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

3. 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

4. 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

5. Department of Science

8. 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

12. 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

13. Department of Science

14. Department of Science

18. 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

19. 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

20. 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

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

22. 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

23. 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

24. 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

25. 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

26. 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

28. Department of Science

31. 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

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

33. 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.
Department of Science

34. 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

35. 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: