1. Science Content and Pacing
Session A
Embedding the Florida Standards: Scaffolding for Science Success
Millard E. Lightburn, Ph.D., District Supervisor K-5
Mary Tweedy, Curriculum Support Specialist
Jessica Hernandez, Facilitator
Caroline Valdez, Facilitator
Division of Academics-Department of Science
August 12, 2014

2. Name Tent Fold a blank sheet of paper to set up a name tent
Front: Your Name
Back: School
Grade
Self-contained or Departmentalized
Have participants introduce themselves giving name, School, Grade, and whether he/she is Self-contained or Departmentalized.

3. Norms Be present/Participate actively Share wisdom
Try out something new and then reflect
Trust the process

4. Session A Agenda Goals and Outcomes 8:30 – 8:45
Discovery Education 8: :15
Break 10: :25
Florida Standards Connections in Science 10:25 – 10:30
Scaffolding Science K-5 Physical Science Big Ideas 10: :00
Big Idea 8 Hands-On Activities 11:00 -11:30
Lunch 11:30 – 12:30
Big Idea 8 Hands-On Activities 12:30 -1:00
Claim-Evidence-Reasoning (CER) 1: :45
Observation, Measurement and Investigation Hands-on Stations 1:45 – 2:30
Dream in Green 2:30 – 2:35
District Resources 2:35 – 2:50
Factors Influencing Science Instruction 2:50 -3:10
Reflections 3:10 -3:30

5. Goal and Outcome
Goal
To develop learners that use a variety of instructional strategies to consistently infuse Florida Standards during effective science instruction using the Science Pacing Guides
Outcome Statement
Participants will develop skills and practice using tools to facilitate structures that will be utilized during planning and instruction to effectively infuse Florida Standards into their science curriculum

6. Department of Mathematics and Science
Discovery Education Presentation Employee portal
Become a
DEN star ….
Get the
Science
Techbook
Resource
Discovery will present.
Available for all schools
Department of Mathematics and Science

7. 10 min. Break

8. Florida Standards that Impact Science Instruction
LAFS
LAFS.5.RI.3.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
LAFS.5.W.3.9.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.5.SL.1.1.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others.
MAFS
MAFS.K12.MP.1.1
Make sense of problems and persevere in solving them.
MAFS.K12.MP.2.1
Reason abstractly and quantitatively
MAFS.K12.MP.3.1
Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.5.1
Use appropriate tools strategically.
MAFS.5.MD.2.2.
Represent and interpret data.
Discuss
Division of Academics – Department of Science

9. Impact of Florida Standards on Science Instruction
How do you integrate the Florida Standards
into your science instruction?
8:30 – 8:40
Use think-pair-share with partner then group then all to elicit answers from the audience.

10. Scaffolding Science Standards K-5
How are science topics and standards interconnected across grade levels?
(1) Big Idea 8: Matter
(2) Big Idea 9: Changes in Matter
(3) Big Idea 10: Forms of Energy
(4) Big Idea 12: Motion
(5) Big Idea 13: Force and Motion
Assign one big idea per group and ask them to use Item Specification Appendix B to see how these big ideas are scaffolded from K-8. Each group will record on chart paper and share out.
Give out chart paper for groups to illustrate their scaffolding.
Teachers will use Science Item Specifications (Appendix B) to identify how topics are scaffolded
Division of Academics-Department of Science

11. Science Pacing Guides Year-At-A-Glance 2014-2015
Look at the first quarter. How do we start the year K-5?
Grades K-5

12. Science Big Idea 8: Properties of Matter Florida Standards Integration
Benchmark Focus
Science Big Idea 8: Properties of Matter
Florida Standards Integration
LAFS.5RI.3.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
LAFS.5.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.5.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
MAFS.K.MD.2.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
MAFS.3.MD.1.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters.
MAFS.4.MD.2 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.
Grades K-1
Grade 2-3
Grade 4-5
SC.K.P.8.1
SC.1.P.8.1
SC.2.P.8.1
SC.3.P.8.1
SC.4.P.8.1
SC.5.P.8.1
Sort objects by observable properties.
Observe and measure objects according to their properties.
Compare and contrast basic properties of solids, liquids, and gases
Connect embedded FS integration to science hands-on upcoming activities.

13. What is Matter? Matter is everything around you, including you!
Look around the classroom. Everything, from the clothes you are wearing to the air you breath is matter.
Matter is what all objects are made of.
Matter is All Around Us (song)
Name a type of matter you see.
How do we tell the difference between the matter around us?
Engage: Read the opening to a book What is Matter? or a similar book on matter. Ask the essential question: what is matter and click on the hyperlink: Matter. Tell students to watch the video to learn more about matter.
explain: Discuss what is matter and then show facts from the slide about matter.
Explore: Click on the additional links as you move through the slide. Students in grades 2 – 5 can do the song: Matter is All Around Us Have students define matter and draw examples in their notebooks. Engage for the next slide: Ask students to think about: How do we tell the difference between the matter around us?

14. All Matter has Properties.
What are properties?
Properties are the characteristics of matter that can be observed.
What does it mean to observe?
To observe an object means to carefully explore all of its properties.
Explore/Explain: Tell students you want them to watch a video to what else they can learn about properties of matter. Click on the hyperlink Properties- (Discovery Ed. Matter Can video). Then call on student volunteers to share one thing that they learned or one thing that they remember from the video. Record their responses on the board and students can keep of list of properties in their notebooks. Add new properties to chart as you encounter them.
Extension Hands-on Activity: Prepare a “Property Bag” ahead of time with (non sharp) objects. (Examples: feathers, coins, rocks, marbles, erasers, seashells, small rubber toys, foam shapes, fabric - velvet, corduroy, denim, and so on.) Choose a student to come up and reach into the bag and choose an object without showing the other students. Have them describe the properties of the object they have chosen. When they are done, have the class guess what the object is before it is revealed. If no one guesses, all the objects in the bag can be shown and the clues given again.Then show the object to the class to see if they guessed correctly. This can be set up as a station.

15. Look for words that describe properties of matter as you read.
Explore and explain: Pass out passage and have students read it with the purpose of Look for words that describe properties of matter. Last ask how can we tell the difference between types of matter? (Studying matters properties )
Give an example, baseball vs rock or water vs oil
You can change this passage to another based on your grade level. This is grade 2. See slide enclosed that lists resources for additional passages for various grade levels.
Make a list in your notebook.
What other properties
can you name? Add them.

16. How do we study properties of matter?
We use our Senses (K-5)
Sight - Looks
Color
Shape
Size
Touch – Feels (texture)
Hear – Sounds when dropped
Smell – Odor
Taste
Eyes
Hands and Fingers
Ears
Nose
Mouth
Ask students: What can we use to tell objects apart? After discussion click on the hyperlink: ( ) Ask students what they learned or remember from the video.
Display a senses anchor chart. If you don’t have one have students help you create one. Students can create one in their notebooks. What else can students do?( a foldable, poster…) You can give every group a button or another small object. Ask them to use their senses to tell about its properties: color, shape, (number of holes), size and sounds when dropped.
to observe properties of matter

17. Explore: Give each student a small piece of fruit to observe and record observations on this lab sheet. Have students share out their observations. Start this 5 senses a class chart using words from students fruit observations. Add students senses words as they do observations.
Department of Science

18. We use our senses to tell about an object’s properties.
Looks
Shape - round
like a sphere
Feels
Texture –
fuzzy
color –
yellow green
Sounds
bouncy -thump, thump
Students need experience observing properties. Point our the Properties and Senses anchor charts on display. Show students a few objects from the classroom providing them with examples such as a tennis ball. Ask what can you observe using your senses? Record their responses on the board. What can you see? I can see that this tennis ball is yellow and it is round. What can you feel? It feels fuzzy. What else can we observe about this tennis ball using another sense? It makes a thumping sound when I bounce it. Add property words to the chart. Ask: What kind of properties are these? Qualitative
Smells
Odor -
musty
Properties of a Tennis Ball

19. What else can we use to help observe properties?
Measurement Tools (2-5) Properties
Ruler length
Tape measure length
Measuring cup volume
Graduated cylinder volume
Balance mass
Thermometer temperature
Explain: Ask: What kind of properties are these? Quantitative Why?

20. What are my Properties?
Choose an object from your table tray to observe using your senses and measurement tools. Write its name and properties in your notebook. Looks Length Feels Mass Sounds when Other(s) dropped Odor
Explore/Explain: Ask again what do we use to tell an object’s properties? Show students a variety of objects, and follow the same procedure in order to help them understand each object’s unique properties and characteristics.
Extension Hands-on Activity: Prepare a “Property Bag” ahead of time with (non sharp) objects. (Examples: feathers, coins, rocks, marbles, erasers, seashells, small rubber toys, foam shapes, fabric - velvet, corduroy, denim, and so on.) Choose a student to come up and reach into the bag and choose an object without showing the other students. Have them describe the properties of the object they have chosen. When they are done, have the class guess what the object is before it is revealed. If no one guesses, all the objects in the bag can be shown and the clues given again. Then show the object to the class to see if they guessed correctly. This can be set up as a station.

21. LUNCH
lunch

22. How Can We Sort?
We can use our senses to classify matter in different ways. We can group matter by how it feels. Some matter may feel hard or bumpy. We can group matter by shape. Matter can have many different shapes. (Gr. 1 Scott Foresman Quick Study) How can we sort these buttons? We can sort by color: blue - red – green – yellow Matter can be different colors. We can sort by size: small - medium – large Matter can be different sizes.
Session 3 – Engage: Ask students their ideas about sorting. Then click on the hyperlink to watch the video, How Can We Sort? to see what else they can learn. Have them share out something they learned or remember from the video. Ask them if they see any charts on display that will help them sort.
Discuss how to sort the buttons on the page.
Sorting Discovery resources:
There are many ways to sort.
small

23. Practicing Science Sort, Group, Classify
Observe the school supplies in your basket.
Make a data chart to list the properties observed and measured in your notebook.
Decide on a way to sort your objects.
Sort the objects. Name your groups.
Talk about why you classified them as you did.
Can you sort your objects in another way?
Try it.
Engage: Click on the hyperlink Sort, Group, Classify . For more examples on how to sort in more than one way.
Explore: Explore Activity: Ask students to sort objects in their desks. Have them sort objects by the characteristics of: category, purpose, and size. Ask students to explain in their own words how they decided to sort each of the objects.
Extension: Have students work in groups to sort a variety of objects from the classroom by their properties they determine: (Examples: art supplies, blocks, buttons, or toys) Place a set of objects on a tray or in a large baggy- one per group). Students who struggle can sort them by categories you give to them.
Here are additional Discovery Education resources that are hyperlinked:
Video: Different Ways to Sort and Group
Video: Sorting by More than One Attribute
Video: Using Your Senses goes with sorting
Print resource: Many Ways to Sort
Explain/Evaluate: Test their knowledge by asking them to explain how they are sorting the objects. What characteristics are you using to sort the objects? How are the objects similar? How are the objects different? 
Make sure students understand the concept thoroughly, giving them a chance to explain each of their choices in as much detail as possible. Record their answers in order to evaluate.

24. Matter Jeopardy Game Rules
Select an object you observed.
List both qualitative and quantitative properties (begin with the most obvious properties).
Give descriptions to other group as they try to guess the object based on its properties.
What is my matter?
Qualitative Properties: (uses five senses)
Texture: smooth and hard
Shape: long cylinder
Other: Not magnetic
Quantitative properties: (Uses measurement tools)
Mass: 10 g
Length: 14 cm
What is a marker?
Division of Academics – Department of Science

25. Practicing Science: Teacher Reflection
How did you see the Florida Standards being
integrated in the hands-on activities?
Participant Feedback:
Have them share out with the whole group.
Division of Academics - Department of Science

26. How else can the Florida Standards be infused into the Science Curriculum?

27. Overall Driving Question: How can we support our students in crafting evidence based arguments in science and across the curriculum?
Integration of Florida Standards through a Claims, Evidence and Reasoning (CER)
SHAMWOW Video
10:10-10:50 – slides
Helping students succeed—Before they write
Talk about why you’re using the CER framework:
This is how you make an argument or explanation convincing.
This is what scientists do. Explain each part.
What does Vince want you to do?
Why is Vince so convincing?
Write down all the evidence that Vince uses to convince you to buy Sham Wow.

28. Claim: You should buy a Sham Wow because it absorbs
water better than any other towel.
Evidence:
Does not drip.
Holds 20 times it’s weight in liquid.
Absorbs all liquid from a carpet.
What more could Vince do to convince you that you should buy Sham Wow? (Hint: think like a science teacher)
Let’s make Vince’s presentation even better and add the reasoning to his evidence.
Reasoning: The Sham Wow towel works so well because it contains micro fibers. Micro fiber towels are made from two synthetic (man made) materials, usually nylon and polyester. The fibers are treated with chemicals and mechanically changed to make them very small, smaller than 1/100th the diameter of a human hair. This gives the towel a lot of surface area to make contact with the spill and absorb the liquid. The tiny fibers get into small places where most towel fibers cannot reach.
Source:
10:10-10:50 – slides
Explain each part…
The evidence includes the clues: the observations made and the data collected.

29. Claim Claims are the statements that answer your original question.
The claim must be accurate, specific, and answer the question.
The claim is usually one sentence in length.
Explain each part…
The evidence includes the clues: the observations made and the data collected.

30. Evidence
The evidence is all the scientific data that supports your claim.
This data helps to answer the question or problem that the students are examining.
It can come from a variety of sources such as:
lab investigation, textbook, reading selections,
videos, news reports, class notes, etc.
It should include both qualitative and quantitative data.
It is important to have numerous pieces of evidence in order to prove your claim.
Explain each part…
The evidence includes the clues: the observations made and the data collected.

31. Reasoning
Reasoning is the explanation that connects your claim to the evidence that supports it or why you think your claim (answer to the question) is correct.
It is the justification that shows why the data is relevant and should be used to support the claim as evidence.
It shows a detailed understanding of the scientific principles involved and uses correct science vocabulary.
This explanation acts as a conclusion.
If evidence is from an experiment, it can be the “conclusion” of the lab.
It is usually several sentences in length.
Explain each part…
Reasoning is why the scientists think their answer is correct. Scientists explain how the evidence helps answer the question.
Students should look to include reasoning, scientific principles, and vocabulary in this section. Students should use their own background knowledge in order to link the claim to the evidence.

32. Progression for Argumentation K-12
Grade
Argumentation Focus
K-2
Claim + Evidence
Claim – Make conclusions from investigations.
Evidence – Use observations from investigations.
3-5
Claim + Evidence + Reasoning
Claim – Make conclusions.
Evidence - Use observations and measurements.
Reasoning – Provide a simple connection between claim and evidence using the big ideas they have learned in science.
6-8
Claim + Evidence + Reasoning (greater complexity)
Evidence - Use observations and measurements. Distinguish between appropriate and inappropriate data. Consider sufficiency of evidence.
Reasoning – Provide a justification for why the evidence supports the claim using scientific principles.
9-12
Claim + Evidence + Reasoning + Rebuttal
Reasoning – Provide a justification for why the evidence supports the claim using scientific principles. Each piece of evidence may have a different justification.
Rebuttal – Describe why a counter-claim is not appropriate by critiquing the alternative evidence and reasoning.
Discuss.

33. Claim Evidence (CE)
Assignment: Think like a scientist to write an answer to this question:
How do you learn about the properties of objects?
Claim: (A sentence that states how you learn about properties of objects.)
Evidence: (Examples (data) of what you did to learn about properties of objects.)
Ask students how they think they should get started.
Go to next slide: Getting started.

34. Division of Academics - Department of Science
Getting Started
First think about:
What is a possible claim?
Where can you find your evidence (data)?
Where can you find science and other words to help you write?
What science words will you want to include?
Use your resources:
Science notebook
Observations from hands-on activities and videos
Reading passages
Your textbook
Classroom charts, word walls and bulletin boards
Ask students how they think they should get started.
Ask what is a possible claim? I use my senses to learn about properties of objects.
Ask students what resources they have that will help them? If necessary, point out the anchor charts, word walls, and notes / activities in their science notebooks.
Say let’s see how a textbook page can help. See next slide.
Division of Academics - Department of Science

35. Division of Academics - Department of Science
Writing Scaffolds
Sentence Starters:
My evidence to support my claim is…
The data…
According to the text…
On page ___, it said …
For instance…
From the reading, I know that…
The graphic showed…
For example…
My evidence supports my claim because..
Writing Words:
“Uncertainty” words:
usually, generally,
suggests, indicates
Sequencing words:
first, second, third,
next, last
Therefore
Because
If… Then…
However
Division of Academics - Department of Science

36. You can look for help in your textbook. Let’s read.
Science words
Claim: I use my senses to…
Evidence
I can see …
I can
feel…
Have students read under Properties of Matter to find help with the claim.
Then click☐

37. CE Samples Claim: I use my senses to observe properties of objects.
Evidence:
Properties of my eraser
Looks
Color – pink
Shape – rectangle like
Feels – smooth - bends
Drop and hear – thump,
thump
Smells - rubbery
Claim: I can use my senses to observe properties of objects.
Evidence: My eraser’s properties - First I used my eyes to look. My eraser’s color is pink. Its shape is like a box. Next I used my hands to feel it. It is smooth. It can bend. I smell it with my nose. It smells like rubber. Then I used my ears to describe the sound it made when I dropped it. It bounced a little and sounded like a thump, thump.

38. Gr. 2 CER Sample
Claim: I know I can use my senses to learn about properties of objects.
Evidence:
Pencil’s properties:
Color: blue and yellow
Shape: long and round like a can with one end sharpened and the other end with an eraser.
Feels: smooth and hard
One end feels sharp and the other end feels rubbery.
Sounds when dropped: plop, plop
Smell: woody
Reasoning: Here is how I used my senses to observe my pencil’s properties. First I used my eyes to look at my pencil. I can see my pencil’s color is blue with yellow stars. Its shape is long and round like a can. I can see one end is sharpened with a point. Next I used my hands to feel it. It feels smooth and hard. Then I used my ears to describe the sound it made when I dropped it. It sounded like a plop, plop. Last I used my nose to smell it. It smells like wood. My pencil like all objects have properties that I can observe with my
senses.

39. 3-5 Claim-Evidence-Reasoning (CER)
Assignment: What properties can be used to classify
your school supplies?
Claim: My school supplies can be classified by their mass, length, shape, texture, and attraction to magnets.
Evidence: (Record all the evidence you gathered from hands-on investigations).
Data: School Supplies Observations Table
School Supplies/Qty.
Mass
Length
Shape
Texture
Magnetic?
Pencil (1)
5 grams
16 cm
Hexagonal prism
smooth/hard
part
Scissor (1)
26 grams
13 cm
Irregular
Smooth/hard
Crayon (1)
4 grams
9 cm
cylinder No
Marker (1)
10 grams
Glue stick (1)
16 grams
8 cm
You will also communicate what you know by making a scientific explanation. When you make a scientific explanation, be sure to include
what your question is the evidence that helps  answer your question,
your claim, or what you think the answer is, your reasoning, or  why you think the answer is correct.

40. 3-5 Claim-Evidence-Reasoning (CER) SC. 3. P. 8. 1, SC. 4. P. 8. 2, SC
3-5 Claim-Evidence-Reasoning (CER) SC.3.P.8.1, SC.4.P.8.2, SC.5.P.8.2: Observe and measure objects by their properties.
Reasoning: (Write a statement that explains why you think your claim or answer to the question is right.) My school supplies can be classified by their mass, length, shape, texture, and attraction to magnets. As a result of measuring my supplies I learned some are greater in mass than others. For example, two of the five objects had a mass of less than 10 grams compared to the other three objects that were up to 26 grams. Next using my senses of sight and touch, I discovered that I could not sort my objects by texture. They were all smooth and hard. However, the objects could be classified by shape such as regular versus irregular. Some had parts that were magnetic. My evidence supports my claim because objects and materials can be compared to one another based on their observable properties.
You will also communicate what you know by making a scientific explanation. When you make a scientific explanation, be sure to include
what your question is,
the evidence that helps  answer your question,
your claim, or what you think the answer is, your reasoning, or  why you think the answer is correct.

41. Matter CER Questions How do you learn about matter?
How do scientists study the properties of matter?
How do scientists describe the basic properties of matter?
What are the basic properties that scientists use to describe matter?
How can we tell the differences between types of matter?
How do people use the properties of matter?
What are some ways that a substance’s properties depend on its state?
How do we know matter is all around us?
What characteristics of solids, liquids and gases are alike and different?

42. Matter Online Resources
Videos and Interactive
Discovery Education:
Measuring Matter
Fundamental: What’s the Matter
Identifying Properties of Matter
Matter Is Everywhere
Matter
How Matter Looks and Feels
Properties of Matter
Matter is All Around Us (song)
Inquiry in Action:
Study Jams:
Sites for Reading Passages:
Scott Foresman Science through
Teacher Portal or
Printable Resources:
Quick Study
FCAT Benchmark Mini-Lessons
Discovery Education: Search
matter -reading passage
Division of Academics – Department of Science

43. Effective Science Strategy
When can the Claims Evidence and Reasoning (CER) strategy be used during your science lesson?
Have participants think pair share.

44. When can a CER be used?
Use it to engage in structured, argumentation to explain a scientific concept.
Use it after an experiment to explain why a hypothesis was proven correct or not.
Use it to justify an answer choice for a multiple (FCAT type) test question is correct.
Use it to discuss claims made in videos, commercials, documentaries or news reports.

45. Claim, Evidence, Reasoning after Viewing a Video, News Report or a Documentary
What key points did you learn from this video?
What is the scientific explanation?
What vocabulary words are connected to the lesson?
What is the claim the reporter is making?
What evidence does he or she cite in the report that supports that claim?

46. ELA CCSS Literacy Supports Content Area State Assessment
reasoning
Sample FCAT 2.0 Science Question
A radiometer is a device with fins that spin when light energy strikes them.
A picture of a radiometer is shown below. As part of an experiment, a light
source was placed 50 centimeters (cm) from a radiometer. The light
source gave off four different-colored lights for 30 seconds (s) each. After
each color of light was turned off, the amount of time the fins on the
radiometer spun was recorded. The results are shown in the table below.
Which color of light provided the greatest amount of light energy according to the data in the table?
F. red
G. green
H. blue
I. white
Extension to conclusion as a debriefing protocol; bellringers, assessments, EQ, etc.
evidence
claim

47. CER
Review key points. Participants will do a CER after completing their assigned station in the following activity.

48. Grades 2 - 5 Practicing Science Like a Scientist
Observation, Measurement and Investigation Stations
Observe a Rock
Classify Rocks
Measure a Rock’s Length
Weigh a Rock
5. Measure a Rock’s Volume (Gr. 4 & 5)
6. Bubbles and Fizz (Gr. 4 & 5)
Due to time participants in their assigned group will only do one station. Then each group will share out their station’s results.
Teacher Preparation ahead of time: Each station needs 5 or more rocks that fit the requirements for the assigned station:
Station 1 Observe a Rock - a variety of five or more rocks so that there is one for every member of the group
Station 2 Classify Rocks - 10 or more rocks that share some properties
Station 3 Measure a Rock’s Length – five or more rocks in different lengths at least 1 cm apart in length
Station 4 Weigh a Rock - five or more rocks of different masses – Weigh them ahead of time to make sure they are not too heavy to be measured with the gram cubes.
5. Station 5 Measure a Rock’s Volume - five or more rocks with a diameter smaller than the diameter of the graduated cylinder being used so they will fit inside it.
6. Station 6 Bubbles and Fizz (Gr. 4 & 5)- at least two rocks need to have the mineral carbonate in them - ex. limestone
Engage: Read the book, Everybody Needs a Rock by Byrd Baylor ( available at the Miami Dade Public Library system). Discuss
Explore, Explain, Evaluate: Observation, Measurement and Investigation Stations
Stations 1 & 2 can be modified for grades K & 1.

49. Dream in Green Program
A representative from Dream in Green will speak for 5 minutes.

50. Available Resource Links:
teacher
xxxx school name
Scott Foresman Science Teacher Edition
Scott Foresman Science Student Edition
Available Resource Links:
Discuss and visit briefly the online resources available on their Employee Portal page: First Learning Village - to show how to get the Pacing guides. Then show how you can access Discovery Education, NBC Learn and Gizmos from the Learning Village.
When in Gizmos do a search for measurement tools - Discuss how they work with Topic I.
Mention Edmodo.
Pacing Guides

51. Science Department Website Resources http://science.dadeschools.net/
Department of Mathematics and Science

52. Learning Goals Grade 5
SC.5.P Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature. (Level 2: Basic Application of Skills and Concepts)
Scale
Learning Progression
Sample Progress Monitoring and Assessment Activities
Score/Step 5.0
I am able to differentiate (tell the difference between) the physical properties (mass, volume, color, texture, and temperature) of solids, liquids, and gases.
Go on a phase scavenger hunt and find at least two objects that represent one state of matter, two objects that represent two states, and two objects that represent all three states of matter. Create a chart to identify all of your objects’ properties.
Score/Step 4.0
I am able to classify a material as a solid, liquid, or gas based on its physical properties.
Use a three circle VENN diagram to classify a small group of materials (at least five for each) that represent solids, liquids, and gases based on their physical properties. Explain and record how you classified the materials.
Score/Step 3.0 Target
(Learning Goal)
I am able to compare physical properties of solids, liquids, and gases.
Use a graphic organizer to compare the physical properties of solids, liquids and gases with examples of each.
Score/Step 2.0 Target
I am able to identify the physical properties of solids, liquids, and gases.
Create a foldable. Illustrate the physical properties of basic solids, liquids, and gases.
1:50-2:10 slides 34-37
Division of Academics-Department of Science

53. Bring Your Own Device (BYOD)
Power My Learning Grade 5 – Play Lists
Dr. Lightburn’s Class: Teacher Code:
Quarter 1:
Big Idea 8: Properties of Matter and Big Idea 9: Changes in Matter
properties-of-matter
Interactive Sites for Education
Students can log into powermylearning.org and register as a student then join the class with the following teacher code:

54. Factors Influencing Science Instruction
Carousel Data Protocol
What are the challenges that impede you from effectively infusing the Florida Standards during the Science Instructional Block?
What should effective instruction look like in a science classroom?
What tools/resources are available to facilitate science instruction?
What instructional strategies should be used in a science classroom?
To use the protocol, copy question on chart paper and give participants the opportunity respond on the chart paper. Split the participants in four groups and allow 10 minutes per rotation. The participants will respond using markers and chart paper. After each group has went to all four charts the group will share out.

55. Essentials for a Successful Science Class
Pacing Guide &
Focus Calendar
Interactive Notebook (IAN)
Technology
Scott Foresman textbook, AIMS and other Supplemental Resources
Internet Access
Science Dept. Website
science.dadeschools.net
Florida Standards Integration
Discovery Education,
NBC Learn,
Gizmos, C-Palms
Common Grade Level Planning
Hands-on Materials
&
Measurement Tools
5 E’s
and/or Explicit Instruction
Promethean or SmartBoard
Designated School Science Leader
Office of Academics - Department of Science

56. “So What? Now What?”
With what you’ve learned, what will your classroom and science teaching look like?
Give participants hand out or post it to write their next step for teaching science this school year..

57. 3-2-1 Reflection Have a STEM-filled school year!
Slip
3-2-1 Reflection
Have a STEM-filled school year!