Cristina Madrigal

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Department of Mathematics and Science

• Cristina Madrigal
• 7th Grade Science Teacher

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AGENDA

• AM
• 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

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NORMS

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

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Name Tents

• Write your name
• School
• Grade Level

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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

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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

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Benchmark Analysis
Energy flow in Ecosystems and Limiting Factors
Nature of Science
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Todays Benchmarks

• SC.7.L.17.1 Explain and illustrate the roles of
  and relationships among producers, consumers, and
  decomposers in the process of energy transfer in
  a food web. (Assessed as SC.7.L.17.2)
• SC.7.L.17.3 Describe and investigate various
  limiting factors in the local ecosystem and their
  impact on native populations, including food,
  shelter, water, space, disease, parasitism,
  predation, and nesting sites. (Assessed as
  SC.7.L.17.2)
• SC.7.L.17.2 Compare and contrast the
  relationships among organisms, such as mutualism,
  predation, parasitism, competition, and
  commensalism.

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NSTA Formative Assessment ProbePage
KeeleyAvailable through the Learning Village
Benchmark SC.7.L.17.1 Explain and illustrate
the roles of and relationships among producers,
consumers, and decomposers in the process of
energy transfer in a food web.
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Oh Deer!A Limiting Factors Exploration
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ExploreLearning GIZMO
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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).

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(No Transcript)
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How does resource availability affect the
population of a species in an ecosystem?

• Claim
• Evidence-
• Reasoning

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Identify and indicate the effectiveness of the

• Engage
• Explore
• Explain
• Elaborate
• Evaluate

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What FCAT Level Would We Be?

• A look at Achievement Level Descriptions
  (Progression scales for Learning Goals)

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SC.7.L.17.1 Assessed as SC.7.L.17.2 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. (Level 3 Strategic Thinking Complex Reasoning) SC.7.L.17.1 Assessed as SC.7.L.17.2 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. (Level 3 Strategic Thinking Complex Reasoning) SC.7.L.17.1 Assessed as SC.7.L.17.2 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. (Level 3 Strategic Thinking Complex Reasoning)
Scale Learning Progression Sample Progress Monitoring and Assessment Activities
Score/Step 5.0 I am able to analyze food webs to determine if they correctly illustrate the roles, relationships, and transfer of energy among organisms. Explain and illustrate the relationships among decomposers, producers and consumers including herbivores, carnivores, and omnivores, in the process of energy transfer in an ecosystem including food webs and food chains
Score/Step 4.0 I am able to relate the roles and relationships of organisms in a food web. GIZMOS Food Chain Design a food web and identify the roles and relationships among the organisms. Explain why the relationships are necessary.
Score/Step 3.0 Target (Learning Goal) I am able to infer the roles and relationships of organisms in a food web. BBC Food Chains Interactive Test Food Pyramids Identify the roles and relationships among organisms in a food web in your backyard or school grounds.
Score/Step 2.0 I am able to trace the flow of energy in a food chain. Analyze several food chains and explain what happens to energy as it flows through the food chain.
Score/Step 1.0 I am able to identify producers and consumers in a food chain.

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SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. (Level 3 Strategic Thinking Complex Reasoning) SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. (Level 3 Strategic Thinking Complex Reasoning) SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. (Level 3 Strategic Thinking Complex Reasoning)
Scale Learning Progression Sample Progress Monitoring and Assessment Activities
Score/Step 5.0 I am able to hypothesize the effects of limiting factors in an ecosystem. Research an ecosystem that has had an impact on its populations of organisms. Utilize real-world to discuss the limiting factors that affected the populations of organisms.
Score/Step 4.0 I am able to analyze some of the effects of limiting factors in an ecosystem. Gizmo Prairie Ecosystem Analyze the factors that affect the populations of grass, prairie dogs, ferrets and foxes in a prairie ecosystem. Investigate feeding relationships and determine the food chain.
Score/Step 3.0 Target (Learning Goal) I am able to identify limiting factors in an ecosystem. Develop limiting factors scenario cards (example, all the trees tin a region have died) and have classmates infer three things that will happen as a result of the introduction of the limiting factor to a food web.
Score/Step 2.0 I am able to identify factors that affect populations in an ecosystem. Identify and describe various limiting factors in an ecosystem and their impact on populations.
Score/Step 1.0 I am able to define what an ecosystem is.
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Afternoon Schedule

• 1245 pm Reflecting on the Curriculum
• 1 30pm Pre-planning with the Pacing Guide
• 230pm Developing a 5E Lesson

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Reflecting on the Curriculum

• Strengths

• Areas for improvement

• Specific recommendation

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Science Department Website Overview
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Good Science Instruction

• 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

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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

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Successful Strategies to Use

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

• The 5 Es
• HOT Questions (Webs Depth of Knowledge)
• Inquiry
• Hands-On Activities/Labs
• Demonstrations
• Virtual Labs

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Assignment

• 5E lesson plan posted to Edmodo group
• Each teacher submit an assignment.

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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

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Slip

• Reflection
• Today I learned .
• 2. Questions I still have.

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Science Department
Dr. Ava Rosales, Executive Director Dr. Ava Rosales, Executive Director Dr. Ava Rosales, Executive Director
Elementary Middle School High School
Dr. Millard Lightburn Instructional Supervisor Ms. Yoly McCarthy Instructional Supervisor Mr. Sebastian Oddone Instructional Supervisor
Ms. Mary Tweedy Curriculum Support Specialist Mr. Dane Jaber Curriculum Support Specialist Mr. Kirk Nieveen Curriculum Support Specialist
Ms. Keisha Kidd Curriculum Support Specialist
Ms. Mildred Farber District Administrative Assistant Phone [phone] Ms. Mildred Farber District Administrative Assistant Phone [phone] Ms. Mildred Farber District Administrative Assistant Phone [phone]