Florida�s Next Generation Science Standards Module 1 by dbfQd67

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									 Ramping Up
 Science Skills
    Grade 6

   May 2011
      Presented by
Ava D. Rosales, PhD
 Instructional Supervisor




                              M-DCPS
Division of Mathematics, Science, and Advanced Academic Programs
Agenda
   Welcome and Introductions
   What Does it Really Take?
   Ramping-up Targeted Concepts: Hands-
    on/Minds-on Activities
   Teaching and Learning: The Year in Review
   Mapping Content for NGSSS DOK
   Reflections
Welcome and Introductions
 Overview   and Introductions

 Think…Pair…Share


 How prepared are students to enter 7th
 grade?
 What has been done at your school to ensure
 success?
       How is a cell like a city?
 Given a list of the parts of a cell and their
 functions, name parts of a city that perform similar
 functions.




Draw your city in the general shape of a cell.

                                                        4
What Does it Really Take?
   How can this activity be
   extended to an Organism
   City?




                              5
Content Rich?
   How well does the resource support
    teaching and learning of content and skills
    of the benchmark (NGSSS)?
   How well do instructions and/ or objectives
    support teaching and learning?
   How well does the resource foster mental
    and physical activity of students and
    intellectual engagement?
   How well do the materials maintain learner
    motivation?

   Does the resource provide material/ ideas
    to assess student understanding and/ or
    learning?
Formative        Human Body Basics
Assessments
and
Classroom
Activities




                    Source: Page Keley:
                    Understanding Student Ideas in
                    Science – Another 25 Formative
                    Assessment Probes Volume 3
Conceptual understanding is what we expect
when we say a child understands ideas such
as energy or respiration.

    (From Teaching for Understanding in Primary Science, Lynn Newton)
Teaching and Learning
   What science concepts and/or skills were
    taught?
   What science concepts and/or skills were
    mastered?
   What science concepts and/or skills need to
    be re-addressed for students to be prepared
    to enter 8th grade?
Teaching and Learning
Using FCAT 2.0 Item Specifications and Student
  Data:
 What science concepts and/or skills were
  taught?
 What science concepts and/or skills were
  mastered?
 What science concepts and/or skills need to
  be re-addressed for students to be prepared
  to enter 7th and 8th grade?
Mapping the NGSSS
Benchmarks
Using the FCAT 2.0 Item
 Specifications, identify the following:
   6th grade benchmarks that are
    foundational (i.e., never been taught
    before)
   Benchmarks that are only taught in 6th
    grade (i.e., not repeated or built on in
    grades 7 and/or 8)




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13
Benchmark Analysis
http://curriculum.dadeschools.net/schoolperformancereports.asp
Average Percent Correct
    Lab Activity:
Homeostasis: It’s All a
  Matter of Balance

      Topic XVIII




16
Ramping-up Life Science
  Big Idea 14: Organization and
    development of living things
   SC.6.L.14.3 Recognize and explore how
    cells of all organisms undergo similar
    processes to maintain homeostasis,
    including extracting energy from food,
    getting rid of waste, and reproducing.




                     17
Content Rich?
   How well does the resource support
    teaching and learning of content and skills
    of the benchmark (NGSSS)?
   How well do instructions and/ or objectives
    support teaching and learning?
   How well does the resource foster mental
    and physical activity of students and
    intellectual engagement?
   How well do the materials maintain learner
    motivation?

   Does the resource provide material/ ideas
    to assess student understanding and/ or
    learning?
20
  Outcome Goals of the Standards

      •Increase depth, understanding,
       process skills, proficiency
      •Lead to mastery of concepts and
       skills


            covering    understanding




Module 1               21
  The Four Strands of Science Learning (NRC,
  2007)
         Understanding Scientific Explanations
          ◦ Know, use, and interpret scientific explanations of the
            natural world
         Generating Scientific Evidence
          ◦ Generate and evaluate scientific evidence to build
            explanations of the natural world
         Reflecting on Scientific Knowledge
          ◦ Understand the nature and development of scientific
            knowledge; scientific knowledge can be revised as new
            evidence emerges
         Participating Productively in Science
          ◦ Representing ideas, using scientific tools, and interacting
            with peers about science


Module 1                              22
      Depth of Knowledge/
      Cognitive Complexity
              Based on Webb, N. L., 1999




Module 1         23
  Example   1. Which block would
               experience the most
               amount of friction as it
               moves down the tray?

            2. How will changing the
               angle of the tray affect
               the movement of blocks
               down the tray?

            3. Which of the following
               forces causes the blocks
               to move down the tray?
                a. electric
                b. friction
                c. magnetic
                d. gravity
Module 1        24
  Level 1: Low Complexity
     Low cognitive demand
     Recall and recognition of previously learned
      concepts and principles. Examples:
      ◦ Identifying a common example or recognize a
        concept
      ◦ Retrieving information from a graph, table, or figure
      ◦ Calculating or completing a familiar single-step
        procedure or equation using a reference sheet




Module 1                        25
  Level 2: Moderate Complexity

     Moderate cognitive demand
     Involve more flexible thinking and choice among
      alternatives. Examples:
      ◦ Compare and contrast structures or functions of
        different organisms or systems

      ◦ Describe examples and non-examples of scientific
        processes or concepts

      ◦ Apply concepts from a standard scientific model or
        theory


Module 1                       26
  Level 3: High Complexity
     High cognitive demand
     Engage students in more abstract reasoning,
      planning, analysis, judgment, and creative
      thought. Examples:
      ◦ Designing an experiment
      ◦ Generalizing or draw conclusions from a data set
      ◦ Providing a justification for steps in a solution or
        process
      ◦ Formulating a mathematical model for a complex
        situation

Module 1                         27
  Wrap up—
  Science Proficiency
     Given our discussion of Depth of
      Knowledge, how might you define
      science proficiency?
     What does it mean to learn science
      with understanding?
     How might science instruction provide
      opportunities for students to engage
      in all four strands of science learning?

Module 1                 28
    Submit a one page reflection on the
implementation of a formative assessment to
 address student understanding of concepts
                   taught
            Email: arosales@dadeschools.net
                         Or mail code #9628
                          DUE: May 24, 2011




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