department of mathematics and science office of academics and transformation ms. keisha kidd, css...

Department of Mathematics and ScienceOffice of Academics and Transformation

Ms. Keisha Kidd, CSSMillard Lightburn, Ph.D. Supervisor

MDCPS Elementary ScienceScience Summer Symposium 2013

Grade 4

Day 2

Day Two Agenda Welcome back / Day One ReflectionsFive E’s Instructional StrategyGuidelines: Five E’s lesson planHands-on Activity (Properties of Matter)Vocabulary IntegrationHands on Activity (Changes in Matter)LUNCHData Analysis and Differentiated InstructionHands on Activity (Sound Energy)Article: Research Using Claims and EvidenceHands on Activity

(Heat Energy & Heat Conductors)Day Two Reflection

Successful Strategies to Use • Interactive Notebooks• HOT Questions (Webb’s

Depth of Knowledge)• Inquiry• Hands-On

Activities/Labs• Demonstrations• Virtual Labs• Centers / Stations

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

Instruction strategies• The 5 E’s

Five E’s Overview

Follow Up Assignment• Complete Five E’s Lesson Plan• Use topics and resources from the 2013-2014

Pacing Guide (including presented resources)• Must be submitted individually (not as a group)• Be sure to include resource links/websites• Participants will share their lesson plans with

the group.• Due on Day Three (electronically) before end of

session.

Properties of Matter

(Hands on Activity)

Big Idea 8: Properties of Matter

15 min. Break

Vocabulary Integration

Mix sand and water

Big Idea 9: Changes in Matter

Changes in Matter(Hands on Activity)

Department of Mathematics and Science

Millard E. Lightburn, Ph.D.District Science Supervisor

Mary Tweedy and Keisha KiddCurriculum Support Specialists

11

DATA ANALYSIS GRADE 4

SCIENCE SUMMER SYMPOSIUM

Data can…provide feedback on the past andprovide a basis to begin planningfor the future

12

What Kind of Information can Data Provide us?


13

IMPORTANCE OF DATA

• Facilitate a clear understanding of the gaps between where the school or class is and where it wants to be.

• Show if school or class goals and objectives are being accomplished.

• Predict and prevent failures.• Predict and ensure successes.• Establish foundation for Continuous School

Improvement/SIP.• Data drives instruction, and professional

development.


14

Effective Use of Classroom DataEffective Use of Classroom Data

TeachingUsingResults

Planning

StudentLearning

Assessing

Source: Dr. Yuwadee Wongbundhit Department of Mathematics and Science

GOAL

• Share results of District Quarterly Assessments and discuss its importance in driving instruction.


Data Analysis

• DISAGGREGATION OF GRADE 4 QUARTERLY SCIENCE BENCHMARKS ASSESSMENTS (QSBA)


NGSSS BIG IDEAS FOR GRADE 4

REPORTING CATEGORIES BIG IDEAS NUMBER OF BENCHMARKS

NATURE OF SCIENCE Big Idea 1: The Practice of ScienceBig Idea 2: The Characteristics of Scientific KnowledgeBig Idea 3: Role of Theories, Laws, Hypothesis, and Models

81

1

EARTH AND SPACE SCIENCE Big Idea 5 Earth in Space and Time Big Idea 6 Earth Structures

5 6

PHYSICAL SCIENCE Big Idea 8 Properties of Matter Big Idea 9 Changes in Matter Big Idea 10 Forms of Energy Big Idea 11 Energy Transfer and Transformations Big Idea 12 Motion of Objects

4142

2

LIFE SCIENCE Big Idea 16 Heredity and Reproduction Big Idea 17 Interdependence

44

TOTAL = 42


Quarterly Science Benchmarks Assessment (QSBA)

Question Group

PRE-TEST (Average Score % ) 16,721

QUARTER 1(Average Score %) 17,262



QUARTER 4(Average Score %) 781

781

Earth & Space41% 54%

Life Science 48% 61%

Physical Science

47% 61% 57% 62%

Nature of Science

34% 58% 59% 49%


Grade 4 Science QSBA Results 2012-2013

Assessments Number of Students Satisfactory Progress (70%+)

PRE-TEST (Aug 20 – Sept 7) 16,721 5%

QUARTER 1 (Oct 29-Nov 9) 17,262 32%

QUARTER 2 (Jan 22 –Feb 5) 16,291 19%

QUARTER 3 (March 18-Apr12) 3,169 38%

Quarter 4 (May 20-23) 781 32%

ASSESSMENT NUMBER OF STUDENTS Satisfactory Progress (70%+)

BASELINE (August 2012) 23,076 6%

GRADE 5 SCIENCE BASELINE RESULTS 2012-2013


Performance by Benchmarks Quarter 1 Results (Number of Students = 17,262)

STANDARDS AVERAGE SCORE (%)SC.4.N.1.1 Raise questions about the natural world, conduct both individual and team investigations

57%

SC.4.N.1.2 Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups.

59%

SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence.

58%

SC.4.N.1.5 Compare the methods and results of investigations done by other classmates. 41%SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.

62%

SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. 70%SC.4.P.8.1 Measure and compare objects and materials based on their physicalproperties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets.

58%

SC.4.P.8.2 Identify properties and common uses of water in each of its states. 69%SC.4.P.8.3 Explore the Law of Conservation of Mass by demonstrating that the massof a whole object is always the same as the sum of the masses of its parts.

58%

SC.4.P.8.4 Investigate and describe that magnets can attract magnetic materials andattract and repel other magnets.

72%

SC.4.P.9.1 Identify some familiar changes in materials that result in other materialswith different characteristics, such as decaying animal or plant matter,burning, rusting, and cooking.

46%

Number of Benchmarks Assessed: 11

Quarter 2 Assessment ResultsSTANDARDS AVERAGE SCORE (%)

SC.4.N.1.1 Raise questions about the natural world, conduct both individual and team investigations

23%

SC.4.N.1.2 Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups.

65%

SC.4.N.1.5 Compare the methods and results of investigations done by other classmates.

58%

SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.

65%

SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence.

83%

SC.4.P.8.1 Measure and compare objects and materials based on their physicalproperties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets.

57%

SC.4.E.5.1 Observe that the patterns of stars in the sky stay the same although theyappear to shift across the sky nightly, and different stars can be seen indifferent seasons.

66%

SC.4.E.5.2 Describe the changes in the observable shape of the moon over thecourse of about a month.

56%

SC.4.E.5.3 Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day.

53%

SC.4.E.5.4 Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected. (Annually Assessed)

24%

Quarter 2 Assessment Results cont……STANDARDS AVERAGE SCORE (%)

SC.4.E.6.1 Identify the three categories of rocks: igneous, (formed from molten rock);sedimentary (pieces of other rocks and fossilized organisms); andmetamorphic (formed from heat and pressure). (Assessed as SC.4.6.2)

46%

SC.4.E.6.2 Identify the physical properties of common earth-forming minerals,including hardness, color, luster, cleavage, and streak color, andrecognize the role of minerals in the formation of rocks. (Annually Assessed)

69%

SC.4.E.6.3 Recognize that humans need resources found on Earth and that theseare either renewable or nonrenewable. . (Annually Assessed)

62%

SC.4.E.6.4 Describe the basic differences between physical weathering (breakingdown of rock by wind, water, ice, temperature change, and plants) anderosion (movement of rock by gravity, wind, water, and ice). (Annually Assessed)

50%

SC.4.E.6.6 Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy).

64%

SC.4.P.8.1 Measure and compare objects and materials based on their physical properties including: mass shape, volume, color, hardness, texture, odor, taste, attraction to magnets. ,

57%

Number of Benchmarks Assessed in Quarter 2 : 16


Performance by Benchmarks Quarter 3 Results ( Number of Student = 3,169)

STANDARDS AVERAGE SCORE (%)SC.4.P.10.1 Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion.

69%

SC.4.P.10.2 Investigate and describe that energy has the ability to cause motion or create change.

40%

SC.4.P.10.3 Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates.

64%

SC.4.P.10.4 Describe how moving water and air are sources of energy and can be used to move things.

69%

SC.4.P.11.1 Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature.

68%

SC.4.P.11.2 Identify common materials that conduct heat well or poorly.

43%

SC.4.P.12.1 Recognize that an object in motion always changes its position and may change its direction.

77%


Performance by Benchmarks Quarter 4 Results (Number of Students = 781

STANDARDS AVERAGE SCORE (%)SC.4.N.1.2 Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups.

46%

SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.

56%

SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. 48%SC.4.L.16.1 - Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.

65%

SC.4.L.16.2 - Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment.

71%

SC.4.L.16.3 - Recognize that animal behaviors may be shaped by heredity and learning. 56%SC.4.L.16.4 - Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seed-bearing plants. (Annually Assessed)

70%

SC.4.L.17.1 - Compare the seasonal changes in Florida plants and animals to those in other regions of the country.

67%

SC.4.L.17.2 - Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them.

51%

SC.4.L.17.3 - Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers. (Annually Assessed)

63%

SC.4.L.17.4 - Recognize ways plants and animals, including humans, can impact the environment.

46%


Analysis of Quarter 3 & 4 Results• Number of Students Assessed Q3: 3,169• Satisfactory Progress Q3 : 38% • Number of Students Assessed Q4: 781• Satisfactory Progress Q4: 32%• Number of Grade 4 students MDCPS :• 25,977• What percentage of Gr. 4 students were tested in Q3 and

Q4 ? Q3 = 12% Q4= 3%• What can you say about the validity of these results?


http://www.dadeschools.net/9410projects/calendars/count2.asp

Quarterly Assessment Results K-52012-2013

**Cut score for Gr 5 Fall IA = 51%

*Cut score for Gr 5 Winter IA= 53% satisfactory

• Quarter 1 Results

26

Grades Average Performance

Mastery/ Proficiency

Grade 5 51% **49%

Grade 4 60% 32%

Grade 3 60% 36%

Grade 2 72% 64%

Grade 1 66% 41%

Kinder 85% 76%

Grades Average Performance

Mastery/ Proficiency

Grade 5 53% *52%

Grade 4 56% 19%

Grade 3 62% 38%

Grade 2 79% 76%

Grade 1 71% 59%

Kinder 91% 93%

QUARTER 2 RESULTSQUARTER 1 RESULTS

*Cut score for Gr 5 FALL IA= 51% satisfactory


Debriefing Protocol

• Teacher’s debriefing protocol

• Grade Level Debriefing Protocol

• Sample Data Chats form• Student Name and ID__________________________• Math FCAT: Achiev. Level _______Math DSS _______• Reading FCAT: Achiev. Level ______ DSS __________• Science Assessment data:• Pretest: ______ Quarter 1 ______ Quarter 2 ________• Quarter 3 ______ Quarter 4_______Post-Test______• Student Goals:________________________________ ____________________________________________• Teacher Comment_____________________________• ____________________________________________

Data Chats

28


Differentiated Instruction in the Science Classroom

ByMillard E. Lightburn, Ph.D.

District Supervisor (Science K-5)Mary Tweedy and Keisha Kidd Curriculum Support Specialists

Outcomes• Create multiple paths so that students of different

abilities, interest or learning needs experience equally appropriate ways to absorb, use, develop and present concepts as a part of the daily learning process.

• Become familiar with a variety of instructional activities to meet individual student learning needs.

• Establish a repertoire of teaching strategies.

Mathematics and Science

KWL

What I know

What I want to know

What I learned

DIFFERENTIATED INSTRUCTION

Maematics and Science

What Is Differentiation?What differentiated instruction is NOT:

What differentiated instruction IS:

• It is not individualized instruction (specific to the 1970's).

• It is not disorderly or undisciplined.

• It is not just modifying the instruction up or down..

• It is more qualitative than quantitative.

• It is a blend of whole-class, group and independent learning.

• It is continually adjusting to meet the goal of matching learner to learning.


Differentiated Instruction is…

“A set of unique decisions that the educator makes to bring learning within the grasp of all students. Remember, this includes students who are working on grade level, below grade level, and for those students working above grade level!” Carol Tomlinson (2005)

“A teaching philosophy based on the premise that teachers should adapt instruction to student differences such as readiness levels, learning preferences, and interests.”

Carol A. Tomlinson (2005)

It is a thoughtful PROCESS!


Why Differentiate?

• All kids are different.

• One size does not fit all.

• Differentiation provides all students with access to all curriculum.


“TELL ME AND I WILL FORGET. SHOW ME AND I MAY REMEMBER. INVOLVE ME AND I WILL UNDERSTAND."

-Ancient Chinese Proverb


Your Learning Style

• Activity # 1: What is your primary learning style?

Visual, Auditory, Kinesthetic/Tactile• Before doing the activity:

– Predict your learning style – Predict which will be the most common

learning style in the classroom.• Read the direction on the chart “

Learning Styles” and determine your primary learning style.


Principles of a Differentiated Classroom

• All students participate in respectful work.

• Teacher and students work together to ensure continual engagement & challenge for each learner.

• The teacher coordinates use of time, space and activities.

• Flexible grouping which includes whole class learning, pairs, student-selected groups, teacher selected groups, and random groups.


How is DI Implemented?

• Before beginning instruction, teachers should do three things:• Use Diagnostic assessment to determine readiness (e.g. pretest, KWL)• Determine students interest (interest

inventory)• Identify student learning styles and

environmental preferences


Content Process Product

According to Students’

Readiness Interest LearningProfile

Teachers Can Differentiate

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

What is taught How it is taught How learning is assessed


DI According to Students…

Readiness – Refers to readiness for a given skill, concept, or way of thinking.

Interests and Attitudes – Have to do with those things that learners find relevant,

fascinating, or worthy of their time.

Learning Profile and Need – Refer to things such as learning style, intelligence preferences,

how the learner sees himself in relation to the rest of the world.


Discussion Question

What are you already doing to differentiate instruction in your classroom?

Activity: Give One/Take One


Give One/Take One

Idea #1 Idea #2

Idea #3 Idea #4


Differentiated Instructional Strategies in the Science Classroom

Within the next few slides, you will be introduced to a few differentiated instructional strategies such as… Tiered lessons Exit cards Flexible grouping Anchor activities Response cards Choice Board (Think-Tac-Toe boards) Cubing Graphic organizers

Remember that these are just some of the many examples of differentiated instructional strategies.


1. Tiered Instruction

• Provides teachers with a means of assigning different tasks within the same lesson or unit.

The tasks will vary according to the students’Readiness InterestLearning Profile


Planning Tiered Activities A Four Step Method

Step 1. Identify key concepts and skills (i.e., NGSSS)

WHAT SHOULD STUDENTS KNOW, UNDERSTAND, OR BE ABLE TO DO?

Step 2. Think about students and/or use assessment to determine:– Readiness level– Interests– Learning Profile


Planning Tiered Activities cont.

Step 3. Create an activity for “on – level” learners that is…– Interesting– Challenging– Causes students to use key skill(s) to understand the major idea or concept.

Step 4. Adjust the activity accordingly. Remember…

You may not need to adjust the activity if you are differentiating by interest or by learning profile. However, if you are differentiating by readiness, you will need to adjust for “struggling learners” and “highly able” learners (use Webb’s DOK).

Struggling learners On-level learners Highly-able learners

Adjusting the task


2. Flexible Grouping• Flexible grouping is an opportunity for students to work with a

variety of students, through whole group or in many different forms of small groups. The key to flexible grouping is in the name… FLEXIBLE. Students have the opportunity to be in different groups depending on the activity.

• initially use the whole group for instruction

• divide group for practice or enrichment

• not used as a permanent arrangement

• use groups for one activity, a day, a week, etc.

“Flexible grouping is the cornerstone of successful differentiated instruction”.- Carol Ann Tomlinson


How does flexible grouping benefit students?

• Gives students and teachers a voice in work arrangements

• Allows students to work with a variety of peers

• Keeps students from being “pegged” as advanced or struggling


3. Anchor Activities

Anchor activities are ongoing assignments that

students can work on independently throughout a

unit, grading period, or longer.


The Purpose of an Anchor Activity

Provide meaningful work for students when they…• Finish an assignment or project

• When they first enter the class

• When they are “stumped”

Provide ongoing tasks that tie to the content and instruction.

Free up the classroom teacher to work with other groups of students or individuals


Some examples of Anchor Activities

• Brain Busters• Learning Packets• Activity Box• Learning / Interest Centers• Vocabulary Work• Investigations• FCAT Practice activities• Magazine articles with generic questions or activities• Listening stations• Research questions or Projects• Journals or Learning Logs• Silent Reading• Websites

4. Exit CardsExit Cards (AKA “Tickets out the Door”) are used to gather information on student readiness levels, interests, and/or learning profiles. They can be used as quick assessments to see if the students are “getting it”.

The teacher hands out index cards to students at the end of an instructional sequence or class period. The teacher asks the students to respond to a predetermined prompt on their index cards and then turn them in as they leave the classroom or transition to another subject.

The teacher reviews the student responses and separates the cards into instructional groups based on preset criteria.


5. Response Cards• Response cards are another form of quick assessment. Each student

has a card and indicates their understanding of a topic by holding up the appropriate response. Response cards:

1. Increase participation level of all students2. Increase on-task behavior3. Provide immediate feedback4. Are highly motivating and fun!

Just Think... If response cards were used instead of hand

raising for just 30 minutes a day, each student would make more than 3,700 additional academic responses during the school year.


Types of Response CardsPreprinted Student made Write-on white boards

Kinetic Potential

land sea

A B

C DTRUE FALSE


6. Graphic Organizers

• Aides comprehension, concept development and learning

• Highlights key vocabulary• Provides an organized, visual display of knowledge• Focuses attention on key elements• Helps integrate prior knowledge with new knowledge

Flow chartweb


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7. Learning Contract To demonstrate what I have learned about ____________, I want to

_ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model

_ Design a mural _ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other

This will be a good way to demonstrate understanding of this concept because______________________________________________________________

To do this project, I will need help with ______________________________My Action Plan is________________________________________________The criteria/rubric which will be used to assess my final product is _______________________________________________________________________

My project will be completed by this date _____________________________

Student signature: ________________________________ Date ___/___/___Parent signature: _________________________________ Date____/___/___Teacher signature: ________________________________ Date ___/___/___


8. Cubing• A cube consists of 6 commands – one on each of its 6 faces

followed by a prompt that describes the task the student should do.

• Can be used to differentiate activities on the basis of student's readiness. For example, using 2 or more cubes with the same commands, modify the prompts or tasks so that they are at different levels of difficulty

• Can be used to differentiate activities based on students’ interests or learning profiles.


Choice Board


Entrée (Select One)•Draw a picture that shows what happens during photosynthesis.•Write two paragraphs about what happens during photosynthesis.•Create a rap that explains what happens during photosynthesis.

Dinner Menu – Photosynthesis

Appetizer (Everyone)• Write the chemical equation for photosynthesis.

Side Dishes (Select at Least Two) •Define respiration, in writing.•Compare photosynthesis to respiration using a Venn Diagram.•Write a journal entry from the point of view of a green plant.•With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.

Dessert (Optional)•Create a test to assess the student’s knowledge of photosynthesis.

What type(s) of differentiation can you identify in this dinner menu. ?

In my Differentiated Classroom

• Everyone will feel welcomed• Mutual respect will be non-negotiable• Students will feel physical, mental and emotional safety• There will be a persuasive expectation of growth• I will teach for success• A new sort of fairness will be evident and accepted• We will collaborate for mutual growth and success


We are for difference,for respecting difference,for valuing difference,until difference no longer makes a difference.


Big Idea 10: Forms of Energy

Sound Energy(Hands on Activity)

Article

Research Using Claims and Evidence in Science

15 min. Break

Big Idea 11: Energy Transfer and Transformation

Heat Energy and Heat Conductors

(Hands on Activity)

SAVE the Date: October 24 -26, 2013

Florida Association of Science Teachers Conference 2013

DoubleTree by Hilton HotelMiami Airport Convention Center

October 24-26, 2013

Join the magical experience of learning new science curriculum and methods while gaining new resources and skills

that will spark magic in your teaching.

Go to https://sites.google.com/site/dcstaonline/stem-conference

https://sites.google.com/site/dcstaonline/stem-conference

Science DepartmentDepartment of Mathematics and ScienceOffice of Academics and Transformation

Dr. Ava Rosales, Executive Director - Science

Elementary Middle School High School

Dr. Millard Lightburn,District Supervisor

Ms. Yoly McCarthy,Instructional Supervisor

Mr. Sebastian Oddone, District Supervisor

Ms. Mary Tweedy, Curriculum Support

Specialist

Mr. Kirk Nieveen, Curriculum Support

Specialist

TBA, Curriculum Support

Specialist

Ms. Keisha Kidd, Curriculum Support Specialist

Ms. Mildred Farber District Administrative Assistant

Phone: (305)995-1939

Slip

Day Two Reflection1. Today I learned ……………………….2. Something I will implement in my classroom….3. Questions I still have………………..4. How did we integrate Common Core in science?


department of mathematics and science office of academics and transformation ms. keisha kidd, css...

Documents

science slide

activity slide

es slide

activity hands

lunch slide

reflection slide

water slide

break slide