1. New Beginnings Secondary Science Sonia Blackstone Curriculum Department August 11 - 12, 2015

2. Lake County Schools Vision StatementVision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission StatementMission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. We Believe: Education is the foundation for everyone’s future. Education is a lifelong process. All students can learn. Students should be civic-minded and embrace future roles in the community. Parents/guardians, community, and schools are partners in a student’s education. Providing a safe, resource-filled learning environment is essential. Students will graduate prepared for work and postsecondary education.

4. Date August 11 th - 12 th 2015 Agenda Gradual Release I DO: Explain the structure and purpose of the science blueprints. WE DO: Practice using the science blueprints. YOU DO: Practice finding, using and explaining science curriculum. Bellwork Introduce yourself to someone near you and tell them what, where and who you will be teaching. Learning Goal Participants will understand and be able to use the science blueprints in order to enhance lesson planning and instruction. Essential Question How can science blueprints enhance lesson plans and instruction? Standards Domain 1: Classroom Strategies and Behaviors. Domain 2: Planning and Preparing Domain 3: Reflecting on Teaching Vocabulary One Pager Scope and Sequence Blueprints Unit End Product Objective Participants will be able to understand, find and use science blueprints as a tool to enhance lesson planning and instruction. Ticket Out HOTS Question Common Board

5. Call To Attention and Community Builder Call To Attention : Class – Yes Community Builder: 2 Truths and A Lie  Write down 2 truths about yourself  Write down 1 lie about yourself  Share

6. Learning Goal & Scale Learning Goal: Participants will be able to Score 4.0 In addition to level 3.0, in-depth inferences and applications that go beyond what was taught. Create and implement higher level literacy focused, standards-based lesson plans. 3.5In addition to score 3.0 performance, in-depth inferences and applications with partial success Score 3.0 The participant, without major errors or omissions, will understand and/or be able to: Use the blueprints as a tool for standards-based, literacy focused lesson planning and instruction. Understand the importance of reading and writing in standards-based instruction. 2.5No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content Score 2.0 There are no major errors or omissions regarding the simpler details and processes. The participant will be able to: Understand the structure of the blueprints. Understand the purpose of the blueprints. Identify the standards. 1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content Score 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. The student can: Access the blueprints through the internet. 0.5With help, a partial understanding of the score 1.0 content, but not the score of 2.0 content Score 0 Even with help, no understanding or skill demonstrated.

8. Science Scope and Sequence and Blueprints

9. During transcription the DNA base sequence is transcribed into a complimentary mRNA sequence. A codon table like the one shown below lists the amino acids coded for by particular triads of mRNA bases. A segment of DNA has undergone a mutation in which one nucleotide has been changed. The original sequence was ACG and the new sequence is ACA. Use the codon table to determine whether or not this mutation will cause a change in the phenotype of the organism. A. yes, the phenotype of the organism would change because a new amino acid will be coded for. B. yes, the phenotype of the organism would change because any change in the DNA sequence will cause a change in phenotype. C. Even though the DNA sequence changed, the sequence still codes for the same amino acid, so no change in phenotype will occur. D. It is impossible to determine if a change in phenotype will occur using only the DNA sequence. What about these questions do you think students struggled with the most?

10. During transcription the DNA base sequence is transcribed into a complimentary mRNA sequence. A codon table like the one shown below lists the amino acids coded for by particular triads of mRNA bases. A segment of DNA has undergone a mutation in which one nucleotide has been changed. The original sequence was ACG and the new sequence is ACA. Use the codon table to determine whether or not this mutation will cause a change in the phenotype of the organism. A. yes, the phenotype of the organism would change because a new amino acid will be coded for. B. yes, the phenotype of the organism would change because any change in the DNA sequence will cause a change in phenotype. C. Even though the DNA sequence changed, the sequence still codes for the same amino acid, so no change in phenotype will occur. D. It is impossible to determine if a change in phenotype will occur using only the DNA sequence.

11. Memorization vs. Understanding

13. Instructional Practices Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis: Ensuring wide reading from complex text that varies in length. Making close reading and rereading of texts central to lessons. Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence. Emphasizing students supporting answers based upon evidence from the text. Providing extensive research and writing opportunities (claims and evidence). Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010) Asking questions (for science) and defining problems (for engineering). Developing and using models. Planning and carrying out investigations. Analyzing and interpreting data. Using mathematics, information and computer technology, and computational thinking. Constructing explanations (for science) and designing solutions (for engineering). Engaging in argument from evidence. Obtaining, evaluating, and communicating information.

15. Reading Skills in Science

16. Writing Skills

17. Speaking and Listening Skills Based on these standards, why would we need to change our way of instruction in our science classrooms?

18. Our 3 Goals Standards-based instruction (everything links back to the standards) A resource for the teacher (not just something they reference but something they can use) Capitalize on the literacy standards and embed reading and writing to enhance understanding

20. The Unit End Product is an opportunity for authentic text- based academic writing in our discipline.

21. 2015-2016 Science Blueprints

27. How will this new unit end product change the way you plan?

28. Why do we need to write? One often-overlooked tool for improving students’ reading, as well as their learning from text, is writing. Writing has the theoretical potential for enhancing reading in three ways. First, reading and writing are both functional activities that can be combined to accomplish specific goals, such as learning new ideas presented in a text (Fitzgerald and Shanahan, 2000). For instance, writing about information in a science text should facilitate comprehension and learning, as it provides the reader with a means for recording, connecting, analyzing, personalizing, and manipulating key ideas from the text. Second, reading and writing are connected, as they draw upon common knowledge and cognitive processes (Shanahan, 2006). Consequently, improving students’ writing skills should result in improved reading skills. Third, reading and writing are both communication activities, and writers should gain insight about reading by creating their own texts (Tierney and Shanahan, 1991), leading to better comprehension of texts produced by others.

33. Links to text are embedded in the blueprints

34. Content appropriate and on grade level

35. Notice that suggested tasks can be a quick activity or span a few days How can labs, activities, and tasks be opportunities to focus on the recursive standards?

36. You don’t have to grade everything! Formal v. Informal Writing

38. Our 3 Goals Standards-based instruction (everything links back to the standards) A resource for the teacher (not just something they reference but something they can use) Capitalize on the literacy standards and embed reading and writing to enhance understanding

39. Learning Goal & Scale Learning Goal: Participants will be able to Score 4.0 In addition to level 3.0, in-depth inferences and applications that go beyond what was taught. Create and implement higher level literacy focused, standards-based lesson plans. 3.5In addition to score 3.0 performance, in-depth inferences and applications with partial success Score 3.0 The participant, without major errors or omissions, will understand and/or be able to: Use the blueprints as a tool for standards-based, literacy focused lesson planning and instruction. Understand the importance of reading and writing in standards-based instruction. 2.5No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content Score 2.0 There are no major errors or omissions regarding the simpler details and processes. The participant will be able to: Understand the structure of the blueprints. Understand the purpose of the blueprints. Identify the standards. 1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content Score 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. The student can: Access the blueprints through the internet. 0.5With help, a partial understanding of the score 1.0 content, but not the score of 2.0 content Score 0 Even with help, no understanding or skill demonstrated.

40. Please remember to complete the evaluation in True North Logic (TNL) when you have access.