1. Department of Mathematics and Science Office of Academics and Transformation Millard E. Lightburn, Ph.D., District Supervisor K-5 Mary Tweedy, Curriculum Support Specialist Noreyda Casañas, Curriculum Support Specialist Dan Gangeri, Curriculum Support Specialist Science Liaison Instructional Meeting Elem ICAD 2 Released Schools) October 27- October 30, 2014

2. 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.

3. NORMS – 10/30 Please take our poll from www.easypolls.net See the link in your email OR scan this QR code with your phone!!

4. 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.

5. Elem ICAD 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  Hands-on Inquiry: Big Idea 10: Forms of Energy  Break  ThinkGate Reports - Michael Slakman  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

6. 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

7. What’s ? K -2 Item Specifications 3 – 5 Item Specifications Reading Wonders K – 5 Science Correlations Division of Academics - Department of Science

8. Good Science Instruction Review the Year at Glance. What is the purpose of the topic? Know your targeted benchmark and specific objectives….

9. 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

10. 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 ) Department of Mathematics and Science Verbs: (skills) Nouns: (concepts)

11. 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. Cognitive Complexity: LEVEL Level 3: Strategic Thinking & Complex Reasoning Department of Mathematics and Science Verbs: (skills) Nouns: (concepts)

12. 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. Cognitive Complexity: LEVEL Level 2: Basic Application of Skills & Concepts Department of Mathematics and Science Verbs: (skills) Nouns: (concepts)

13. 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 concepts? Division of Academics - Department of Science

14. 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

15. What are Questions for these Grade 5 Benchmarks? Which are Essential? Benchmark Level of Complexity: Questions: Division of Academics - Department of Science

16. 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

17. http://science.dadeschools.net/ http://science.dadeschools.net/ Science Department Website Resources http://science.dadeschools.net/ http://science.dadeschools.net/ Elementary Science page Instructional Resources + Teacher Resources Competitions (Science Fair/Scientific Method)

18. What’s Energy Got to Do with It? Let’s Build a Balloon Rocket and find out

19. 10 min. Break

20. 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

21. Division of Academics – Department of Science Chapter 2

22. 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. 36-40 Variation 2: Using Multiple Pieces. pp.38-39 Variation 3: Providing Reasoning pp. 39-40 Division of Academics – Department of Science

23. When Can a CER be Used? Use it after an experiment to write the conclusion. Use it to engage in structured argumentation to explain a scientific concept. Use it to justify an answer choice for an FCAT type question that includes evidence in the scenario and/or data table and sometimes reasoning also in the scenario.

24. Example of FCAT type question that includes evidence in the data table and reasoning in the scenario “A CER Works” Sample FCAT 2.0 Science Question A radiometer is a device with fins that spin when light energy strikes them. A picture of a radiometer is shown below. As part of an experiment, a light source was placed 50 centimeters (cm) from a radiometer. The light source gave off four different-colored lights for 30 seconds (s) each. After each color of light was turned off, the amount of time the fins on the radiometer spun was recorded. The results are shown in the table below. Which color of light provided the greatest amount of light energy according to the data in the table? F. red G. green H. blue I. white claim reasoning evidence

25. Big Idea 13: Forces and Changes in Motion 1. Will and Tammy are moving a dresser. They are arguing about which direction to move it. Will is pushing the dresser with a force of 5 newtons towards Tammy. Tammy is pushing the dresser towards Will with a force of 10 newtons. What happens to the dresser? A.The dresser does not move. B.The dresser moves towards Will. C.The dresser moves towards Tammy. D.The dresser moves towards Tammy, then back towards Will. Division of Academics – Department of Science Claim Evidence Florida Achieves

26. Forms of Energy SC.5.P.10.1 2. Miguel is rolling a ball down a hill. This is an example of which form of energy? A.chemical energy B.electrical energy C.mechanical energy D.thermal energy Florida Achieves

27. 27 Division of Public Schools (PreK -12) Florida Department of Education Key Words Used… Low Complexity Questions –Identify, recognize, retrieve, calculate Very little thinking; either you know it or you don’t! THINK… THINK… THINK…

28. Try Another Test Taking Strategy for Multiple Choice Questions: PART 1: What is the question all about? Read the Question First Underline key words within the Question Read the scenario or background information and/or analyze the diagrams PART 2: Process of Elimination Read the Answer Choices Cross out two of the choices that you know are 100% wrong. Re-Read the two remaining choices and ask yourself which one of the two choices is wrong? “Distracters” – Don’t be distracted!

29. Department of Mathematics and Science Forms of Energy Quiz SC.5.P.10.4 3. Which of the following lists the forms of energy that electricity can be transformed into? A.heat, kinetic, light, and sound energy B.chemical, heat, light, and solar energy C.heat, kinetic, nuclear, and sound energy D.gravitational, kinetic, solar, and sound energy Florida Achieves

30. Department of Mathematics and Science Key Words Used… Moderate Complexity Items – Apply, infer, predict, compare & contrast Thinking requires making connections; problem-solving. THINK… THINK… THINK…

31. Hands-on Inquiry: Energy Stations Station 1: Radio Station 2: Calculator Station 3: Toy Car Station 4: Hair Dryer Station 5: Ball Station 6: Flashlight Station 7: Top Station 8: Hangar with Cups and String Station 9: Radiometer

32. LUNCH Division of Academics – Department of Science

33. Discovery Education Employee Portal: www.discoveryeducation.com www.discoveryeducation.com Elementary Science PD: ES: 5 Minute Preps Search Classroom Manager Form a Class and add students

34. Grade 5 Quarter 2 Topic 9 Static Electricity: Essential Lab #6 Power Point Hands-On Activities

35. 10 min. Break

36. 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

37. 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-matter- flash-cards/ http://quizlet.com/54239310/grade-5-matter- flash-cards/ Big Idea 9: http://quizlet.com/54240283/grade-5-changes- in-matter-flash-cards/ http://quizlet.com/54240283/grade-5-changes- in-matter-flash-cards/ Big Idea 13: http://quizlet.com/54240716/grade-5-forces- and-changes-in-motion-flash-cards/ http://quizlet.com/54240716/grade-5-forces- and-changes-in-motion-flash-cards/ Games Quarter 1 Jeopardy Review Matter Jeopardy Review The Whaddaya Know Quiz Show: Light The Whaddaya Know Quiz Show: Light See Pacing Guide Topics Division of Academics - Department of Science Student Learning Goals

38. Student Learning Goals Grade 5 Quarter 1 Big Idea 13 Topic 7 Division of Academics – Department of Science

39. 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

40. 40 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. Division of Academics - Department of Science

41. 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

42. Announcements Elementary Science ICAD Released Schools Mtg. November 20, 2014 Science Professional Development Grades K-5 Teachers November 04, 2014 9 – 1 PM Division of Academics – Department of Science

43. Follow-up: Action Plan Division of Academics – Department of Science

44. Slip 3-2-1 Reflection 3-2-1 Reflection Have a STEM-filled school year! Division of Academics – Department of Science