Department of Science Science Instructional Leaders ICAD 2 – 10 / 26 & 29 / 2015 High School 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 Supervisor (Office) and (Twitter) Mr. Daniel Gangeri – Curriculum Support Specialist (Office) and (Twitter) Department of Science

Agenda - UPDATE 8:30 – 8:45: Introductions and Icebreaker 9:00 – 10:00: Back to the Future 10:00 – 10:10: Break 10:10: - 10:20: Pacing Guide Survey / Unwrapping a benchmark 10:20 – 11:00: HOT Quarter 1 Lab 7 – Evidence for the Theory of Evolution 11:00 – 11:30: HOT Lab Reading Passage and Strategy 11:30 – 12:30: Lunch 12:30 – 2:00: HOT Quarter 2 Lab 1 – Classification of Fruits 2:00 – 2:10: Break 2:10 – 3:10: HOT Quarter 2 Lab 10 – Take a Heart Hike 3:10 – 3:30: Outcomes / Announcements / MLP Follow-up Department of Science

Norms and Name Tents Vote on our norms for today’s (10/26) meetings HERE or scan the QR code to the right.HERE Please also create a name tent with your name and school. Department of Science

Norms and Name Tent Vote on our norms for today’s (10/29) meetings HERE or scan the QR code to the right.HERE Please create a name tent with your name and school. Department of Science

Session Expectations 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) and using district resources Effectively incorporate reading strategies into daily science instruction Identify how M-DCPS integrates Mathematics and Language Arts Florida Standards for effective science teaching and learning Plan for Inquiry in science Department of Science

2015 Biology EOC Data Department of Science 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? 4.Share your Responses on chart paper

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

Break Let’s take a 10 minute break. 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

Effective Planning Item Specs Benchmark Clarifications Content Limits Unwrapping the benchmarks Learning Goals 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 for Q1 HOT Lab – 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

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

SC.912.L.15.1 Content Limits: Items referring to adaptive radiation, convergent evolution, coevolution, or punctuated equilibrium should focus on the concepts rather than on the definition of the terms. Items referring to the development of language or the manufacturing of tools will relate this development to changes in the skull or brain size. Items will not assess types of genetic mutation or how these mutations occur. Items referring to comparative anatomy and comparative embryology will assess anatomical similarities such as homologous structures and vestigial organs but will not require specific knowledge of embryologic stages or structures. Items will not require knowledge of changes to specific species or geographic location of those species. Items will not assess genes, alleles, genetic drift, or gene flow. Items may assess how the overall contributions of scientists such as Darwin, Lamarck, Lyell, Malthus, Mendel, or Wallace aided in the development of the scientific theory of evolution. Items will not assess the differences among intelligent design, creationism, and the scientific theory of evolution. Items assessing a scientific claim, the development of a theory, or the differences between theories and laws are limited to the scientific theory of evolution. Department of Science

HOT Lab – 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. 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

HOT Lab – Debrief What is the 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. 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

Reading in Science Reading Strategies Q1 HOT Lab: Evidence for the Theory of Evolution and ADI Lab 22: Biodiversity and the fossil record. Text marking? Cause/Effect, Claim/Evidence Note taking? Two Column Notes… Vocabulary? Frayer Model What are some other strategies that you may use? Department of Science

Lunch 1 Hour Break 11:30 – 12:30 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

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

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

Break Let’s take a 10 minute break. Department of Science

Unwrapping a Benchmark for Q2 HOT Lab – Take a Heart Hike SC.912.L Describe the factors affecting blood flow through the cardiovascular system. Let’s Complete the Unwrapping a Benchmark sheet for this benchmark. Department of Science

SC.912.L Clarifications: Students will identify factors that affect blood flow or describe how these factors affect blood flow through the cardiovascular system. Content Limits: Items may address factors such as blood pressure, blood volume, resistance, blood viscosity, disease, and exercise. Department of Science

Q2 HOT Lab - Take a Heart Hike SC.912.L Describe the factors affecting blood flow through the cardiovascular system. 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

Q2 HOT Lab #10 – Debrief Purpose of the Lab/Activity: Students will walk and talk through the systemic (heart/body) and pulmonary (heart/lung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood. Review CER’s 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

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) Effectively incorporate reading strategies into daily science instruction Identify how M-DCPS integrates Mathematics and Language Arts Florida Standards for effective science teaching and learning Plan for Inquiry in science Department of Science

Announcements Science Website Student BYOD and Student Success Centers PowerCasts Gizmos and Edgenuity Floridastudents.org STEM School Designation Regional Science Fair Department of Science

State Statutes and Board Rules Updates: Safety Goggles: 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.H11 Department of Science

MyLearningPlan Follow-Up Please 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 Department of Science

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