1. Warm Up Question

2. Wednesday: Warm Up Question
Write the general chemical equation for cellular respiration.
Identify the compound that is oxidized.
Identify the compound that is reduced.
Explain whether this is an exergonic or an endergonic reaction. Justify your answer.

3. Wednesday: Warm Up Question
C6H12O6 + O2 --> CO2 + H2O + ATP
C6H12O6 gets oxidized, (forming CO2)
O2 gets reduced, (forming H2O).
The process is exergonic because energy is released during the oxidation of glucose which powers the movement of H+ which powers the formation of ATP.
This energy release can be coupled to the formation of biomolecules during growth and repair.

4. Activity: Dialysis Tubing and Corn Syrup

5. Activity: Dialysis Tubing and Corn Syrup
Formulate a hypothesis about what you think will happen when you drop the dialysis bag into the solution.
In what ways can you relate this to the curriculum?
In what ways can you related this to your students’ every day lives?

6. The Workshop Handbook

7. Handbook Activity: Wednesday
Take a Post-It Note and label the following pages:
Curriculum Framework, Pg. 1 & 101
Equity and Access, Pg. 25
Understanding the Exam, Pg. 29
Instructional Design and Assessment, Pg. 39
Inquiry-Based Instruction, Pg. 53
Syllabus Development, Pg. 69
Appendix, Pg. 93
Science Practices, Pg. 97
Appendix to CF, Pg. 104
The Laboratory Investigations, Pg. 121

8. Handbook Activity: Wednesday
Take a Post-It Note and label the following pages:
Exam Information, Pg. 124
How the CF is Assessed, Pg. 127
Answers to MC Questions, Pg. 164
Sample FRQs, Pg. 165
Appendix A, Pg. 174
Appendix B, Pg. 187
Syllabus Development Guide, Pg. 287
Sample Syllabus 1, Pg. 303
Sample Syllabus 2, Pg. 319
Sample Syllabus 3, Pg. 326
Sample Syllabus 4, Pg. 341

9. Handbook Activity: Wednesday
Take a Post-It Note and label the following pages:
AP Biology Practice Exam, Pg. 353
Practice FRQs, Pg. 406
Notes on the Practice Exam, Pg. 424
2015 AP Biology Exam Materials, Pg. 485
2015 FRQ Question Summaries, Pg. 496
FRQ Scoring Guidelines and Sample Responses, Pg. 502

10. What is AP Biology?

11. What is AP Biology?
It is a college level, introductory biology course.
Built around inquiry based labs.
Have realistic goals for all of your students.
Supplement the course with experiences that will help students when they get to college.
Build in expectations that the students should encounter when they get to college.
Do your best and don’t be afraid to reach out to colleagues when you need help.
We’re all in this together--build your network.

12. Student Selection I encourage all students to take the class.
I am honest with my feedback to the students.
PSAT scores and correlation to success on AP exams.

13. Frequently Asked Questions:
Fitting it ALL in.
You need to develop a routine--that comes from experience and networking.
How do I finish? What do I skip?
See the my handout for what I (try to) cover.
Try to vertically align with teachers in earlier grades.
Play into the existing knowledge of students.
Embed content when/where possible.
Don’t develop a plan and then never change.
Homework? Expect about 10 pages of reading a night-EVERY NIGHT. Totals about 1600 pages.
It is the science equivalent of a history class.

14. “make it stick” Why quizzing is important. How often should I test?
It’s a built in review.
How often should I test?

15. Develop a Routine Look at your school calendar.
Look at the testing date for AP Biology (Monday, May 14th, 2018)
Plan your units.
Look for ways to combine chapters into your topics.
Plan where you will integrate your labs.
Vary your instruction.
Pay attention to the Science Practices.
Reflect on what works and doesn’t work and make the changes right away.
Waiting means you’ll probably forget what needs to be changed.

16. The AP Biology Course: The Curriculum Framework

17. What Has Recently Changed?
Revised Course
A detailed curriculum framework defines and articulates the scope of the course. Clear guidance is provided on what concepts, content and skills should be taught and will be assessed on the AP Exam
“Exclusion Statements” — clear indications in curriculum as to what teachers don’t have to teach
New emphasis on integrating inquiry and reasoning throughout the course and on quantitative skills
VO:
In the revised course, you will be provided with a very detailed AP Biology Curriculum Framework. You will be given clear guidance on what topics you need to cover, and which are optional. This framework will allow you to develop experiences for your students that will improve their quantitative skills and lead to a deeper understanding of science principles.

18. The AP Biology Curriculum Framework Supports and Furthers Conceptual Knowledge
4 Big Ideas
The new curriculum framework allows you to develop your own course. It organizes knowledge into:
Four Big Ideas
17 Enduring Understandings
61 Essential Knowledge Components
7 Science Practices –
And 153 Learning Objectives
The organization of the curriculum framework helps teachers and students focus on the most important skills and concepts that students should learn and retain for success in future biology courses.
During this presentation, we will show you how these new elements will give you the tools for success with your students.   
Let’s review each component in depth.
Enduring Understandings
Science Practices: Science Inquiry & Reasoning
Essential Knowledge
Learning Objectives

19. AP Biology Curriculum Is Framed Around Four Big Ideas
The process of evolution drives the diversity and unity of life. EVOLUTION
B I G I D E A 1
Biological systems utilize energy and molecular building blocks to grow, reproduce, and maintain homeostasis. ENERGY
B I G I D E A 2
The new course content is organized along four Big Ideas. This allows you to tie concepts together and reinforce them throughout the course. These four Big Ideas, or recurring themes, are:
Evolution
Cellular Processes
Genetics and Information Transfer
Ecology
These four Big ideas will help the student organize their depth of understanding of biology.
Living systems retrieve, transmit, and respond to information essential to life processes. HEREDITY
B I G I D E A 3
Biological systems interact, and these interactions possess complex properties. ENVIRONMENT
B I G I D E A 4

20. Building Enduring Understandings
E X A M P L E
Building Enduring Understandings
For each of the four Big Ideas, there is a set of Enduring Understandings which incorporates core concepts that students should retain from these learning experiences.
The process of evolution drives the diversity and unity of life.
B I G I D E A 1
Under each Big Idea, there are Enduring Understandings. These are the core concepts in biology. Enduring Understandings should be retained by the student throughout college and beyond.
AP Teachers will return to the Enduring Understandings throughout the course.
Enduring Understanding 1.A: Change in the genetic makeup of a population over time is evolution
Enduring Understanding 1.B: Organisms are linked by lines of descent from common ancestry
Enduring Understanding 1.C: Life continues to evolve within a changing environment
Enduring Understanding 1.D: The origin of living systems is explained by natural processes

21. Building Essential Knowledge
E X A M P L E
Building Essential Knowledge
Each Enduring Understanding is followed by statements of the Essential Knowledge students must develop in the course. These are followed by concept and content connections.
The process of evolution drives the diversity and unity of life.
B I G I D E A 1
The term “Essential Knowledge” refers to the supportive content essential for understanding the Big Ideas and Enduring Understandings. The learning objectives for the course are derived from coupling the Essential Knowledge statements with specific Science Practices. The learning objectives are what will be tested on the AP Biology Exam.
Enduring Understanding 1.A: Change in the genetic makeup of a population over time is evolution
Essential Knowledge1.A.1: Natural selection is a major mechanism of evolution
a. According to Darwin’s Theory of Natural Selection, competition for limited resources results in differential survival. Individuals with more favorable phenotypes are more likely to survive and produce more offspring, thus passing traits to subsequent generations
b. Evolutionary fitness is measured by reproductive success
c. Genetic variation and mutation play roles in natural selection. A diverse gene pool is important for the survival of a species in a changing environment

22. Emphasis on Science Practices
The CF emphasizes science practices which enable students to establish lines of evidence and use them to develop and refine testable explanations and predictions of natural phenomena.
SCIENCE PRACTICES
1.0 The student can use representations and models to communicate scientific phenomena and solve scientific problems
2.0 The student can use mathematics appropriately
3.0 The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course
4.0 The student can plan and implement data collection strategies appropriate to a particular scientific question
5.0 The student can perform data analysis and evaluation of evidence
6.0 The student can work with scientific explanations and theories
7.0 The student is able to connect and relate knowledge across various scales, concepts, and representations in and across domains
There is an emphasis in all AP science courses on the practice, or “doing,” of science. Each one of these seven practices gives students the opportunity to engage in the practice of science through inquiry and reasoning. Students will be asked to:
use representations and models,
to calculate answers,
to question their data,
to develop data-collection strategies,
to perform analyses
to explain theories and
to make connections across scales, concepts and domains
These practices are infused throughout the course and integrated into the exams. Many AP Biology teachers are already engaging their students in meaningful inquiry activities. The articulation of the science practices is intended to make them a centerpiece for the revised course. And you will see in the next slide how each learning objective in the revised course contains a science practice.

23. Clearly Articulated Science Practices Underpin the Entire Course
E X A M P L E
Clearly Articulated Science Practices Underpin the Entire Course
SCIENCE PRACTICES
6.0
The student can work with scientific explanations and theories.
Each of the seven science practices contain skills that students must acquire to reach competency in the practice. The Science Practices are further detailed in the Curriculum Framework.
6.1 The student can justify claims with evidence
6.2 The student can construct explanations of phenomena based on evidence produced through scientific practices
6.3 The student can articulate the reasons that scientific explanations and theories are refined or replaced.
6.4 The student can make claims and predictions about natural phenomena based on scientific theories and models.
6.5 The student can evaluate alternative scientific explanations

24. + Content Science Practice Learning Objective
An Example of Integrating the Concept, Content, and the Science Practice
Essential Knowledge 1.B.2
Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested
Content
Science Practice
Learning Objective +
The required content along with a science practice come together to form the learning objectives for the revised course. All of the questions on the exam will directly relate to one or more of the AP Biology learning objectives. There will be no more guesswork about what will be on the exam!
Science Practice 5.3
The student can evaluate the evidence provided by data sets in relation to a particular scientific question
Learning Objective (1.B.2 & 5.3)
The student is able to evaluate evidence provided by a data set in conjunction with a phylogenetic tree or a simple cladogram to determine evolutionary history and speciation

25. Activity: Science Practices

26. Science Practices
Choose a lab that you routinely do with your students, one of your best, and one that you are very comfortable with.
Now turn to page 8 of your Workbook and decide which of the Science Practices (Pgs ) are addressed with your lab.
For any that aren’t, could they easily be incorporated into your course?
If not, do you address these Science Practices in other labs? Which ones?

27. Activity: Essential Knowledge and Learning Objectives

28. Essential Knowledge and Learning Objectives
Examine the Curriculum Framework (Pg ). Pick at least two components of an Essential Knowledge piece and write a couple of quiz questions that include each strand.
Remember, the EK component incorporates an Illustrative Example (Pgs 17-21) of your choosing/expertise, and should be related to a Learning Objective (Pgs ).
Your questions should incorporate portions of both Essential Knowledge and a Learning Objective.