Department of Science Science Content PD October 23 rd and 30 th High School (Biology) Mr. J....

Department of Science

Science Content PD

October 23rd and 30th

High School (Biology)

Mr. J. Sebastian Oddone

Instructional Supervisor, HS

Mr. Daniel Gangeri

Curriculum Support Specialist, HS

Department of Science High School Team

Mr. J. Sebastian Oddone – Instructional [email protected] (Office) and 305-995-4188 (Fax)@SFRSEF_Oddone (Twitter)

Mr. Daniel Gangeri – Curriculum Support [email protected] 305-995-7371 (Office) and 305-995-4188 (Fax)@dgangeri (Twitter)


mailto:[email protected]

mailto:[email protected]

Agenda8:30 – 9:00: Introductions and Opening Moves9:00 – 10:00: 3 Step Data Protocol and Back to the Future10:00 – 10:10: Break10:10 – 10:20: Unwrapping a Benchmark (Standards)10:20 – 11:00: HOT Quarter 1 Lab 8 – Natural Selection11:00 – 11:30: Reading Comprehension in Science 11:30 – 12:30: Lunch12:30 – 2:00: HOT Quarter 2 Lab 1 – Classification of Fruits2:00 – 2:10: Break2:10 – 3:10: HOT Quarter 2 Lab 11 – The Deadly Fuchsia Disease3:10 – 3:30: Outcomes / Announcements / MLP Follow-up


Norms

• Vote on our norms for today’s (9/23) meetings HERE or scan the QR code to the right.


http://www.easypolls.net/poll.html?p=55f070d8e4b0c3d16faab583

Session OutcomesParticipants will be able to:• Incorporate M-DCPS instructional resources to support

science teaching and learning• Effectively plan for science instruction by unwrapping

benchmarks• Disaggregate student assessment data in order to deliver

more effective instruction• Identify how M-DCPS integrates Mathematics and Language

Arts Florida Standards for effective science teaching and learning

• Plan for Inquiry in science


Ice Breaker • Grab a Starburst candy• Look at its color and follow the Color Guide:

o Red: share something you love about teaching science

o Yellow: share something you did over summer break

o Pink: share something you want to accomplish in the upcoming school year

o Orange: share an adventure you’ve had this year


3 Step Data ProtocolModified Data Driven Dialogue:

• In your groups, review data for MYA and EOC assessments:• Phase I – Predictions: Surfacing perspectives, beliefs,

assumptions, predictions, possibilities, questions, and expectations

• Phase II – Observations: Analyzing the data for patterns, trends, surprises, and new questions that “jump” out

• Phase III – Inferences: Generating hypotheses, inferring, explaining, and drawing conclusions. Defining new actions and interactions and the data needed to guide their implementation. Building ownership for decisions


2015 MYA Data


2015 Biology EOC Data


2015 Biology EOC Data


Back to the Future Protocol:

1. Where is your Biology program right now?2. How do you envision your ideal future

Biology program?3. How are you going to get your current

program to your ideal future vision?

Biology Year at a Glance


Effective Planning

Item Specs• Benchmark

Clarifications• Content Limits• Unwrapping the

benchmarks


Unwrapping a BenchmarkUnwrapping a Benchmark (Standard) Worksheet (Regular and Table format) available in the Team

Room• Prerequisite Skills• Vocabulary• Achievement Criteria• Differentiated Instruction• Assessing Proficiency• Standard Support Material• Technology• High Order Questioning Strategies• Item Specs – Benchmark Clarifications and Content Limits• Language


Unwrapping a BenchmarkSC.912.L.14.3 – Compare and contrast the general structures of plant and animal cells. Compare and contrast general structures of prokaryotic and eukaryotic cells.


SC.912.L.14.3Clarifications:

• Students will compare and/or contrast the structures found in plant cells and in animal cells.

• Students will compare and/or contrast the structures found in prokaryotic cells and in eukaryotic cells.

• Students will describe how structures in cells are directly related to their function in the cell.

• Students will explain the role of the cell membrane during active and passive transport.

Content Limits:• Items will not address protists or fungi or assess

cellular structures unique to protists or fungi. • Items referring to prokaryotic structures are

limited to the cell wall, cell membrane (plasma membrane), cytoplasm, plasmid, ribosomes, and flagella.

• Items referring to eukaryotic structures are limited to the cell wall, cell membrane (plasma membrane), cytoplasm, nucleus, nuclear envelope, nucleolus, chromatin, chromosomes, ribosomes, endoplasmic reticulum, microtubules, microfilaments, vacuoles, mitochondria, Golgi apparatus, chloroplasts, lysosomes, cilia, and flagella.

• Items referring to the role of the cell membrane may address hypotonic, hypertonic, and/or isotonic solutions; however, the assessment should be on processes and not terminology.


BreakLet’s take a 10 minute

break.


Unwrapping a Benchmark for Q1 HOT Lab #8 – Natural Selection

SC.912.L.15.13 – Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success.

Let’s Complete the Unwrapping a Benchmark sheet for this benchmark.



• Students will explain and/or describe the conditions required for natural selection that result in differential reproductive success.

• Students will explain and/or describe the scientific mechanisms, such as genetic drift, gene flow, and nonrandom mating, resulting in evolutionary change.

• Students will explain and/or describe how mutation and genetic recombination increase genetic variation.

• Students will identify ways in which a scientific claim is evaluated (e.g., through scientific argumentation, critical and logical thinking, and consideration of alternative explanations).

Content Limits:• Items will not address descent with

modification or common descent. • Items addressing mutation and genetic

recombination in relation to increasing genetic variation must be assessed in the context of evolution.

• Items will not assess the Hardy-Weinberg principle or genetic equilibrium.

• Items may address how meiosis contributes to genetic variation but may not assess the steps or stages of meiosis.

• Items assessing a scientific claim are limited to the topics discussed in SC.912.L.15.13, SC.912.L.15.14, and SC.912.L.15.15.


Q1 HOT Lab #8 – Natural SelectionSC.912.L.15.13 Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. (AA) Purpose of Lab/Activity: • To explore how the frequencies of three beak phenotypes

change over several generations in a population of birds on an island.

• To explore how environmental changes can affect animal populations.


Q1 HOT Lab #8 – Debrief• Review CER’s• Did HOT Lab #8 address everything in the

content clarifications?• If everything from the content clarifications

was not covered, how can we modify the activity to address all the content?

• Was there anything from the content limits that was covered in this lab?


Reading Comprehension and HOT Labs


• Reading passages have been added to each HOT Lab

• The passages come with some EOC-style questions after the reading.

• Why is reading comprehension so important in science?

Lunch

1 Hour Break11:30 – 12:30


Unwrapping a Benchmark for Q2 HOT Lab #1 – Classification of Fruits

SC.912.L.15.6: Discuss distinguishing characteristics of the domains and kingdoms of living organisms




• Students will classify organisms based on the distinguishing characteristics of the domains and/or kingdoms of living organisms.

• Students will identify and/or describe how and/or why organisms are hierarchically classified based on evolutionary relationships.

• Students will identify and/or explain the reasons for changes in how organisms are classified.

• Students will identify ways in which a scientific claim is evaluated (e.g., through scientific argumentation, critical and logical thinking, and consideration of alternative explanations).

• Students will identify examples of scientific inferences made from observations.


SC.912.L.15.6Content Limits:

• Items referring to distinguishing characteristics of living organisms are limited to the domains of Archaea, Bacteria, and Eukarya and the kingdoms of Protista, Fungi, Plantae, and Animalia.

• Items will not require specific knowledge of organisms classified in any domain or kingdom; items should describe the characteristics of an organism and assess its classification.

• Items may refer to prokaryotic, eukaryotic, unicellular and/or multicellular organisms, autotrophs, and/or heterotrophs, but they will not assess the definition of those terms.

• Items referring to changes in classification systems should be conceptual and will not require specific knowledge of those changes.

• Items may address evolutionary classification, phylogeny, and the use of cladograms, but they may not assess the definition of those terms.

• Items assessing a scientific claim are limited to the classification of organisms.


Q2 HOT Lab #1 – Classification of FruitSC.912.L.15.6 Discuss distinguishing characteristics of the domains and kingdoms of living organisms. (AA) SC.912.L.14.7 Relate the structure of each of the major plant organs and tissues to physiological processes. (AA) Purpose of Lab/Activity: • Students will review the concept of classification • Students will be able to relate their observations to

different ways of classifying organisms


BreakLet’s take a 10 minute

break.


Unwrapping a Benchmark for Q2 HOT Lab #11 – The Deadly Fuchsia Disease

SC.912.L.14.52 Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.




• Students will identify and/or explain the basic functions of the human immune system, including specific and nonspecific immune responses.

• Students will describe the basic function of vaccines and/or antibiotics.

• Students will explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspective of both individual and public health.


SC.912.L.14.52Content Limits:

• Items assessing the significance of genetic factors, environmental factors, and pathogenic agents to health are limited to a conceptual understanding.

• Items assessing the mode of action of antibiotics are limited to a conceptual understanding and will not require knowledge regarding a specific antibiotic.


Q2 HOT Lab #11 – The Deadly Fuchsia Disease

SC.912.L.14.52 Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. (AA) Purpose of Lab/Activity: • To demonstrate that one infected person in a

population can, over a period of time, infect a large number of individuals


OutcomesParticipants are able to:• Incorporate M-DCPS instructional resources to support

science teaching and learning• Effectively plan for science instruction by unwrapping

benchmarks• Disaggregate student assessment data in order to deliver

more effective instruction• Identify how M-DCPS integrates Mathematics and Language

Arts Florida Standards for effective science teaching and learning

• Plan for Inquiry in science


Announcements• Science Website• STEM School Designation • PowerCasts• Edgenuity• Floridastudents.org• Regional Science Fair• Student BYOD and Student Success Center


http://science.dadeschools.net/

http://science.dadeschools.net/stem-school-designation/

http://www.floridastudents.org/

http://science.dadeschools.net/scienceFair/default.html

http://science.dadeschools.net/scienceFair/default.html

State Statutes and Board Rules Updates:

• Safety Goggles: 1006.063 Eye-protective devices required in certain laboratory courses.

• Board Rule: H7 (2015) Animal Dissection in Schools – eliminates cats.

• Board Rule: H11 (2008) Science Fair Project entry requirement.


http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&URL=1000-1099/1006/Sections/1006.063.html

http://pdfs.dadeschools.net/Bdarch/2008/Bd011608/agenda/H11rev2.pdf

MyLearningPlan Follow-UpPlease remember to

complete your MyLearningPlan

evaluation (all 3 steps)

The link for the evaluation is in the

Team Room.

For more information please see the

MyLearningPlan Overview PowerPoint in

the Team Room


Dr. Ava RosalesExecutive Director

Elementary Middle High

Dr. Millard LightburnInstructional Supervisor

Mr. Dane JaberInstructional Supervisor

Mr. Sebastian OddoneInstructional Supervisor

Ms. Noreyda CasanasCurriculum Support

Specialist

Ms. Cindy JolicoeurCurriculum Support Specialist, MS / K-8

Mr. Daniel GangeriCurriculum Support

Specialist

Ms. Yusimi Perez-OsteenCurriculum Support

Specialist

Ms. Mary TweedyCurriculum Support

Specialists

Ms. Mildred FarberDistrict Administrative Assistant

Phone: 305-995-1939

Department of Science Science Content PD October 23 rd and 30 th High School (Biology) Mr. J....

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