1. Miami-Dade County Public Schools Department of Science Science ICAD 4
January 11, 12, or 14, 2016
8:30 AM - 3:30 PM
Millard E. Lightburn, Ph.D., District Supervisor
Curriculum Support Specialists:
Noreyda Casañas
Yusimi Perez-Osteen
Mary Tweedy

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

3. ICAD 4 SOUTH https://www.classflow.com/student/ Class Code: QWZZ6
Teachers go online to: using their devises in order to join a class. After some activities teachers will participate in different polls.
Y. OSTEEN
Class Code: QWZCD
N.CASANAS
Class Code: QW7S8
Class Code: QWZZ6
M. TWEEDY
Department of Science

4. NORMS – January 12th 2016
Please take our poll from See the link in your OR scan this QR code with your phone!!
Department of Science

5. NORMS – January 14th 2016
Please take our poll from See the link in your OR scan this QR code with your phone!!
Department of Science

6. Think – Tac – Toe
Say the first 10 words that come to mind when you hear the word “SCIENCE”
Identify and describe three strategies modeled in our last session
Find 5 words within the words Differentiated Instruction
Identify two activities that can be used with a Venn Diagram
Identify ten words that rhyme with “LEARN”
Identify four positive outcomes from unwrapping the benchmark
Identify three strategies for assessing prior knowledge
Share three effective procedures that can be used to keep students on task
Share three ways to differentiate instruction
8:30 - 8:40 Teachers work in pair and choose any box to solve task if correctly answered, that player lightly marks an X or an O on the box. The goal of Think – Tac – Toe is to complete three boxes in a row.
Department of Science

7. Agenda
8:30 – 9:00 Welcome/Icebreaker / Norms / Session Goals 9:00 – 10:00 DE Board Builder: Big Idea 7 Climate Zones Constructed Response 10:00 – 10:10 BREAK 10:10 – 10:20 Unwrapping Benchmarks & Creating an Essential question 10:20 – 11:30 Big Idea 6 Science Content Focus & Essential Lab 11:30 – 12:30 Lunch 12:30 – 1:00 Big 6 Essential Lab: Sense Making 1:00 – 1:15 Topic Assessment Data 1:15 – 2:15 Big Idea 14 Life Science DI in Action (Blended Learning) 2:15 – 2:25 Break 2:25 – 3:00 Big Idea 14 Life Science Assessment Activity 3:00 – 3:15 Big Idea 6 and 14 P-SELL Resources 3:15 – 3:30 Announcements / MyLearningPlan Follow-up
Department of Science

8. Session Goals Participants will be able to:
Effectively unwrap NGSSS benchmarks utilizing Pacing Guide and Item Specification resources
Access Discovery Education science instructional resources to support understanding of Nature of Science and Life Science concepts
Model inquiry through hands-on investigations and online simulations
Enhance students’ use of interactive resources to foster greater understanding of science content through effective use of technology (Discovery Ed), collaboration, and Differentiated Instruction (DI)
Department of Science

9. Grade 5 Parent Resources
What’s New?
Grade 5 Parent Resources
Department of Science

10. Create a fun digital project
Builder Tools
Create a fun digital project
Participants will collaborate to research Discovery Ed resources to find evidence to describe the characteristics of the three main climate zones using the Board building tool. Participants will then present their boards to the whole group and share with District. (Search for: Climate Zones board)
Department of Science

11. Supplemental Resource Mystery Science
Facilitator note: share this supplemental resource with participants to use in Discovery Ed board if needed.
Department of Science

12. ICAD 4 NORTH https://www.classflow.com/student/ N.CASANAS
Class Code: QW7S8
Teachers go online to: using their devises in order to join a class. After some activities teachers will participate in different polls.
M. TWEEDY
Class Code: QWZZQ
Department of Science

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

14. Mid-Year-Assessment: January 26-February 19, 2016
MIAMI-DADE COUNTY PUBLIC SCHOOLS DISTRICT PACING GUIDE YEAR-AT-A-GLANCE
Mid-Year-Assessment:
January 26-February 19, 2016
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

15. Unwrapping the Benchmark Sample Big Idea 6: Earth Structures Grade 5 Topic 12
SC.4.E.6.2 Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks. AA
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Skills: (verbs)
Concepts: (nouns)
Physical properties of minerals
Hardness, color, luster, cleavage, streak color
Role of minerals
Identify
Recognize
Facilitator needs to identify grade level Pacing Guide Topic and benchmark(s).
Show the selected benchmark.
Participants circle the VERBS (action words) They represent the skills, what students need to do.
Participants Underline the important NOUNS (a person, place, or thing ). They represent the concepts students need to know.
Participants Add the new verbs and nouns to the graphic organizer and on the display chart too.
Essential Questions:
How are minerals identified?
Department of Science

16. Unwrapping a Benchmark Assignments:
Group 1: SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice). Group 2: SC.4.E.6.1 Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure). (Assessed as SC.4.E.6.2.) Group 3: SC.4.E.6.3 Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.
Group 4: SC.3.L.14.1 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction. Group 5: SC.4.L.16.1 Identify processes of sexual reproduction in flowering plants, including pollination, fertilization, seed dispersal, and germination. Group 6: SC.4.L.16.4 Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo complete and incomplete metamorphosis, and flowering and non-flowering seed-bearing plants.
Participants will unwrap the benchmarks by group.
Department of Science

17. Science Content Assessed by Grade 5 FCAT 2.0
Share Instructional Resources – Click on the hyperlinks and additional resources from
Share and discuss Science Content Focus document.
FCAT Content Assessed: SC.4.P.6.2; SC.4.P.6.1; SC.4.P.6.3; SC.4.P.6.6; SC.4.P.6.4
Key Instructional Resources: Gr. 5 SC.4.E.6.1, 6.2, 6.3, Earth Structures Parts PP; SC.4.E.6.1,6.2, 6.3, Earth Structures PP TN ; Mineral Stations Lab 2015; SC.4.E Rock Observation and Classification TE; S C.4.E Flowing Water Demo – Weathering; Earth Structures Jeopardy
Essential Lab: Essential Lab 8 Minerals; Essential Lab 9 Weathering and Erosion
Learning Goal: SC.4.E.6.1 ; SC.4.E.6.2 ; SC.4.E.6.4   GIZMO: Rock Classification; Mineral Identification
Department of Science

18. Big Idea 6: Earth Structures Let’s Power Think!
Reading Passage for Essential Lab # 9 - EROSION
CRISS Strategy: Power Thinking
Helps students differentiate between main ideas and details
Main ideas and details are simply assigned numbers
Power 1: Main Idea
Power 2: Detail or Support for a Power 1
Power 3: Detail or Support for a Power 2
(and so forth)
CRISS Strategy Power Thinking will be modeled by reading Essential #10 Lab reading passage: Erosion. Introduce strategy with sports sample – (Facilitator will use p. 50 from CRISS strategy book)
Department of Science

19. Grade 5 Quarter 3 Topic 12 Big Idea 6: Earth Structures (These resources are located in Elementary Science Instructional Resources Gr. 5 Quarter 2)
Today’s Spotlight Part Three: Weathering and Erosion Grade 5 Essential Lab # 9 CRISS Strategy: Power Thinking with Stations 2 & 3 CER Conclusion Writing
Pass out copies of Essential Lab#10 and assign groups to complete stations #2, and #3. Groups will collect data and share with whole group.
Department of Science

20. Data Table Station 2 Data: Station 3 Data: Trial 1 Trial 2 Trial 3
Average
Beginning Height (cm)
Ending
Height (cm)
Trial 1
Trial 2
Trial 3
Average
Beginning Height (cm)
Ending
Height (cm)
Observations:
Observations:
Department of Science

21. Lunch Break – 1 Hour
Department of Science

22. BIG IDEA 6: ESSENTIAL LAB #10 REFLECTION (SENSE MAKING)
Reading Passage using CRISS Strategy: Power Thinking
Hands-On Inquiry
CER – conclusion writing
Accountable Talk
Whole group discussion to reflect on sense making of Big Idea 6.
Department of Science

23. Topic 7: Forms of Energy Assessment Data
No. Tested
Average Score
(%)
% Satis-
factory
(70 +)
SC.3.
P.10.3
P.10.4
P.11.1
P.11.2
SC.4.
SC.5.
P.10.1
SC.5
P.10.2
6319
57%
28%
78%
41%
75%
85%
66%
46%
31%
32%
REPORTS TO RETRIEVE FROM THINKGATE
PROFICIENCY REPORT
ITEM ANALYSIS
STANDARD ANALYSIS
DETAILED REPORTS FOR TOPIC 7
Department of Science

24. Topic 8: Energy Transfer Assessment Data
No. of students Tested
Average Score
(%)
% Satis-
factory
(70 +)
SC.4.P.11.1
SC.5.P.10.3
SC.5.P.10.4
SC.5.P.11.1
SC.5.P.11.2
3251
65%
55%
64%
68%
53%
71%
RESPORTS TO RETRIEVE FROM THINKGATE
PROFICIENCY REPORT
ITEM ANALYSIS
STANDARD ANALYSIS
DETAILED REPORTS FOR TOPIC 8
Department of Science

25. Mid-Year Assessment Window
Science Mid-Year assessment Jan. 26th – Feb. 19, 2016
(Bring your data to ICAD 5 (Feb , 2016)
Assessment results should be disaggregated to:
Identify strengths and weaknesses by benchmarks
Conduct data chats
Develop Focus Calendar (Remediation and Enrichment)
Department of Science

26. What are some Differentiated Instructional Strategies?
Use of standards, clear targets, evidence of student learning to guide instruction
Know the learner
Plan activities, experiences & resources for all students
Develop lessons that include first hand experiences, hands-on activities, use of technology, stations, centers, projects
Use varied methods: cooperative learning, contracts, notebooks to document process & learning, graphic organizers
Consider adjustable assignments, varied grouping patterns, small groups, pairs, individualized learning
Use variety of ways to reflect on learning: questions & discussion, draw conclusion based on data, written and verbal explanations, presentations, paper & pencil tests
Steps 3 – 7 = blended learning
Ask the question and do a think-pair-share activity.
Department of Science

27. What is Blended Learning?
” A combination of multiple instructional strategies that combine face-to-face instruction with a mix of online, real-world and explorative learning opportunities.” Jenny Hooie, author
Blend: In Seven Days or Less, Successfully Implement Blended Strategies in Your Classroom
Wednesday, January 13, 3:30-4:30 PM (EST), the Power My Learning Network has its January Digital Learning Community discussion. This month’s topic is Effective Classroom Management for Blended Learning. To register, please click here.
Let’s Try Blended Learning!
Define blended learning.
Department of Science

28. What is Blended Learning?
” A combination of multiple instructional strategies that combine face-to-face instruction with a mix of online, real-world and explorative learning opportunities.” Jenny Hooie, author
Blend: In Seven Days or Less, Successfully Implement Blended Strategies in Your Classroom
Wednesday, February 17, 3:30-4:30 PM (EST), the Power My Learning Network has its February Digital Learning Community demonstration. This month’s topic is digital assessment tools including the feature of being able to add multiple questions checkpoints . To register, please click here.
Now Let’s Try Blended Learning!
Define blended learning.
Department of Science

29. Grade 4 Plant Life Cycles (Gr
Grade 4 Plant Life Cycles (Gr. 5 Topic 13 Review) Blended Learning Activities - Differentiated Learning
Introduce blended learning station activity. Pass out menu and assign stations.
Department of Science

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

31. Station 4
Flower Dissection Lab
Facilitator: keep word document open to do whole class for station #5.
Lesson: Why are flowers so colorful? Exploration: Click on the link below.
Department of Science

32. Gr. 4 Plant Life Cycles (Gr. 5 Topic 13 Review) Blended Learning
Station 8 Assessment
Choice # 1 Create a Poster to show the life cycle of a Florida flowering plant
Choice # 2 Use Board Builder to create a poster of a Florida flowering plant life cycle
Choice # 3 Write to explain how ferns are different from flowering plants like sunflowers.
Enrichment
Station 9 Hands-on Activity: Examining a Frond
Station 10 The Great Plant Escape – Case 3
Station 11 DE Exploration: Life Cycle Stages
Participants will review forms of assessments for blended learning content taught.
Department of Science

33. Reflection on Blended Learning
What about Devices?
Not all students need to have a device
Not all devices need to be the same (BYOD)
Blended learning can work in MOST classroom situations (i.e., 2 student computers, one-to-one, tablet cart, a teacher iPad, computer lab, etc.)
First step in planning- determine what devices are available
What will be your next step?
Participants will reflect on challenges they may face in the classroom with techology.

34. PLANNING A BLENDED LEARNING LESSON
Identify the benchmark(s) and purpose
Determine the time frame for the lesson
Determine group structure (size, homogenous/ heterogeneous)
Identify variety of activities to be used:
Devices available
Resources/materials available
Online programs
Hands-on activities
Other
Determine assessment
Participants will view suggested recommendations on how to plan a blended learning lesson.
Department of Science

35. What are Classroom Structures that can help Blended Learning be Successful?
Setup
Furniture placement
Materials access
Computer charging and stations
Student grouping
Procedures
Student movement
Student interactions
Computer and materials distribution
Computer and material usage rules
Supports
Instructions for independent work
Rules for peer collaboration
Tools for references (Ask 3)
Account information
Accountability
Exit slips
Debrief
Follow-up conference
Department of Science

36. Science Content Assessed by Grade 5 FCAT 2.0
Share Instructional Resources – Click on the hyperlinks and additional resources from
FCAT Content Assessed SC.3.L.14.1
Key Instructional Resources:  SC.4.L.14.1 Sexual Reproduction in Flowering Plants; Plant Life Cycles Blending Learning Activities
Discovery Ed. Fun-damental: Getting to Know Plants;
D. Ed. Explorations: Basic Needs; How Does Your Garden Grow?; Flowering Plants
Learning Goal: SC.3.L.14.1; SC.3.L.14.2
GIZMO: Flower Pollination; Germination
Department of Science

37. Science Content Assessed by Grade 5 FCAT 2.0
SC.3.L.15.2 Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores, according to their physical properties.
FCAT Content Assessed as SC.3.L.14.1
Key Instructional Resources:  Plant Life Cycles Blending Learning Activities
SC.4.L.16.4 Life Cycles of Insects and Plants; SC.3.L.15.1 Classification of Animals; Discovery Ed. Explorations: Plant Life Cycle Stages; Animals Growth and Development; Plant vs Animal Life Cycles
Learning Goal: SC.4.L.16.4
Share Instructional Resources – Click on the hyperlinks and additional resources from
Department of Science

38. Grade 5 OVERVIEW
P-SELL Components include the resources for each of the Big Ideas: Student Resources - Big Idea 6 Earth Structures Teacher Resources - Big Idea 6 Earth in Space and Time Language Support - Big Idea 6 Earth in Space and Time Home Learning - Big Idea 6 Earth in Space and Time Assessments - Big Idea 6 Earth in Space and Time Review Games - Big Idea 6 Earth in Space and Time P-SELL Resources can be found in the Learning Village Pacing Guides Science Grade 5 Quarter 2 Additional Resources
Review P-SELL resources for Big Idea 6.
Department of Science

39. Grade 5 OVERVIEW
P-SELL Components include the resources for each of the Big Ideas: Big Idea 14 Organization and Development of Living Organisms Teacher Resources – Big Idea 14 Organization and Development of Living Organisms Language Support – Big Idea 14 Organization and Development of Living Organisms Home Learning – Big Idea 14 Organization and Development of Living Organisms Assessments – Big Idea 14 Organization and Development of Living Organisms Review Games – Big Idea 14 Organization and Development of Living Organisms P-SELL Resources can be found in the Learning Village Pacing Guides Science Grade 5 Quarter 2 Additional Resources
Review P-Sell Resources for Big Idea 14.
Department of Science

40. ICAD 4 SOUTH Reflection https://www.classflow.com/student/
Teachers go online to: using their devises in order to join a class. After some activities teachers will participate in different polls.
Y. OSTEEN
Class Code: QWZCD
N.CASANAS
Class Code: QW7S8
Class Code: QWZZ6
M. TWEEDY
Department of Science

41. Professional Development
Science STEM K-5 Session 4 on Teacher Planning Day 01/25/16 at Hialeah Gardens SH
STEM EXPO Elementary Science Fair and SECME Competitions 02/06/16
MDCPS/DCSTA STEM K – 12 Conference Feb. 16, 2016
at Miami Senior High
Science ICAD Elementary Session 5:
South Region: 02/22
Central Region: 02/23
North Region: 02/25
Share these upcoming professional development opportunities. Facilitator will share MDCPS/DCSTA conference flyer.
Department of Science

42. Announcements
Department of Science

43. Science Fair Judges Needed
Benefits for volunteering as a Judge:
Get to meet future STEM scientists
Receive a letter of recognition
Receive Master Plan Points
Recognition sent to your principal
Registration process:
Elementary Science Fair Judges registration link:
Department of Science

45. Tag Reflecting 2015-2016 School Year
What?
So What?
What is something you want to learn more about?
Exit Ticket

46. Science ICAD 4 Evaluation Process
SMART GOAL: By January 29, 2016, 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 4, and taught a topic using a strategy presented in this professional development. (SAMPLE)
Application - a plan for how you will apply what you learned in the PD.
Impact – A description of how the PD has impacted your instructional delivery.
Follow-up
My Learning Plan
The MLP evaluation process has three parts that must be completed to receive credit for the Professional Development.
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.
Go to and use Dan’s separate My Learning Plan power point to explain all the steps.

47. Creating a Smart Goal for Science ICAD 4
SMART GOAL: By January 29, 2016, 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 4, and taught a topic using a strategy presented in this professional development.
SAMPLE