March 16,

 Welcome, Introduction & Expectations  Introduction Probe  Graduation Requirements  Test & Item Spec Scavenger Hunt  Sample Biology EOC  Resources 2

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 Uncovering Student Ideas in LIFE Science Page Keeley; NSTA press  Can be used multiple ways ◦ Diagnostic- use as a pre-lesson survey* ◦ Formative- use as a check for understanding ◦ Summative- use as a final assessment ◦ Deep learning- use to measure retention over time  Accompanying material with each probe is very useful 4

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 Class of 2013 & 2014 ◦ 10 th and 11 th graders must pass reading, writing, and one math EOC  Class of 2015 & Beyond ◦ 9 th graders must pass reading, writing, two math EOCs and the biology EOC 6

 Biology EOC in 2012 will be administered to: ◦ Any student enrolled in a course credited as high school level biology (Course codes: Biology and IB Biology 03057) ◦ All 10 th graders to meet the requirements of NCLB ◦ 11 th and 12 th graders – optional (determined by each district)*  First retake opportunity will be January/ February

8 Align to Standards 2009 K-12 Science Learning Standards for Systems, Inquiry, Application, and the Life Science Domain (EALR 4) Test Window May/June 2012 Jan/Feb 2013 Graduation Requirement Required for the class of 2015 and beyond (9 th graders in ) Online Testing Not currently scheduled

9 High School 2010 HSPE 2011 HSPE 2012 EOC Multiple Choice 35 Completion Piloted Short Answer 555 % Points from MC/CP 78%

Is 50% of your instruction on Systems Inquiry & Application? 50% of the test is! Cells

Scavenger Hunt 1. Form groups of three – number 1 to 4 2. #1 complete questions 4 and 8 3. #2 complete questions 5 and 9 4. #3 complete questions 6, 10 and12 5. #4 complete questions 7 and Meet in expert groups to find answers 7. Note the page number you found the answer on 8. Meet in home groups to share answers 11

 Please take time to answer the sample test 12

 Where will your students find the most success in the EOC?  What will present your students with the most challenge?  What will you do with your students before the EOC (classroom implications)? 13

 The Birds and the Beaks Completion Item ◦ 1 point item ◦ Can rank higher on the DOK scale than MC ◦ Rubrics include lists of accepted responses 14

 Foaming Spuds Conclusion ◦ 5 attributes ◦ New attribute- Scientific Explanation 15

 Foaming Spuds New Procedure ◦ 7 attributes ◦ Extra Validity measure ◦ Experimental Control Condition (when appropriate) 16

 Field Study Template ◦ 7 Attributes ◦ Similar to controlled investigations but… ◦ Significant differences 17

 Biology Test and Item Specifications  Biology EOC Sample Item Templates  Biology Updates Document with Sample Scenarios and Items  Assessment questions? 18

Science Assessment Webpage 19

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 Quick links to the Assessment website  Each Life Science Content Standard presented with virtual supports  Supports for Systems, Inquiry and Application Learning Standards  Connections to the Elements of Effective Science Instruction Model  Discussion Forum  Teacher Created Resources  Life Science Instructional Supports Tool Box  Contrasting Group Study 21

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Science, Technology, and Society (APPA) Transfer and apply abilities in science and technological design to develop solutions to societal issues (APPB, APPC, APPE)

Application scenarios describe a technological design process students use to solve a problem. The problem must be one that involves a Life Science System*  List the steps of a technological design process to help farmers with improve yield of blueberry plants. Blueberry Plant

The Steps  Define the Problem  Gather Information  Generate Ideas  Test Ideas  Redesign as needed  Communicate results Test Questions that kids will be asked?  Research the Problem  Criteria and Constraints  Test a solution  Redesign

Jose and Tasha want to improve the soil in the garden by increasing the population of worms in the soil. Describe how to begin solving this problem.

 Count off by 4 1.Criteria and Constraints Question 2.Redesign Question 3.Test Solution Question 4.Original Scenario  Meet in Expert Groups 1.Review your student work 2.Divide the student work into Basic, Proficient, and Advanced. 3.What are the characteristics of each level? 4.Where are students successful? Finding challenges?  Go Home and Share ◦ What are the instructional implications?

 Volume 4 page 81

 Write down 10 words that your students should hear, use and understand to perform well on Systems questions.

Science Standards Glossary Systems. An assemblage of interrelated parts or conditions through which matter, energy and information flow.

 Test and Item Specs  Page 22

9-12 Systems Feedback Equilibrium models Input Output Matter Energy Positive Feedback Negative Feedback Static Equilibrium Dynamic Equilibrium Model Limits Changes

Subsystems in this System Producers Herbivore Omnivore Carnivore Decomposers Self Regulating (Negative) Generally over time Self Reinforcing (Positive) During short time periods Inputs that regulate the system. Matter- prey population Energy-chemical Systems it is connected to. Biome Seasons Equilibrium: Static - Dynamic input = output? Predict the results of a change in the system. Migration of new carnivores into the area will change the balance of a carnivore population Output of the system Matter- Carnivore Population Energy- Chemical Food Web Carnivore population Terrariums with limited biodiversity may be used to model real food webs. These models are limited because they rarely include all the species in an actual environment.

Reliability: An attribute of any investigation that promotes consistency of results during repeated trials. Validity: An attribute of an investigation that describes the degree of confidence that data collected and logical inferences are accurate representations of the phenomena being investigated.