Session 4

Welcome to the PGPTP
Secondary Science
Session
Dawn Berkeley, Seminar Leader

DO NOW: On the strip provided, jot down one success/challenge
you’ve had so far this school year. Once your done, pass your card
to some one else for recommending a way to address your area(s)
of challenge. Return cards to owners.

Professional Values
 Focus on our primary mission of closing the
achievement gap by setting high expectations for our
students, our colleagues and ourselves.
 Maximize our experience – working with a sense of
urgency, seeking out and welcoming experiences,
resources, and feedback in order to grow.
 Be flexible.
 Respect one another.
 Model a Culture of Achievement.

Group Norms
 Be respectful of one another
 No side conversations
 Arrive on time and prepared for class
 Keep all cell phones off during session.
 Focus on things within your control
 No war stories…limit dwelling (whining or complaining)
 No blame or excuses
 No interrupting
 Take ownership of the session by actively participating

So, what’s different?
2nd Year Completion Requirements:
 Requirement #1 – Assessment Projects (5)
1. Professional Development Plan
2. Aligning Strategies to Content Requirements & Student Needs
3. Analyzing Content, Standards, and Resources
4. Diagnosing Student Readiness, Setting Achievement Goals
and Monitoring Progress – Part 1
5. Diagnosing Student Readiness, Setting Achievement Goals
and Monitoring Progress – Part 1

 Requirement #2 – Updated PES Component 4 – “Setting
Goals for Student Achievement and Professional
Development”
 Requirement #3 – Improving Practice Analysis and
Reflection (5 – 7 pg. reflection)

Agenda
Time Section Activity
5:00 – 5:15 p.m. Opening Strategy Debrief

5:15 – 6:10 p.m. Section 1 Mathematics in
Science

6:10 - 7:05 p.m. Section 2 Implementing
Effective Strategies
for Math Skills in
Science
7:05 – 7:15 p.m. Break
7:15 – 7:50 p.m Section 3 Analyzing Pretest
Data
7:50 – 8:00 p.m. Closing Reflection

Session Objectives
 EXAMINE the mathematics skills necessary to comprehend
science concepts and define the science teacher’s role in
supporting students’ math skills. (D.S.)

 DEFINE the expected level of mathematics performance
prescribed in the standards and determine appropriate solutions
for modifying or scaffolding instruction when math skills needed for
science exceed student level. (A.Pa.)

 EVALUATE, select, and plan to implement strategies for teaching
the math skills necessary to understand science concepts. (A.Pe.)

 EVALUATE, select, and plan to implement comprehension
strategies. (K.N.)

PT Roles
 Key Keeper: This person makes connections to Course Goals,
Competencies and Key Messages.
 Time Keepers: This person will keep time for a section of our
session. The section will be noted by the number on the clock.
 Judges: This person explains how this session relates to how
we are being assessed as educators. Their responsibility is to
make connections from the day’s session to the assignments
and assessment projects
 Town Criers: This person provides encouragement/shout outs
to the group. Shout outs should be aligned to the session
norms determined during the orientation session.
 Session Scribe: This person will be responsible for writing up
any related feedback from debriefs.

.

CONTENT
Each of the core subjects you teach has
a unique organizational structure,
It is your responsibility vocabulary, and requirements.
to understand deeply Understanding these elements will help
the content you teach you make connections for your
in order to make students between skills and
learning meaningful to knowledge, as well as within and
between content areas. Most important,
all students. you will be able to help your students
generalize and apply knowledge to new
and complex academic tasks.

ASSESSMENT You will need to monitor student progress
carefully, critically analyze results, and make
immediate and careful changes to your own
teaching practices in order to achieve
Assessment is a key measurable progress in student
component to closing performance. You need to understand how to
select effective assessments so that you can
the achievement gap. continuously document student progress
Teachers need to use toward meeting or exceeding grade-level
ongoing assessments standards by the end of the school year.
to be highly effective You will invest students in their academic
in the classroom. development by being transparent about
their performance, sharing results, and
providing them with the ongoing assessment
tools they need to understand and drive their
own academic success.

INSTRUCTION
Your instructional choices should
support student mastery of standards,
be informed by student achievement
Teachers must choose data, and be differentiated to meet
instructional strategies student needs. This will help ensure
carefully to maximize that your efforts in the classroom will
lead toward the academic
their impact on student achievement for every student. Your
achievement. curriculum is a tool, but whether your
students make gains is up to you. No
curriculum on its own will be effective
for all students.

Opening
Strategy Debrief
KEY KEEPER

 DO NOW: Take out Handouts 3.17 and
3.18: Strategy Implementation
Planning/Reflection Sheet. Review your
work and prepare to discuss your
reflection with the group.

Opening
Strategy Debrief
KEY KEEPER

Strategy Implementation Routine Groups:
NOW: Refer to Handouts 4.1. In
partner pairs, please complete the Strategy
Debrief. Be prepared to share with the
group. *

13 min.

Section 1
Mathematics in Science

 Math and Expository Text in Science
 Planning Instruction to Support Student
Math Skills in Science

Math and Expository Text in Science

KEY KEEPER

Now you will be led in an experience to
help you appreciate the importance of
addressing math in the secondary science
classroom.

Which key message does this connect to
and how?


DO NOW:
Please locate Handout 4.2 - “Scale
Models”. Using only the format of the text,
predict with a partner how the article might require
math.

Now, please read Handout 4.2. As you read, circle
portions of the text that refer to math skills. After
reading and completing the chart, be prepared to
answer the following:


• What math skills are needed to understand the
text fully?
• What are the implications for science instruction?
• How critical are math computation, conceptual
understanding and problem-solving skills outside
of math or science classes?

10 min.


“Teachers must choose instructional strategies
carefully to maximize their impact on student
achievement.”

INSTRUCTION

Planning Instruction to Support Student Math
Skills in Science
DO NOW:
Please turn to Handout 4.3 and refer to the
5 different examples of “Math in Action”.

• Select 1 that most closely represents the subject
area you teach.

• Individually write the math skills required for that
example in the textbox.

5 min.

Skills in Science
DO NOW:

• Please turn to Handout 4.4 – “Planning Instruction
to Support Student Math Skills in Science”.

• Now you will follow the same procedure to assist you in
your planning of the unit you will teach between Sessions 4
– 7.

5 min.

Skills in Science
DO NOW:

• Please turn to Handout 4.5, where you will record
the science content and related math concepts and
skills.
• After completing Handout 4.5, please return to
Handout 4.4 and work through Boxes #1 – 3.
Station 2 Station 7

Dani, Alexis, Ardalan Joseph, Kevin

5 min.

Skills in Science
• What are some obstacles you foresee
implementing your unit?

• What resources do you have to help you address
math skills for your upcoming unit? P.V.

• What is the overarching goal for this course? How
can that be achieved by the actvity we just
completed?

5 min.

Section 2
Implementing Effective Strategies for Math Skills
In Science

 Just Following Orders
 Analyzing Charts and Graphs
 Introduction to the Strategies

Just Following Orders (J.F.O.)

• What are some of the challenges for
students in mathematical problem
solving?

• What are some benefits to
the modeled strategy?


DO NOW:
• Please turn to Handout 4.6 and share with the
neighbor closest to you in which order you would put
the strips and give your reasons for doing so.*

• Correction:
A  P1V1 = V2
P2

10 min.


DO NOW:
• You will now have an opportunity to plan an example
of another J.F.O. activity using the content-
standards related math skill you identified on
Handout 4.5/Handout 4.4.* Please work in the
same groups as before using Handout 4.6.

• Once your group is done, exchange your Handout
4.6 with another pair and have them work through
your J.F.O. activity.

10 min.

DEBRIEF

In what ways could this strategy benefit your
students?

Analyzing Charts and Graphs

What skills do students need with respect to
charts and graphs?


DO NOW:
• You will now work in two groups for the following
activity. (Team 1 – Green Dot/Team 2 – Blue Dot)
• Look at Handout 4.7

10 min.


• How would you explain to your students the
type of data that is best represented by
each type of graph?

• How would you guide students to think
about the variables in the data?

• How would you guide students to match the
information to the graphs to understand the
information?


DO NOW:
• Now remaining in teams, you will now on a
discovery activity that helps students differentiate
between the 3 types of graphs we just discussed.
• Look at Handout 4.8*

5 min.

DEBRIEF
(cards)
DO NOW:
• You will now have 5 minutes to begin to identify how
you might build instruction on charts and graphs into
your upcoming unit. Also consider the following:
• How might you incorporate lessons that teach
students to analyze the different types of
graphs?

Introduction to the Strategies

DO NOW:
• Please refer to Handout 4.9
• Think about how the strategies relate to
what you are already doing.
• Using Handouts 4.10 and 4.11, you
will select one strategy to implement
before the next session.

8 min.

Introduction to the Strategies

“Teachers must choose instructional strategies
carefully to maximize their impact on student
achievement.”

INSTRUCTION

Session Objectives
(Take & Pass/Four More
Feedback Folder)
 EXAMINE the mathematics skills necessary to comprehend
science concepts and define the science teacher’s role in
supporting students’ math skills. (D.S.)

 DEFINE the expected level of mathematics performance
prescribed in the standards and determine appropriate solutions
for modifying or scaffolding instruction when math skills needed for
science exceed student level. (A.Pa.)

 EVALUATE, select, and plan to implement strategies for teaching
the math skills necessary to understand science concepts. (A.Pe.)

 EVALUATE, select, and plan to implement comprehension
strategies. (K.N.)

Section 3
Analyzing Pretest Data


DO NOW:

Take out the data tracker with the results
which should resemble Handouts 4.13b and
4.14b

In what ways do the activities align to the
Inquiry Process?


DO NOW:
Please Take out Handout 4.15, which
provides the steps for analyzing data. You will
now focus on analyzing the data you
organized. Where are we in the inquiry
process?

You’ve already reviewed:
Handouts 4.13a and 4.14a
Now record your own data on:
Handouts 4.13b and 4.14b 25 min.
Take notes on Handout 4.16


Where are we in the inquiry process?

For HW, you should complete your planning
and begin to teach the unit with the data in
mind
Please set a date when you will reassess
students (Handout 4.14b)*

5 min.

Closing
Reflection

 Address how the objectives were met using Take and
Pass sheets.

 Share any new challenges or solutions to teaching and
learning secondary science that surfaced during this
session.

 Instructional Strategies Log – Handout 1.8
 Session 5 will introduce a focus on scientific inquiry that
will continue throughout the course.

Homework
Please complete the following:
 Begin implementation of Handout 4.4 Planning Instruction to
Support Student Math Skills in Science
 Complete Handout 4.11 and implement the strategy.
 Complete Handout 4.12
 Bring in evidence of the lesson and come prepared to discuss it
at the beginning of Session 5.
 Begin to implement the plan developed on Handout 4.16 to
tailor instruction to student readiness levels.
 Read one of the two excerpts on Handout 4.18 and complete
the chart on Handout 4.17
 Read Handout 4.20 and take notes in the chart on Handout
4.19
 Bring a curricular resource: i.e. teacher’s edition for the texbook
you use.

Instructional & Grouping Strategies

Sentence Strip Activity

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Session 4

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Session 4

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