2. Miami-Dade County Public Schools Department of Science Science ICAD 1 September 21, 22, or 24, 2015 8:30 AM - 3:30 PM Millard E. Lightburn, Ph.D., District Supervisor Curriculum Support Specialists: Noreyda Casañas Yusimi Perez-Osteen Mary Tweedy

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

4. NORMS – 9/22 Please take our poll from www.easypolls.net See the link in your email OR scan this QR code with your phone!!link Department of Science http://www.easypolls.net/poll.html?p=55f96b0ee4b0148c68d9b21a

5. NORMS – 9/24 Please take our poll from www.easypolls.net See the link in your email OR scan this QR code with your phone!!link Department of Science http://www.easypolls.net/poll.html?p=55f96b1ae4b0148c68d9b21e

6. Science ICAD # 1 Agenda 8:30 – 9:00 Welcome/Icebreaker / Norms / Session Goals 9:00 – 9:30 Instructional Resources: What’s New? 9:45 – 10:15 Year at a Glance / Unwrapping Benchmarks 10:15 – 10:25 Break 10:25 – 11:30 Q1 Topic 5: Thinking Like a Scientist – Investigating Evidence 11:30 – 12:30 Lunch 12:30 – 12:45 Florida Standards: Knowledge & Literacy 12:45 – 1:15 Data Analysis: Gr. 5 FCAT 2015 and Baseline 1:15 – 2:00 Q1 Topic 6: Forces & Changes in Motion - Hands-On Activity (Blending Resources: District & P-SELL) 2:00 – 2:10 Break 2:10 – 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-up Department of Science

7. NORMS Participate actively Ask questions Learn by doing Set your own learning into action

8. ICE BREAKER ICE BREAKER “Meet Someone” 1.Fill out “Meet Someone” form. 2.Fold up the form. 3.Stand up behind your seats. 4.When the music starts to play, walk around the room. When the music stops, introduce yourself and share your super power with each other. 5.Repeat step 4 until we ask you to go back to your seat. 6.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! What’s yours?” Dr. Ava D. Rosales, Executive Director (Science) @avamdcps

9. Session Goals Participants will be able to:  Analyze Grade 5 Science FCAT 2.0, Grades K-4 Pre- tests, and Grade 5 Baseline results  Effectively unwrap NGSSS benchmarks utilizing Pacing Guide and Item Specification resources  Plan and model scientific thinking through inquiry based hands on investigations that utilize conclusion writing strategy  Enhance interaction among students to foster greater understanding of science through collaboration  Access science instructional resources to support science teaching and learning Department of Science

10. Updates and Changes: 2015 – 2016 Pacing Guides reflect the updated K-2 and 3-5 Item Specifications Item Specs can be found at science.dadeschools.net Elementary Science science.dadeschools.net P-SELL Resources (Gr. 5) available through the Learning Village Scott Foresman Science Online Resources www.pearsonsuccessnet.com www.pearsonsuccessnet.com New 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.or g/# http://www.floridastudents.or g/# Department of Science

11. Florida Students Educational Resources for Learning http://www.floridastudents.org/# (Replaces FCAT Explorer) http://www.floridastudents.org/# SC.5.N.1.4 SC.5.N.1.5 SC.5.N.2.1 SC.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 Investigate Do you need me to repeat that? Marvelous Solid Mixtures: Let’s Sort them Out! Marvelous Solid Mixtures: Let’s Sort them Out! Department of Science

12. K – 5 Resources Core: 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 Science Supplemental:  Discovery Education  NBC LEARN  PowerMyLearning  AIMS  GIZMOS  PBS Learning  CPALMS  Florida Students Educational Resources for Learning

13. Grade 5 OVERVIEW P-SELL Components include the resources for each of the Big Ideas: Student Resources Student Resources - Big Ideas 1 & 2 Nature of Science Teacher ResourcesTeacher Resources - Big Ideas 1 & 2 Nature of Science Language SupportLanguage Support - Big Ideas 1 & 2 Nature of Science Home Learning Home Learning - Big Ideas 1 & 2 Nature of Science AssessmentsAssessments - Big Ideas 1 & 2 Nature of Science Review GamesReview Games - Big Ideas 1 & 2 Nature of Science (Let’s try them out!) P-SELL Resources can be found in the Learning Village Pacing Guides Science Grade 5 Additional Resources Department of Science

14. Core Science Instruction K – 1: 60 minutes per week Minimum of 20 minute blocks 1 designated inquiry block per week Department of Science 2 – 5: 150 minutes per week Minimum of 30 minute blocks (uninterrupted) 60 minute inquiry block once per week

15. MIAMI-DADE COUNTY PUBLIC SCHOOLS DISTRICT PACING GUIDE 2015-2016 YEAR-AT-A-GLANCE Department of Science

16. Accessing Science Resources http://science.dadeschools.net/ http://science.dadeschools.net/ http://science.dadeschools.net/ http://science.dadeschools.net/

17. Department of Science Accessing Core Science Resources

18. Department of Science Accessing Science Resources

19. What 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.org Department of Science

20. 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 Science Students are allowed to revise their work. Students are provided with support. Students’ persistence and effort are recognized and praised.

21. Planning Rigorous Lessons RIGOR Means Framing Lessons At The High End Of Webb’s Depth of Knowledge Level 4: Extended Thinking & Complex Reasoning Level 3: Strategic Thinking & Complex Reasoning Level 2: Basic Application of Concepts and skills Level 1: Recall Department of Science

22. Unwrapping Benchmarks Stepping Stones to Mastering the Florida Standards Department of Science

23. Review Unwrapping a Benchmark 1.Select the benchmark from the pacing guide topic. 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. Department of Science

24. Unwrapping the Benchmark Big 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 Science Skills: (Verbs) Concepts: (Nouns)

25. Unwrapping the Benchmark Big Ideas 1 & 2: Nature of Matter Topic 5 Sample SC.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 Define Use Support Plan Carry out Collect Problem Reference materials Scientific understanding Investigations Observations Experiments Variables Data Predictions Data Conclusions Organize Interpret Analyze Defend What are some Essential Questions?

26. Let’s look again at the 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.If applicable, what tools and units will be used? 6.What objectives will demonstrate mastery of the concepts? 7.What vocabulary needs to be understood to master the concepts? 8.Have the benchmark clarifications and content limits been addressed? 9.What are some essential questions? Division of Academics - Department of Science

27. Unwrapping 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 object’s 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 balanced Group 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 benchmark’s Cognitive Complexity

28. Unwrapping a Benchmark Presentation Benchmark Verbs: (skills) Nouns: (concepts) Department of Science Essential Questions:

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

30. Quarter 1 Topic 5: Thinking Like a Scientist Big Idea 1: The Practice of Science Big Idea 2: The Characteristics of Scientific Knowledge Investigating Evidence Developed by the Cornell Lab of Ornithology

31. Lunch Break – 1 Hour Department of Science

32. Florida Standards Literacy and the Content Area Abridged version of presentation by Robert Pondiscio Florida Standards Institute Orlando, Florida Bill and Melinda Gates Foundation

33. Effective Use of Classroom Data Teaching Using Results Planning Student Learning Assessing Source: Dr. Yuwadee Wongbundhit Department of Science

34. 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

35. Science Assessments Grade LevelAvailable Benchmark Assessments* Test Guidelines Kindergarten 1 st Grade 2 nd Grade 3 rd Grade 4 th Grade Pretest Quarter 1 Quarter 2 Quarter 3 Post Test Quarterly Assessments include only benchmarks for that quarter. 5 th GradeBaseline, Mid-Year-Assessment, Post Test, FCAT 2.0 All benchmarks are included on every assessment (summative testing). *Administration dates decided by school site. Department of Science

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

37. Quarter 1 Topic 6 Big Idea 13: Forces & Changes in Motion Big Idea 13: Forces & Changes in Motion Department of Science

38. http://science.dadeschools.net/ http://science.dadeschools.net/ Accessing Science FAIR Resources & Information http://science.dadeschools.net/ http://science.dadeschools.net/

39. Department of Science Elementary Science Teaching Resources PD: ES: 5 Minute Preps Search Classroom Manager Builder Tools Form a Class and add students Create a fun digital project

40. What are important features of effective science teaching? 1.Students are engaged. 2.Students communicate what they already know about the topic. 3.Students have real objects to handle and talk about. 4.Students talk, which has a key role in the development of their ideas. 5.Students are involved in inquiry. 6.Teachers are carefully planning the learning experiences. Teaching Science for Understanding in Elementary and Middle School by Wynne Harlen Department of Science

41. 5 ’s / Gradual Release Models

42. Professional Development  Science Grade K-1, 2, 3, 4, 5 STEM Session 2 on Teacher Planning Day 10/30  Science ICAD Elementary Session 2: South Region: 10/26 Central Region: 10/27 North 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 Science

43. Announcements  Every Kid in A Park Program: Each 4 th 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.cfmhttp://www.doi.gov//everykid/index.cfm  Elementary Science Fair: February 6, 2016  Florida Association of Science Teachers (FAST) Tallahasee October 22-24, 2015  FPL Education Programs: Robotics, Solar Schools/Education, Scholarships & Funding https://www.fpl.com/community/education.htmlhttps://www.fpl.com/community/education.html Department of Science

45. Reflecting 2015-2016 School Year 44 Now what’s your science vision? What? EXIT Ticket So What?

46. My Learning Plan Evaluation Process (Overview) 1.Smart Goal and rating the PD session. 2.Application - a plan for how you will apply what you learned in the PD. 3.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-up 4.In 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.

47. Department of Science Science Department Dr. Ava D. Rosales Executive Director ElementaryMiddle SchoolHigh School Dr. Millard Lightburn Supervisor Mr. Dane Jaber Supervisor Mr. Sebastian Oddone Supervisor Mrs. Noreyda Casanas Curriculum Support Specialist Cindy Jolicouer Curriculum Support Specialist, MS/K-8 Mr. Daniel Gangeri Curriculum Support Specialist Mrs. Yusimi O’Steen Curriculum Support Specialist Ms. Mary Tweedy Curriculum Support Specialist Ms. Mildred Farber District Administrative Assistant Phone: 305- 995-1939