1. Office of Academics - Department of Science
New Teacher K – 2 Orientation
Next Generation Sunshine State Standards For Science
with Integration of
English Language Arts Literacy and
Mathematics Florida State Standards
Yusimi Osteen, Mary Tweedy, Adela Aiguesvives
Curriculum Support Specialist
Office of Academics - Department of Science

2. Science Department Dr. Ava D. Rosales Executive Director Elementary
Middle School
High School
Mr. Dane Jaber
Supervisor
Dr. Millard Lightburn
Mrs. Noreyda Casanas
Curriculum Support Specialist
Vanessa Baker
Mr. Daniel Gangeri
Mrs. Yusimi O’Steen
Cindy Jolicouer
Curriculum Support Specialist,
MS/K-8
Ms. Mary Tweedy
Curriculum Support
Specialist
Ms. Mildred Farber
District Administrative Assistant
Phone:
Department of Science

3. Office of Academics - Department of Science
1. Welcome/
5. Effective Strategies
Introductions
6. Reflections
2. Practicing Science
3. Planning for
Science Instruction
4. Valuable
Resources
Office of Academics - Department of Science

4. Office of Academics - Department of Science
NORMS
Participate actively
Ask questions
Learn by doing
Set your own learning into action
Office of Academics - Department of Science

5. Office of Academics - Department of Science
Session Outcomes
Participants will be able to:
Plan and model scientific thinking through a hands-on activity
Access science Pacing Guides and instructional resources to support science teaching and learning
Identify effective instructional strategies to integrate technology and Florida Standards into Science NGSSS
Implement best science instructional practices
Enhance science interaction among students
Office of Academics - Department of Science

6. What is Science?
Ask participants to define science.

7. Science is the investigation of the world around us through observation, experimentation, and explanation. Science makes use of the scientific method, which includes careful observation of the natural phenomena, the formulation of a hypothesis, the conducting of one or more experiments to test hypothesis, and the drawing of conclusion that confirms or modifies the hypothesis.
Have participants compare their ideas to this definition.
Definition modified from American Heritage-Houghton Mifflin

8. What do Scientists do? Process Skills: Observe
Predict
Measure
Classify
Infer
Communicate
1. Look at things closely with a purpose
2. Think ahead about what might happen
3. Use tools to make precise or specific
information with numbers
4. Put things into definite categories
by common properties
5. Use reasoning to draw conclusions
6. Describe and share information with
others
Explain: Have participants share things that they do when they are working as scientists. Then reveal the 6 process activities shown. Then have participants identify the process skill that goes with each one at a time. Clicking for accuracy. Remind participants that using these process skills as scientists do will lead to the development of their students’ scientific knowledge.

9. Practicing Science: Making Observations
Using the Five Senses (K-5)
Sight - Looks ___________
Touch – Feels ___________
Hearing – Sounds
when dropped ___________
Odor – Smells ___________
Tastes* ___________
*Safety first! Never taste anything or put anything
in your mouth without permission from your teacher
What kind of observations are these?
Qualitative Observations
Using Measurement Tools (2-5)
Ruler _______
Tape measure _______
Measuring cup
Graduated cylinder
Balance and
Gram Mass pieces _______
What kind of observations are these?
Quantitative Observations
Explore/Explain: Say: tell participants that now they are going to get a turn to practice science. Through the use of our senses we are able to observe or identify an object’s properties or ... characteristics by seeing, touching, hearing, smelling and or tasting them. What body parts do we use when we are observing with our senses? What do we call these kinds of observations made using our senses? (qualitative) Sometimes we need more specific or precise information than our senses can give us. What do we use? (measurement tools) What tool can we use to measure the height (length) of ___________( choose an object in the room to measure)? (ruler) What units did we use? (centimeters) What are some other tools? Tape measure, balance (mass in grams) beaker or graduated cylinder (volume in milliliters), thermometer (temperature in F or C) What do we call observations made using tools that involve numbers or quantities? (Quantitative observations) Explore: Give students opportunities to observe. What can we use to explore a piece of fruit? Through the use of our senses we are able to perceive an object’s properties or characteristics by seeing, touching, hearing, smelling, or tasting them. Observing involves identifying and describing a matter’s properties or characteristics. Stop after Five Senses. Discuss the measurement tools. Pass out a piece of fruit to each participate. Pass out a ruler, balance and a bag of gram mass cubes to each group to share. . Participants write their observations in their NTO notebook.
Office of Academics - Department of Science

10. Science Process Skills: Are they important?
Designate a recorder for your group.
Each group will examine the object they’ve been given to learn about a grape. You may use your five senses and available tools.
Record observations in your notebook.
Each group will share out their observations.
Divide teachers into 4 groups for this activity. Each group will be provided one of the following: the fruit model, word, picture, or real fruit. Each group is also provided the following materials and tools: piece of chart paper, markers, ruler, balance, gram pieces, hand lens. The group receiving the real fruit will also get to cut or peel the fruit. Approximately 20 minutes
Department of Science

11. Science Process Skills: Are they important?
Druiven
Word
Explore/Explain:
Display the word (Druiven, Dutch word) for grape. Ask participants to give observations for the word (Druiven) grape Ask participants if there are any observations that do not belong to the word grape. Response: none of the observations belong. They are all inferences. Ask what is the difference between an observation and an inference? Show next slide.
Department of Science

12. Science Process Skills: Are they important?
Picture
Explore/Explain:
Display the picture of the grapes. Ask participants to give observations for the grapes pictures. Ask Participants if there are any observations that do not belong to the picture of the grapes. Example: Observations about the size of the grapes: mass, length, how the grapes feel, smell and/or taste, etc.
Department of Science

13. Science Process Skills: Are they important?
Model
Explore/Explain:
Hold up the model of the grapes. Ask participants to give observations for the grapes model. Ask participants if there are any observations that do not belong to the model of the grapes. Example: Observations about how the grapes feel, smell and/or taste. Have them cross them off of the chart.
Department of Science

14. Science Process Skills: Are they important?
Real
Object
Explore/Explain:
Hold up the model of the grapes. Ask participants if there are any observations that do not belong to the model of the grapes. Example: Observations about how the grapes feel, smell and/or taste. Have them cross them off of the chart.
Department of Science

15. Senses Observations Inferences Compare and Contrast
Inferences To infer is to use observations to reach a conclusion based on evidence. Opinion A personal belief that does not need proof.
To observe is to look closely at something using any of the five senses and/or measurement tools.
Explain: Participants share fruit observations. Compare and contrast observations. Have participants give examples of inferences and opinions about the fruits. Discuss.

16. Reflection I hear and I forget I see and I remember
Which method was most meaningful to experience this phenomena?
Are science process skills important? Explain.
How does this have implications for the way our students learn?
I hear and I forget
I see and I remember
I do and I understand
Chinese Proverb
10 minutes for Reflection and Discussion
What is the item your group received?
Participants should recognize the importance of hands-on activities to provide children with a holistic experience that goes from concrete to abstract to insure connections are made to the science content.
Department of Science

17. What are important features of effective science teaching?
Plan Effectively with the end in mind – using the Pacing Guides and the 5 E’s Instructional Model
Implement a routine of inquiry based, hands-on activities relevant to the objectives of the topic to engage students.
Develop Higher-Order Questioning Strategies using Explicit-Reflective instruction to enhance student thinking that includes:
- Asking questions
- Learning to make systematic observations in order to
formulate answers
- Using real objects/models to formulate solutions to
questions
Encourage students to communicate verbally and in writing
1. Effective Planning (with the end in Mind) – Know your objectives, what is the purpose of the lesson
2. Implement a routine of inquiry based, hands-on activities relevant to the objectives of the course – The 5 E Model
3. Develop High Order Questioning Skills - See Promise Questions to Stimulate Student Thinking handout
4. Facilitate, Encourage, and Expect High Order Thinking from your students -
5. Encourage students to Communicate about what they learn using various methods - Writing
Office of Academics - Department of Science

18. Core Science Instruction
K – 1:
60 minutes per week
Minimum of 20 minute blocks
1 designated inquiry block per week
2 – 5:
150 minutes per week
Minimum of 30 minute blocks (uninterrupted)
60 minute inquiry block once per week
Department of Science

19. K – 5 Resources Core: Supplemental: Department of Science
Scott Foresman K – 5 Accessible
on PearsonSuccessnet.com
(access code: )
P-SELL Resources (Gr. 5) available through the Learning Village
District-created PowerPoints K – 5
With inquiry and activities implemented.
Accessible on the Elementary page
Supplemental:
Discovery Education
NBC LEARN
PowerMyLearning
AIMS
GIZMOS
PBS Learning
CPALMS
Florida Students Educational Resources for Learning
Department of Science

20. Pacing Guide Year-At-A-Glance 2015-2016
Grades 3-5
Office of Academics – Department of Science

22. Department of Science

23. MIAMI-DADE COUNTY PUBLIC SCHOOLS DISTRICT PACING GUIDE 2015-2016 YEAR-AT-A-GLANCE
Teacher notes: participants should be finishing topic XI Climate Zones. Note the dates for the Mid-Year-Assessment: January 26 – February 19, 2016.
Department of Science

24. Office of Academics - Department of Science
Discuss parts of the pacing guide. Point out link to science instructional resources power points.
Office of Academics - Department of Science

25. Office of Academics - Department of Science
Discuss supplemental resources page.
Office of Academics - Department of Science

26. Available Resource Links:
New teacher
xxxx school name
Scott Foresman Science Teacher Edition
Scott Foresman Science Student Edition
Available Resource Links:
Discuss and visit briefly the online resources available on their Employee Portal page: First Learning Village - Go to Quarter 1 –
Topic I in Grade 5 . Pass out copies of topic I. Discuss p. 1 carefully. Review pages 2 – 10.
Then show how you can access Discovery Education, NBC Learn and Gizmos from the Learning Village.
When in Gizmos do a search for measurement tools - Discuss how they work with Topic I.
Mention Edmodo.
Pacing Guides

27. http://www.dadeschools.net/ Employee Portal: Discovery Education
Search
Form a Class
and add students
Classroom Manager
Elementary Science
Go online. Explore as time allow. Distribute Create a Class flyer directions.
Elementary Science Teaching Resources
PD: ES: 5 Minute Preps
Search

28. Additional Access to Resources Apps / Services / Sites
Point out online access to PowerMyLearning (clearing house for subject area websites), NBC Learn, and Discovery.
Office of Academics – Department of Science

29. Science Department Website Resources http://science.dadeschools.net/
Address Instructional resources (Resources by Grade Level, Learning Goals etc), Teachers Resources (Reading Wonders and Gizmos Correlations), Professional development
Department of Mathematics and Science

30. What’s New. Grade 5 Parent Resources http://science. dadeschools
What’s New? Grade 5 Parent Resources (parent tab)
Department of Science

31. Key Components k-2 Teacher’s Edition (Benchmarks are not current.)
Student Edition
Activity Workbook (online only)
Every Student Learns TE
Florida Science Workbook TE (online only)
Florida FCAT Benchmark Mini-lessons (online only)
Content transparencies (online only)
Leveled Readers TE (online only)
Quick Study (online only)
Vocabulary cards (online only)
Online Resource listed above are available from an Employee Portal link.
Online Resource listed above are also available through the TE Printable Resources tab on along with the Take It to the Net Program (Grade level product access codes are listed in the Pacing Guides on the Supplemental Resource page.)
Science Activity Kits (blue translucent bins) – Check with your grade level chair and/or administration at your school. (Purchased in 2006.)
Go over Scott Foresman resources. Point out it is out of state adoption and does not correlate to the current Florida NGSSSS. There are problems with copies of workbooks, student books and TE.
Last click on to
Show how to use the sites resources including Take it to the Net.

32. Scott Foresman Science Online Resources are available at Pearson Successnet
Use the web browser: Chrome
Teachers can register quickly at this link:
Then select "Register Here"
Under TEACHERS click REGISTER
Click ENTER SCHOOL CODE : (same for all schools) & school ZIP CODE
Look for your school name and complete registration
Log in and click on Add Products tab
Once in Manage Products, Scroll down to Science 2006 Florida Grade _____ and save products chosen
Go to

33. 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.
Discuss with a partner/group what the E’s stand for in the 5E Instructional Model. Think-Pair-Share
The Biological Science Curriculum Study (BSCS), a team led by Principal Investigator Roger Bybee, developed the instructional model for constructivism, called the "Five Es".
Introduce 5E model as an instructional strategy consistent with the focus of the NGSS standards and the benchmarks.
*Developed by Biological Science Curriculum Study (BSCS), a team led by Roger Bybee.
Module 3 33

34. Division of Academics - Department of Science
’s / Gradual Release Models
Pass out 5 ’S / Gradual Release Approach At A Glance Look at all of the columns in the handout and discuss similarities of both 5E’s and Gradual Release models.
Goal of Instruction:
Implement a routine of inquiry based, hands-on activities relevant to the objectives of the course
Facilitate, Encourage, and Expect High Order Thinking from your students
Encourage students to communicate about what they learn using various methods
Students learn science concepts and use acquired knowledge
Division of Academics - Department of Science

35. Sample Five E’s Lesson Plan

36. What is an interactive notebook?
Interactive Notebooks / Writing in Science = Building Understanding of Science
What is an interactive notebook?
A place to record information
Enables the student to process ideas and make connections
Culmination of student work throughout the year
Demonstrates content learned and reflective knowledge by the student
Benefits of Using an Interactive Notebook
Develop students’ thinking to prepare for 21st - century workforce
Increase communication between the stakeholders
Differentiating instruction
Ask participants to take a look at the samples and discuss with the benefits of science notebooks.
For example: “I noticed _____; I
observed ______; I think_____; When I looked, I saw
______; When I touched the _____, I felt _____; I found
out ____; and My partner’s _____ was different because
______.
Department of Mathematics and Science

37. 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
Point out different ways to organize.
A student thinking tool • An organizer for inquiry questions and what I learned… • A way to access and process the learning utilizing various modalities (writing, drawing, and discussion) • A place for writing rough drafts based on hands-on learning • A formative assessment tool for teachers
Why we should use it?
• Improve organization skills • Improve critical thinking skills • Express understanding creatively
Record data • Study for tests • Record progress • Communication

38. Office of Academics - Department of Science
Left Side/Right Side
Right Side=Teacher Input
Left Side=Student Out-
Put
Even Pages = 2,4,6,8.
Odd Pages = 1,3,5,7,9.
The RIGHT side of the notebook contains information given by the teacher.
The DAY’S ACTIVITY is placed
on the LEFT side of the notebook.
INCLUDES:
BOCA- Beginning of class assignment
Lecture notes
Lab notes
Vocabulary
Basic Knowledge
Questions
Reading Notes
Movie, Video notes
Study Guides
PowerPoint notes
DAY’S ACTIVITY
graphic organizer,
drawing
Reflective writing
Data and Graphs
Songs
Getting Students to Think About Their Learning
REFLECTION: Use Guiding Prompts: What are you curious about? What would you like to test? What was the main idea? What are the important details to remember? How does this relate to your life? What don’t you understand?
Office of Academics - Department of Science

39. Sample of the right side
The RIGHT side of the notebook contains information given to the student by the teacher. This is the ESSENTIAL information that will DEFINITELY be on a quiz or test. Nothing else should go on this side.
Office of Academics - Department of Science

40. Sample of the left side student interpretation
REFLECTION should take place on the left side: Use Guiding Prompts: What are you curious about? What would you like to test? What was the the outcome or conclusion? What are the important details to remember? How does this relate to your life? What don’t you understand? CER
Office of Academics - Department of Science

41. What is Corrective Feedback?
Provide feedback that guides students to think about the content of their work, and gives suggestions for how to improve. For example:
What units did you use to measure the length? Why do you need to label the units?
Can you tell me why you think that? (evidence)
Why do you think that happened? (reasoning)
Use science words to support your work. (vocabulary)
Ask What is Corrective Feedback? and its benefits.
When you open a notebook you should see writing on every page. You should see text features such as highlighting, color, graphics, headings, and writing—should also see student work getting progressively better– observe the thought process of the student with self-reflection embedded in the work.
Provide time for students to read the feedback and revise their responses.

42. Office of Academics - Department of Science
Teacher Feedback
Some teachers use sticky notes
Your directions are well written.
Research shows that student understanding and literacy skills improve when students do hands-on minds-on science and use science notebooks to make sense of their science investigations.
Office of Academics - Department of Science

43. Effective Use of Classroom Data
Planning
Using Results
Teaching
Student
Learning
For assessment to be effective, teachers need to use assessment results to diagnose student progress, improve classroom practices, plan instruction, report student progress, and modify teaching and learning processes.
We are expected teachers use a variety of performance based-classroom assessments for monitoring student achievement and guiding learners to higher levels of achievement.
We require students produce portfolio of their works and rubrics, create project-based learning.
Assessing
Source:
Dr. Yuwadee Wongbundhit
Office of Academics - Department of Science

44. What is the importance of Data?
Provides a clear understanding of the gaps between where the students are and their science goals.
Monitors if goals and objectives are being mastered.
Predicts and ensures successes.
Establish foundation for Continuous School Improvement/SIP.
Data drives instruction which supports effective planning.
Get feedback from participants about why Assessment Data is important. Then share the content of this slide.
Department of Science

45. Benchmark Assessments*
Science Assessments
Grade Level
Benchmark Assessments*
Test Guidelines
K - 4th Grade
Pretest
Quarter 1
Quarter 2
Quarter 3
Quarterly Assessments include only benchmarks for that quarter.
5th Grade
Baseline, Winter Interim, Grade 5 Statewide Science Assessment, Post Test,
All benchmarks are included on every assessment
(summative testing).
*Administration dates decided by school site.
Explain that the Quarterlies Science Assessments are called QSBA and administration does the downloading and prints them. Now know as G2D formerly Thinkgate.

46. What are Successful Strategies to Use?
Interactive Notebooks
HOT Questions (Webb’s Depth of Knowledge)
Inquiry
Hands-On Activities/Labs
Demonstrations
Technology - videos, virtual labs, power points
Centers / Stations
Graphic Organizers
Models & Visuals
Cooperative Learning
Think-Pair-Share
Jigsaw
Differentiated Instruction strategies
Integrating LAFS & MAFS
The 5 E’s
Ask participants to give a list of some successful instructional strategies they have used. Then share the content of this slide.
Open the hyperlink for HOT Questions and pass out Questions to Stimulate Student Thinking handout. Have participants read a few examples.
“Learn science, by doing science” Cristian Carranza
Office of Academics - Department of Science

47. Essentials for a Successful Science Class
Pacing Guide &
Focus Calendar
Interactive Notebook (IAN)
Technology
Scott Foresman textbook, AIMS and other Supplemental Resources
Internet Access
Science Dept. Website
science.dadeschools.net
Florida Standards Integration
Discovery Education,
NBC Learn,
Gizmos, C-Palms
Grade Level Common Planning
Ask participants what are some essentials that they should have and use in their classroom to be successful. Then share the content of this slide.
Hands-on Materials
&
Measurement Tools
5 E’s
and/or Explicit Instruction
Promethean or SmartBoard
Designated School Science Leader
Office of Academics - Department of Science

48. Professional Development
Science STEAMs It Up K-5 PD on every Teacher Planning Day
ICAD #5 for Gr. 5 Science Teachers February 13, 14, and 16th, 2017
Ramping It Up for Gr. 4 Science Teachers March 24, 2017
Check My Learning Plan and upcoming Weekly Briefings for more information
Share these upcoming professional development opportunities.
Department of Science

49. New Teacher Orientation
What is something you want to learn more about?
Reflection
What did you find useful?