Miami-Dade County Public Schools Department of Science Science ICAD 3 November 16, 17, or 19, :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 – November 16 th 2015 Please take our poll from See the link in your OR scan this QR code with your phone!! link Department of Science

NORMS – November 17 th 2015 Please take our poll from See the link in your OR scan this QR code with your phone!!link Department of Science

NORMS – November 19 th 2015 Please take our poll from See the link in your OR scan this QR code with your phone!!link Department of Science

Choose four talents or skills you have Record each on a sticky note Classify them from novice to expert Department of Science What’s your class in your class?

Agenda 8:30 – 9:00 Welcome/Icebreaker / Norms / Session Goals 9:00 – 10:00 Explore Learning: GIZMOS 10:00 – 10:10 BREAK 10:10 – 11:10 WIDA 11:10 – 11:30 Unwrapping Benchmarks & Creating an Essential question 11:30 – 12:30 Lunch 12:30 – 1:00 Unwrapping Presentations 1:00 – 1:30 Big Idea 5 Science Content Focus, P-SELL and Resources (Grades K-5) 1:30 – 2:15 Big Idea 5 Activities 2:15 – 2:25 Break 2:25 – 2: 55 Big Idea 7 Science Content Focus, P-SELL and Resources (Grades K-5) 2:55 – 3:15 P-SELL Review Games and More 3:15 – 3:25 Elementary Science Fair, Discovery Education Q&A 3:25 – 3:30 Announcements / MyLearningPlan Follow-up Department of Science

Session Goals Participants will be able to:  Effectively unwrap NGSSS benchmarks utilizing Pacing Guide and Item Specification resources  Model inquiry through interactive online simulations (Gizmos, Discovery Education)  Enhance interaction among students to foster greater understanding of science through collaboration  Access science instructional resources to support science teaching and learning  Develop presentations to demonstrate understanding of Big Idea 5 concepts Department of Science

What’s New? Topic Assessments in Grade 5 (Topic VII has been posted, and Topic VIII is coming soon) Essential labs now have content related reading passages with questions Grade 5 Bell Ringers are posted in the Learning Village of ICAD K Department of Science

Hour of Code Last day to register Sign up today to participate in the Hour of Code at your school. Registration link: Enter to Win $10,000 worth of technology for your school. Visit for activities that can be implemented during the hour of code. Visit for Minecraft Hour of Codehttps://code.org/ Hour of Code Reasons to participate: Feeder pattern challenges Grade level challenges Get girls excited SPED Exposure for underrepresented students Department of Science

Mario Junco, Senior Implementation Coordinator ExploreLearning

World-Class Instructional Design and Assessment

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

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

Unwrapping the Benchmark Sample Big Idea 5: Earth in Space and Time Grade 5 Topic 9 SC.4.E.5.4 Relate that the rotation of Earth (day and night) and apparent movements of the sun, moon, and stars are connected. Also Assesses: SC.4.E.5.1, SC.4.E.5.2, SC.4.E.5.3 Skills: (verbs) Concepts: (nouns) Department of Science Relate Connect Essential Questions: How are the movements of the Earth, moon, sun and stars connected? Rotation of Earth (day and night) Apparent movements of sun, moon, and stars

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.E.5.1 Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way. Group 2: SC.5.E.5.2 Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets. Group 3: SC.5.E.5.3 Distinguish among the following objects of the Solar System: Sun, planets, moons, asteroids, comets, and identify Earth's position in it. Group 4: SC.5.E.7.1 Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another. Group 5: SC.5.E.7.3 Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time. Group 6: SC.5.E.7.6 Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water. Department of Science

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

Lunch Break – 1 Hour Department of Science

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

S CIENCE C ONTENT A SSESSED BY G RADE 5 FCAT 2.0 Department of Science FCAT Content Assessed SC.4.P.5.4: Earth’s rotation; Earth’s revolution; Appearance of stars; Appearance of the moon; pattern of stars in different seasons Key Instructional Resources: Gr. 4 Quarter 4: SC.4.E.5.4,5.1, 5.2, 5.3 SC.4.E.5.4,5.1, 5.2, 5.3 Discovery Ed. Explorations: Moon Phases; Constellations; Star Patterns Concept ReviewMoon PhasesConstellationsStar Patterns Concept Review Learning Goal: SC.4.E.5.4,5.1, 5.2, 5.3 SC.4.E.5.4,5.1, 5.2, 5.3 GIZMO: Phases of the MoonPhases of the Moon

Department of Science Extension Activities NASA has an activity in which students make a star finder and learn about constellations. This helps students further understand that the stars appear to move in our sky due to the rotation and revolution of the Earth. finder/

S CIENCE C ONTENT A SSESSED BY G RADE 5 FCAT 2.0 Department of Science FCAT Content Assessed SC.5.P.5.1: Components of a galaxy; Star brightness and distance; Energy from stars; sun’s appearance is due to closeness to Earth Key Instructional Resources: SC.5.E.5.1, SC.5.E.5.3, SC.4.E Solar System Activity SC.5.E.5.1, SC.5.E.5.3, SC.4.E Solar System Activity SC.3.E.5.2; SC.3.E.5 Sun - Size and Appearance Discovery Ed. Explorations: Our Sun the Star Learning Goal: SC.5.E.5.1Our Sun the StarSC.5.E.5.1

S CIENCE C ONTENT A SSESSED BY G RADE 5 FCAT 2.0 Department of Science FCAT Content Assessed SC.5.P.5.3: Earth’s position; Distinguish between asteroids and comets; Distinguish between inner and outer planets; Planet characteristics Key Instructional Resources: SC.5.E.5.1, SC.5.E.5.3, SC.4.E Solar System ActivitySC.5.E.5.1, SC.5.E.5.3, SC.4.E Solar System Activity Discovery Ed. Explorations: Let’s Explore Your Place In SpaceLet’s Explore Your Place In Space Fun-damental: Your Place in SpaceYour Place in Space Learning Goal: SC.5.E.5.3 SC.5.E.5.3 GIZMO: Solar SystemSolar System

Grade 5 OVERVIEW P-SELL Components include the resources for each of the Big Ideas: Student Resources Student Resources - Big Idea 5 Earth in Space and Time Teacher Resources Teacher Resources - Big Idea 5 Earth in Space and Time Language Support Language Support - Big Idea 5 Earth in Space and Time Home Learning Home Learning - Big Idea 5 Earth in Space and Time AssessmentsAssessments - Big Idea 5 Earth in Space and Time Review Games Review Games - Big Idea 5 Earth in Space and Time (Jeopardy board game) P-SELL Resources can be found in the Learning Village Pacing Guides Science Grade 5 Quarter 2 Additional Resources Department of Science

Big Idea 5: Earth in Space and Time Show What You Know Project As a benchmark review, create a presentation to show what you have learned. Work in pairs, groups of 4, or independently. Choose one of the following: 1.Create a concept map. *(electronically or with paper and pencil) 2.Create a board builder using Discovery Education. 3.Create a hands-on demonstration. (See available materials.) 4.Create a game. * Department of Science

Concept Maps (3 free maps) tools-for-teachers.htmlhttp:// tools-for-teachers.html

Department of Science Builder Tools Create a fun digital project

Accountable Talk Use facts you’ve learned to copy and fill in the sentences below: ________________ are different from __________________ in that ____________________ are ________________ than the ________________. Example: Inner Planets are different from outer planets in that inner planets are closer to the sun than the outer planets. ___________ is/are similar to _________________________in that ______________________ Example: Jupiter is similar to Saturn, Uranus, and Neptune in that all have rings. Share your sentences with your group. Department of Science Language Development Act. 5.1 Language Development Act. 5.1

SCIENCE CONTENT ASSESSED BY GRADE 5 FCAT 2.0 Department of Science FCAT Content Assessed SC.5.E.7.1: Water cycle – states of matter; Water cycle - condensation; Role of the sun; Role of the ocean Key Instructional Resources: SC.5.7.1, 7.2 Water CycleSC.5.7.1, 7.2 Water Cycle Essential Labs: Essential Lab 10 Water Cycle in a BagEssential Lab 10 Water Cycle in a Bag Discovery Ed. Explorations: Science Lab: WeatherScience Lab: Weather GIZMO: Phases of Water; Water CyclePhases of WaterWater Cycle Learning Goal: SC.5.E.7.1 SC.5.E.7.1

SCIENCE CONTENT ASSESSED BY GRADE 5 FCAT 2.0 Department of Science FCAT Content Assessed SC.5.E.7.3 Weather – precipitation and humidity; Distinguish between forms of precipitation; Distinguish weather conditions in different environments; Climate Zone – polar zone, temperate, & tropical Key Instructional Resources: SC.5.E.7.3, 7.4, 7.5, 7.6 Weather and Climate Discovery Ed: About Weather About Weather Tutorials: How's the Weather?How's the Weather? “Raindrops Keep Falling on my Head… OR WAIT, is it Snow? Or Sleet? Or Hail?”“Raindrops Keep Falling on my Head… OR WAIT, is it Snow? Or Sleet? Or Hail?” ; Learning Goal: SC.5.E.7.3; SC.5.E.7.5 ; SC.5.E.7.6 SC.5.E.7.3SC.5.E.7.5SC.5.E.7.6

Grade 5 OVERVIEW P-SELL Components include the resources for each of the Big Ideas: Student Resources Student Resources - Big Idea 7 Earth Systems and Patterns Teacher Resources Teacher Resources - Big Idea 7 Earth Systems and Patterns Language Support Language Support - Big Idea 7 Earth Systems and Patterns Home Learning Home Learning - Big Idea 7 Earth Systems and Patterns AssessmentsAssessments - Big Idea 7 Earth Systems and Patterns Review Games Review Games - Big Idea 7 Earth Systems and Patterns (board game) P-SELL Resources can be found in the Learning Village Pacing Guides Science Grade 5 Quarter 2 Additional Resources Department of Science

Plus More Fun! Department of Science Jigsaw Puzzles Games Trivia Postcards Big Ideas 5 & 7 Review Games

Professional Development  Science Content Webcast Grade 5 on Teacher Planning Day 11/25/15 Webcast can be viewed 11/25/ /18/15 Webcast can be viewed 11/25/ /18/15 (Grades 3 – 5 teachers are welcome to participate.) (Grades 3 – 5 teachers are welcome to participate.)  Science ICAD Elementary Session 4: South Region: January 11, 2016 Central Region: January 12, 2016 North Region: January 14, 2016  Save the Date: MDCPS/DCSTA STEM K – 12 Conference Feb. 16, 2016 at Miami Senior High at Miami Senior High Check upcoming Weekly Briefings and My Learning Plan for more information Department of Science

Announcements – Science Fair Department of Science

Science Fair Safety Reminder Department of Science

Science Fair Judges Needed Benefits for volunteering as a Judge: Get to meet future STEM scientists Will receive a Science Department certificate of Appreciation (may have positive impact on end-of-year evaluation) Letter of participation will be sent to your Principal Department of Science

Tag Reflecting School Year What? Exit Ticket So What? What is something you want to learn more about?

My Learning Plan Science ICAD 3 Evaluation Process 1. SMART GOAL: By December 11, 2015, I will have conducted an in-depth grades 3-5 planning session focusing on the content and sharing all the resources presented at the Science ICAD 3, and taught a topic using a strategy presented in this professional development. (SAMPLE) 2. 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.

Creating a Smart Goal for Science ICAD 3 SMART GOAL: By December 11, 2015, I will have conducted an in- depth grades 3-5 planning session focusing on the content and sharing all the resources presented at the Science ICAD 3, and taught a topic using a strategy presented in this professional development.