1. Professional Development Day 2016
Middle and High School Science Blueprints
Presented by Sonia Burkholder-Blackstone
Twitter
#lakescience

2. Lake County Schools We Believe Vision Statement Mission 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 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. Consider highlighting or circling how the session will support the instructional framework.

4. Common Board Configuration
Bell Ringer:
Introduce yourself to the person to your right. Tell them what you will be teaching and at what school.
Common Language:
Scope and Sequence
Blueprints
Unit End Product
Learning Goals: understand and be able to use the science blueprints in order 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.
TEAM Domain 2- Planning and Preparing (DQ 10)
Objective: Through collaboration with colleagues, teachers will be able to understand, find and use science blueprints as a tool to enhance lesson planning and instruction.
Summarizing Activity: Answer the essential question and discuss with the class.
Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st Century success?
Next Steps: Use the blueprints to plan and guide your instruction throughout the year.

5. Questions, Concerns, Feedback
Parking Lot
Questions, Concerns, Feedback
POST-IT

6. Learning Goal: Teachers 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.
Score
3.0
The participant, without major errors or omissions, will understand how:
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.
2.0
There are no major errors or omissions regarding the simpler details and processes. The participant will understand how:
Understand the structure of the blueprints.
Understand the purpose of the blueprints.
Identify the standards.
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Pre-assessment of knowledge

7. 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. 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.
What about these questions do you think students struggled with the most?
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.

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

12. 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.

13. FOCUS: 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.
Article about speed - Move Over Cheetah: Mite sets new speed record

14. Reading Skills in Science

15. Writing Skills

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

17. 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.

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

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

21. Types of End Products or Teaching Tasks

23. R.A.F.T Writing Prompts R = Role A = Audience F = Format T = Topic
AUDIENCE
FORMAT
TOPIC
Rusty old Car
Car owner
Eulogy
Why can’t I come inside anymore?
Sea shell
Beach Ball
Dialogue
Why don’t you ever come visit me?
Oil
Water
/Text
Why can’t we be friends?
Element (Carbon, Hydrogen or Oxygen)
Employer
interview
Applying for a job in the human body

24. Creating a R.A.F.T R = Role A = Audience F = Format T = Topic
How could the R.A.F.T writing help you teach science content?
Role
Audience
Format
Topic

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: Teachers 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.
Score
3.0
The participant, without major errors or omissions, will understand how:
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.
2.0
There are no major errors or omissions regarding the simpler details and processes. The participant will understand how:
Understand the structure of the blueprints.
Understand the purpose of the blueprints.
Identify the standards.
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Pre-assessment of knowledge

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

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