Department of Mathematics and Science Office of Academics and Transformation Glenda Moton, Science Coach Dr. Millard Lightburn, Ph. D. District Science Supervisor K-5 Elementary Science Pacing and Content Grade 3 Quarter 3 – Topics 14, 15 &17 February 7, 2014

Name Tent Use blank sheet of paper to make a name tent Front: First Name Back: School Name and years teaching Share with group something special that happened in your class this year.

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

Agenda 8:30-9:00 Welcome/Introductions/Ice Breaker-2 Minute Mixer 9:00-9:30 District Website/Available Resources /Pacing Guide 9:30-10:15 STEM Activity 10:15-10:20 Break 10:20-10:35 Assessment Probe – Talking About Gravity 10:35-11:30 Gravity Is a Force Stations 11:30-12:30 Lunch 12:30-1:00 Article (Learning Science in Cultural Context) 1:00-1:15 The Roles of Plant Structures PowerPoint 1:15-2:20 Photosynthesis 2:20-2:30 Break 2:30-3:00 Animal Classification PowerPoint & Activities 3:15-3:30 Best Practices/Reflections/Evaluations/Follow-up Department of Mathematics and Science

Session Outcomes Participants will be able to: – Access science instructional resources to support science teaching and learning – Effectively implement Interactive Notebooks/Science Journals – Identify effective instructional strategies to integrate technology and cross-curricula – Implement best science instructional practices – Plan and model scientific thinking through hands on investigations – Enhance science interaction between students – Provide differentiated instruction in science

Ice Breaker Two Minute Mixer

District Science Department Website and Resources Click on Elementary Science Page: Then look at Instructional Resources and Professional Development Resources

Discovery Education Employee portal Available for all Schools Department of Mathematics and Science Become a DEN star …. Get the Science Tec book Resource

Become a DEN star Get the Science Techbook Resource

DEN Star Resource: Science Techbook

Resources: NBC Learn

Pacing Guide Year-At-A-Glance Year-At-A-Glance--Grade doc Year-At-A-Glance--Grade doc

Fair Game Benchmarks Department of Mathematics and Science Scaffolding in the classroom: “Scaffolding can be used in a variety of content areas and across age and grade levels.” “When using scaffolding as an instructional technique, the teacher provides tasks that enable the learner to build on prior knowledge and internalize new concepts.” -Heather Coffey Prior Knowledge: Items may require the student to apply scientific knowledge described in NGSSS benchmarks from lower grades; however, the benchmarks from lower grades will not be assessed in isolation. FCAT 2.0 will assess prior content taught in lower grades that serves as a foundation for grade 5 benchmarks along with grades 3 & 4 Fair Game benchmarks.

Grade 3 Fair Game Benchmarks 2013 – 2014 Pacing Guide 4th Nine Weeks Big Idea 14: Organization and Development of Living Organisms SC.3.L.14.1 Roles of Plant Structures AA SC.3.L.14.2 Plant Response to Stimuli (Assessed as SC.3.L.14.1) (FCAT 2.0 Item Specifications)

Grade 4 Fair Game Benchmarks 2013 – 2014 Pacing Guide 4 th Nine Weeks Big Idea 6: Earth Structures SC.4.E.6.2 Properties of Minerals AA SC.4.E.6.1 Types of Rocks SC.4.P.8.1 Measure and compare objects(rocks) based on properties SC.4.E.6.5 Tools and Technology SC.4.E.6.4 Weathering and Erosion AA SC.4.E.6.3 Natural Resources AA SC.4.E.6.6 Florida’s Natural Resources 4 th Nine Weeks cont. Big Idea 5: Earth in Space and Time SC.4.E.5.4 Relationship among Earth, Moon, Sun & Stars AA SC.4.E.5.1 Patterns of Stars SC.4.E.5.3 Earth’s Movement SC.4.E.5.2 Phases of the Moon 3 rd Nine Weeks Big Idea 16: Heredity and Reproduction SC.4.L.16.4 Life Cycles of Florida’s Plants and Animals AA SC.4.L.17.3 Flow of Energy AA (FCAT 2.0 Item Specifications)

IDENTIFYING THE LEARNING TARGET Provide students with a clear vision of the learning target from the beginning of the learning, along with samples of strong and weak work so they can see a progression to competence laid before them. 16 Rick Stiggins Assessment for Learning 2005

YOU HAVE THREE SECONDS  Can you find a man’s face hidden within the beans? 17

WHERE IS THE MAN’S FACE? If I provide even more information (block out more of the picture) does it help you identify the target? 18

WHERE IS THE MAN’S FACE?  If I provide even more information (block out more of the picture) does it help you identify the target? 19

YOU HAVE THREE SECONDS  Can you find a man’s face hidden within the beans? 20 How can we connect this activity to classroom instruction?

A STEM ACTIVITY A STEM ACTIVITY

10 min. Break

Talking About Gravity Assessment Probe

Gravity Acrostic Poem Write an Acrostic Poem using the word below. G R A V I T Y

Gravity is a Force

Gravity Stations A Race with Gravity I’m Falling for You It’s a Weight Matter Falling Objects

A Race with Gravity Department of Mathematics and Science

I’m Falling for You Department of Mathematics and Science

I’m Falling For You Department of Mathematics and Science

It’s a Weighty Matter Department of Mathematics and Science

It’s a Weighty Matter Department of Mathematics and Science

Falling Objects Department of Mathematics and Science

LUNCH

Learning Science in Cultural Context Article Jigsaw Group 1 – Strategy to Adapt Curriculum Materials Group 2 – Staging Activity Group 3 – Establishing Background for Investigation Group 4 - Investigate Group 5 – Present and Discuss Findings Group 6 - Conclusion Department of Mathematics and Science

PHOTOSYNTHESIS

Photosynthesis in a Bag Bagging Photosynthesis

Let’s Anchor It!

FIRST WORD LAST WORD PHOTOSYNTHESISPHOTOSYNTHESIS

Diversity and Evolution of Living Organisms Animal Classification

Mammals and birds are warm-blooded, which means that they can make their own body heat even when it is cold outside. Whether it is sunny and hot outside or there is a snowstorm and it is very cold, warm- blooded animals have body temperatures that usually stay the same. Animal Classification

Cold-blooded animals, like reptiles, amphibians, and fish, become hotter and colder, depending on the temperature outside. For example, when the sun sets at night, their bodies are cooler because it is less warm outside. When the sun is out, however, their bodies soak up the heat and become warmer.

MAMMALS

REPTILES

BIRDS

AMPHIBIANS

FISH

It’s In The Cards & Animal Antics

10 min. Break

Lesson Planning Resources Pacing Guide (including resources available) Common Core integration Item Specs. (grades 3-5) FCAT Achievement Level DescriptionsFCAT Achievement Level Descriptions (grade 5)FCAT Achievement Level Descriptions FCAT Achievement Level Descriptions Five E’s Model Technology resources Hands on lab/activity Questions to stimulate student thinkingQuestions to stimulate student thinkingQuestions to stimulate student thinkingQuestions to stimulate student thinking Common planning Vertical Planning Department of Mathematics and Science

Questions to Stimulate Student Thinking To encourage students' reasoning about mathematics and science, and to involve them in higher-order thinking processes, teachers must be adept at posing clarifying and provocative questions. Florida Curriculum Framework, p. 146

Helping students work together to make sense of mathematics or science: "What do others think about what Sam said?" "Do you agree? Disagree?" "Does anyone have the same answer but a different way to explain it?" "Would you ask the rest of the class that question?" "Do you understand what they are saying?" "Can you convince the rest of us that makes sense?" Questions to Stimulate Student Thinking

Helping students to rely more on themselves to determine whether something is correct:  "Why do you think that?"  "Why is that true?"  "How did you reach that conclusion?"  "Does that make sense?“  "Can you make a model to show that?" Questions to Stimulate Student Thinking

Helping students learn to reason:  “How do you know?”  "Does that always work?"  "Is that true of an opposite/different example?"  "How would you show that this is true?”  “Can you give examples that support this?”  “How did you figure this out?" Questions to Stimulate Student Thinking

Helping students learn to conjecture, invent, and solve problems:  "What would happen if...?"  "Do you see a pattern?"  "What are some possibilities here?"  "Can you predict the next one? What about the last one?"  "How did you think about the problem?"  "What decision do you think he should make?"  "What is alike and what is different about your method of solution and hers?" Questions to Stimulate Student Thinking

Helping students to make connections within the content, between content areas, and to the real world  "How does this relate to...?"  "What ideas that we have learned before were useful in solving the problem?"  "Have we ever solved a problem like this one before?"  "What uses of mathematics [science] did you find at home/in your video game/ on television last night?"  "Can you give me an example of... in the real world?" Questions to Stimulate Student Thinking

PBS Learning Media Department of Mathematics and Science

CPALMS

Common Core Integration Interactive Notebook (IAN) Common Grade Level Planning Hands-on Materials & Measurement Tools Essentials for a Successful Science Classroom Technology LCD digital projector or SmartBoard Internet Access Designated School Science Leader Pacing Guide Discovery Ed. Gizmos, PBS, NBC Learn, 5 E’s Lesson Plan Department of Mathematics and Science Supplemental Resources Science Dept. Website science.dadeschools.net

EYE CAN LEARN Eye Can Learn

Session Outcomes Participants can now: – Access science instructional resources to support science teaching and learning – Effectively implement Interactive Notebooks/Science Journals – Identify effective instructional strategies to integrate technology and cross-curricula – Implement best science instructional practices – Plan and model scientific thinking through hands on investigations – Enhance science interaction between students – Provide differentiated instruction in science

Follow-up is due: February 28, 2014 Department of Mathematics and Science : to: Fax: Attn: Dr. Lightburn (305) Option 1: Share information with your grade level. Submit agenda, sign in sheet, and follow up form. Option 2: Submit a 5 E’s lesson plan for your current grade.

Science Department Department of Mathematics and Science Office of Academics and Transformation Dr. Ava Rosales, Executive Director - Science ElementaryMiddle SchoolHigh School Dr. Millard Lightburn, District Supervisor Ms. Yoly McCarthy, Instructional Supervisor Mr. Sebastian Oddone, District Supervisor Ms. Mary Tweedy, Curriculum Support Specialist Mr. Dane Jaber, Curriculum Support Specialist Mr. Kirk Nieveen, Curriculum Support Specialist Ms. Keisha Kidd, Curriculum Support Specialist Ms. Mildred Farber District Administrative Assistant Phone: (305)

Slip Reflection Reflection Have a STEM-filled school year! Department of Mathematics and Science