Miami-Dade County Public Schools Department of Science Science ICAD 2 October 26, 27, or 29, :30 AM - 3:30 PM Millard E. Lightburn, Ph.D., District Supervisor Curriculum Support Specialists: Noreyda Casañas Yusimi Perez-Osteen Mary Tweedy

Department of Science NAME TENT FRONT: Full Name BACK: School Name and Grade

NORMS – October 10/27 Please take our poll from See the link in your OR scan this QR code with your phone!!link Department of Science

NORMS – October 10/29 Please take our poll from See the link in your OR scan this QR code with your phone!!link Department of Science

ICE BREAKER Implementation of Science Strategies Bingo 1.Select a Bingo Card. 2.Listen carefully to the science strategy being called out, if you have done this strategy in your classroom, put a cube on the box for the strategy. 3.We will continue to call science classroom strategies. 4.If you get cover 5 boxes in a row or diagonally, call out Bingo! 5.You’re a winner! Department of Science

Agenda 8:30 – 9:00 Welcome/Icebreaker / Norms / Session Goals 9:00 – 9:30 What is an Essential question? 9:30 – 10:00 Unwrapping Benchmarks & Creating an Essential question 10:00 – 10:10 Presentations FCAT Content Assessed Big Ideas 10 & 11 10:10 – 10:20 Break 10:20 – 11:30 FCAT Content Assessed SC.5.P.10.1 Big Idea 10 Activity 11:30 – 12:30 Lunch 12:30 – 12:45 Science Fair Resources 12:45 – 1:30 Discovery Education Resources: Builder Tools, Class Manager 1:30 – 1:40 Break 1:45 – 2:00 FCAT Content Assessed SC.5.P.10.2; SC.5.P :00 – 3:00 P-SELL/District Big Ideas 10 and 11 Resources Overview/Activity 3:00 – 3:10 Accessing Science Resources 3:10 – 3:30 Announcements / MyLearningPlan Follow-up Department of Science What are the opportunities for learning and growth today? For myself? For the people around me?

Session Goals Participants will be able to:  Effectively unwrap NGSSS benchmarks utilizing Pacing Guide and Item Specification resources  Plan and model scientific thinking through inquiry based hands on investigations that utilize the conclusion strategy for evaluation  Enhance interaction between students to foster greater understanding of science through collaboration  Access science instructional resources to support science teaching and learning  Learn how to create an engaging, digital project using Discovery Education Board Builder Department of Science

What’s New? Essential labs now have content related reading passages with questions Quarter 1 K – 4 Essential Labs are posted in the Learning Village Grade 5 Bell Ringers are posted in the Learning Village Florida Achieves Assessment benchmarks are available on science.dadeschools.net - Elementary Instructional Resources - Assessment section Powercast of ICAD YAG K Department of Science

What Is an Essential Question? An essential question frames a unit of study as a problem to be solved. It should connect students’ lived experiences and interests (their only resources for learning something new) to content related problems in the world. And it should connect what they learn back to the real world, where they can put their new understandings to work. Essential questions can be geared toward uncovering a NGSSS Big Idea. Students can be engaged in a force and motion unit framed by the essential question What is the relationship between force and motion?

What makes a question "essential”? A good essential question… Is open-ended; that is, it typically will not have a single, final, and correct answer. Is thought-provoking and intellectually engaging, often sparking discussion and debate. Calls for higher-order thinking, such as analysis, inference, evaluation, prediction. It cannot be effectively answered by recall alone. Points toward important, transferable ideas within (and sometimes across) curriculum. Raises additional questions and sparks further inquiry. Requires support and justification, not just an answer. Recurs over time; that is, the question can and should be revisited again Questions that meet all or most of these criteria qualify as essential. Essential Questions by Jay McTighe and Grant Wiggins

What do essential questions look like? Essential Questions How does the force of friction change the motion of an object? Why is energy important? What do effective problem solvers do when they get stuck? Not an Essential Question What makes a ball rolling on grass slow down ? What are three sources of energy? What steps did you follow to get your answer? Department of Science

Creating an Essential Question The first step to writing essential questions is to unwrap the main concept that you are trying to teach your students. Then turn these concepts into questions. Determine which of them are the most thought provoking and which of them would seem most important within the context of your students' lives. The question should also require the students to really organize their knowledge in order to answer it.

All Essential Question lead to Subsidiary Questions Subsidiary Questions… Are smaller questions which help answer an essential question Provide the facts used to answer the essential question Are written as “what,” “when,” “who” questions Drive the understanding of the essential content related to the benchmark Allow for data collection Supply new information for further questioning

MIAMI-DADE COUNTY PUBLIC SCHOOLS DISTRICT PACING GUIDE YEAR-AT-A-GLANCE Department of Science

Unwrapping the Benchmark Big Idea : Forms of Energy Grade 5 Topic 2 Sample SC.5.P.10.4 Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion. AA Cognitive Complexity Level 3: Strategic Thinking & Complex Reasoning Verbs: (skills) Nouns: (concepts) Department of Science Investigate Explain Electrical energy Heat Light sound energy energy motion Essential Questions:

Let’s look again at the 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.If applicable, what tools and units will be used? 6.What objectives will demonstrate mastery of the concepts? 7.What vocabulary needs to be understood to master the concepts? 8.Have the benchmark clarifications and content limits been addressed? 9.What are some essential questions? Division of Academics - Department of Science

How to Create an Essential Question? 1.Identify the benchmarks in the Big Idea that need to be learned. 2.Determine what the students need to understand about each benchmark. 3.Determine how many Essential Questions you will need: usually 1 or 2 for a lesson 4.Frame your questions in "kid friendly" language. Make them engaging and thought provoking. 5.Try to write essential questions with "how" or "why" instead of "what“ 6.Sequence your questions so they lead naturally from one to another 7.Post these questions in your room as a learning focus for your students 8.Remember: If a question is too specific, or could be answered with a few words or a sentence, they are probably not essential questions Department of Science

Unwrapping a Benchmark Assignments: Group 1: SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical. AA Cognitive Complexity: Level 2 Basic Application of Skills & Concepts. Group 2: SC.5.P.10.2 Investigate and explain that energy has the ability to cause motion or create change. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning Group 3: SC.5.P.10.3 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 Cognitive Complexity: Level 3 Strategic Thinking & Complex Reasoning. Group 4: SC.4.P.10.4 Describe how moving water and air are sources of energy and can be used to move things. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts Group 5: SC.5.P.11.1 Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop). (assessed as SC.5.p.10.4) Cognitive Complexity: Level 2: Basic Application of Skills &Concepts Group 6: SC.5.P.11.2 Identify and classify materials that conduct electricity and materials that do not. Cognitive Complexity Level 2: Basic Application of Skills & Concepts Department of Science

Unwrapping a Benchmark Presentation Benchmark Verbs: (skills) Nouns: (concepts) Department of Science Essential Questions:

Break Let’s take a 10 minute break. Department of Science

FCAT Content Assessed SC.5.P.10.1: Heat energy produced by friction; Light behavior – refraction; How light travels; Mechanical Energy; Light and heat relationships; Pitch; Key Instructional Resources: Gr. 5 Quarter 2 What is Energy? PP Energy StationsWhat is Energy? PP Gr. 4 Quarter 2: Big Idea 10 - SC.4.P.10.3 Sound PPT (vibrations and pitch)Big Idea 10 - SC.4.P.10.3 Sound PPT Grade 3: SC.3.P.10.3, SC.3.P Properties of Light (Light behavior)SC.3.P.10.3, SC.3.P Properties of Light Discovery Ed. Explorations: Forms of Energy; Light Energy; Changing the Form of Energy; Light Energy; Thermal Energy;Forms of EnergyLight EnergyChanging the Form of EnergyLight EnergyThermal Energy DE Fun-damental: Sound, Heat, and Light; Energy Makes It HappenSound, Heat, and LightEnergy Makes It Happen Learning Goals SC.5.P.10.1SC.5.P.10.1 GIZMO Heat Absorption; Energy ConversionsHeat AbsorptionEnergy Conversions Department of Science SCIENCE CONTENT ASSESSED BY GRADE 5 FCAT

Department of Mathematics and Science Physical Science Big Ideas 10 & 11 Energy Grade 5 Quarter 2 Topic 8 Exploring Forms of Energy Stations Play Me!

Lunch Break – 1 Hour Department of Science

Accessing Science FAIR Resources & Information

Department of Science Classroom Manager Builder Tools Classroom Manager Builder Tools Form a Class and add students Create a fun digital project

Department of Science FCAT Content Assessed: SC.5.P.10.2: Energy causing a change; energy causing motion; sources of energy – air Key Instructional Resources: Gr. 5 Quarter 2 What is Energy? PPWhat is Energy? PP PSELL Inquiry 7: Wind Energy (sources of energy – air) Discovery Education Fun-damental: Energy Makes It HappenEnergy Makes It Happen Learning Goal: SC.5.P.10.2SC.5.P.10.2

Grade 5 OVERVIEW P-SELL Components include the resources for each of the Big Ideas: Student Resources Student Resources - Big Ideas 10 & 11 Energy Teacher Resources Teacher Resources - Big Ideas 10 & 11 Energy Language Support Language Support - Big Ideas 10 & 11 Energy Home Learning Home Learning - Big Ideas 10 & 11 Energy AssessmentsAssessments - Big Ideas 10 & 11 Energy Review Games Review Games - Big Ideas 10 & 11 Energy (Jeopardy) P-SELL Resources can be found in the Learning Village Pacing Guides Science Grade 5 Quarter 2 Additional Resources Department of Science

Department of Mathematics and Science Physical Science Big Idea 10: Forms of Energy Big Idea 11: Energy Transfer and Transformation Grade 5 Quarter 2 Topics 8 & 9 What is Energy? PSELL Inquiry 7: Wind Energy SC.5.P.10.2; SC.5.P.10.4; SC.4.P.10.4

Department of Science FCAT Content Assessed SC.5.P.10.4: Neutral objects attracted to charged objects; Insulators—electric; Conductors – electric; Electric circuits; Heat flow; Converting electrical energy to light; Electrically charged objects – repulsion; Key Instructional Resources: Gr. 5 Quarter 2 SC.5.P.10.3 Static Electricity PPT ES Lab #6SC.5.P.10.3 Static Electricity PPT Gr. 5 Q. 2 Electricity/ Get Connected: Essential Lab # 7Electricity/ Get Connected: Essential Lab # 7 Discovery Ed. Exploration: Static Electricity; Electric CurrentStatic ElectricityElectric Current Gizmos: Circuit BuilderCircuit Builder Learning Goals: SC.5.P.10.3; SC.5.P.10.4; SC.5.P.11.1; SC.5.P.11.2SC.5.P.10.3SC.5.P.10.4SC.5.P.11.1SC.5.P.11.2

Forms of Energy Jeopardy LightHeatSoundElectrical Chemical/Mechanical Final Jeopardy

Department of Science Accessing Science Resources

Professional Development  Science Grade K-1, 2, 3, 4, 5 on Teacher Planning Day 10/30  Science Grade K-1, 2, 3, 4, 5 Webinar/Podcast (Online) on Teacher Planning Day 11/25  Science ICAD Elementary Session 3: South Region: 11/16 Central Region: 11/17 North Region: 11/19  MDCPS/DCSTA STEM K – 12 Conference Feb. 16, 2016 Check upcoming Weekly Briefings and My Learning Plan for more information Department of Science

Announcements  The Dupont Challenge – Elementary School Working in small groups of 2-4 students, students are to develop an energy project that identifies and explains the benefits of one of the most promising alternative energy sources.  BirdSleuth is giving away fifty Habitat Connections kits to 3rd-8th grade classroom teachers. Selected teachers will also receive a free bird feeder and bird seed thanks to our sponsors from Perky-Pet®. We will select winners on a rolling basis until Friday, November 13, Are you interested? Tell us a bit about yourself, your class, and why you would like a Habitat Connections kit to use next spring: get the details and apply.Habitat ConnectionsPerky-Pet®get the details and apply.  Elementary Science Fair: February 6, 2016 Department of Science

My Learning Plan Science ICAD 2Evaluation Process 1. SMART GOAL: By November 13, 2015, I will have conducted an in-depth grade 5 planning session focusing on the content and sharing all the resources presented at the Science ICAD Application - a plan for how you will apply what you learned in the PD. 3. Impact – A description of how the PD has impacted your instructional delivery. The MLP evaluation process has three parts that must be completed to receive credit for the Professional Development. Follow-up 4.In addition to the 3-Part MLP Evaluation, you need to complete the Follow-up Action Plan that documents that you shared the content and resources from the PD. The agenda and sign in sheet documents need to be uploaded and submitted through your file library in My Learning Plan. Department of Science

Creating a Smart Goal for Science ICAD 2 SMART GOAL: By November 13, 2015, I will have conducted an in-depth grade 5 planning session focusing on the content and sharing all the resources presented at the Science ICAD 2. I will use the content resources and strategies to teach Big Ideas 10 and 11 with my students. Department of Science

TAG Reflection 37DDEE GIVE a strategy, topic or benchmark that you want to learn more about TELL something from today’s PD that you will use EXIT Ticket ASK about something you need clarification on Department of Science