1. High School Department of Science
Science Instructional Leaders ICAD 4 – 12 / 07 & 11 / 2015
High School
Mr. J. Sebastian Oddone
Instructional Supervisor, HS
Mr. Daniel Gangeri
Curriculum Support Specialist, HS

2. Department of Science High School Team
Mr. J. Sebastian Oddone – Instructional Supervisor (Office) and (Twitter)
Mr. Daniel Gangeri – Curriculum Support Specialist (Office) and (Twitter)
Department of Science

3. Agenda
8:30 – 8:45: Introductions and Opening Moves 9:00 – 10:00: Generate an Argument - Instructional Model 10:00 – 11:00: GIZMO’s with Mr. Mario Junco 11:00 – 11:30: Continue with Generate and Argument 11:30 – 12:30: Lunch 12:30 – 2:00: HOT LAB Pedigree Studies (Planning, Delivery, Reflection) 2:00 – 2:10: Break 2:10 – 3:10: Pacing Guide CER Updates / Sharing Best Practices 3:10 – 3:30: Outcomes / Announcements / MLP Follow-up
Department of Science

4. Norms and Name Tents Norms: Participate Actively Trust the Process
Please choose three of the norms to the right and write each one on its own post-it.
Place your norm post-its on the norm poster.
Please also create a name tent with your name and school.
Norms:
Participate Actively
Trust the Process
Be Attentive and Respectful
Learn by Doing
Keep and Open Mind
No Judgements
Department of Science

5. Session Expectations Participants will be able to:
Incorporate M-DCPS instructional resources to support science teaching and learning
Effectively plan for science instruction by unwrapping benchmarks (standards)
Facilitate the use of argument driven student collaborative talk
Identify how M-DCPS integrates Mathematics and Language Arts Florida Standards for effective science teaching and learning
Plan for Inquiry in science
Department of Science

6. Generate an Argument
Scientific Argumentation in Biology (Introduction)
Generate an Argument Instructional Model Teacher Behaviors
Department of Science

7. In your groups, fill in the blank boxes.
Generate an Argument
In your groups, fill in the blank boxes.
Department of Science

8. Jigsaw of Stages 1 through 5
Generate an Argument
Jigsaw of Stages 1 through 5
Department of Science

9. Let’s take a 10 minute break.
Department of Science

10. GIZMO’s Presentation Mr. Mario Junco mjunco@explorelearning.com
Department of Science

11. Continue with Jigsaw of Stages 1 through 5
Generate an Argument
Continue with Jigsaw of Stages 1 through 5
Department of Science

12. Review suggested answers from book.
Generate an Argument
Review suggested answers from book.
Department of Science

13. Lunch
1 Hour Break 11:30 – 12:30
Department of Science

14. Effective Planning Item Specs Benchmark Clarifications Content Limits
Unwrapping the benchmarks
Department of Science

15. Unwrapping a Benchmark
Unwrapping a Benchmark (Standard) Worksheet (Regular and Table format) available in the Team Room
Prerequisite Skills
Vocabulary
Achievement Criteria
Differentiated Instruction
Assessing Proficiency
Standard Support Material
Technology
High Order Questioning Strategies
Item Specs – Benchmark Clarifications and Content Limits
Language
Department of Science

16. Unwrapping a Benchmark
SC.912.L.16.1 Use Mendel’s laws of segregation and independent assortment to analyze patterns of inheritance. (AA)
Department of Science

17. Unwrapping a Benchmark for Q3 HOT Lab #5 – Pedigree Studies
SC.912.L.16.1 Use Mendel’s laws of segregation and independent assortment to analyze patterns of inheritance. (AA)
Let’s Complete the Unwrapping a Benchmark sheet for this benchmark.
Department of Science

18. Unwrapping a Benchmark for Q3 HOT Lab #5 – Pedigree Studies
Benchmark Clarifications:
Students will use Mendel’s laws of segregation and independent assortment to analyze patterns of inheritance.
Students will identify, analyze, and/or predict inheritance patterns caused by various modes of inheritance.
Content Limits:
Items referring to general dominant and recessive traits may address but will not assess the P and F1 generations.
Items addressing dihybrid crosses or patterns that include codominace, incomplete dominance, multiple alleles, sex-linkage, or polygenic inheritance may assess the P and F1 generations.
Department of Science

19. Q3 HOT Lab #5 – Pedigree Studies
Purpose of Lab/Activity:
Students are challenged to track and record the passage of colored pom poms (representing genes) through generations of a family using a pedigree.
Students learn that common chronic diseases (such as heart disease) run in families and are caused by the combined action of multiple genes.
Students learn the meaning of all symbols and lines that are used in a pedigree.
Let’s do the Lab!!
Department of Science

20. Q3 HOT Lab #5 – Pedigree Studies
Let’s plan and do the Lab!!
In your groups:
Work through the lab procedures
Fill in all appropriate data/results
Identify what questions the teacher should be asking the student
Predict what questions the students will be asking (where will they get hung up) and how you should guide them to an answer
Department of Science

21. Q3 HOT Lab #5 – Debrief Review CER’s
Did HOT Lab #5 address everything in the content clarifications?
If everything from the content clarifications was not covered, how can we modify the activity to address all the content?
Was there anything from the content limits that was covered in this lab?
Department of Science

22. Let’s take a 10 minute break.
Department of Science

23. Pacing Guide CER Assignment
Please share out the results of your departmental discussions about the sequencing of the Biology Pacing Guides
Department of Science

24. Science Leaders Best Practices
Planning
Instructional Delivery
Team Building / Collaboration
Infusion of Technology
Infusion of Reading
Test Taking Strategies
Review and Remediation
Department of Science

25. Outcomes Participants are able to:
Incorporate M-DCPS instructional resources to support science teaching and learning
Effectively plan for science instruction by unwrapping benchmarks (standards)
Facilitate the use of argument driven student collaborative talk
Identify how M-DCPS integrates Mathematics and Language Arts Florida Standards for effective science teaching and learning
Plan for Inquiry in science
Department of Science

26. Announcements Science Website STEM School Designation PowerCasts
Edgenuity
Floridastudents.org
Regional Science Fair
Student BYOD and Student Success Centers
Department of Science

27. State Statutes and Board Rules Updates:
Safety Goggles:  Eye-protective devices required in certain laboratory courses.
Board Rule: H7 (2015) Animal Dissection in Schools – eliminates cats.
Board Rule: H11 (2008) Science Fair Project entry requirement.
Department of Science

28. MyLearningPlan Follow-Up
Please remember to complete your MyLearningPlan evaluation (all 3 steps) The link for the evaluation is in the Team Room. For more information please see the MyLearningPlan Overview PowerPoint in the Team Room
Department of Science

29. Dr. Ava Rosales Executive Director
Elementary
Middle
High
Dr. Millard Lightburn
Instructional Supervisor
Mr. Dane Jaber
Mr. Sebastian Oddone
Ms. Noreyda Casanas
Curriculum Support Specialist
Ms. Cindy Jolicoeur
Curriculum Support Specialist, MS / K-8
Mr. Daniel Gangeri
Ms. Yusimi Perez-Osteen
Ms. Mary Tweedy
Curriculum Support Specialists
Ms. Mildred Farber
District Administrative Assistant
Phone: