1. Miami-Dade County Public Schools Department of Science Science ICAD 2
October 26, 27, or 29, 2015
8:30 AM - 3:30 PM
Millard E. Lightburn, Ph.D., District Supervisor
Curriculum Support Specialists:
Noreyda Casañas
Yusimi Perez-Osteen
Mary Tweedy

2. Session Goals Participants will be able to:
Effectively unwrap NGSSS benchmarks
Model scientific thinking through inquiry based hands on
Enhance interaction among students to foster greater understanding of science through collaboration
Access District science instructional resources
Create digital projects using Discovery Education Board Builder
Department of Science

3. What’s New?
Essential labs now have content related reading passages with questions
Quarter 1 K – 4 Essential Labs are posted in the Learning Village
Grade 5 Bell Ringers are posted in the Learning Village
Grade 5 Topic Assessments
Powercast of ICAD 1
YAG K-5
Department of Science

4. What Is an Essential Question?
An essential question frames a unit of study as a problem to be solved. It should connect students’ lived experiences and interests (their only resources for learning something new) to content related problems in the world. And it should connect what they learn back to the real world, where they can put their new understandings to work.
Essential questions can be geared toward uncovering a NGSSS Big Idea. Students can be engaged in a force and motion unit framed by the essential question What is the relationship between force and motion?

5. How to Create an Essential Question?
Identify the benchmarks in the Big Idea that need to be learned.
Determine what the students need to understand about each benchmark.
Determine how many Essential Questions you will need: usually 1 or 2 for a lesson
Frame your questions in "kid friendly" language. Make them engaging and thought provoking.
Try to write essential questions with "how" or "why" instead of "what“
Sequence your questions so they lead naturally from one to another
Post these questions in your room as a learning focus for your students
Remember: If a question is too specific, or could be answered with a few words or a sentence, they are probably not essential questions
Department of Science

6. Unwrapping a Benchmark Assignments:
Group 1: SC.5.P.10.4 Investigate and explain that electrical can be transformed into heat, light, and sound energy, as well as the energy of motion. AA Cognitive Complexity: Level 3 Strategic thinking & Complex Reasoning. Group 2: SC.5.P.10.2 Investigate and explain that energy has the ability to cause motion or create change. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning Group 3: SC.5.P.10.3 Investigate and explain that an electrically-changed object can attract an uncharged object and can either attract or repel another charged object without any contact between the objects Cognitive Complexity: Level 3 Strategic Thinking & Complex Reasoning.
Group 4: SC.4.P.10.4 Describe how moving water and air are sources of energy and can be used to move things. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts Group 5: SC.5.P.11.1 Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop). (assessed as SC.5.p.10.4) Cognitive Complexity: Level 2: Basic Application of Skills &Concepts Group 6: SC.5.P.11.2 Identify and classify materials that conduct electricity and materials that do not. Cognitive Complexity Level 2: Basic Application of Skills & Concepts
Participants will unwrap the benchmarks by group.
Department of Science

7. SCIENCE CONTENT ASSESSED BY GRADE 5 FCAT
FCAT Content Assessed SC.5.P.10.1: Heat energy produced by friction; Light behavior – refraction; How light travels; Mechanical Energy; Light and heat relationships; Pitch;
Key Instructional Resources: Gr. 5 Quarter 2 What is Energy? PP Energy Stations
Gr. 4 Quarter 2:  Big Idea 10 - SC.4.P.10.3 Sound PPT (vibrations and pitch)
Grade 3: SC.3.P.10.3, SC.3.P Properties of Light (Light behavior)
Discovery Ed. Explorations: Forms of Energy; Light Energy; Changing the Form of Energy; Light Energy; Thermal Energy;
DE Fun-damental: Sound, Heat, and Light; Energy Makes It Happen
Learning Goals SC.5.P.10.1
GIZMO Heat Absorption; Energy Conversions
Department of Science

8. Physical Science Big Idea 10 Energy Exploring Grades 3-5 Energy Concepts Stations
Preview Exploring Forms of Energy Station resources ahead of time get the necessary station materials ready. Youtube:

9. Accessing Science FAIR Resources & Information http://science
Click on Competitions Tab > Elementary Fair > Science Fair handbook > Project Resources/Samples
Department of Science

10. Information regarding Elementary Science Fair 2015-2016

11. Create a fun digital project
Classroom Manager
Form a Class
and add students
Create a fun digital project
Builder Tools
Classroom Manager
Builder Tools
Department of Science

12. Grade OVERVIEW
P-SELL Components include the resources for each of the Big Ideas: Student Resources - Big Ideas 10 & 11 Energy Teacher Resources - Big Ideas 10 & 11 Energy Language Support - Big Ideas 10 & 11 Energy Home Learning - Big Ideas 10 & 11 Energy Assessments - Big Ideas 10 & 11 Energy Review Games - Big Ideas 10 & 11 Energy (Jeopardy) P-SELL Resources can be found in the Learning Village Pacing Guides Science Grade 5 Quarter 2 Additional Resources
Department of Science

13. Wind as a source of energy
Physical Science Big Idea 11: Energy Transfer and Transformation Grade 5 Quarter 2 P-SELL
Wind as a source of energy

14. Forms of Energy Jeopardy
Light
Heat
Sound
Electrical
Chemical/Mechanical
100
100
100
100
100
200
200
200
200
200
300
300
300
300
300
400
400
400
400
400
500
500
500
500
500
Final Jeopardy

15. Professional Development
Science Content Webcast Grade 5 (Online)
on Teacher Planning Day 11/25
Science ICAD Elementary Session 3:
South Region: 11/16
Central Region: 11/17
North Region: 11/19
MDCPS/DCSTA STEM K – 12 Conference Feb. 16, 2016
Check upcoming Weekly Briefings and My Learning Plan
for more information
Share these upcoming professional development opportunities.
Department of Science

17. 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.
Follow-up
My Learning Plan
The MLP evaluation process has three parts that must be completed to receive credit for the Professional Development.
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.

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