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Department of Science ICAD Powercast 2 October 2015 High School Mr. Sebastian Oddone Instructional Supervisor, HS Mr. Daniel Gangeri Curriculum Support Specialist, HS

Session Summary Effectively plan for science instruction by unwrapping benchmarks Plan for Inquiry in science using specific strategies including (ADI, CER, and Questioning strategies) Integrate Literacy skills using Reading strategies aligned to HOT Labs Incorporate M-DCPS instructional resources to support science teaching and learning Department of Science

2015 Biology EOC Data Back to the Future Protocol: Where is your Biology program right now? How do you envision your ideal future Biology program? How are you going to get your current program to your ideal future vision? Share your Responses on chart paper Department of Science

Department of Science

Pacing Guides - Revisited Argument Driven Inquiry Activity Read Why ADI All Read Pages (1 -5) and Page 17 Groups will read Stages Share with whole group: Why is it important to become proficient in Science? What can we, as teachers, do? What is ADI (Discuss Stages and Role of the teacher) Department of Science

Biology District Pacing Guide What is the most effective way to teach the information required in the Biology 1 course? Develop a tentative argument (see sample CER) Share with whole group Peer Review Department of Science

Department of Science

Department of Science

Reading in Science Q1 HOT Lab: Evidence for the Theory of Evolution and ADI Lab 22: Biodiversity and the fossil record. Let’s take a look at introducing, reinforcing, and remediating vocabulary words using a: Modified Frayer Model Department of Science

Definition (glossary) Vocab Word used properly in a sentence Modified Frayer Model Definition (glossary) Vocab Word used properly in a sentence Real Life Example Drawing Vocab Word Department of Science

Modified Frayer Model fossil: preserved remains or marking left by an organism that lived in the past Fossils, which give us a picture of past organisms, are used as evidence to support the theory of evolution. Dinosaur fossils Megalodon teeth Plant imprints Fossil Department of Science

Effective Planning Item Specs Benchmark Clarifications Content Limits Unwrapping the benchmarks Learning Goals Department of Science

Unwrapping a Benchmark for Q2 HOT Lab – Classification of Fruits SC.912.L.15.6: Discuss distinguishing characteristics of the domains and kingdoms of living organisms Let’s Complete the Unwrapping a Benchmark sheet for this benchmark. Department of Science

Unwrapping a Benchmark Unwrapping 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 Department of Science

SC.912.L.15.6 Clarifications: 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. Department of Science

SC.912.L.15.6 Content 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. Department of Science

Q2 HOT Lab – Classification of Fruit SC.912.L.15.6 Discuss distinguishing characteristics of the domains and kingdoms of living organisms. SC.912.L.14.7 Relate the structure of each of the major plant organs and tissues to physiological processes. Perform the lab Keep in mind benchmark/standard objectives Address the role of the teacher throughout the activity Develop your CER and share with the whole group Department of Science

Department of Science

HOT Lab – Debrief What is the 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 Review CER’s (Peer review) Did HOT Lab 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? Department of Science

Resources Science Website Student BYOD and Student Success Centers PowerCasts Gizmos and Edgenuity www.Knewton.com Floridastudents.org IBTP Test Bank (see weekly briefing in team room) STEM School Designation Regional Science Fair Department of Science

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. Department of Science

Outcomes Participants will be able to: Incorporate M-DCPS instructional resources to support science teaching and learning Effectively plan for science instruction by unwrapping benchmarks (standards) Plan for Inquiry in science using specific strategies including (ADI, CER, and Questioning strategies) Integrate Literacy skills using Reading strategies aligned to HOT Labs Department of Science

Dr. Ava Rosales Executive Director Elementary Middle High Dr. Millard Lightburn Instructional Supervisor Mr. Dane Jaber Mr. Sebastian Oddone Ms. Noreyda Casanas Curriculum Support Specialist Ms. Vanessa Baker Curriculum Support Specialist, MS Mr. Daniel Gangeri Ms. Yusimi Perez-Osteen Ms. Cindy Jolicoeur Curriculum Support Specialist, K-8 Ms. Mary Tweedy Curriculum Support Specialists Ms. Mildred Farber District Administrative Assistant Phone: 305-995-1939