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2. Department of Science ICAD Powercast 3 November 2015
High School
Mr. Sebastian Oddone
Instructional Supervisor, HS
Mr. Daniel Gangeri
Curriculum Support Specialist, HS

3. Session Summary
Effectively plan for science instruction by unwrapping benchmarks specifically related to course content
Plan for Inquiry in science using
hands-on activities and
specific strategies including (ADI, CER, and Questioning strategies)
Integrate Literacy skills using Reading strategies aligned to HOT Labs and course specific benchmarks
Incorporate M-DCPS instructional resources to support science teaching and learning
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

6. Department of Science

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

8. 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

9. Unwrapping a Benchmark
SC.912.L Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.
Department of Science

12. Q2 HOT Lab #11 – The Deadly Fuchsia Disease
SC.912.L Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.
Let’s do the Lab!!
Department of Science

13. Department of Science

17. Q2 HOT Lab #11 – Debrief Review CER’s
Did HOT Lab #11 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

18. Reading in Science The Deadly Fuchsia Disease
HOT Lab Reading Passage: Characteristics of Viruses (Characteristics of Life)
Two Column Notes
Frayer Model
Questioning Strategies
Department of Science

19. Two Column Notes Example
Miller and Levine Textbook, Chapter 3.1 (Pg. 64-8)
What is Ecology?
Define the biosphere:
Describe the physical distance of the biosphere:
What is ecology?
Biosphere: all life of Earth and all parts of the Earth in which life exists (land, water, atmosphere).
The biospheres extends from 8 km above the surface to 11 km below sea level.
Ecology: the scientific study of interactions among organisms and between organisms and their physical environment.
Department of Science

21. Biotic Factor: biological influences on organisms
Modified Frayer Model
Biotic Factor: biological influences on organisms
The amount of available prey items is a biotic factor that affects alligators in the Everglades.
Prey
Predators
Competing organisms
Biotic Factor
Department of Science

23. Questioning Strategies / Feedback
Helping students make connections between content areas and the real world
How does this relate to…?
What ideas have we learned before that are useful in solving this problem?
Can you give me an example of how this activity can be applied in the real world?
Department of Science

24. Pacing Guides - CER Let’s Discuss: How are they going?
What feedback are you getting?
What reasons are coming up and what evidence supports them?
Department of Science

25. Labs and Activities from Science Leaders
Please lead us through the lab activity you brought in OR With your group, please prepare and present the HOT Lab assigned to your group
Department of Science

26. Unwrapping a Benchmark for Q3 HOT Lab #4 – Investigating Inherited Traits: Reebop Genetics
SC.912.L.16.1 Use Mendel’s laws of segregation and independent assortment to analyze patterns of inheritance. Let’s Complete the Unwrapping a Benchmark sheet for this benchmark.
Department of Science

27. Q3 HOT Lab #4 – Investigating Inherited Traits: Reebop Genetics
SC.912.L.16.1 Use Mendel’s laws of segregation and independent assortment to analyze patterns of inheritance.
Purpose of Lab/Activity:
Examine how characteristics are inherited and to illustrate one of the ways in which meiosis is responsible for the variation that exists in every sexual species.
Department of Science

28. SC.912.L.16.1 Clarifications: Content Limits:
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 generations. F1
Items addressing dihybrid crosses or patterns that include codominance, incomplete dominance, multiple alleles, sex-linkage, or polygenic inheritance may assess the P and generations. F1
Department of Science

29. Department of Science

30. Unwrapping a Benchmark for Q1 HOT Lab #7 – Evidence for the Theory of Evolution
SC.912.L.15.1 – Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Let’s Complete the Unwrapping a Benchmark sheet for this benchmark.
Department of Science

31. HOT Lab #7 – Evidence for the Theory of Evolution
SC.912.L.15.1: Explain the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.
Purpose of Lab/Activity:
To examine and piece together part of skeleton from duplicate fossilized bones.
To compare the partial skeleton to skeletons of modern day alligator and bird.
To explore the evidence of evolution through comparative anatomy, embryology, and molecular biology.
Department of Science

32. SC.912.L.15.1
Clarifications:
Students will identify evidence and/or explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observable evolutionary change.
Students will identify examples of and basic trends in hominid evolution from early ancestors to modern humans.
Students will identify ways in which a scientific claim is evaluated (e.g., through scientific argumentation, critical and logical thinking, and consideration of alternative explanations).
Students will assess the reliability of sources of information according to scientific standards.
Students will identify examples of scientific inferences made from observations.
Students will identify the criteria that differentiate science from nonscience and pseudoscience.
Students will explain the development of a theory.
Students will recognize the differences between theories and laws.
Department of Science

33. SC.912.L.15.1
Content Limits:
Items assessing evolution will focus on a conceptual understanding of the supporting scientific evidence.
Items will not require memorization of the names of specific human fossils or the names of the different hominid species.
Items assessing the fossil record must focus on the fossil rather than geologic formations in isolation.
Items assessing the fossil record will not require understanding of the specific mechanisms used for relative dating and radioactive dating.
Items will not require the memorization of the geologic time scale, including era, period, and/or epoch.
Items will not assess the origin of Earth.
Items will not assess specific knowledge of the formation of microspheres or the evolution of RNA and DNA.
Items will not address or assess the endosymbiotic theory.
Department of Science

34. Department of Science

35. Department of Science

36. Department of Science

37. HOT Lab – Debrief Review CER’s
Did the HOT Labs presented 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

38. Resources Science Website Student BYOD and Student Success Centers
PowerCasts
Gizmos and Edgenuity
Floridastudents.org
IBTP Test Bank (see weekly briefing in team room)
STEM School Designation
Regional Science Fair
Department of Science

39. 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

40. 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. Vanessa Baker
Curriculum Support Specialist, MS
Mr. Daniel Gangeri
Ms. Yusimi Perez-Osteen
Ms. Cindy Jolicoeur
Curriculum Support Specialist, K-8
Ms. Mary Tweedy
Curriculum Support Specialists
Ms. Mildred Farber
District Administrative Assistant
Phone: