PowerPoint Presentation

Department of Mathematics and ScienceOffice of Academics and Transformation

Millard E. Lightburn, Ph.D., District Supervisor K-5 Mary Tweedy, Curriculum Support SpecialistNoreyda Casaas, Curriculum Support SpecialistDan Gangeri, Curriculum Support SpecialistScience Liaison Instructional Meeting Elem ICAD 1 (Released Schools) September 29- October 2, 20141Name TentUse blank sheet of paper to make a name tent

Front: Name

Back: School Name and years teaching

2Ice Breaker

Division of Academics Department of Science

Are you North, South, East or West? Which best establishes your strengths?

North: Do it now (action)West: Organizational (structure)East: Vision (meaning)South: Feelings (caring)Ice Breakers/warmups protocolParticipants write name and direction on a sticky note. Then place on group chart.3NORMSPlease take our poll fromwww.easypolls.netSee the link in your email OR scan this QR code with your phone!!

4Science Elem ICAD 1 Agenda

Welcome/Ice Breaker/IntroductionsEffective Science InstructionUnwrapping the BenchmarksDistrict Science ResourcesHands-on Inquiry: Big Idea 13: Force and MotionLearning GoalsBreakClaims Evidence Reasoning CERLUNCHScience DataScience Fair Hands-on Inquiry: Big Idea 10: Forms of EnergyBreakFPL Grant/Dream in GreenReflections, Follow-up and Announcements

Division of Academics Department of Science 5Session OutcomesParticipants will be able to:Access science online instructional resources to support science teaching and learningPlan and model scientific thinking through hands-on and/or open inquiry investigations to enhance science interaction between studentsUtilize Learning Goals to drive effective instructional strategies that incorporate rigor and higher order thinking skills Implement science fair/SECME at school siteDivision of Academics Department of Science 6 What Should a Science Classroom Look Like? Students asking questions Students doing hands-on activities (inquiry) Students thinking and writing critically Infusion of literacy and math (LAFS & MAFS) Incorporation of Technology Students science work displayed Most importantly:Students doing science & communicating the outcomes in all grades (K-5)!

Ask teachers for responses. Then show bullets.7 Five s Instructional StrategyThe 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 Es 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.

Division of Academics Department of Science8Module 3Discuss with a partner/group what the Es stand for in the 5E Instructional Model. Think-Pair-Share

Introduce 5E model as an instructional strategy consistent with the focus of the NGSS standards and the benchmarks.8

Division of Academics Department of Science 5 s / Gradual Release Models

Pass out 5 S Approach At A Glance Discuss similarities of both model. 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 knowledge9Science Department Website Resourceshttp://science.dadeschools.net/

Elementary Science page Instructional Resources + Teacher ResourcesProfessional Development Make sure to cover Instructional Resources K 5 new power points including: Teachers resources K-2 resource guide and 3-5 resource guide and the Competitions section.Finish with Grade 5 Topic 710Effective Planning with the End in Mind - Teaching to the StandardsUnwrapping the Benchmarks

Division of Academics Department of Science

ICAD only11 Pacing Guides2014-2015 Grade 5 Quarter 1 Topic 7

Force and Motion12Hands-on Inquiry: Big Idea 13: Forces and Changes in MotionStation 1: SC.5.P.13.1Station 2: SC.5.P.13.4Station 3: SC.5.P.13.2; SC.5.P.13.3Station 4: SC.5.P.13.1Station 5: SC.5.P.13.1Station 6: SC.5.P.13.1; SC.5.P.13.2; SC.5.P.13.3; SC.5.P.13.4

Extend/ Elaborate: Applying learning13Student Learning Goals Grade 5 Quarter 1 Big Idea 13 Topic 7Division of Academics Department of Science

Pass out a copy of this.14 10 min. Break

Division of Academics Department of Science 15

Claims Evidence ReasoningResearch says when students are involved in hands-on activities emphasis must be given to students constructing evidence that explains science concepts being explored. How can you support students in making sense of science ideas?By asking students to talk about and write their science explanations using claims, evidence and reasoning the CER strategy engages students in productive inquiry that requires them to think more deeply about science concepts which can contribute to the development of their problem- solving, reasoning, and communication skills.

Division of Academics Department of Science 16Division of Academics Department of Science

This leads into the CER activity.Connect to separate power point.17Elementary Science Fair Website

Division of Academics Department of Science Competitions page:Science FairHandbook Scientific MethodResources

Show Competitions page:Science FairHandbook Scientific MethodResources.

18

Scott Foresman ScienceOnline Resources

Important updates to Pearson Successnet!Access Codes are no longer needed The District-Wide Code (all schools) is 542470 Use Google Chrome BrowserTeachers can register quickly at this link:https://www.pearsonsuccessnet.comThen select "Register Here"Under TEACHERS click REGISTERClick ENTER SCHOOL CODE : 542470 (same for all schools) & school ZIP CODE

Division of Academics Department of Science Go to https://www.pearsonsuccessnet.com19LUNCH

Division of Academics Department of Science 20 Data

Division of Academics Department of Science Dr. Lightburn21Sources of Energy SC.4.P.10.4 Describe how moving water and air are sources of energy and can be used to move use.Materials Available: cup, tape, straw, popsicle sticks, paper, clay, pin, paper fastenerInquiry: Use any of the available materials to design and build a pinwheel.Conclusion: Write to explain how wind turns your pinwheel.List four things that wind is useful for.Real World Connection: What are examples of people using air to make things move?How can we use wind to our advantage?

Division of Academics Department of Science

Participants explore in groups.22 Discovery EducationEmployee Portal: www.discoveryeducation.com

Search for windmill resources Go online. Explore as time allow.23Windmills Elaborate/Extend ActivityDiscovery Education: Wow! Windmills! (Virtual Lab Level 1)Directions:Complete the Virtual Lab, Wow! Windmills! Read the introduction and the directions for the Level 1 Investigation. Do not begin the investigation at this time. Choose a variable to control and complete the planning page in your students guide. Present your plan to your teacher for approval.Then complete investigation for the lab. Record the data from your investigation on your students guide. You can use the results tab to help you record your data.Be prepared to share your results and ideas with the class.Ready and approved: Go to Wow! Windmills!

Division of Academics Department of Science

Preview only.24

Discovery Education: Wow! Windmills! Virtual LabElaborate/Extend ActivityTeacher's GuideWow! Windmills! Student's Guide Level 1Student's Guide Level 2

Division of Academics Department of Science

Preview teacher resources.25 10 min. Break

26FPL Energy Grant & More Resources Florida Power & Light Company is committed to supporting Floridas schools in the communities in which they live and work.

FPL 2014-2015 school year opportunities:All teachers in FPLs service territory are eligible to apply for grants to create classroom projects focused on any form of energy or engineering education. Grants are awarded in increments of $500 to $1,000 and the application deadline is Nov. 15. Winners will be announced by the end of December.

Division of Academics Department of Science www.FPL.com/education27 Free Traveling School Assembly Program (K-5) FPL has partnered with the National Theatre for Children to develop free, live school shows to teach K-5 students all about electricity. Men in Plaid: The Kilowatt Connection engages students while teaching them all about energy conservation. Click www.FPL.com/education to find out more and to review the schedule. Extensive Robotics Programs (K-12)In an ongoing effort to drive student engagement in science, technology, engineering and math (STEM) curriculum, FPL is a major supporter of robotics programs. They fund start-up and support established robotics clubs throughout their 35-county service territory. For robotics support, contact Maureen Wilt at maureen.wilt@fpl.com .

Division of Academics Department of Science 28Dream in Green ProgramGreen School ChallengeDivision of Academics Department of Science

Grade 3 Grade 429

Power My Learning.org

Division of Academics Department of Science

Power My Learning Grade 5 Play ListsBYOD: http://science.dadeschools.net/byod/students/elStudents/grade5.html

30Interactive Sites for Educationhttp://interactivesites.weebly.com/science.html

Division of Academics Department of Science

What is Essential for Effective Science Instruction?

All participants write a response on a post it noteShare your responses within your groupOrganize responses by common essentials into groupsLabel each group with an essentials category nameBe ready to share out your groups essentials by categories.

Discussion:What essentials emerged? Were there any surprises?

Protocol: Affinity Mapping (modified)32

Essentials for Effective Science Instruction

Effective Planning with end in mind - 5 Es Model/Gradual ReleaseImplement a routine of inquiry based, hands-on activities that emphasize students constructing evidence to explain science concepts being taught. Develop Higher-Order Questioning Strategies using Explicit-Reflective instruction to enhance student thinking that includes:Asking questions and formulating conclusionsCiting evidence to support conclusions (CER) Learning to make systematic observations in order to formulate answers to events that occur in our surroundingApplying models to formulate solutions to questionsEncourage students to communicate verbally and in writing

Division of Academics Department of Science1. Effective Planning (with the end in Mind) Know your objectives, what is the purpose of the lesson2. Implement a routine of inquiry based, hands-on activities relevant to the objectives of the course The 5 E Model3. Develop High Order Questioning Skills - 4. Facilitate, Encourage, and Expect High Order Thinking from your students - 5. Encourage students to Communicate about what they learn using various methods - Writing33Session Outcomes ReflectionsParticipants can:Access science online instructional resources to support science teaching and learningPlan and model scientific thinking through hands-on and/or open inquiry investigations to enhance science interaction between studentsUtilize Learning Goals to drive effective instructional strategies that incorporate rigor and higher order thinking skills Implement science fair/SECME at school site

Division of Academics Department of Science 34Follow-up: Action Plan

Pass out follow-plan sheet and the TAG reflection sheet.35Announcements Elementary Science Liaison Instructional Mtg.West Miami MS, October 30, 2014

Science Professional DevelopmentOctober 24, 2014 Grade 5 Teachers (not liaisons)November 04, 2014 Grades K-5 Teachers (One teacher per grade level)

Division of Academics Department of Science

36 Slip

is the TAG ReflectionHave a STEM-filled school year!

Division of Academics - Department of Science

37