1. Division of Mathematics, Science and Advanced Academic Programs
Science Pacing and Content Biology I
Millard E. Lightburn, Ph.D.
District Science Supervisor
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2. Introduction Welcome Remarks Unity Builder Construct name tent:
Front: First Name
Back: School, Grade Level, and Teaching experience
Please share information on tent and something exciting that happened in your classroom last year.
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3. AGENDA Norms Outcome Qualitative and Quantitative observations
Unwrapping Benchmarks
Constructivism strategies
Implementing the Pacing Guides
Effective Science Learning strategies
Inquiry Based Laboratory (IBL)
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4. NORM Participate actively Ask questions Learn by doing
Set your own learning into action
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5. Goals
Explore aspects of the nature of science (NOS) as it is embedded in content lab and exploration activities
Become familiar with the benchmarks in the Pacing Guide with emphasis on hands-on activities from Essential Labs
Explore hands-on activities designed to promote understanding of specific science content and the nature of science using constructivism approach.
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6. Qualitative vs Quantitative
Can you distinguish between a Quantitative and a Qualitative observation?
Activity worksheet
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7. Qualitative vs Quantitative Observations
In our Hands-on laboratory activities for today you will make qualitative and quantitative observations.
Qualitative Observations: Use senses to observe results. (sight, smell, touch, taste, hear)
Quantitative Observations: Are made with tools or instruments such as rulers, balances, graduated cylinders, beakers, thermometers
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8. Introducing the New Pacing Guide
Comparing 2009 Pacing Guide to Pacing Guide
NGSS in Biology
Emphasizing Biology Content in Earth Space
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9. Changes to District Pacing Guide: Biology I
Review changes on new Pacing Guide for 2010
Enriching Earth/Space with Biology Benchmarks
Biology Next Generation Standards
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11. Unwrapping the Benchmarks
Prerequisite Skills
What knowledge, understanding, or reasoning will you require to achieve this benchmark?
Vocabulary
What vocabulary needs to be understood to achieve this benchmark?
Achievement Criteria
What performance skills or products will you require to demonstrate achievement of this benchmark?
Extending Learning
How will you differentiate instruction to extend the learning of the standard?
How will you assess achievement?
What test or performance will give you data about student progress toward achievement of this benchmark?

12. Unwrapping the Benchmarks What? Why? How?
Standard 1: The Practice of Science
SC.912.N.1.1
Why
How
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13. Lab 1:
Fun with Bubbles
Topic 1: Introduction to Biology/Nature of Life
SC.912.N.1.1 Define a problem based on body of knowledge. AA
Source: Essential Laboratory
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14. DISCUSSION Using the Unpacking Benchmarks Worksheet, discuss:
How will you teach the labs? Describe methodology and questioning strategies.
Constraints/limitations. What do you expect your students to find challenging about these ideas?
Modifications. Do you anticipate any modification to the lab/activity?
How does it tie in to the main benchmark. Focus on NOS, relevant questioning, discussions, and guided reflection.

15. Writing a Lab Report
Good scientists reflect on their work by writing a lab report. A lab report is a recap of what a scientist investigated. It is made up of the following parts.
Title Data
Benchmark Data Analysis
Problem Statement Results/Discussion
(Research question) Conclusion
4. Hypothesis
5. Materials
6. Procedures (summarize)
7. Variable/Control
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16. Power Writing and The Art of Scientific Conclusions
The objective of the Power Writing Model is to challenge students to write quality reports and enhance inquiry in science through writing.
The Power Writing Model Conclusion answers seven basic questions that serve as a model for students to improve their performance in the “Florida Writes” test.
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17. Seven Questions in Power Writing (Conclusion)
What was investigated? (Describe the problem statement)
Was the hypothesis supported by the data?
What were the major findings?
How did your findings compare with other researchers?
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18. Seven Questions in Power Writing (Conclusion) (continued)
5. What possible explanations can you offer for
your findings?
6. What recommendations do you have for
further study and for improving the
experiment?
7. What are some possible applications of the
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19. Constructivism
Constructivism is a learning strategy that draws on students' existing knowledge, beliefs, and skills. With a constructivist approach, students synthesize new understanding from prior learning and new information.
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20. The constructivist teacher sets up problems and monitors student exploration, guides student inquiry, and promotes new patterns of thinking. Working mostly with raw data, primary sources, and interactive material, constructivist teaching asks students to work with their own data and learn to direct their own explorations. Ultimately, students begin to think of learning as accumulated, evolving knowledge.
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21. The Five E Model
The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas.
Engage: Stimulate involvement
Explore: Involve student in activity
Explain: Put abstract experience in communicable form
Elaborate: Expand on concepts learned
Evaluate: To determine if student attained understanding of concepts and knowlege
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22. Science Process Skills
1. Observe
2. Classify
3. Estimate/Measure
4. Infer
5. Predict
6. Make/use Model
7. Hypothesis
8. Collect data
9.Interpret data
10. Investigate and Experiment
11. Communicate
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23. Lab 2: Investigating Inherited Traits
SC.912.L16.1 Use Mendel’s laws of segregation and independent assortment to analyze patterns of inheritance. AA
Source: Essential Laboratory
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24. DISCUSSION Using the Unpacking Benchmarks Worksheet, discuss:
How will you teach the labs? Describe methodology and questioning strategies.
Constraints/limitations. What do you expect your students to find challenging about these ideas?
Modifications. Do you anticipate any modification to the lab/activity?
How does it tie in to the main benchmark. Focus on NOS, relevant questioning, discussions, and guided reflection.

25. Effective Science Learning
Effective science learning enable students to:
Engage in quantitative and qualitative observations;
Investigate thoughtful questions;
Make logical predictions;
Design and conduct experiments;
Collect and organize data;
Explore possible conclusions;
Make well-reasoned, data based decisions
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26. Science Teaching Strategies
Use Five E’s (Engage, Explore, Explain, Elaborate, Evaluate)
Use Inquiry (Directed, Guided and Full)
Think-Pair-Share
Differentiated Instruction (Centers)
Cooperative Learning
Utilize Graphic Organizers
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27. Probing Student Learning
How do we make student thinking explicit during scientific inquiry?
Jigsaw Activity: Assessment
Group 1: Informative Questioning Cycle and
Setting and Aligning Goals.
Group 2: Eliciting Student Responses + Fig 1
Group 3: Recognizing Student Responses + Fig 2
Group 4: Acting on Student Responses + Fig 3
Jigsaw Strategy: Number participants off from 1 to 4. Participants will read article “Assessment” by Furtak and Ruiz (2005) ( Science Scope January Vol 28 (4).
Group 1: Informative Questioning Cycle and Aligning Goals; Group 2: Eliciting Student Responses + Fig 1: Group 3: Recognizing Student Responses + Fig 2 and Group 4: Acting on Student Responses + Fig 3
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28. Lab 3: Designing Food Chains and Food Webs
SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels. (AA)
Source: Essential Laboratories
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29. DISCUSSION Using the Unpacking Benchmarks Worksheet, discuss:
How will you teach the labs? Describe methodology and questioning strategies.
Constraints/limitations. What do you expect your students to find challenging about these ideas?
Modifications. Do you anticipate any modification to the lab/activity?
How does it tie in to the main benchmark. Focus on NOS, relevant questioning, discussions, and guided reflection.

30. Differentiated Instruction (DI) In Science
Here is a sample of DI in a Grade 5 Science
How many centers can you identify in this video?
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31. Internet Resources (Links)
Florida Department of Education
Florida Standards and Course Descriptions
Department of Instructional Technology
Gizmos:
Curriculum and Instruction:
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32. Follow Up
Prepare a presentation to discuss with your department what you have learned at this workshop.
Send Agenda signed by administrator along with a copy of the sign-in sheet to
(scanned pdf)
Fax: attention Dr. Millard E. Lightburn

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