science coach dialogue #6 crunch-time
DESCRIPTION
Science Coach Dialogue #6 Crunch-Time. Doral Middle School February 3, 2012 Presented by Ava D. Rosales, PhD Instructional Supervisor. Welcome. Make a Name Tent and Indicate Name School Write the number (%) that represents Students proficient in science Average percent correct - PowerPoint PPT PresentationTRANSCRIPT
SCIENCE COACH DIALOGUE #6CRUNCH-TIME
Doral Middle SchoolFebruary 3, 2012
Presented byAva D. Rosales, PhD
Instructional Supervisor
WELCOMEMake a Name Tent and Indicate
NameSchool
Write the number (%) that represents a.Students proficient in science b.Average percent correct
Are we feeling Pretty Good?
NORMS
Collaborative
Ownership into action
Actively participate
Consensus building
Helpful •Electronic devices
•Restrooms
SESSION GOALS Support coach model to improve
instruction and student achievementDevelop scientific explanations and
reasoningUtilize data to identify secondary
benchmarks to align with instructionShare and discuss available
resources to support science teaching and learning
AN INSTRUCTIONAL COACH SERVES as a professional development liaison within the
school to support, model, and continuously improve the instructional programs to assure academic improvement for ALL students.
as a stable resource at the school site to support high quality implementation of research-based instruction.
as a mentor in developing ideal content-rich classrooms
A COACHING CONTINUUM Coaching duties take many forms including:
Facilitating Workshops
Providing Demonstration Lessons; Co-teaching; Observing, Conferencing, and Debriefing
Facilitating “teacher self-discovery”The constant in all of these activities is that they lead to better instructional practices and higher student achievement…
Facilitate astudy group
to investigatecommoninterest topics
to improveinstruction
and studentachievemen
t
Facilitateaction
research toseek
resourcesafter
reflectionto improveinstruction
andstudent
achievement
Highly directive… Highly reflective…
Facilitate aworkshopor sessionto improveinstruction
and studentachievement
Provide anobservation
lesson to improve
instruction and
studentachievement
withfeedback andcollaborative
input
Co-teach withcolleague to
improve instruction
and studentachievement
basedon mutually
agreedupon learning
goalsand successindicators
Confer,observe,
anddebrief toimprove
instructionand
studentachieveme
nt
Coaching Continuum
USING A READING STRATEGY - JIGSAWJigsaw: The Jigsaw helps students learn new
material using a team approach. Students are responsible for becoming an "expert" on one part of a lesson and then teaching it to the other members of their team.
Divide the sections into however many students are in each group.
Have each student take one of the sections. They are to read it and know it well - become “experts.”
"experts" of each individual section meet together to discuss their ideas on that particular section.
After group discussions, each "expert" returns to his group and relates all the information about his particular topic.
Source: Weber State University
DIFFERENTIATING INSTRUCTIONPresented byMs. Yoly McCarthy, Curriculum Support Specialist
DIFFERENTIATION THROUGH CHOICES
OUR WORK – BRINGING IT HOMEIt’s like herding cats sometimes
ALIGNING INSTRUCTION WITH ASSESSMENT
Secondary Science
Curriculum and Instruction
KEY COMPONENTS AND STRATEGIES/INTERVENTIONS WOULD YOU USE?
ACTIVITYUsing FCAT 2.0 Test Item Specifications Identify key components for middle school:
What should students be able to do? What instructional strategies should be used? Identify grade level(s) responsible for
instruction
NATURE OF SCIENCEMIDDLE SCHOOL SCIENCE REPORTING CATEGORY
Big Idea 1 The Practice of Science Scientific inquiry is a multifaceted activity; The processes of science
include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.
The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."
Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge.
Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
Big Idea 2: The Characteristics of Scientific Knowledge
Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion.
Scientific knowledge is durable and robust, but open to change.
Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.
NATURE OF SCIENCEMIDDLE SCHOOL SCIENCE REPORTING CATEGORY
NATURE OF SCIENCEMIDDLE SCHOOL SCIENCE REPORTING CATEGORY
Big Idea 3: The Role of Theories, Laws, Hypotheses, and Models
The terms that describe examples of scientific knowledge, for example; "theory," "law," "hypothesis," and "model" have very specific meanings and functions within science.
NATURE OF SCIENCEMIDDLE SCHOOL SCIENCE REPORTING CATEGORY
Big Idea 4: Science and Society As tomorrows citizens, students should
be able to identify issues about which society could provide input, formulate scientifically investigable questions about those issues, construct investigations of their questions, collect and evaluate data from their investigations, and develop scientific recommendations based upon their findings.
EARTH SCIENCEMIDDLE SCHOOL SCIENCE REPORTING CATEGORY
Big Idea 5: Earth in Space and Time The origin and eventual fate of the
Universe still remains one of the greatest questions in science. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the planetary systems, and Earth. Humankind’s need to explore continues to lead to the development of knowledge and understanding of the nature of the Universe.
EARTH SCIENCEMIDDLE SCHOOL SCIENCE REPORTING CATEGORY
Big Idea 6: Earth Structures Over geologic time, internal and
external sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's internal and external energy and material resources.
EARTH SCIENCEMIDDLE SCHOOL SCIENCE REPORTING CATEGORY
Big Idea 7: Earth Systems and Patterns The scientific theory of the evolution of
Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
PHYSICAL SCIENCE (MS)Big Idea 8: Properties of Matter All objects and substances in the world
are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass.
Objects and substances can be classified by their physical and chemical properties.
Mass is the amount of matter (or "stuff") in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth.
PHYSICAL SCIENCE (MS)Big Idea 9: Changes in Matter Matter can undergo a variety of
changes. When matter is changed physically,
generally no changes occur in the structure of the atoms or molecules composing the matter.
When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties.
PHYSICAL SCIENCE (MS)Big Idea 10: Forms of Energy Energy is involved in all physical
processes and is a unifying concept in many areas of science.
Energy exists in many forms and has the ability to do work or cause a change.
PHYSICAL SCIENCE (MS)Big Idea 11: Energy Transfer and
Transformations Waves involve a transfer of energy
without a transfer of matter. Water and sound waves transfer energy
through a material. Light waves can travel through a
vacuum and through matter. The Law of Conservation of Energy:
Energy is conserved as it transfers from one object to another and from one form to another.
PHYSICAL SCIENCE (MS)Big Idea 12: Motion of Objects Motion is a key characteristic of all
matter that can be observed, described, and measured.
The motion of objects can be changed by forces.
PHYSICAL SCIENCE (MS)Big Idea 13: Forces and Changes in
Motion It takes energy to change the motion of
objects. Energy change is understood in terms of
forces--pushes or pulls. Some forces act through physical
contact, while others act at a distance.
LIFE SCIENCE (MS)Big Idea 14: Organization and
Development of Living Organisms All plants and animals, including humans,
are alike in some ways and different in others.
All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce.
Humans can better understand the natural world through careful observation.
LIFE SCIENCE (MS)Big Idea 15: Diversity and Evolution of
Living Organisms The scientific theory of evolution is the
organizing principle of life science. The scientific theory of evolution is
supported by multiple forms of evidence.
Natural Selection is a primary mechanism leading to change over time in organisms.
LIFE SCIENCE (MS)Big Idea 16: Heredity and Reproduction Reproduction is characteristic of living
things and is essential for the survival of species.
Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism.
Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms.
LIFE SCIENCE (MS)Big Idea 17: Interdependence Plants and animals, including humans,
interact with and depend upon each other and their environment to satisfy their basic needs.
Both human activities and natural events can have major impacts on the environment.
Energy flows from the sun through producers to consumers.
LIFE SCIENCE (MS)Big Idea 18: Matter and Energy
Transformations Living things all share basic needs for
life. Living organisms acquire the energy
they need for life processes through various metabolic pathways (photosynthesis and cellular respiration).
Matter and energy are recycled through cycles such as the carbon cycle.
PHYSICAL SCIENCEMIDDLE SCHOOL (MS) SCIENCE REPORTING CATEGORY
Students will be able to: recognize the differences between solids,
liquids, and gases and particle motion. contrast physical and chemical changes. identify atomic structures. recognize properties of waves and their movement through different media. describe how energy flows through a system. describe, measure, and predict the types of
motion and effects of force.
SAMPLE INTERVENTIONSPHYSICAL SCIENCE (MS) Experiment with a variety of substances to
determine their physical properties and their reaction to heat and light.
Create charts of substances and their physical and chemical changes when mixed with other substances and explain why and how the substances change.
Students manipulate various waves and calculate frequency and wavelength.http://amazing-space.stsci.edu/resources/explorations/light/makewaves_activity1.html
Create and present projects that demonstrate contact forces and forces acting at a distance.
EARTH AND SPACE SCIENCES MIDDLE SCHOOL (MS) SCIENCE REPORTING CATEGORY
Students will be able to: recognize that forces within and on
Earth result in geologic structures, weather, erosion, and ocean currents.
explain the relationship between the Sun, Moon, and Earth.
understand that activities of humans affect ecosystems.
compare and contrast characteristics of planets, stars, and satellites.
SAMPLE TARGETED INSTRUCTION EARTH/SPACE SCIENCES (MS) Students reconstruct models demonstrating
the effects of forces on and within the Earth.
Students critique/debate the effects that human have on the ecosystem.
Create models of the solar system and describe their composition, general distances and interconnectedness with the sun.
Interactive Lessons: http://www.brainpop.com/science/
naturalhazards/naturaldisasters/ http://www.learner.org/interactives/
dynamicearth/
LIFE SCIENCE MIDDLE SCHOOL (MS) SCIENCE REPORTING CATEGORY
Students will be able to: identify the structure and function of
cells. compare and contrast structures and
functions of living things. understand the importance of genetic
diversity. recognize how living things interact
with their environments.
SAMPLE TARGETED INSTRUCTION LIFE SCIENCE (MS) Create a story about the journey of a sugar
molecule through the various structures of the cell and explain the function of each part of the cell. Explain what would happen to your body if certain cells, tissues and/or systems did not function properly.
Diagram the systems in multi-cellular organisms and explain the similarity of functions and the connections between systems within an organism.
Draw the possible offspring that would arise from parents that have different combinations of dominant and recessive traits. Explain why the offspring exhibit certain traits. Use the terms genotype and phenotype
LIFE SCIENCEMIDDLE SCHOOL (MS) SCIENCE REPORTING CATEGORY
Students will be able to: compare and contrast the structure and
function of major body systems. Recognize that structures, physiology,
and behaviors of living things are adapted to their environments.
identify and explain the role of DNA. explain the relationship and
interdependence of all living things and their environments.
SAMPLE INTERVENTIONSCIENTIFIC THINKING
The students should be asked to design and write-up experiments where all factors including variables, controls, equipment, hypothesis, procedure, data, and conclusions are included.
While the students are conducting experiments, they must be able to explain that investigations are conducted to explore new phenomena, to check on previous results, and to test and compare theories.
The students should explain scientific methods and processes.
During experimentation, the students should explain patterns and natural events.
Through simple laboratory experiences such as the Acid Rain lab listed in the general resources, the students most be able to explain the interdependence of science, technology, and society.
CONTEMPLATING MARZANOWhat the research says…
45*RESEARCH-BASED INSTRUCTIONAL
STRATEGIES FOR INCREASING STUDENT ACHIEVEMENT
1. Similarities and Differences (45%)2. Summarizing and Note Taking (34%)3. Reinforcing Effort and Providing Recognition (29%)4. Homework and Practice (28%)5. Nonlinguistic Representation (27%)6. Cooperative Learning (27%)7. Setting Objectives and Providing Feedback (23%)8. Generating and Testing Hypothesis (23%)9. Cues, Questions, and Advance Organizers (22%)Research identified 9 instructional strategies that impact student achievement. *Classroom Instruction that Works, Marzano, Pickering & Pollock 2001
FORMATIVE ASSESSMENTS AND CRUNCH-TIME
LAB ACTIVITIESGrade 8 Essential Labs The Martian Sun Times Imaginary Alien Life Forms
Identify Key Components – based on FCAT 2.0 Test Item Specifications
Secondary benchmarks embedded
WRITING CONCLUSIONS
GENERAL INSTRUCTIONAL STRATEGIES AND INTERVENTIONS FOR ALL STRANDS
Use FCAT 2.0 format for all weekly tests and assessments. Utilize hands-on inquiry activities to develop meaning for topics and concepts. Provide graphic organizers to help students to visualize the relationship between a topic and its concepts. Provide opportunities to investigate and explore concepts. Conduct guided practice activities. Implement Power Writing Scientific Conclusions to encourage students to expand on their writing skills (http://science.dadeschools.net).
GENERAL INTERVENTION RESOURCES BBC BiteSize KSC3
http://www.bbc.co.uk/schools/ks3bitesize/ Discovery Education (portal) FCAT Explorer
http://www.fcatexplorer.com/ CRISS strategies and graphical organizers Annenberg Media Science Content Videos
http://www.learner.org Explorelearning Gizmos at
http://www.explorelearning.com NSTA Micro-Units: http://dev.nsta.org/ssc/
ASSESSMENT RESOURCES Florida Achieves! Focus Questions
http://www.fcatexplorer.com/ ExamView (http://it.dadeschools.net )
BAIB (use crosswalk) Textbook Items
WERE WE SUCCESSFUL IN… Supporting coaching model to improve
instruction and student achievementDeveloping scientific explanations and
reasoning Identifying secondary benchmarks to align
with instruction based on dataSharing and discussing available resources
to support science teaching and learning
REFLECTION AND FOLLOW-UP Reflection: Formative Assessment Strategy
#28 I Used to Think… But, Now I know…
Follow-up: Submit Action Plan with evidenceDue: February 14, 2012 Fax: 305-995-7690 or email