Engaging Science Instruction for Grade 5: Interactive Notebooks and Energy Concepts

1. Elementary Science Pacing and Content Department of Mathematics and Science Office of Academics and Transformation Grade 5Quarter 2 Mary Tweedy, Curriculum Support Specialist November 8, 2013

2. 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.

3. NORMS • Participate actively • Ask questions • Learn by doing • Set your own learning into action

4. Ice BreakerB-I-N-G-O

5. Agenda • 8:30-9:00 Welcome/Introductions/Ice Breaker B-I-N-G-O • 9:00-9:30 District Website and Available Resources • 9:30-10:15 Interactive Notebooks/Vocabulary Strategies/Writing • 10:15-10:20 Break • 10:20-10:35 Observations and Inferences • 10:35-11:30 Forms of Energy: Sound Energy (Pacing Guide 10/28-12/6) • 11:30-12:30 Lunch • 12:30-1:00 Article () • 1:00-1:15 Five E’s Model Instructional Model • 1:15-2:20 Energy Transfer & Heat Energy (Pacing Guide 12/9-12/20) • 2:20-2:30 Break • 2:30-3:00 Motion of Objects (Pacing Guide 1/6-1/16) • 3:15-3:30 Best Practices/Reflections/Evaluations/Follow-up Department of Mathematics and Science

6. 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

7. Interactive Notebooks (IAN)

8. Pacing GuideYear-At-A-Glance 2013-2014

9. Grade 5 Essential Lab #6 Static Electricity Mary Tweedy, Curriculum Support Specialist – Science Keisha Kidd, Curriculum Support Specialist – Science Dr. Millard Lightburn, Instructional Supervisor

10. 10 min. Break

11. Comprehension Instructional Sequence (C.I.S.) Heat, Energy, and Bicycling in New York City By: ReadWorks.org CIS Adapted from Common Core State Standards Institute Summer 2013 Department of Mathematics and Science

12. What comes to mind as you look at the tree?

13. Observations vs. Inferences

14. Writing to Explain C – E – R Model Claim – Evidence – Reasoning

15. Questions to Stimulate Student Thinking

16. Insert your hands on here

17. LUNCH

19. Insert your hands on here

20. 10 min. Break

21. Insert your hands on here

22. Science Department Website Resourceshttp://science.dadeschools.net/ Department of Mathematics and Science

23. 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

24. Follow-up is due: November 25, 2013 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. Email to: marytweedy@dadeschools.net Fax: Attn: M. Tweedy (305)995-4188 Department of Mathematics and Science

25. Science Department

26. Slip 3-2-1 Reflection Have a STEM-filled school year! Department of Mathematics and Science