1. New Beginnings July 27 and 28 Middle And High School Science Curriculum Presented by Sonia Burkholder-Blackstone Tavares Middle School

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.

3. C 2 INSTRUCTIONAL FRAMEWORK July 1, 2015 – June 30, 2018 Lake County Schools College and Career Readiness: Non-Negotiables 3 Year Plan

4. Common Board Configuration TEAM Doman: Planning /Preparing for Lessons and Units. Bell Ringer: Introduce yourself to the person to your right. Tell them what you will be teaching and where you will be teaching. Essential Question: How do we revolutionize the way we teach, lead, and learn for 21 st Century success? Common Language: Scope and Sequence Blueprints Unit End Product Session Objective: Participants will be able to understand, find and use science blueprints as a tool to enhance lesson planning and instruction. 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. Summarizing Activity: Reflect using your Interactive Note-Taking Guide Next Steps:. Use the blueprints to plan and guide your instruction throughout the year. Learning Goals: Participants will understand and be able to use the science blueprints in order to enhance lesson planning and instruction.

5. Learning Goal: Participants will understand and be able to use the science blueprints in order to enhance lesson planning and instruction. Learning Goal: Participants will understand and be able to use the science blueprints in order to enhance lesson planning and instruction. Score 4.0 In addition to level 3.0, in-depth inferences and applications that go beyond what was taught. 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. 1.5Partial 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 2.0 content, but not the score of 3.0 content Score 0 Even with help, no understanding or skill demonstrated.

6. Call To Attention: Class – Yes Bell Ringer – Turn and introduce yourself to your neighbor. Community Builder: 2 Truths and A Lie  Write down 2 truths about yourself  Write down 1 lie about yourself  Share

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

9. Science Scope and Sequence and Blueprints

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. What about this question do you think students struggled with the most?

11. 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.

12. 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.

14. Content-rich texts SC.6.P.12.1: Measure and graph distance verses time for an object moving at a constant speed. Interpret this relationship. SC.6.P.12.1: Measure and graph distance verses time for an object moving at a constant speed. Interpret this relationship. Article about speed - Move Over Cheetah: Mite sets new speed record Article about speed - Move Over Cheetah: Mite sets new speed record

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 4 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 Incorporate STEM lessons into each course that use real world problem solving and content rich text as evidence.

20. Scope and Sequence – Biology 1 and Honors How will the timeline, number of days, and units help you with your teaching?

21. How can the Test Item Specifications clarification section help you understand the standards?

22. Types of End Products or Teaching Tasks

23. R.A.F.T Writing Prompts R = Role A = Audience F = Format T = Topic ROLE AUDIENCEFORMATTOPIC Rusty old CarCar ownerEulogy Why can’t I come inside anymore? Sea shellBeach BallDialogue Why don’t you ever come visit me? OilWaterEmail/Text Why can’t we be friends? Element (Carbon, Hydrogen or Oxygen) EmployerinterviewApplying for a job in the human body

25. Content appropriate and on grade level

27. Our 4 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 Incorporate STEM lessons into each course that use real world problem solving and content rich text as evidence.

28. Exploration of Blueprints! You can get to the Blueprints through the intranet or the internet Go to Departments Go to Curriculum and Instruction Go to left hand side of page Science Home Page Pick either middle science maps and blueprints or high school science maps and blueprints Pick your course and begin exploring the blueprints Good luck and please ask for help anytime!

29. Learning Goal: Participants will understand and be able to use the science blueprints in order to enhance lesson planning and instruction. Learning Goal: Participants will understand and be able to use the science blueprints in order to enhance lesson planning and instruction. Score 4.0 In addition to level 3.0, in-depth inferences and applications that go beyond what was taught. 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. 1.5Partial 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 2.0 content, but not the score of 3.0 content Score 0 Even with help, no understanding or skill demonstrated.

30. Exit Ticket Answer the exit ticket on a 3x5 card in a complete sentence. How do we change the way we teach, lead, and learn for 21st Century success?

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

32. 1 st Day Takeaways