Science Liaison Instructional Meeting
Elem ICAD 2
Millard E. Lightburn, Ph.D., District Supervisor K-5
Mary Tweedy, Curriculum Support Specialist
Noreyda Casañas, Curriculum Support Specialist
Dan Gangeri, Curriculum Support Specialist
October 27- October 30, 2014
Department of Mathematics and Science
Office of Academics and Transformation
Name Tent
• Use blank sheet of paper to make a name tent
• Front: Name
• Back: School Name and years teaching
• Share with group something special that
happened in your class last year.
NORMS – 10/27
Please take our poll
from
www.easypolls.net
See the link in your
email OR scan this
QR code with your
phone!!
Ice Breakers
• At your table, determine four things that
everyone has in common.
• You may not use anything education (work
related, i.e. “we are all teachers”)
• One commonality must be related to science.
• Each group will share out.
Elem Science Liaison 2 Agenda
 Welcome/Ice Breaker/Introductions
 Quarter Two Pacing Guide at a Glance
- Unwrapping Benchmarks Big Idea 10: Forms of Energy Benchmarks
- Essential Content/ Objectives/Vocabulary
- Questions to Stimulate Critical Thinking (Promise) – Essential Questions
 Instructional Resources to support science teaching and learning
- Updated Instructional Resources (Science Website)
- McGraw-Hill Reading Wonders Correlations to Science K – 5
 Break
 Hands-on Inquiry: Big Idea 10: Forms of Energy
 LUNCH
 Discovery Education Classroom Manager Overview
 Claims Evidence Reasoning(CER): What’s Your Evidence Chapter 2 Jigsaw
 Hands-on Activity: Big Idea 11: Energy Transfer and Transformation
 Resources for Secondary Benchmarks
- Learning Goals
- Online Resources (Discovery Education, FCAT Explorer, Gizmos, Power My Learning)
- Jeopardy Games
 Science Fair update
 Follow-up/Reflections and Announcements
Division of Academics – Department of Science
Session Outcomes
• Participants will be able to:
– Unwrap benchmarks and compare to Pacing Guide Essential
Content/Objectives and create questions to stimulate critical
thinking.
– Access Quarter 2 science instructional resources to support
science teaching and learning
– Use Discovery Education Classroom Manager to set up classes and
assign resources to students
– Plan and model scientific thinking through hands-on and/or open
inquiry investigations
- Identify questions to ask students to answer with a scientific
explanations through Claims Evidence Reasoning (CER)
– Enhance science interaction between students
What’s
K -2 Item Specifications
?
Reading Wonders K – 5
Science Correlations
3 – 5 Item Specifications
Division of Academics - Department of Science
Good Science Instruction
Review the Year at Glance. What is the purpose of the topic?
Know your targeted benchmark and specific objectives….
Good Science Instruction:
Unwrapping a Benchmark
1. Select the benchmark.
2. Circle the VERBS (action words) They
represent the skills, what students need to
do.
3. Underline the important NOUNS (a person,
place, or thing ). They represent the concepts
students need to know.
4. Create a graphic organizer (bulleted list,
outline, concept map, T-chart, etc.) to
organize the concepts and skills.
Division of Academics - Department of Science
Unwrapping the Benchmark
Big Idea 10: Forms of Energy
Grade 5 Topic 8
SC.5.P.10.1 Investigate and describe some basic forms of energy, including light,
heat, sound, electrical, chemical, and mechanical. (Level 2: Basic Application of
Skills & Concepts)
SC.5.P.10.2 Investigate and explain that energy has the ability to cause motion
or create change. (Level 3: Strategic Thinking & Complex Reasoning )
Verbs: (skills)
Nouns: (concepts)
Department of Mathematics and Science
Unwrapping the Benchmark
Big Idea 10: Forms of Energy
Grade 5 Topic 9
SC.5.P.10.3 Investigate and explain that electrical energy can be transformed into
heat, light, and sound energy, as well as the energy of motion.*
SC.5.P.10.4 Investigate and explain that an electrically-charged object can attract
an uncharged object and can either attract or repel another charged object
without any contact between the objects.*
Verbs: (skills)
Nouns: (concepts)
*Cognitive Complexity: LEVEL Level 3: Strategic Thinking & Complex Reasoning
Department of Mathematics and Science
Unwrapping the Benchmark
Big Idea 11
Grade 5 Topic 9
SC.5.P.11.1 Investigate and illustrate the fact that the flow of electricity requires
a closed circuit (a complete loop). *
SC.5.P.11.2 Identify and classify materials that conduct electricity and materials
that do not.*
Verbs: (skills)
Nouns: (concepts)
*Cognitive Complexity: LEVEL Level 2: Basic Application of Skills & Concepts
Department of Mathematics and Science
Let’s Look again at Grade 5 Pacing Guide Topic
1. What is the essential content listed?
2. How does it compare to and support the nouns
(concepts) identified in the unwrapping?
3. Are the verbs identified in the unwrapping in the
objectives?
4. How are the verbs (skills) supported?
5. How do the content and skills compare to what is listed
in the Item Specifications?
6. What tools and units will be used?
7. What objectives will demonstrate mastery of the
concepts? (performance skills )
8. What vocabulary needs to be understood to master the
Division of Academics - Department of Science
concepts?
Good Science Instruction:
Develop Critical Thinking Skills
Develop Essential Questions and other Higher-Order
Thinking questions using explicit-reflective instruction to
enhance student thinking that includes the teacher
identifying the Level of Complexity and students:
- Asking questions about topic being taught
- Learning to make systematic observations and
inferences in order to formulate answers based on
evidence and reasoning (Conclusion)
- Applying models to formulate solutions to questions
- Communicating both verbally and in writing
What are Questions for these Grade 5
Benchmarks? Which are Essential?
Benchmark Level of Complexity:
Questions:
Division of Academics - Department of Science
Where can materials/resources be
found to provide instructional support?
Pacing Guide Topic 8:
Supplemental Resources page
Discovery page
NBC Learn page
Plus on the Department of Science website
Division of Academics - Department of Science
Science Department
Website Resources
http://science.dadeschools.net/
Elementary Science page
Instructional Resources + Teacher Resources
Competitions (Science Fair/Scientific Method)
What’s Energy Got to Do with It?
Let’s Build a Balloon Rocket and find out
10 min. Break
Physical Science
Big Idea 10: Forms of Energy
Big Idea 11: Energy Transfer and Transformation
Grade 5 Quarter 2 Topic 8
What is Energy?
Power Point
Hands-On Activities
Chapter 2
Division of Academics – Department of
Science
What’s Your Evidence?
Chapter 2 Jigsaw
Group 1 Vignette pages 22-26 to Reasoning
Group 2 Video Example pages 27 - 28
Group 3 Life Science Example pages 29 - 31
Group 4 Earth Science Example pages 31 -32
Group 5 Physical Science Example pp. 32 -35
Group 6 Variation 1: Claim and Evidence pp. 36-38
Group 7 Variation 2: Using Multiple Pieces. pp.38-39
Group 8: Variation 3: Providing Reasoning pp. 39-40
Division of Academics – Department of Science
Hands-on Inquiry:
Energy Stations
Station 1:
Station 2:
Station 3:
Station 4:
Station 5:
Station 6:
Station 7:
Station 8:
Station 9:
Radio
Calculator
Toy Car
Hair Dryer
Ball
Flashlight
Top
Hangar with Cups and String
Radiometer
LUNCH
Division of Academics – Department of
Science
Discovery Education
Employee Portal: www.discoveryeducation.com
Form a
Class
and add
students
 Elementary Science
 PD: ES: 5 Minute Preps
 Search
Grade 5 Quarter 2 Topic 9
Static Electricity: Essential Lab #6
Power Point
Hands-On Activities
10 min. Break
Grade 5 Quarter 2 Topic 9
Electricity Transfer/Transformation
Get Connected: Essential Lab # 7
Big Idea 11: Energy Transfer and Transformation
Big Idea 10: Forms of Energy
Hands-On Activities
Secondary Benchmarks
Resources
Quizlet
Go to http://quizlet.com
Go to Search quizlet and enter
in css9628.
Click on search symbol for the
review sets:
Big Idea 8:
http://quizlet.com/54239310/grade-5-matterflash-cards/
Games
• Quarter 1 Jeopardy
Review
• The Whaddaya Know Quiz
Show: Light
Big Idea 9:
http://quizlet.com/54240283/grade-5-changesin-matter-flash-cards/
Big Idea 13:
Student Learning Goals
• See Pacing Guide Topics
http://quizlet.com/54240716/grade-5-forcesand-changes-in-motion-flash-cards/
Division of Academics - Department of Science
Student Learning Goals
Grade 5 Quarter 1 Big Idea 13 Topic 7
SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects. (Level 1: Recall)
Scale
Learning Progression
I am able to analyze how familiar forces affect the movement of
objects.
Design at least three demonstrations to explain how
forces affect the movements of toys (ball, marbles,
block, Slinkys, or cars). Create a poster to explain the
forces’ effects on the toys’ motion.
I am able to evaluate familiar forces and hypothesize how they affect
the movement of objects.
Develop a problem statement to explore how friction
on various surfaces affects a ball rolling or the pulling/
pushing of a block. Design a plan and carry out the
experiment. Collect data. Draw a conclusion.
I am able to identify familiar forces and explain how they affect the
movement of objects.
Imagine you are at a soccer game. Create a four part
foldable to illustrate the forces that affect the
movement of the soccer ball.
I am able to identify familiar forces and how they affect the movement
of objects.
Draw pictures showing how each of these forces:
push, pull, friction and gravity can affect the
movement of a toy car.
Score/Step 5.0
Score/Step 4.0
Score/Step 3.0
Target
(Learning Goal)
Score/Step 2.0
Target
Sample Progress Monitoring and Assessment
Activities
Division of Academics – Department of Science
What are Successful Strategies to Use?
• Interactive Notebooks
• HOTS Questions
• Hands-On/Open Inquiry
Investigations
• CER
• Learning Goals
• Demonstrations
• Virtual Labs
•
•
•
•
•
•
•
•
Graphic Organizers
Models & Visuals
Cooperative Learning
Think-Pair-Share
Jigsaw
Video Segments
The 5 E’s
Centers / Stations
Division of Academics – Department of Science
Session Outcomes Reflections
• Participants can:
– Unwrap benchmarks and compare to Pacing Guide Essential
Content/Objectives and create questions to stimulate critical
thinking.
– Access Quarter 2 science instructional resources to support
science teaching and learning
– Use Discovery Education Classroom Manager to set up classes and
assign resources to students
– Plan and model scientific thinking through hands-on and/or open
inquiry investigations
- Identify questions to ask students to answer with a scientific
explanations through Claims Evidence Reasoning (CER)
– Enhance science interaction between students
Announcements
Elementary Science Liaison Instructional Mtg.
• Dr. Gilbert Porter ES: November 17, 2014
• Henry West Lab ES: November 18 , 2014
• Hubert O. Sibley K-8: November 19 , 2014
Science Professional Development
Grades K-5 Teachers
• November 04, 2014 9 – 1 PM
Division of Academics – Department of Science
Follow-up: Action Plan
FOLLOW-UP: ACTION PLAN
(REQUIRED FOR MASTER PLAN POINTS)
To be completed no later than
November 14, 2014
Region ___________________
District PD Location: ______________________________________________________
Electronically: Please be advised that sign-in sheets/agenda should be scanned and emailed
to Dr. Millard Lightburn: mlightburn@dadeschools.net
Action
Meet with principal or AP to share the content of this
professional development and collaborate to present to
targeted staff.
Date Completed
Conduct in-depth planning sessions with grade appropriate
science teachers focusing on the content of this workshop.
For these planning sessions, attach:
 Agenda with date(s)
 Sign-in sheets of planning session
Participant Name: _______________________________
Work Location #:
Employee Number ___________________________
School:
Regional Center:
Principal’s Name: ____________________________________________________________
Division of Academics – Department of Science
Principal’s Signature: _________________________________________________________
Exit Slip: TAG Reflection
• Tell something you learned from today’s
presentation that you will use in your
classroom.
• Ask a question about something you don’t
understand.
• Give a pacing guide topic, specific benchmark,
and/or strategy that you would like more
information or help with.
37
Division of Academics - Department of Science
Slip
3-2-1 Reflection
Have a STEM-filled school year!
Division of Academics – Department of
Science