1. Effective Planning – with the End in Mind - Teaching to the Standards
Unwrapping the Benchmarks
Division of Academics - Department of Science

2. Effective Science Instruction
Know your targeted benchmark and specific objectives…. What is the purpose of the lesson?
Effective Planning (with the end in Mind) – Know your targeted benchmark and specific objectives,
What topic will be unwrapped? Big Idea 13 Forces and changes in Motion
Let’s look at the Pacing Guide Topic 7. What is the purpose of the lesson?
Unwrap the benchmark (action verbs):
3. Implement a routine of inquiry based, hands-on activities relevant to the objectives of the course – The 5 E Model
3. 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 - Writing

3. Unwrapping a Benchmark
Select the benchmark.
Circle the VERBS (action words) They represent the skills, what students need to do.
Underline the important NOUNS (a person, place, or thing ). They represent the concepts students need to know.
Create a graphic organizer (bulleted list, outline, concept map, T-chart, etc.) to organize the concepts and skills.
Go over the directions. Do first benchmark together. Then have the groups finish all the benchmarks for the topic lesson.
Division of Academics - Department of Science

4. What does it look like? Grade 5 Topic 7
Unwrapping the Benchmark: Big Idea 13: Motion of Objects
SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity on falling objects.
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.
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.
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.
Cognitive Complexity: LEVEL 2: Basic application of Skills & Concepts
Do the first benchmark together. Show the unwrapping.
Assign everyone to unwrap the others.
Remind
1. Circle the VERBS (action words) They represent the skills, what students need to do.
2. Underline the important NOUNS (a person, place, or thing ). They represent the concepts students need to know.
Division of Academics - Department of Science

5. What does it look like? Grade 5 Topic 7
Unwrapping the Benchmark
Big Idea 13: Motion of Objects
SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity on falling objects.
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.
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.
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.
Cognitive Complexity: LEVEL 2: Basic application of Skills & Concepts
Have participants share their unwrapping.
Then ask them to create a graphic organizer - T-chart to organize the concepts and skills.
Division of Academics - Department of Science

6. What does it look like? Grade 5 Topic 7
Skills (verbs)
Concepts (nouns)
identify
cause
move
investigate
describe
applied
explain
forces
objects
pushes
pulls
gravity
force
change
motion
environment
balanced
Have participants share their lists. Then compare organized list on the slide.
Division of Academics - Department of Science

7. Let’s Look again at Grade 5 Pacing Guide Topic 7
What is the essential content listed?
How does it compare to and support the concepts (nouns) identified in the unwrapping?
What tools and units will be used?
Are the skills (verbs) identified in the unwrapping,
in the objectives?
What are some activities that could be done that will demonstrate understanding of the concepts and mastery of the performance skills?
What vocabulary needs to be understood to
master the concepts?
Have teachers compare their benchmark unwrapping to the Essential Content, Objectives and suggested vocabulary in the Pacing Guide. Discuss.
Teacher can share out activities and resources that fit the benchmarks.
Division of Academics - Department of Science

8. Effective Science Instruction: Develop Critical Thinking Skills
Develop Essential Questions and other Higher-Order Thinking questions using explicit-reflective instruction to enhance student thinking that includes students: - Asking questions about topic being taught - Learning to make systematic observations and inferences in order to formulate answers based on evidence and reasoning (Conclusion) - Applying models to formulate solutions to questions - Communicating both verbally and in writing
Discuss need to:
1. Develop High Order Questioning Skills
2. Facilitate, Encourage, and Expect High Order Thinking from your students
3. Pass out the iPromise question samples and DOK Question Stems (use it as a model to create more content specific questions)
4. What are the Levels of Complexity for each of the benchmarks?

9. What are Essential Questions for Big Idea 13 Benchmarks?
What is a force?
How does a force change the motion of an object?
What happens when two unequal forces push an object in the same direction?
What happens when two unequal forces push an object in opposite directions?
Where did the concept and skills come from to create the questions?
What are the Levels of Complexity for each of the benchmarks?
How do the questions created match up to the Levels of Complexity? Are they on target?
What materials and tools will be needed?
Division of Academics - Department of Science

10. Division of Academics - Department of Science
Where can materials/resources be found to provide instructional support?
Pacing Guide Topic:
Supplemental Resources page
Discovery page
NBC Learn page
Discovery Education site
Powermylearning.org
And…
Review these resources.
Division of Academics - Department of Science

11. Science Department Website Resources http://science.dadeschools.net/
Elementary Science page
Instructional Resources + Teacher Resources
Ask: Where can materials/resources be found to provide instructional support?
Make sure to cover Instructional Resources including: Teachers resources K-2 resource guide and 3-5 resource guide and the Competitions page.