Department of Mathematics and Science Office of Academics and Transformation Ms. Glenda Moton, CSS Millard Lightburn, Ph.D. Supervisor MDCPS Elementary Science Summer Science Symposium 2013 Grade 3 Day 3

Day Three Agenda  Welcome back / Day Two Reflections  Differentiated Instruction  Changes in Matter (Hands-on Activity)  Forms of Energy (Hands-on Activity)  LUNCH  Article: The Art of Argumentation  Just Passing Through (Hands-on Activity)  Science Classroom Suggested Tips  Light Rays Slow Down (Hands-on Activity)  Taking Care of Pets  Presentation: 5 E’s Lesson Plan  Announcements  Reflection

Differentiated Instruction Dr. Millard Lightburn

Big Idea 9: Changes in Matter (SC.3 P.9.1) Changes in Matter (Hands on Activity)

Big Idea 10: Forms of Energy (SC. 3. P. 10.1) Light Energy (Hands on Activity)

Big Idea 10: Forms of Energy (SC. 3. P. 10.1) Flashlight Findings (Hands on Activity)

Article The Art of Argumentation The Art of Argumentation

Big Idea 10: Forms of Energy (SC. 3. P. 10.1) Just Passing Through (Hands on Activity)

15 min. Break

LUNCH

Taking Care of Pets Department of Mathematics and Science Taking Care of Pets PowerPoint Lesson

Taking Care of Pets Basic Needs Chart Basic Needs Chart

Taking Care of Pets Assessment Pet Assessment

Taking Care of Pets List of Needs Handout

Writing in Science

Big Idea 10: Forms of Energy (SC. 3. P.10.2) Light Rays Slow Down (Hands on Activity) Department of Mathematics and Science

15 min. Break

Good Science Instruction Effective Planning (with the end in mind) Implement a routine of inquiry based, hands-on activities relevant to the objectives of the topic. Develop Higher-Order Questioning Strategies using Explicit-Reflective instruction to enhance student thinking Facilitate, encourage, and expect Higher Order Thinking (HOT) from your students Encourage students to communicate verbally and in writing

Good Science Instruction (Cont……) Discovering answers through systematic observations Asking questions about our surroundings Applying models to formulate solutions to questions Learning to make systematic observations in order to formulate answers to events that occur in our surrounding Department of Mathematics and Science

What Should a Science Classroom Look Like? Students engaged in inquiry Students doing hands-on activities Students thinking and writing critically Students’ science work displayed Infusion of literacy Incorporation of Technology Most importantly: Students doing science & communicating the outcomes in all grades (K-5)! Department of Mathematics and Science

Supplemental Resources Textbook, Notebook (Journal) Common Grade Level Planning Hands-on Materials & Measurement Tools Essentials for a Successful Science Class computers LCD digital projector Internet Access Designated School Science Leader Pacing Guide & Focus Calendar Gizmos, PBS, Discovery 5 E’s Lesson Plan Department of Mathematics and Science

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

Follow Up Assignment Due Share Five E’s Lesson Plan Department of Mathematics and Science

SAVE the Date: October , 2013 Florida Association of Science Teachers Conference 2013 DoubleTree by Hilton Hotel Miami Airport Convention Center October 24-26, 2013 Join the magical experience of learning new science curriculum and methods while gaining new resources and skills that will spark magic in your teaching. to Go to

Thank You Guest Co-Facilitators Grade 3: Session A Dr. Maritza Galceran (Kinloch Park ES – Science Coach) Session B Ms. Tami Idun-Ogde (Golden Glades ES – Science Coach)

Slip Reflection

Reflect on Session Outcomes Participants can: – Access science instructional resources to support science teaching and learning – 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

3-2-1 Reflection/Follow up Facilitators: Lightburn, Tweedy, Kidd, Moton Include: Name, ID #, PD Site