Department of Mathematics and ScienceOffice of Academics and Transformation

Millard E. Lightburn, Ph.D., District Supervisor K-5 Mary Tweedy, Curriculum Support Specialist

Noreyda Casañas, Curriculum Support SpecialistDan Gangeri, Curriculum Support Specialist

Science Liaison Instructional Meeting Elem ICAD 1

September 29- October 2, 2014

Ice 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)

Name Tent• Use blank sheet of paper to make a name tent

• Front: Name

• Back: School Name and years teaching

NORMS

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

Science Elem ICAD 1 Agenda Welcome/Ice Breaker/IntroductionsEffective Science InstructionDistrict 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

Session Outcomes• Participants will be able to:

– Access science online instructional resources to support science teaching and learning

– Plan and model scientific thinking through hands-on and/or open inquiry investigations to enhance science interaction between students

– Utilize 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

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)!

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.

Division of Academics – Department of Science

5 ’s Model

Division of Academics – Department of Science

Science Department Website Resources

http://science.dadeschools.net/

Elementary Science page Instructional Resources + Teacher ResourcesProfessional Development

Pacing Guides2014-2015

Grade 5 Quarter 1 Topic 7

Hands-on Inquiry: Big Idea 13: Forces and Changes in Motion

Station 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

Student Learning Goals Grade 5 Quarter 1 Big Idea 13 Topic 7

Division of Academics – Department of Science

SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects. (Level 1: Recall)

Scale Learning Progression Sample Progress Monitoring and Assessment Activities

Score/Step 5.0

I am able to analyze how familiar forces affect the movement of objects.

Design at least three demonstrations to explain how forces affect the movements of toys (ball, marbles, block, Slinkys, or cars). Create a poster to explain the forces’ effects on the toys’ motion.

Score/Step 4.0

I am able to evaluate familiar forces and hypothesize how they affect the movement of objects.

Develop a problem statement to explore how friction on various surfaces affects a ball rolling or the pulling/ pushing of a block. Design a plan and carry out the experiment. Collect data. Draw a conclusion.

Score/Step 3.0 Target

(Learning Goal)

I am able to identify familiar forces and explain how they affect the movement of objects.

Imagine you are at a soccer game. Create a four part foldable to illustrate the forces that affect the movement of the soccer ball.

Score/Step 2.0

Target

I am able to identify familiar forces and how they affect the movement of objects.

Draw pictures showing how each of these forces: push, pull, friction and gravity can affect the movement of a toy car.

10 min. Break

Division of Academics – Department of Science

Claims Evidence Reasoning

Research 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

Division of Academics – Department of Science

Elementary Science Fair Website

Division of Academics – Department of Science

Competitions page:Science FairHandbook Scientific MethodResources

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 Browser• Teachers can register quickly at this link:• https://www.pearsonsuccessnet.com• Then select "Register Here"• Under TEACHERS click REGISTER• Click ENTER SCHOOL CODE : 542470 (same for all

schools) & school ZIP CODE Division of Academics – Department of Science

LUNCH

Division of Academics – Department of Science

Data

Division of Academics – Department of Science

Sources 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, braidInquiry: 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?

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Discovery EducationEmployee Portal: www.discoveryeducation.com

Search for windmill resources

Windmills Elaborate/Extend Activity

Discovery 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 student’s guide. Present your plan to your teacher for approval.

• Then complete investigation for the lab. Record the data from your investigation on your student’s 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

Discovery Education: Wow! Windmills! Virtual Lab

Elaborate/Extend Activity• Teacher's Guide• Wow! Windmills! • Student's Guide Level 1• Student's Guide Level 2

Division of Academics – Department of Science

10 min. Break

FPL Energy Grant & More Resources

Florida Power & Light Company is committed to supporting Florida’s schools in the communities in which they live and work.

FPL 2014-2015 school year opportunities:• All teachers in FPL’s 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/education

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

Dream in Green ProgramGreen School Challenge

Division of Academics – Department of Science

Grade 3 Grade 4

Power My Learning.org

Division of Academics – Department of Science

Power My Learning Grade 5 – Play Lists

BYOD: http://science.dadeschools.net/byod/students/elStudents/grade5.html

Interactive 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 note• Share your responses within your group• Organize responses by common “essentials” into groups• Label each group with an “essentials” category name• Be ready to share out your group’s “essentials”

Discussion:

What “essentials” emerged?

Were there any surprises?

“Essentials” for Effective Science Instruction

• Effective Planning – with end in mind - 5 E’s Model.• Implement 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 questions

• Encourage students to communicate verbally and in writing

Division of Academics – Department of Science

Session Outcomes ReflectionsParticipants can:

– Access science online instructional resources to support science teaching and learning

– Plan and model scientific thinking through hands-on and/or open inquiry investigations to enhance science interaction between students

– Utilize 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

Follow-up: Action Plan

Division of Academics – Department of Science

Announcements Elementary Science Liaison Instructional Mtg.• Dr. Gilbert Porter ES: October 27, 2014• Hubert O. Sibley K-8: October 29, 2014• Henry West Lab ES: October 28, 2014Science Professional Development• October 24, 2014 – Grade 5 Teachers (not

liaisons)• November 04, 2014 – Grades K-5 Teachers

Division of Academics – Department of Science

Division of Academics – Department of Science

Slip

is the TAG ReflectionHave a STEM-filled school year!

Division of Academics - Department of Science