Science Content and Pacing
Grade 5
Curriculum Support Specialists:
Mary Tweedy
Noreyda Casañas
Dan Gangeri
Instructional Science Supervisor:
Dr. Millard Lightburn
Oct. 24, 2014
Division of Academics – Department of Science
Name Tent
• Use blank sheet of paper to make a name tent
• Front: Name
• Back: School Name and years teaching
NORMS 10/24
www.easypolls.net
Please scan the QR code
and take our poll so we
can establish our
norms for this meeting.
Division of Academics – Department of
Science
Ice Breaker
Are you North, South, East or West?
Which best establishes your strengths?
North: Do it now (action)
West: Organizational (structure)
East: Vision (meaning)
South: Feelings (caring)
Division of Academics – Department of Science
Agenda
 Welcome
 District Science Pacing Guides
- Unwrapping Benchmarks
- Essential Content/ Objectives/Vocabulary
- Critical Thinking – Essential Questions
 Dr. Maria Fernandez - FIU Graduate Certificate in STEM
Teaching
 Instructional Resources to support science teaching and
learning
- Power Points
- Essential Labs
- Power My Learning
- Discovery Education
- and more
 5 E’s Instructional Model for Effective Planning
 Interactive Notebooks
Division of Academics - Department of Science
 Follow-up/Reflections
Session Outcomes
Participants will be able to:
– Plan collaboratively to effectively implement a
routine of inquiry-based, hands-on activities that
make real-world connections and allow students to
develop higher order thinking using the Pacing
Guide and other District resources on a weekly
basis.
– Access science instructional resources including
technology to support science teaching and
learning.
Division of Academics - Department of Science
"Tell me and I forget.
Teach me and I remember.
Involve me and I learn.”
- Benjamin Franklin
Division of Academics - Department of Science
What Should a Science
Classroom Look Like?
• Students asking questions
• Students doing hands-on activities (inquiry)
• Students thinking and writing critically
• Infusion of literacy and math (LAFS & MAFS)
• Incorporation of Technology
• Students’ science work displayed
• Most importantly:
Students doing science & communicating
the outcomes in all grades (K-5)!
Good Science Instruction
Review the Year at Glance. What is the purpose of the topic?
Know your targeted benchmark and specific objectives….
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)
10 min. Break
Division of Academics – Department of Science
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
Scott Foresman Science
Online Resources
Important updates to Pearson Successnet!
• Access Codes are no longer needed
• The District-Wide Code (all schools) is 542470
• Use the web browser: Chrome
• Teachers can register quickly at this link:
• https://www.pearsonsuccessnet.com
• Then select "Register Here"
• Under TEACHERS click REGISTER
• Click ENTER SCHOOL CODE : 542470 (same for all
schools) & school ZIP CODE
Five ’s Instructional Strategy
• The Five E Model is one way to prioritize student
involvement in their own learning (both in terms of
physical activity and active construction of
understandings)
• This Five E’s learning model suggests the design and
implementation of lessons to activate prior knowledge,
shape the formation of new knowledge, and provide
opportunities to use the new knowledge.
5
’s / Gradual Release Models
Division of Academics - Department of Science
LUNCH
Division of Academics – Department of
Science
Interactive Notebooks / Writing in Science =
Building Understanding of Science
Department of Mathematics and Science
Organization of Individual Pages
These features allow students to organize their work and more
efficiently access learning from prior activities or lessons. They also
assist the teachers in assessing student understanding.
Common organizational features include:
• *Date each page
• *Number on each page
• *Headings
• Focus questions
• *Activity title
• Pockets
*Connects to the Table of Contents
MDCPS - Kinloch Park ES Grade 5 Teachers
Science Coach: Dr. Maritza Galceran
MDCPS - Kinloch Park ES Grade 5 Teachers
Science Coach: Dr. Maritza Galceran
Foldables
From Bulletin Board to Notebook
Gr. 5 Campbell Drive K – 8 Center
Grade 5 – Kinloch Park ES
Corrective Feedback
Provide feedback that guides students to think about
the content of their work, and gives suggestions for
how to improve. For example:
• Use the science vocabulary to support your work.
• Can you tell me why you think that? (evidence)
• Why do you think that happened? (reasoning)
Provide time for students to read the feedback and
revise their responses.
Grade 5 Quarter 2 Topic 9
Static Electricity: Essential Lab #6
Power Point
Hands-On Activities
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
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:
Jeopardy Games
• Quarter 1 Jeopardy
Review
• Matter Jeopardy Review
http://quizlet.com/54239310/grade-5-matterflash-cards/
Big Idea 9:
http://quizlet.com/54240283/grade-5-changesin-matter-flash-cards/
Student Learning Goals
• See Pacing Guide Topics
Big Idea 13:
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
Essentials for a Successful Science Class
Division of Academics - Department of Science
Session Outcome Reflections
Participants can:
– Plan collaboratively to effectively implement a
routine of inquiry-based, hands-on activities that
make real-world connections and allow students to
develop higher order thinking using the Pacing
Guide and other District resources on a weekly
basis.
– Access science instructional resources including
technology to support science teaching and
learning.
Division of Academics - Department of Science
Announcements
Science Professional Development
• November 04, 2014 – Grades K-5 Teachers
• Grade 4 Science Teachers: Science Content and StrategiesElementary Grade 4 Q2
• Grade 3 Science Teachers: Science Content and StrategiesElementary Grade 3 Q2
• Grade 2 Science Teachers: Science Content and StrategiesElementary Grade 2 Q2
• Grade 1 Science Teachers: Science Content and StrategiesElementary Grade 1 Q2
• Kindergarten Teachers:
Science Content and StrategiesElementary Kindergarten Q2
Division of Academics – Department of Science
Follow-up Assignment
Write a lesson plan using the 5 E’s format.
Scan lesson plan and email as an attachment
to Dr. Millard Lightburn, District Science
Supervisor at mlightburn@dadeschools.net
Lesson plan is due Nov. 10, 2014
Division of Academics - Department of Science
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.
40
Division of Academics - Department of Science
Slip
is the TAG Reflection
Have a STEM-filled school year!
Division of Academics - Department of Science