1. Department of Science Science Instructional Leaders ICAD 1 – 09 / 21 & 24 / 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 soddone@dadeschools.net 305-995-1701 (Office) and 305-995-4188 (Fax) @SFRSEF_Oddone (Twitter) Mr. Daniel Gangeri – Curriculum Support Specialist dangangeri@dadeschools.net 305-995-7371 (Office) and 305-995-4188 (Fax) @dgangeri (Twitter) Department of Science

3. Agenda 8:30 – 8:45: Introductions and Opening Moves 9:00 – 10:00: 3 Step Data Protocol and Back to the Future 10:00 – 10:10: Break 10:10: - 10:20: Unwrapping a Benchmark /Standard 10:20 – 11:00: HOT Quarter 1 Lab 2 – Limiting Factors 11:00 – 11:30: Reading Comprehension in Science 11:30 – 12:30: Lunch 12:30 – 2:00: HOT Quarter 1 Lab 3 – Energy and Ecosystems 2:00 – 2:10: Break 2:10 – 3:10: HOT Quarter 1 Lab 7 – Evidence for the Theory of Evolution 3:10 – 3:30: Outcomes / Announcements / MLP Follow-up Department of Science

4. Norms and Name Tents Vote on our norms for today’s (9/21) meetings HERE or scan the QR code to the right.HERE Please also create a name tent with your name and school. Department of Science

5. Norms and Name Tent Vote on our norms for today’s (9/24) meetings HERE or scan the QR code to the right.HERE Please create a name tent with your name and school. Department of Science

6. 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) Disaggregate student assessment data in order to deliver more effective instruction 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

7. Ice Breaker Grab a Starburst candy Look at its color and follow the Color Guide: o Red: share something you love about teaching science o Yellow: share something you did over summer break o Pink: share something you want to accomplish in the upcoming school year o Orange: share an adventure you’ve had this year Department of Science

8. 3 Step Data Protocol Modified Data Driven Dialogue: In your groups, review data for MYA and EOC assessments: Phase I – Predictions: Surfacing perspectives, beliefs, assumptions, predictions, possibilities, questions, and expectations Phase II – Observations: Analyzing the data for patterns, trends, surprises, and new questions that “jump” out Phase III – Inferences: Generating hypotheses, inferring, explaining, and drawing conclusions. Defining new actions and interactions and the data needed to guide their implementation. Building ownership for decisions Department of Science

9. 2015 MYA Data Department of Science

10. 2015 MYA Data Department of Science

11. 2015 MYA Data Department of Science

12. 2015 Biology EOC Data Department of Science

13. 2015 Biology EOC Data Department of Science

14. 2015 Biology EOC Data Department of Science Back to the Future Protocol: 1.Where is your Biology program right now? 2.How do you envision your ideal future Biology program? 3.How are you going to get your current program to your ideal future vision?

15. Biology Year at a Glance Department of Science

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

17. 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

18. Unwrapping a Benchmark SC.912.L.14.3 – Compare and contrast the general structures of plant and animal cells. Compare and contrast general structures of prokaryotic and eukaryotic cells. Department of Science

19. SC.912.L.14.3 Clarifications: Students will compare and/or contrast the structures found in plant cells and in animal cells. Students will compare and/or contrast the structures found in prokaryotic cells and in eukaryotic cells. Students will describe how structures in cells are directly related to their function in the cell. Students will explain the role of the cell membrane during active and passive transport. Content Limits: Items will not address protists or fungi or assess cellular structures unique to protists or fungi. Items referring to prokaryotic structures are limited to the cell wall, cell membrane (plasma membrane), cytoplasm, plasmid, ribosomes, and flagella. Items referring to eukaryotic structures are limited to the cell wall, cell membrane (plasma membrane), cytoplasm, nucleus, nuclear envelope, nucleolus, chromatin, chromosomes, ribosomes, endoplasmic reticulum, microtubules, microfilaments, vacuoles, mitochondria, Golgi apparatus, chloroplasts, lysosomes, cilia, and flagella. Items referring to the role of the cell membrane may address hypotonic, hypertonic, and/or isotonic solutions; however, the assessment should be on processes and not terminology. Department of Science

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

21. Unwrapping a Benchmark for HOT Lab #2 – Limiting Factors SC.912.L.17.5 – Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Let’s Complete the Unwrapping a Benchmark sheet for this benchmark. Department of Science

22. SC.912.L.17.5 Clarifications: Students will use data and information about population dynamics, abiotic factors, and/or biotic factors to explain and/or analyze a change in carrying capacity and its effect on population size in an ecosystem. Students will explain that different types of organisms exist within aquatic systems due to chemistry, geography, light, depth, salinity, and/or temperature. Students will describe the potential changes to an ecosystem resulting from seasonal changes, climate changes, and/or succession. Students will identify positive and/or negative consequences that result from a reduction in biodiversity. Students will assess the reliability of sources of information according to scientific standards. Department of Science

23. SC.912.L.17.5 Content Limits: Items referring to chemical factors in aquatic systems are limited to pH, oxygen, carbon dioxide, nitrogen, phosphorous, and salinity. Items referring to geography in aquatic systems are limited to water depth, latitude, temperature, underwater topography, and proximity to land. Items will not require the identification of oceanic zones. Items must focus on changes to the ecosystem and not on how a single population changes/responds to seasonal changes, climate changes, and/or succession. Items referring to reduction in biodiversity may include examples of catastrophic events, climate changes, human activities, and the introduction of invasive and nonnative species, but they will not assess specific knowledge of these. Items referring to reduction in biodiversity will focus on the consequence and not require knowledge of the specific event that led to the reduction. Items addressing climate change are limited to biodiversity, population dynamics, and ecosystem contexts. Items addressing sources of information and reliability of information are limited to population dynamics, distribution of life in aquatic systems, changes in ecosystems, and biodiversity. Department of Science

24. HOT Lab #2 – Limiting Factors SC.912.L.17.5: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Purpose of the Lab/Activity: Identify and describe the essential components of habitat. Describe the importance of good habitat for animals. Define “limiting factors.” Recognize that some fluctuations in wildlife populations are natural as ecological systems undergo constant change. Graphing the data collected to show how population size differs over time and with changes in the environment. Department of Science

25. HOT Lab #2 – Debrief Review CER’s Did HOT Lab #2 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

26. Reading Comprehension and HOT Labs Department of Science Reading passages have been added to each HOT Lab The passages come with some EOC-style questions after the reading. Why is reading comprehension so important in science?

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

28. Unwrapping a Benchmark for HOT Lab #3 – Energy and Ecosystems 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 and the reduction of available energy at successive trophic levels. Let’s Complete the Unwrapping a Benchmark sheet for this benchmark. Department of Science

29. SC.912.L.17.9 Clarifications: Students will describe the energy pathways through the different trophic levels of a food web or energy pyramid. Students will analyze the movement of matter through different biogeochemical cycles. Content Limits: Items addressing food webs will require application of the knowledge of roles of organisms in a food web to describe energy pathways rather than the identification of producers, consumers (primary, secondary, tertiary), and decomposers in isolation. Items referring to organisms in food webs are limited to the impact of changes in energy within different trophic levels. Items will not require knowledge of specific organisms or their feeding habits. Items assessing biogeochemical cycles are limited to the water cycle and the carbon cycle. Items referring to the biogeochemical cycles may address but will not assess photosynthesis and cellular respiration in isolation. Department of Science

30. HOT Lab #3 – Energy and Ecosystems SC.912.L.17.5: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Purpose of the Lab/Activity: Differentiate between a food chain and food web. Identify and distinguish the main components of an ecosystem. Explain the pathway of energy through trophic levels. Analyze the reduction of energy available at successive trophic levels. Department of Science

31. HOT Lab #3 – Debrief Review CER’s Did HOT Lab #3 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

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

33. Unwrapping a Benchmark for 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

34. 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

35. 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

36. SC.912.L.15.1 Content Limits: Items referring to adaptive radiation, convergent evolution, coevolution, or punctuated equilibrium should focus on the concepts rather than on the definition of the terms. Items referring to the development of language or the manufacturing of tools will relate this development to changes in the skull or brain size. Items will not assess types of genetic mutation or how these mutations occur. Items referring to comparative anatomy and comparative embryology will assess anatomical similarities such as homologous structures and vestigial organs but will not require specific knowledge of embryologic stages or structures. Items will not require knowledge of changes to specific species or geographic location of those species. Items will not assess genes, alleles, genetic drift, or gene flow. Items may assess how the overall contributions of scientists such as Darwin, Lamarck, Lyell, Malthus, Mendel, or Wallace aided in the development of the scientific theory of evolution. Items will not assess the differences among intelligent design, creationism, and the scientific theory of evolution. Items assessing a scientific claim, the development of a theory, or the differences between theories and laws are limited to the scientific theory of evolution. Department of Science

37. 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

38. HOT Lab #7 – Debrief Review CER’s Did HOT Lab #7 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

39. Outcomes Participants are able to: Incorporate M-DCPS instructional resources to support science teaching and learning Effectively plan for science instruction by unwrapping benchmarks Disaggregate student assessment data in order to deliver more effective instruction 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

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

41. State Statutes and Board Rules Updates: Safety Goggles: 1006.063 Eye-protective devices required in certain laboratory courses.1006.063 Board Rule: H7 (2015) Animal Dissection in Schools – eliminates cats. Board Rule: H11 (2008) Science Fair Project entry requirement.H11 Department of Science

42. 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

43. Dr. Ava Rosales Executive Director ElementaryMiddleHigh Dr. Millard Lightburn Instructional Supervisor Mr. Dane Jaber Instructional Supervisor Mr. Sebastian Oddone Instructional Supervisor Ms. Noreyda Casanas Curriculum Support Specialist Ms. Cindy Jolicoeur Curriculum Support Specialist, MS / K-8 Mr. Daniel Gangeri Curriculum Support Specialist Ms. Yusimi Perez-Osteen Curriculum Support Specialist Ms. Mary Tweedy Curriculum Support Specialists Ms. Mildred Farber District Administrative Assistant Phone: 305-995-1939