PowerPoint Presentation

Miami-Dade County Public SchoolsDepartment of ScienceScience ICAD 1September 21, 22, or 24, 20158:30 AM - 3:30 PM

Millard E. Lightburn, Ph.D., District Supervisor

Curriculum Support Specialists:Noreyda CasaasYusimi Perez-OsteenMary Tweedy1

NAME TENTFRONT: Full NameBACK: School Name and Grade

Department of Science

2NORMS 9/22Please take our poll fromwww.easypolls.netSee the link in your email OR scan this QR code with your phone!!

Department of Science

http://www.easypolls.net/poll.html?p=55f96b0ee4b0148c68d9b21a3NORMS 9/24Please take our poll fromwww.easypolls.netSee the link in your email OR scan this QR code with your phone!!

Department of Science

http://www.easypolls.net/poll.html?p=55f96b1ae4b0148c68d9b21e4Science ICAD # 1 Agenda8:30 9:00 Welcome/Icebreaker / Norms / Session Goals9:00 9:30 Instructional Resources: Whats New? 9:45 10:15 Year at a Glance / Unwrapping Benchmarks10:15 10:25 Break10:25 11:30 Q1 Topic 5: Thinking Like a Scientist Investigating Evidence11:30 12:30 Lunch12:30 12:45 Florida Standards: Knowledge & Literacy 12:45 1:15 Data Analysis: Gr. 5 FCAT 2015 and Baseline1:15 2:00 Q1 Topic 6: Forces & Changes in Motion - Hands-On Activity (Blending Resources: District & P-SELL) 2:00 2:10 Break2:10 2:20 Elementary Science Fair Dates & Online Resources 2: 20 3:10 Discovery Education Resources: Builder Tools, Class Manager, Professional Development 3:10 3:20 Reflections: What is your Science Vision?3:20 3:30 Announcements / My Learning Plan Follow-upDepartment of Science

5Department of ScienceNORMSParticipate activelyAsk questionsLearn by doingSet your own learning into action

6ICE BREAKERMeet SomeoneFill out Meet Someone form.Fold up the form.Stand up behind your seats.When the music starts to play, walk around the room. When the music stops, introduce yourself and share your super power with each other. Repeat step 4 until we ask you to go back to your seat. Be ready to introduce someone you met and share their super power with the whole group.My superhero is an educator, and my super power is integrity! Whats yours?Dr. Ava D. Rosales, Executive Director (Science) @avamdcps7Session GoalsParticipants will be able to:Analyze Grade 5 Science FCAT 2.0, Grades K-4 Pre-tests, and Grade 5 Baseline resultsEffectively unwrap NGSSS benchmarks utilizing Pacing Guide and Item Specification resourcesPlan and model scientific thinking through inquiry based hands on investigations that utilize conclusion writing strategyEnhance interaction among students to foster greater understanding of science through collaborationAccess science instructional resources to support science teaching and learningDepartment of Science8Updates and Changes:2015 2016 Pacing Guides reflect the updated K-2 and 3-5 Item SpecificationsItem Specs can be found at science.dadeschools.net Elementary ScienceP-SELL Resources (Gr. 5) available through the Learning VillageScott Foresman Science Online Resources www.pearsonsuccessnet.comNew Access Code for schools/teachers is 542470 (Reflected in 2015-2016 Pacing Guides Supplemental Resources page)Florida Students Educational Resources for Learning http://www.floridastudents.org/#

Department of Science

Whats New - Instructional Resources:P-SELL This will be looked at in later in the Power point.Florida Students Educational Resources for Learning - This will be looked at in the next slide.

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Florida Students Educational Resources for Learning http://www.floridastudents.org/# (Replaces FCAT Explorer)

SC.5.N.1.4SC.5.N.1.5SC.5.N.2.1SC.5.N.2.2 (Also assesses SC.5.N.1.3) SC.5.P.8.3

Identifying the Control Group How do we do science?Let's InvestigateDo you need me to repeat that?Marvelous Solid Mixtures: Lets Sort them Out!

Department of Science Click on the link to view website. Close and return to power point slide. Choose a topic to preview. 10K 5 ResourcesCore:

Scott Foresman K 5 Accessible on PearsonSuccessnet.com (access code: 542470)

P-SELL Resources (Gr. 5) available through the Learning Village

District-created PowerPoints K 5

Accessible on the Elementary page http://science.dadeschools.net/Department of ScienceSupplemental:

Discovery Education NBC LEARN PowerMyLearning AIMS GIZMOS PBS Learning CPALMSFlorida Students Educational Resources for Learning

11Grade 5 OVERVIEWP-SELL Components include the resources for each of the Big Ideas: Student Resources - Big Ideas 1 & 2 Nature of ScienceTeacher Resources - Big Ideas 1 & 2 Nature of ScienceLanguage Support - Big Ideas 1 & 2 Nature of ScienceHome Learning - Big Ideas 1 & 2 Nature of ScienceAssessments - Big Ideas 1 & 2 Nature of ScienceReview Games - Big Ideas 1 & 2 Nature of Science (Lets try them out!)P-SELL Resources can be found in the Learning Village Pacing Guides Science Grade 5 Additional Resources

Department of Science

After showing the link to the Review Games, pass out a game to each group. Tell participants to play the game and be ready to share a review of the game with the whole group.12Core Science InstructionK 1:60 minutes per weekMinimum of 20 minute blocks1 designated inquiry block per weekDepartment of Science2 5:150 minutes per weekMinimum of 30 minute blocks (uninterrupted)60 minute inquiry block once per weekMIAMI-DADE COUNTY PUBLIC SCHOOLSDISTRICT PACING GUIDE 2015-2016 YEAR-AT-A-GLANCEDepartment of Science

14Department of Science

Accessing Science Resources http://science.dadeschools.net/ Facilitator Notes: Go to Science.dadeschools.net, click on Teachers Elementary Science - Instructional Resources- Teacher Resources(show) Q1 resources(show)

15Department of Science

Accessing Core Science Resources

Click on Elementary to go to Elementary Science16Department of ScienceAccessing Science Resources

Click on Instructional Resource > Teacher Resources to view updated resources: 5E Instructional Model power point presentation and Interactive Notebooks (IAN) Resources power point presentation and notebook inserts.For grades 4 5 click on Competitions Tab > Elementary Fair > Science Fair handbook > Project Resources/Samples17What is Academic Rigor?Rigor is used by educators to describe instruction, schoolwork, learning experiences and educational expectations that are academically, intellectually, and personally challenging. - edglossary.orgDepartment of ScienceAsk participants Who attended Synergy this summer? What can they share about rigor in the classroom? What is Academic Rigor? Elicit responses from participants, then click to see definition from edglossary.org.18 What strategies can be used to increase rigor in the classroom?Teachers have high expectations for all students.Teachers use data to inform instruction.Teachers are carefully planning student-centered learning experiences.Teachers ask HOT questions.

Students are engaged in cognitively complex tasks.Students communicate and work collaboratively.Students use their knowledge to solve real-world problems.Students learn there can be multiple correct answers.

Department of ScienceStudents are allowed to revise their work.Students are provided with support.Students persistence and effort are recognized and praised.Facilitator: Post question to teachers and discuss as a Think/Pair/Share.Compare teacher responses to the listed strategies.19Planning Rigorous LessonsRIGOR Means Framing Lessons At The High End Of Webbs Depth of KnowledgeLevel 4: Extended Thinking & Complex ReasoningLevel 3: Strategic Thinking & Complex ReasoningLevel 2: Basic Application of Concepts and skillsLevel 1: RecallDepartment of ScienceDiscuss rigor relationship to levels of complexity. Show teachers where it is located in the pacing guide topics. Topic 6 Grade 5 is linked through Planning Rigorous Lessons.20

Unwrapping BenchmarksStepping Stones to Mastering the Florida Standards

Department of Science21Review Unwrapping a BenchmarkSelect the benchmark from the pacing guide topic.Circle the VERBS (action words) They represent the skills, what students need to do.Underline the important NOUNS (a person, place, or thing ). They represent the concepts students need to know.Create a graphic organizer (bulleted list, outline, concept map, T-chart, etc.) to organize the concepts and skills.

Department of ScienceUnwrapping the BenchmarkBig Idea 1: Nature of Science Grade 5 Topic 5 (Sample)SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

Department of ScienceSkills: (Verbs) Concepts: (Nouns)

Have participants use the tools on the Promethean board to identify the skills and concepts. 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.

23Unwrapping the BenchmarkBig Ideas 1 & 2: Nature of Matter Topic 5 SampleSC.5.N.1.1 Define a problem, use appropriatce reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning Skills: (Verbs) Concepts: (Nouns)

Department of Science DefineUseSupportPlanCarry outCollect

ProblemReference materialsScientific understandingInvestigationsObservationsExperiments

VariablesDataPredictionsDataConclusions

OrganizeInterpretAnalyzeDefendWhat are some Essential Questions?Compare to participants responses. Ask What are some Essential Questions?

24Lets look again at the Pacing Guide Topic What is the essential content listed?How does it compare to and support the nouns (concepts) identified in the unwrapping?Are the verbs identified in the unwrapping in the objectives? How are the verbs (skills) supported?If applicable, what tools and units will be used?What objectives will demonstrate mastery of the concepts?What vocabulary needs to be understood to master the concepts?Have the benchmark clarifications and content limits been addressed?What are some essential questions?

Division of Academics - Department of Science

Have teachers compare their benchmark unwrapping to the Essential Content, Objectives and suggested vocabulary. 25Unwrapping a Benchmark Assignments:Group 1: SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explaining must always be linked with evidence. Group 2: SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others. Also assesses SC.5.N.1.3: Recognize and explain the need for repeated experimental trials. Group 3: SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects. Also Assesses: SC.3.E.5.4 Explore the law of gravity by demonstrating that gravity is a force that can be overcome.

Group 4: SC.5.P.13.2 Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object. Also Assesses: SC.5.P.13.3 Investigate and describe that the more mass an object has, the less effect a given force will have on the objects motion.Group 5: SC.5.P.13.4 Investigate and explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment so that the forces are balancedGroup 6: SC.4.P.8.4 Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets.

Department of Science Identify each benchmarks Cognitive ComplexityParticipants will take turns as a group to unwrap the benchmarks. 26Unwrapping a Benchmark PresentationBenchmarkVerbs: (skills) Nouns: (concepts)

Department of ScienceEssential Questions:This is just a sample of what each chart should contain. 27Break

Lets take a 10 minute break.

Department of ScienceDepartment of Science Quarter 1 Topic 5: Thinking Like a Scientist

Big Idea 1: The Practice of ScienceBig Idea 2: The Characteristics of Scientific Knowledge

Investigating EvidenceDeveloped by the Cornell Lab of OrnithologyMinimize this power point and open the Quarter 1 Topic 5: Thinking Like a Scientist power point and additional resources for the activity. Note the Investigating Evidence clip art is hyperlinked to the resource.

29Lunch Break 1 HourDepartment of Science

Florida Standards Literacy and the Content Area

Abridged version of presentation by Robert Pondiscio Florida Standards Institute Orlando, FloridaBill and Melinda Gates Foundation

31Effective Use of Classroom DataTeaching

UsingResults

Planning

StudentLearningAssessing

Source: Dr. Yuwadee WongbundhitDepartment of Science32For 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.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.Department of Science

33Get feedback from participants about why Assessment Data is important. Then share the content of this slide.Science AssessmentsGrade LevelAvailable Benchmark Assessments*Test GuidelinesKindergarten1st Grade 2nd Grade3rd Grade4th GradePretestQuarter 1Quarter 2Quarter 3Post TestQuarterly Assessments include only benchmarks for that quarter.

5th GradeBaseline,Mid-Year-Assessment, Post Test, FCAT 2.0All benchmarks are included on every assessment (summative testing).*Administration dates decided by school site.Department of ScienceExplain that the Quarterlies Science Assessments are called QSBA and are highly recommended.34Break

Lets take a 10 minute break.

Department of ScienceQuarter 1 Topic 6Big Idea 13: Forces & Changes in Motion

Department of Science

Minimize this power point and open the Quarter 1 Topic 6: Big Idea 13: Forces & Changes in Motion power point and additional P-SELL resources for the activity.

Department of ScienceAccessing Science FAIR Resources & Information http://science.dadeschools.net/

Click on Competitions Tab > Elementary Fair > Science Fair handbook > Project Resources/Samples37Department of Science

Elementary Science Teaching Resources PD: ES: 5 Minute PrepsSearch Classroom ManagerBuilder ToolsForm a Class and add studentsCreate a fun digital projectShow resources and allow teachers time to create a builder tool.38What are important features of effective science teaching?Students are engaged.Students communicate what they already know about the topic.Students have real objects to handle and talk about.Students talk, which has a key role in the development of their ideas.Students are involved in inquiry.Teachers are carefully planning the learning experiences.

Teaching Science for Understanding in Elementary and Middle School by Wynne HarlenDepartment of Science

Facilitator: Pose question to teachers and do Think/Pair/Share.Share with teachers that the 6 listed researched strategies are from Teaching Science for Understanding in Elementary and Middle School by Wynne Harlen, author.

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Department of Science 5 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 5Es 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 knowledge40Professional DevelopmentScience Grade K-1, 2, 3, 4, 5 STEM Session 2 on Teacher Planning Day 10/30Science ICAD Elementary Session 2: South Region: 10/26 Central Region: 10/27North Region: 10/29

MDCPS/DCSTA STEM K 12 Conference Feb. 16, 2016

Check upcoming Weekly Briefings and My Learning Plan for more information

Department of ScienceShare these upcoming professional development opportunities.41Announcements Every Kid in A Park Program: Each 4th grader in the country will be able to obtain a free access pass to national parks, national forests, national wildlife refuges and more. Many new families will be introduced to the park system since the entire car of people will be admitted free. Find out more information at: http://www.doi.gov//everykid/index.cfm

Elementary Science Fair: February 6, 2016Florida Association of Science Teachers (FAST) Tallahasee October 22-24, 2015FPL Education Programs: Robotics, Solar Schools/Education, Scholarships & Funding https://www.fpl.com/community/education.html

Department of Science42Department of Science

43Reflecting 2015-2016 School Year

44Now whats your science vision?What?EXIT Ticket

So What?44My Learning PlanEvaluation Process (Overview)Smart Goal and rating the PD session.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.

The MLP evaluation process has three parts that must be completed to receive credit for the Professional Development.

Follow-upIn addition to the 3-Part MLP Evaluation, you need to complete the Follow-up Action Plan by sharing the content of the PD with your targeted staff. This documentation needs to be uploaded and submitted through your file library in My Learning Plan.Go to and use Dans separate My Learning Plan power point to explain all the steps. 45Department of Science Science DepartmentDr. Ava D. RosalesExecutive DirectorElementary Middle SchoolHigh SchoolDr. Millard LightburnSupervisorMr. Dane JaberSupervisor

Mr. Sebastian Oddone SupervisorMrs. Noreyda CasanasCurriculum Support SpecialistCindy JolicouerCurriculum Support Specialist, MS/K-8Mr. Daniel GangeriCurriculum Support SpecialistMrs. Yusimi OSteenCurriculum Support SpecialistMs. Mary Tweedy Curriculum Support SpecialistMs. Mildred Farber District Administrative AssistantPhone: 305- 995-193946