Dane Jaber Curriculum Support Specialist

Dane Jaber

Curriculum Support Specialist

Department of Mathematics and Science

AGENDAAM• Benchmark Analysis (QSBA Data)• Infusion of LAFS and MAFS Instructional Strategies• FCAT Achievement Level Descriptions (Learning Goals)

PM• Reflecting on the Curriculum• Pre-planning with the Pacing Guide• Development of Individual Lesson Plans


NORMS

• Lift expectations• Everyone is a learner• Ask questions and actively participate• Reserve judgment • Network responsibly


Name Tents

• Write your name• School • Grade Level


General information• Mathematics and Language Arts Florida Standards

benchmarks aligned in District Pacing Guides• Achievement Level Descriptors for FCAT 2.0 Science • Next Generation Science Standards – Final version released• NAEP 2012 – students have problems with providing

evidence and reasoning for claims• Insights: Benchmark instruction with fidelity and rigor +

Students exposed to application of concepts (inquiry, assessments) = Success


Session Outcomes

Participants will be able to:– Incorporate M-DCPS instructional resources to

support science teaching and learning– Identify how M-DCPS integrates Mathematics and

Language Arts Florida Standards for effective science teaching and learning

– Plan for rigorous instruction using 5E Model



Benchmark Analysis

Force and Motion

Today’s Benchmarks• SC.6.P.13.3 Investigate and describe that an unbalanced

force acting on an object changes its speed, or direction of motion, or both. (Also assesses SC.6.P.12.1.)

• SC.6.P.12.1 Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. (REFERENCE MATH CURRICULUM)


NSTA Formative Assessment

ProbePage Keeley

Available through the Learning Village


Benchmark SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. (Also assesses SC.6.P.12.1.)

Exploration


Review the activityIn your groups, decide how you can adjust the activity to incorporate student inquiry…

Then, conduct your revised activity.

ExploreLearning GIZMO


Conclusion Writing Claim-Evidence-Reasoning

• Students should support their own written claims with appropriate justification.

• Science education should help prepare students for this complex inquiry practice where students seek and provide evidence and reasons for ideas or claims (Driver, Newton and Osborne, 2000).


Curriculum and Instruction

Essential Question?

Claim –

Evidence-

Reasoning –


Identify and indicate the effectiveness of the…

• Engage• Explore • Explain• Elaborate• Evaluate


What FCAT Level Would We Be?

A look at Achievement Level Descriptions (Progression scales for

Learning Goals)


SC.6.P.12.1 Assessed as SC.6.P.13.3Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. (Level 3: Strategic Thinking & Complex Reasoning)Scale Learning Progression Sample Progress Monitoring and

Assessment Activities

Score/Step 5.0

I am able to analyze the data of moving objects and interpret an object’s motion.

Interpret and analyze graphs to assess relative speed of an object at various points or sections of the graph and direction of motion

Score/Step 4.0

I am able to interpret graphs of distance and time for an object moving at constant speed.

Create a graph of you waling from one classroom to another at constant speed.Using given data, interpret and/or analyze graphs of distance and time for an object and identify average speed, instantaneous speed and constant speed of the moving object.

Score/Step 3.0 Target(Learning

Goal)

I am able to interpret graphs of distance and time for an object moving at constant speed.

Make a graph that represents a car driving at constant speed.Interpret and/or analyze graphs of distance and time for an object moving at a constant speed.

Score/Step 2.0

I am able to recall that the speed of an object is determined by the distance it travels per unit of time.

Compare and contrast velocity, acceleration and speed

Score/Step 1.0 I am able to recognize that objects can move at different

speeds.

SC.6.P.13.3Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both.

Scale Learning Progression Sample Progress Monitoring and Assessment Activities

Score/Step 5.0

I am able to analyze observations and investigations to determine when forces acting on an object change its speed and/or direction.

Design and perform an experiment that demonstrates how an unbalanced force acts on the motion of an object

Score/Step 4.0

I am able to evaluate how unbalanced forces acting on an object, changes its speed and/or direction.

Interpret how balanced and unbalanced forces affect the tugging on a rope

Score/Step 3.0 Target(Learning

Goal)

I am able recognize that an unbalanced force acting on an object changes its speed and/or direction.

Using a force diagram, explain how two people pushing on opposite sides of a box with unbalanced amounts of force differ from two people pushing on opposite sides of a box with equal force.

Score/Step 2.0

I am able to recognize that an unbalanced force acting on an object changes its speed and/or direction

Illustrate the direction of forces using vectors

Score/Step 1.0 I am able to recognize forces and unbalanced forces.

AFTERNOON SCHEDULE

12:45 pm Reflecting on the Curriculum

1: 30pm Pre-planning with the Pacing Guide

2:30pm Developing a 5E Lesson


REFLECTING ON THE CURRICULUM Strengths Areas for

improvement

Specific recommendation

SCIENCE DEPARTMENT WEBSITE OVERVIEW


Effective Planning (with the end in mind) Implement a routine of inquiry based, hands-on

activities relevant to the objectives of the topic. Develop Higher-Order Questioning Strategies

using Explicit-Reflective instruction to enhance student thinking

Facilitate, encourage, and expect Higher Order Thinking (HOT) from your students

Encourage students to communicate verbally and in writing


GOOD SCIENCE INSTRUCTION

22

GOOD SCIENCE INSTRUCTION (CONT……)

Discovering answers through systematic observations

Asking questions about our surroundings Applying models to formulate solutions to

questions Learning to make systematic observations in order to

formulate answers to events that occur in our surrounding


SUCCESSFUL STRATEGIES TO USE The 5 E’sHOT Questions

(Web’s Depth of Knowledge)

Inquiry Hands-On

Activities/Labs Demonstrations Virtual Labs

Notebooks Graphic Organizers Models & Visuals Cooperative Learning Think-Pair-Share Jigsaw Centers / Stations Internet / Video Differentiated

Instruction strategies24

ASSIGNMENT

5E lesson plan posted to Edmodo group

Each teacher submit an assignment.


Session Outcomes

Participants will be able to:– Incorporate M-DCPS life science instructional

resources to support science teaching and learning

– Identify how M-DCPS integrates Mathematics and Language Arts Common Core Standards for effective science teaching and learning

– Plan for rigorous instruction using 5E Model


Slip

Reflection1. Today I learned ……………………….

2. Questions I still have……………….


Science Department

28

Dr. Ava Rosales,Executive Director

Elementary Middle School High School

Dr. Millard LightburnInstructional Supervisor

Ms. Yoly McCarthyInstructional Supervisor

Mr. Sebastian Oddone Instructional Supervisor

Ms. Mary Tweedy Curriculum Support

Specialist

Mr. Dane JaberCurriculum Support

Specialist

Mr. Kirk Nieveen Curriculum Support

Specialist

Ms. Keisha Kidd Curriculum Support

Specialist

Ms. Mildred Farber District Administrative Assistant

Phone: 305- 995-1939


Documents

Dane Jaber Curriculum Support Specialist