1. 1 Warm Up Question

2. 2 Tuesday: Warm Up Question  Write the general chemical equation for cellular respiration. – Identify the compound that is oxidized. – Identify the compound that is reduced. – Explain whether this is an exergonic or an endergonic reaction. Justify your answer.

3. 3  C 6 H 12 O 6 + O 2 --> CO 2 + H 2 O + ATP  C 6 H 12 O 6 gets oxidized, (forming CO 2 )  O 2 gets reduced, (forming H 2 O).  The process is exergonic because energy is released during the oxidation of glucose which powers the movement of H + which powers the formation of ATP.  This energy release can be coupled to the formation of biomolecules during growth and repair. Tuesday: Warm Up Question

4. 4 Activity: Dialysis Tubing and Corn Syrup

5. 5  Formulate a hypothesis about what you think will happen when you drop the dialysis bag into the solution.  In what ways can you relate this to the curriculum?  In what ways can you related this to your students’ every day lives?

6. 6 The Workshop Handbook

7. 7 Handbook Activity: Tuesday  Take a Post-It Note and label the following pages:  Curriculum Framework, Pg. 1 & 101  Equity and Access, Pg. 25  Understanding the Exam, Pg. 29  Instructional Design and Assessment, Pg. 39  Inquiry-Based Instruction, Pg. 53  Syllabus Development, Pg. 69  Appendix, Pg. 93  Science Practices, Pg. 97  Appendix to CF, Pg. 104  The Laboratory Investigations, Pg. 121

8. 8 Handbook Activity: Tuesday  Take a Post-It Note and label the following pages: – Exam Information, Pg. 124 – How the CF is Assessed, Pg. 127 – Answers to MC Questions, Pg. 164 – Sample FRQs, Pg. 165 – Appendix A, Pg. 174 – Appendix B, Pg. 187 – Syllabus Development Guide, Pg. 299 – Sample Syllabus 1, Pg. 315 – Sample Syllabus 2, Pg. 331 – Sample Syllabus 3, Pg. 338 – Sample Syllabus 4, Pg. 353

9. 9 Handbook Activity: Tuesday  Take a Post-It Note and label the following pages: – AP Biology Practice Exam, Pg. 371 – Practice FRQs, Pg. 418 – Notes on the Practice Exam, Pg. 436 – AP Biology Exam Materials, Pg. 497 – FRQ Scoring Guidelines and Sample Responses, Pg. 509

10. 10 What is AP Biology?

11. 11 What is AP Biology?  It is a college level, introductory biology course. – Built around inquiry based labs.  Have realistic goals for all of your students. – Supplement the course with experiences that will help students when they get to college. – Build in expectations that the students should encounter when they get to college.  Do your best and don’t be afraid to reach out to colleagues when you need help.  We’re all in this together--build your network.

12. 12 Student Selection  I encourage all students to take the class.  I am honest with my feedback to the students.  PSAT scores and correlation to success on AP exams.

13. 13 Frequently Asked Questions:  Fitting it ALL in. – You need to develop a routine--that comes from experience and networking.  How do I finish? What do I skip? – See the my handout for what I (try to) cover. – Try to vertically align with teachers in earlier grades. – Play into the existing knowledge of students. – Embed content when/where possible. – Don’t develop a plan and then never change.  Homework? Expect about 10 pages of reading a night-EVERY NIGHT. Totals about 1600 pages. – It is the science equivalent of a history class.

14. 14 “make it stick”  Why quizzing is important. – It’s a built in review.  How often should I test?

15. 15 Develop a Routine  Look at your school calendar.  Look at the testing date for AP Biology (Monday, May 9 th, 2016)  Plan your units. – Look for ways to combine chapters into your topics. – Plan where you will integrate your labs. – Vary your instruction. Pay attention to the Science Practices.  Reflect on what works and doesn’t work and make the changes right away. – Waiting means you’ll probably forget what needs to be changed.

16. 16 The AP Biology Course: The Curriculum Framework

17. What Has Changed? Revised Course  A detailed curriculum framework defines and articulates the scope of the course. Clear guidance is provided on what concepts, content and skills should be taught and will be assessed on the AP Exam  “Exclusion Statements” — clear indications in curriculum as to what teachers don’t have to teach  New emphasis on integrating inquiry and reasoning throughout the course and on quantitative skills

18. Science Practices: Science Inquiry & Reasoning Essential Knowledge Learning Objectives Enduring Understandings The New Curriculum Framework Supports and Furthers Conceptual Knowledge 4 Big Ideas

19. AP Biology Curriculum Is Framed Around Four Big Ideas The process of evolution drives the diversity and unity of life. EVOLUTION B I G I D E A 1 Living systems retrieve, transmit, and respond to information essential to life processes. HEREDITY B I G I D E A 3 Biological systems interact, and these interactions possess complex properties. ENVIRONMENT B I G I D E A 4 Biological systems utilize energy and molecular building blocks to grow, reproduce, and maintain homeostasis. ENERGY B I G I D E A 2

20. Building Enduring Understandings For each of the four Big Ideas, there is a set of Enduring Understandings which incorporates core concepts that students should retain from these learning experiences. E X A M P L E The process of evolution drives the diversity and unity of life. B I G I D E A 1 Enduring Understanding 1.A: Change in the genetic makeup of a population over time is evolution Enduring Understanding 1.B: Organisms are linked by lines of descent from common ancestry Enduring Understanding 1.C: Life continues to evolve within a changing environment Enduring Understanding 1.D: The origin of living systems is explained by natural processes

21. Building Essential Knowledge Each Enduring Understanding is followed by statements of the Essential Knowledge students must develop in the course. These are followed by concept and content connections. E X A M P L E The process of evolution drives the diversity and unity of life. B I G I D E A 1 Enduring Understanding 1.A: Change in the genetic makeup of a population over time is evolution Essential Knowledge1.A.1: Natural selection is a major mechanism of evolution a. According to Darwin’s Theory of Natural Selection, competition for limited resources results in differential survival. Individuals with more favorable phenotypes are more likely to survive and produce more offspring, thus passing traits to subsequent generations c.Genetic variation and mutation play roles in natural selection. A diverse gene pool is important for the survival of a species in a changing environment b.Evolutionary fitness is measured by reproductive success

22. Emphasis on Science Practices 1.0 The student can use representations and models to communicate scientific phenomena and solve scientific problems 2.0 The student can use mathematics appropriately 3.0 The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course 4.0 The student can plan and implement data collection strategies appropriate to a particular scientific question 5.0 The student can perform data analysis and evaluation of evidence 6.0 The student can work with scientific explanations and theories 7.0 The student is able to connect and relate knowledge across various scales, concepts, and representations in and across domains The CF emphasizes science practices which enable students to establish lines of evidence and use them to develop and refine testable explanations and predictions of natural phenomena. SCIENCE PRACTICES

23. Clearly Articulated Science Practices Underpin the Entire Course SCIENCE PRACTICES The student can work with scientific explanations and theories. 6.0 E X A M P L E 6.1 The student can justify claims with evidence 6.2 The student can construct explanations of phenomena based on evidence produced through scientific practices 6.3 The student can articulate the reasons that scientific explanations and theories are refined or replaced. 6.4 The student can make claims and predictions about natural phenomena based on scientific theories and models. 6.5 The student can evaluate alternative scientific explanations

24. An Example of Integrating the Concept, Content, and the Science Practice Content Science Practice Learning Objective + Science Practice 5.3 The student can evaluate the evidence provided by data sets in relation to a particular scientific question Learning Objective (1.B.2 & 5.3) The student is able to evaluate evidence provided by a data set in conjunction with a phylogenetic tree or a simple cladogram to determine evolutionary history and speciation Essential Knowledge 1.B.2 Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested

25. 25 Activity: Science Practices

26. 26 Science Practices  Choose a lab that you routinely do with your students, one of your best, and one that you are very comfortable with.  Now turn to page 8 of your Workbook and decide which of the Science Practices (Pgs. 97-102) are addressed with your lab.  For any that aren’t, could they easily be incorporated into your course?  If not, do you address these Science Practices in other labs? Which ones?

27. 27 Activity: Essential Knowledge and Learning Objectives

28. 28 Essential Knowledge and Learning Objectives  Examine the Curriculum Framework (Pg 212-228). Pick at least two components of an Essential Knowledge piece and write a couple of quiz questions that include each strand.  Remember, the EK component incorporates an Illustrative Example (Pgs 17-21) of your choosing/expertise, and should be related to a Learning Objective (Pgs. 212-228).  Your questions should incorporate portions of both Essential Knowledge and a Learning Objective.

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