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Transcript of Presented by Mr. Eddie Bonet, Curriculum Support Specialist November 9, 2011 9/18/20151 M-DCPS...
Presented by
Mr. Eddie Bonet, Curriculum Support Specialist
November 9, 201104/19/23 1M-DCPS Division of Mathematics, Science and Advanced Academic Programs
Make a Name Tent and include:
•NAME•SCHOOL•One “aha” (eye-opening) moment that resulted from the Interim assessment
Model the importance of Planning
Facilitate movement from Engage to Explain in the 5-Es
Develop quality questioning techniques
04/19/23 4M-DCPS Division of Mathematics, Science and Advanced Academic Programs
Participate ActivelyAsk questionsLearn by doingSet your own learning into action
Bathroom and Electronic Devices
A grant funded by the USDOE and awarded by the FLDOE Mathematics and Science Partnership Initiative. Presentation developed by Florida PROMiSEPartnership to Rejuvenate and Optimize Mathematics and Science Education
04/19/236
Just as an actor focuses on his script and a musician on the
score, so must a teacher focus on a lesson plan.
Teaching Secondary School Mathematics: Techniques and Enrichment Units Posamentier and Stepelman, 1995, p. 21
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Why have lesson plans?
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To help teacher organize thoughts and materials needed for lesson (learning activity, teaching strategy, and assessment instrument).
To ensure that teacher actually teaches the required curriculum (including standards required by law).
To assist the teacher to become a more reflective decision maker.
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The quality of the lessons you deliver is the essence of
teaching.
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The best lessons contain a clear purpose, actively engage the
students, cater to various learning styles, and challenge the students
with higher level questions.
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There are three levels of lesson planning:
Long-term planning
Short-term planning
Daily planning
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Science teachers also need to know how to plan for:
Laboratory activities
Teaching controversial issues such as evolution
Lab safety
The use of science-specific graphic organizers.
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How you teach is also an important consideration when planning.
Teachers tend to teach the way they were taught.
Different students learn different topics in different ways, so it is important to include a mix of teaching techniques in your lesson plans.
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How were you taught?
How do you think you
learn best?
What are some other instructional strategies that might have been used?
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Direct instruction
Cooperative learning groups
Inquiry (structured, guided, open)
Peer teaching
Concept maps / mindmaps
Learning centers
Problem / community based
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Some of most effective science lessons are based on inquiry learning, where the locus of control shifts from the teacher to the students.
Inquiry lessons lie on a continuum from structured to free.
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A real-world problem provides context and motivation for students to learn scientific content.
Learning is shaped by the student (inquiry) while the teacher acts as a guide, helping with content and metacognitive skills
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Cooperative groups can contribute to better comprehension, higher scores and higher satisfaction.
Group lessons must be well organized to be effective.
Group work is not simply an excuse for the teacher to do something else.
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Cooperative learning Peer response Think-pair-share Discussion circles Paired problem solving Reciprocal teaching Jigsaw
2004/19/23M-DCPS Division of Mathematics, Science and Advanced Academic Programs
Random—numbering off, matching pictures, etc
Purposeful—using set criteria, i.e., high/low achievers, male/female, etc.
Studies have shown that diverse groups are best. It is also a good idea not to keep the same groups repeatedly.
04/19/23 21M-DCPS Division of Mathematics, Science and Advanced Academic Programs
Materials 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
04/19/23 22M-DCPS Division of Mathematics, Science and Advanced Academic Programs
Leader / recorder / speaker / materials (go-getter)
Facilitator / recorder / reporter / data processor
Other group roles may include tasks such as timer, illustrator and so on.
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M-DCPS Division of Mathematics, Science and Advanced Academic
Programs
Remember, there is no “magic” new instructional method that will work in every situation.
Incorporate a variety of teaching methods into your lessons.
04/19/23 24M-DCPS Division of Mathematics, Science and Advanced Academic Programs
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expectumf.umf.maine.edu
M-DCPS Division of Mathematics, Science and Advanced Academic
Programs
Intelligence Teaching ExampleBodily-Kinesthetic act out the movement of the solar system as a
class
Interpersonal work in research teams to solve a problem
Verbal-Linguistic write a story about a cell in your bloodstream
Logical-Mathematical
collect and analyze data from an experiment
Naturalistic grow plants in various places in and out of the classroom
Intrapersonal write about which animal you would like to be, how you would live, and why
Spatial draw what you see under a microscope
Musical observe sound waves of sand on a drum
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M-DCPS Division of Mathematics, Science and Advanced Academic
Programs
Short-term or unit plans: Expand on one curriculum topic.
Developmentally sequence the topics of the unit.
Include content, teaching strategies, and assessment instruments.
Reflect the Next Generation Sunshine States Standards - Big Ideas and Benchmarks.
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M-DCPS Division of Mathematics, Science and Advanced Academic
Programs
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Pacing GuideSAMPLE UNIT PLAN
M-DCPS Division of Mathematics, Science and Advanced Academic Programs
NEXT GENERATION SUNSHINE STATE
STANDARD(S)ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS
Big Idea 6: Earth Structures SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). AA (D.O.K. High)SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. AA (D.O.K.: Moderate)Big Idea 3: The Role of Theories, Laws, Hypotheses, and ModelsSC.7.N.3.2 Identify the benefits and limitations of the use of scientific models Assessed as SC.7.N.1.5 (DOK Moderate)
A. Rock CycleB. Scientific Theory of Plate
Tectonics1. Wegener’s Hypothesis2. Pangaea3. Fossil Evidence4. Rock EvidenceA. Tectonic Plate
Movement1. Plate
boundaries
2. Divergent3. Converge
nt4. Transform5. Causes
1. Surface FeaturesA. Earthquak
esB. Volcanoe
sC. MountainsD. Sea-floor
spreadingE. Ocean
basins
Identify and describe steps of the rock cycle and relate them to surface and sub-surface events.
Investigate and explain Alfred Wegener’s hypothesis
Apply the concept of Pangaea’s movement over geological time
Cite rock and fossil evidence to support the Scientific Theory of Plate Tectonics
Classify the movement of plates byidentifying the events/feature that are caused by
them Analyze data to estimate the speed
at which different plates are moving Compare and contrast divergent
and convergent movements Determine the role sea floor
spreading plays in the rock cycle Hypothesize the cause of a change
to Earth’s surface (wind, water, glaciers, or volcano) and the time it would take for the change to occur
Identify the agents of slow and rapid changes to Earth’s surface
Identify and describe steps of the rock cycle and relate them to surface and sub-surface events
Discuss the limitations and benefits of using models in science
Describe the scientific theory of plate tectonics and how the movement of Earth’s crustal plates and flow of heat and material cause various geologic events to occur
Core Text Book: Pearson Interactive Science Florida Ch. 5 – 7Vocabulary: hypothesis, earthquake, Scientific Theory of Plate Tectonics; fossil, rock cycle, volcano, mountain, divergent, convergent, plate boundary, trench, subduction zone, seafloor spreading, rift valley, mid-ocean ridge, Pangaea, continental driftTechnology: Pearson: My science online1.BBC BiteSize: Continental Drift; Plate Tectonics Interactive2. Changes that Shape the Earth3 . Mountain Maker/ Earth Shaker4. Make a Quake5. Volcanoes Animation6. GIZMOS: Plate Tectonics, Earthquake: Recording Station, Reading Topographical Maps7. BRAINPOP: Plate Tectonics, Volcanoes, Ocean Floor, Mountains, Earthquakes, glaciers, floods8. JASON Project (see p. 3)Strategies: JASON Project (see p. 4); Graphic Organizer oELL:oEnrichment: Effects of plate movement on South Florida, the Caribbean and South and Central AmericaoSPED:Assessment: Formative, Formal/Authentic ; JASON Project (see p. 4)Formative Assessment Probes: Is It a Theory (V 3), Mountain Age (V1)Labs: •LabZone (Ch. 5) Modeling Sea-Floor Spreading ; Moving the Continents; Mid-Ocean Ridges; Reversing Poles; Mantle Convection Currents•LabZone (Ch. 6) Gelatin Volcanoes; Where Are Volcanoes Found on Earth’s Surface? Identifying Volcanic Landforms; How Can Volcanic Activity Change Earth’s Surface?•LabZone (Ch. 7) Effects of Stress; Earthquake Patterns•CPALMS Resource: Deep Sea Vents and Life•Plate Tectonics Activity: Snickers Lab• Playdoh Mountains•Density Driven Fluid Flow (EL)•JASON Project (see p. 4)Related Program: Science Fair
Developing an Effective Daily Lesson Plan
Plan for conceptual understanding.
Use discovery, collaborative, and inquiry learning.
Use authentic assessment that evaluates what you taught.
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The 5 Es model is an instructional model based on the constructivist approach to learning.
The 5 Es allows students and teachers to:
experience common activities use and build on prior knowledge and experience construct meaning continually assess students’ conceptual understanding
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Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy
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Questions to Stimulate Student Thinkingand Accountable Talk
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To encourage students' reasoning about mathematics and science, and to involve them in higher-order thinking processes, teachers must be adept at posing clarifying and provocative questions.
Florida Curriculum Framework, p. 146
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M-DCPS Division of Mathematics, Science and Advanced Academic Programs
Helping students work together to make sense of mathematics or science:
"What do others think about what Sam said?"
"Do you agree? Disagree?"
"Does anyone have the same answer but a different way to explain it?"
"Would you ask the rest of the class that question?"
"Do you understand what they are saying?"
"Can you convince the rest of us that makes sense?"
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M-DCPS Division of
Mathematics,
Science and
Advanced Acad
emic Pr
ogram
s
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?" "Does that make sense?“ "Can you make a model to show that?"
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M-DCPS Division of
Mathematics,
Science and
Advanced Acad
emic Pr
ogram
s
Helping students learn to reason:
"Does that always work?"
"Is that true of a counter example?"
"How would you support/demonstrate that?"
"What assumptions are you making?"
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M-DCPS Division of Mathematics, Science and Advanced Academic Programs
Helping students learn to conjecture, invent, and solve problems:
"What would happen if...?" "Do you see a pattern?" "What are some possibilities here?" "Can you predict the next one? What about the last one?" "How did you approach the problem?" "What decision do you think he should make?" "What is alike and what is different about your method of
solution and hers?"
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M-DCPS Division of
Mathematics,
Science and
Advanced Acad
emic Pr
ogram
s
Helping students to make connections within the content, between content areas, and to the real world
"How does this relate to...?"
"What ideas that we have learned before were useful in solving the problem?"
"Have we ever solved a problem like this one before?"
"What uses of mathematics [science] did you find on the news/Internet/television last night?"
"Can you give me an example of ... in the real world?"
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M-DCPS Division of Mathematics, Science and Advanced Academic Programs
REMEMBERQuestions drive the
inquiry process.
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M-DCPS Division of
Mathematics,
Science and
Advanced Acad
emic Pr
ogram
s
What’s the difference between a
fish and a submarine?One has lettuce and tomato and one has
tarter sauce!04/19/2340
M-DCPS Division of
Mathematics,
Science and
Advanced Acad
emic Pr
ogram
s
Using FCAT 2.0 Test Item Specs Pacing Guide Question Stem Worksheet
Benchmarks: SC.7.N.1.5 (AA) SC.7.E.6.2 (AA) SC.7.N.1.3 SC.7.E.6.1
SC.7.E.6.3 SC.7.P.11.1 SC.7.E.6.4 (AA)
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How will students’ interest be captured?
Make connections between what has been learned and what will be learned
Focus student thinking
Mental engagement
Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy
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What exploration experience will be used?
Provide common base of experiences
Identify and develop current concepts, processes, and skills through exploration of environment, materials, tools, etc.
Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy
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EXPLORE:INQUIRY: HANDS-ON/MINDS-ON
What’s in a Rock? (Inquiry Warm-up) Classifying Rocks (EL) Density Driven Fluid Flow (EL) Fossils and the Law of Superposition
(EL)
THE 5E MODEL – ONE EFFECTIVE APPROACH
How will students communicate the results of
their explorations?
Focus on particular aspects of the engagement and exploration
Students communicate conceptual understanding and demonstrate skills
Introduction of common language base
Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy
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M-DCPS Division of Mathematics, Science and Advanced Academic Programs
Review the inquiry activities and indicate opportunities to reteach and/or incorporate secondary benchmarks (REMEMBER Fair Game)
OPPORTUNITIES TO RETEACH
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d Academi
c Programs
EXPLORE:INQUIRY: HANDS-ON/MINDS-ON
What’s in a Rock? (Inquiry Warm-up) Classifying Rocks (EL) Density Driven Fluid Flow (EL) Fossils and the Law of Superposition
(EL)
THE 5E MODEL – ONE EFFECTIVE APPROACH
How will students communicate the results of
their explorations?
Focus on particular aspects of the engagement and exploration
Students communicate conceptual understanding and demonstrate skills
Introduction of common language base
Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy
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M-DCPS Division of Mathematics, Science and Advanced Academic Programs
THE 5E MODEL – ONE EFFECTIVE APPROACH
How will students apply their knowledge to a new
situation?
Challenge and extend conceptual understanding
Practice skills and behaviors
Development of deeper and broader understanding
Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy
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M-DCPS Division of Mathematics, Science and Advanced Academic Programs
THE 5E MODEL – ONE EFFECTIVE APPROACH
How will students demonstrate their new
understanding and skills?
Students assess their understanding and abilities
Opportunity for teacher to evaluate student progress toward achieving the educational objectives
Informs future instructional decisions and lesson plans
Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy
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M-DCPS Division of Mathematics, Science and Advanced Academic Programs
THE 5E MODEL – ONE EFFECTIVE APPROACH
Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy
Assess
Assessment takes
place at eachstage and informs
instructional decision-making.
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M-DCPS Division of Mathematics, Science and Advanced Academic Programs
Instructional materials
Manipulatives Virtual technology
References
Textbooks Websites Journals Colleagues
RESOURCES FOR YOUR LESSON PLAN
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c Programs
INSTRUCTION
How are wegoing to get themto know it?
CURRICULUMWhat do wewant kids toKnow and be able to do?
ASSESSMENT
How are wegoing to knowthey know it?
Blurring the Boundaries of CIA Creates A FOCUS on the LEARNER
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M-D
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Ready…
Aim…
SHOOT!
Photos from worldofstock.com
Curriculum
Assessment
Instruction
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What Do We Want Kids to Know?Remember: Fair Game Principle and Opportunities to Embed Secondary Benchmarks
BOK – Earth ScienceBig Idea 6: Earth Structures
SC.7.E.6.2 (AA); SC.7.E.6.1; SC.7.E.6.3SC.7.E.6.4 (AA)
BOK – Nature of ScienceBig Idea 1: The Practice of Science
SC.7.N.1.5 (AA); SC.7.N.1.3 [Fair Game: SC.6.N.1.3]
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M-DCPS Division of Mathematics, Science and Advanced Academic Programs
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M-DCPS Division of Mathematics, Science and Advanced Academic Programs
Science Grade 8
NGSSS Benchmark Monitoring Tool Click on a button below to go to that specific sheet.
Reading Grade 6 Grade 7 Grade 8
Mathematics Grade 6 Grade 7 Grade 8
How Are We Going to Know They Know It?
Sample problem from 8th grade FCAT Sample Testhttp://fcat.fldoe.org/fcat2/fcatitem.asp#download
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A scientist performs an experiment and asks other scientists around the world to replicate it. Why would other scientists most likely try to perform the same experiment? A. to find out if weather of various regions of the world would affect the results B. to see if the experiment would be less expensive in another part of the world C. to confirm the results of the experiment conducted by the scientist D. to verify that the hypothesis of the experiment is a scientific law
How Are We Going to Teach Them so
They Know It?
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Is It a Rock? (Version 1) Which things on this list could be
rocks? How do you decide if something is a rock? Put a X next to the things you think could be a rock.
___ jagged boulder ___ smooth boulder
___ small stone ___ large stone ___ pebble ___ piece of gravel ___ piece of sand ___ dust from two
stones rubbed together Explain your thinking. What “rule” or
reasoning did you use to decide if something is a rock?
E A R T H A N D S P A C E S C I E N C E FORMATIVE ASSESSMENT P R O B E S
Just as no performer enjoys playing the same role day in and day out, so no student enjoys sitting for the same type of lesson every day. It kills initiative and dulls the imagination.
Variety is what makes the learning process, as well as the teaching aspect of that process, a pleasant one.
Teaching Secondary School Mathematics: Techniques and Enrichment Units Posamentier and Stepelman, 1995, p. 21
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WHERE ARE WE ON THE INQUIRY CONTINUUM
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M-DCPS Division of Mathematics, Science and Advanced Academic Programs
HTTP://FLPROMISE.ORG
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THE SCIENCE CLASSROOM ESSENTIALS
Contact information:
Dr. Ava D. Rosales, Instructional [email protected] 305-995-4537
Mr. Heriberto “ Eddie” Bonet, Curriculum Support Specialist
[email protected] 305-995-3136