shadows Exploration Making Waves & The Wave Factory (also has

activity for SC.7.E.6.1

ENHANCING CONTENT KNOWLEDGE

Lab Rotations:Gizmo - Refraction (IV)EL – Solar Energy vs Color (IV)EL – Wave Speed (IV)EL - Density Driven Fluid Flow (V)Modeling the Layers of the Earth with Density Column (V)EL - Density of Rocks (V)

Discussion of Content with Depth of Understanding

WHAT ARE THE PRIORITY ACTIVITIES?Topic IV: Properties of LightSC.7.P.10.2 …Light can be reflected, refracted,

and/or absorbedLab Activity: EL – Solar Energy vs Color (IV)

Technology: Gizmo - Refraction (IV)

SC.7.P.10.3…light waves, sound waves, and other waves move at different speeds in different materials

Lab Activity: Light Travels Through Objects

WHAT ARE THE PRIORITY ACTIVITIES?

TOPIC V:SC.7.E.6.1 Describe the layers of solid Earth,…

lithosphere, mantle, liquid and solid cores

Lab Modeling the Layers of the Earth with Density

Column EL - Density Driven Fluid Flow (V) EL - Density of Rocks (V)

FORMATIVE ASSESSMENTS OFFER

Weekly briefing to schools October 14, 2010 A template has been offered to each school

to calculate their own “per school” rate given the student population in the “adopting” schools

o $0.35 per student for perpetual license o $0.15 per student for annual license

TAKE THE LEAD

Based on Data Analysis of prior knowledge items on Baseline Assessment (grade 8), identify which secondary benchmarks need to be addressed and when

Use Year-at-a-Glance and Item Specifications to assist

DATA

Baseline Test Items that should have been learned in previous grades – a type of “Fair Game” principle applied, Grade 8.Questions:3, 4, 5, 8, 10, 11, 12, 14, 16, 18, 19, 21,

22, 23, 24, 25, 27, 28, 29, 30, 31, 32, 35, 36, 37SC.A.1.3.1, SC.A.2.3.2, SC.B.1.3.1, SC.B.1.3.6, SC.B.2.3.1, SC.C.2.3.4, SC.C.2.3.6, SC.D.1.3.1, SC.D.1.3.3, SC.D.1.3.4, SC.F.1.3.1, SC.F.1.3.4, SC.G.1.3.4, SC.G.2.3.2, SC.G.2.3.4, SC.H.1.3.1, SC.H.1.3.2, SC.H.1.3.4, SC.H.1.3.5 Note Genetics was addressed in Comprehensive Science 2, Advanced (F.2.3.2 and F.2.3.3)

65.8% covers prior knowledge

RESOURCES Curriculum and Instruction http://curriculum.dadeschools.net/

Instructional Technology (Examview Item Bank) http://it.dadeschools.net

Florida Department of Education http://www.fldoe.org/ FCAT Resources - http://fcat.fldoe.org/

Florida Standards and Course Descriptions http://www.floridastandards.org/

Florida PROMiSEhttp://flpromise.org/

Gizmos http://www.explorelearning.com

SCIENCE WEB SITE: HTTP://SCIENCE.DADESCHOOLS.NET

DISCOVERY SCIENCE

JASON PROJECT SCIENCEWWW.JASON.ORG

Direct links to instructional tools in Pacing Guides

no login required

THE SCIENCE CLASSROOM ESSENTIALS

Contact information:Dr. Ava D. Rosales, Instructional Supervisor

arosales@dadeschools.net305-995-4537

REFLECTIONS AND FOLLOW-UP