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Department of Science ICAD Powercast 3 November 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 specifically related to course content Plan for Inquiry in science using hands-on activities and specific strategies including (ADI, CER, and Questioning strategies) Integrate Literacy skills using Reading strategies aligned to HOT Labs and course specific benchmarks Incorporate M-DCPS instructional resources to support science teaching and learning Department of Science

Norms and Name Tents Norms: Participate Actively Trust the Process Please choose three of the norms to the right and write each one on its own post-it. Place your norm post-its on the norm poster. Please also create a name tent with your name and school. Norms: Participate Actively Trust the Process Be Attentive and Respectful Learn by Doing Keep and Open Mind No Judgements Department of Science

Department of Science

Effective Planning Item Specs Benchmark Clarifications Content Limits Unwrapping the benchmarks 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

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

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. Let’s do the Lab!! Department of Science

Department of Science

Q2 HOT Lab #11 – Debrief Review CER’s Did HOT Lab #11 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

Reading in Science The Deadly Fuchsia Disease HOT Lab Reading Passage: Characteristics of Viruses (Characteristics of Life) Two Column Notes Frayer Model Questioning Strategies Department of Science

Two Column Notes Example Miller and Levine Textbook, Chapter 3.1 (Pg. 64-8) What is Ecology? Define the biosphere: Describe the physical distance of the biosphere: What is ecology? Biosphere: all life of Earth and all parts of the Earth in which life exists (land, water, atmosphere). The biospheres extends from 8 km above the surface to 11 km below sea level. Ecology: the scientific study of interactions among organisms and between organisms and their physical environment. Department of Science

Biotic Factor: biological influences on organisms Modified Frayer Model Biotic Factor: biological influences on organisms The amount of available prey items is a biotic factor that affects alligators in the Everglades. Prey Predators Competing organisms Biotic Factor Department of Science

Questioning Strategies / Feedback Helping students make connections between content areas and the real world How does this relate to…? What ideas have we learned before that are useful in solving this problem? Can you give me an example of how this activity can be applied in the real world? Department of Science

Pacing Guides - CER Let’s Discuss: How are they going? What feedback are you getting? What reasons are coming up and what evidence supports them? Department of Science

Labs and Activities from Science Leaders Please lead us through the lab activity you brought in OR With your group, please prepare and present the HOT Lab assigned to your group Department of Science

Unwrapping a Benchmark for Q3 HOT Lab #4 – Investigating Inherited Traits: Reebop Genetics SC.912.L.16.1 Use Mendel’s laws of segregation and independent assortment to analyze patterns of inheritance. Let’s Complete the Unwrapping a Benchmark sheet for this benchmark. Department of Science

Q3 HOT Lab #4 – Investigating Inherited Traits: Reebop Genetics SC.912.L.16.1 Use Mendel’s laws of segregation and independent assortment to analyze patterns of inheritance. Purpose of Lab/Activity: Examine how characteristics are inherited and to illustrate one of the ways in which meiosis is responsible for the variation that exists in every sexual species. Department of Science

SC.912.L.16.1 Clarifications: Content Limits: Students will use Mendel’s laws of segregation and independent assortment to analyze patterns of inheritance. Students will identify, analyze, and/or predict inheritance patterns caused by various modes of inheritance. Content Limits: Items referring to general dominant and recessive traits may address but will not assess the P and generations. F1 Items addressing dihybrid crosses or patterns that include codominance, incomplete dominance, multiple alleles, sex-linkage, or polygenic inheritance may assess the P and generations. F1 Department of Science

Department of Science

Unwrapping a Benchmark for Q1 HOT Lab #7 – Evidence for the Theory of Evolution SC.912.L.15.1 – Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Let’s Complete the Unwrapping a Benchmark sheet for this benchmark. Department of Science

HOT Lab #7 – Evidence for the Theory of Evolution SC.912.L.15.1: Explain the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Purpose of Lab/Activity: To examine and piece together part of skeleton from duplicate fossilized bones. To compare the partial skeleton to skeletons of modern day alligator and bird. To explore the evidence of evolution through comparative anatomy, embryology, and molecular biology. Department of Science

SC.912.L.15.1 Clarifications: Students will identify evidence and/or explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observable evolutionary change. Students will identify examples of and basic trends in hominid evolution from early ancestors to modern humans. 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 assess the reliability of sources of information according to scientific standards. Students will identify examples of scientific inferences made from observations. Students will identify the criteria that differentiate science from nonscience and pseudoscience. Students will explain the development of a theory. Students will recognize the differences between theories and laws. Department of Science

SC.912.L.15.1 Content Limits: Items assessing evolution will focus on a conceptual understanding of the supporting scientific evidence. Items will not require memorization of the names of specific human fossils or the names of the different hominid species. Items assessing the fossil record must focus on the fossil rather than geologic formations in isolation. Items assessing the fossil record will not require understanding of the specific mechanisms used for relative dating and radioactive dating. Items will not require the memorization of the geologic time scale, including era, period, and/or epoch. Items will not assess the origin of Earth. Items will not assess specific knowledge of the formation of microspheres or the evolution of RNA and DNA. Items will not address or assess the endosymbiotic theory. Department of Science

Department of Science

Department of Science

Department of Science

HOT Lab – Debrief Review CER’s Did the HOT Labs presented 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

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