1. Department of Science Science Content PD October 23 rd and 30 th High School (Biology) 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 – 9:00: 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 (Standards) 10:20 – 11:00: HOT Quarter 1 Lab 8 – Natural Selection 11:00 – 11:30: Reading Comprehension in Science 11:30 – 12:30: Lunch 12:30 – 2:00: HOT Quarter 2 Lab 1 – Classification of Fruits 2:00 – 2:10: Break 2:10 – 3:10: HOT Quarter 2 Lab 11 – The Deadly Fuchsia Disease 3:10 – 3:30: Outcomes / Announcements / MLP Follow-up Department of Science

4. Norms Vote on our norms for today’s (9/23) meetings HERE or scan the QR code to the right. HERE Department of Science

5. Session Outcomes Participants will be 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

6. 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

7. 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

8. 2015 MYA Data Department of Science

9. 2015 MYA Data Department of Science

10. 2015 MYA Data Department of Science

11. 2015 Biology EOC Data Department of Science

12. 2015 Biology EOC Data Department of Science

13. 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?

14. Biology Year at a Glance Department of Science

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

16. 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

17. 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

18. 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

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

20. Unwrapping a Benchmark for Q1 HOT Lab #8 – Natural Selection SC.912.L.15.13 – Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Let’s Complete the Unwrapping a Benchmark sheet for this benchmark. Department of Science

21. SC.912.L.15.13 Clarifications: Students will explain and/or describe the conditions required for natural selection that result in differential reproductive success. Students will explain and/or describe the scientific mechanisms, such as genetic drift, gene flow, and nonrandom mating, resulting in evolutionary change. Students will explain and/or describe how mutation and genetic recombination increase genetic variation. 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). Content Limits: Items will not address descent with modification or common descent. Items addressing mutation and genetic recombination in relation to increasing genetic variation must be assessed in the context of evolution. Items will not assess the Hardy-Weinberg principle or genetic equilibrium. Items may address how meiosis contributes to genetic variation but may not assess the steps or stages of meiosis. Items assessing a scientific claim are limited to the topics discussed in SC.912.L.15.13, SC.912.L.15.14, and SC.912.L.15.15. Department of Science

22. Q1 HOT Lab #8 – Natural Selection SC.912.L.15.13 Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. (AA) Purpose of Lab/Activity: To explore how the frequencies of three beak phenotypes change over several generations in a population of birds on an island. To explore how environmental changes can affect animal populations. Department of Science

23. Q1 HOT Lab #8 – Debrief Review CER’s Did HOT Lab #8 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

24. 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?

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

26. Unwrapping a Benchmark for Q2 HOT Lab #1 – Classification of Fruits SC.912.L.15.6: Discuss distinguishing characteristics of the domains and kingdoms of living organisms Let’s Complete the Unwrapping a Benchmark sheet for this benchmark. Department of Science

27. SC.912.L.15.6 Clarifications: Students will classify organisms based on the distinguishing characteristics of the domains and/or kingdoms of living organisms. Students will identify and/or describe how and/or why organisms are hierarchically classified based on evolutionary relationships. Students will identify and/or explain the reasons for changes in how organisms are classified. 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 identify examples of scientific inferences made from observations. Department of Science

28. SC.912.L.15.6 Content Limits: Items referring to distinguishing characteristics of living organisms are limited to the domains of Archaea, Bacteria, and Eukarya and the kingdoms of Protista, Fungi, Plantae, and Animalia. Items will not require specific knowledge of organisms classified in any domain or kingdom; items should describe the characteristics of an organism and assess its classification. Items may refer to prokaryotic, eukaryotic, unicellular and/or multicellular organisms, autotrophs, and/or heterotrophs, but they will not assess the definition of those terms. Items referring to changes in classification systems should be conceptual and will not require specific knowledge of those changes. Items may address evolutionary classification, phylogeny, and the use of cladograms, but they may not assess the definition of those terms. Items assessing a scientific claim are limited to the classification of organisms. Department of Science

29. Q2 HOT Lab #1 – Classification of Fruit SC.912.L.15.6 Discuss distinguishing characteristics of the domains and kingdoms of living organisms. (AA) SC.912.L.14.7 Relate the structure of each of the major plant organs and tissues to physiological processes. (AA) Purpose of Lab/Activity: Students will review the concept of classification Students will be able to relate their observations to different ways of classifying organisms Department of Science

30. Q2 HOT Lab #1 – Debrief Review CER’s Did HOT Lab #1 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

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

32. Unwrapping a Benchmark for Q2 HOT Lab #11 – The Deadly Fuchsia Disease SC.912.L.14.52 Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Let’s Complete the Unwrapping a Benchmark sheet for this benchmark. Department of Science

33. SC.912.L.14.52 Clarifications: Students will identify and/or explain the basic functions of the human immune system, including specific and nonspecific immune responses. Students will describe the basic function of vaccines and/or antibiotics. Students will explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspective of both individual and public health. Department of Science

34. SC.912.L.14.52 Content Limits: Items assessing the significance of genetic factors, environmental factors, and pathogenic agents to health are limited to a conceptual understanding. Items assessing the mode of action of antibiotics are limited to a conceptual understanding and will not require knowledge regarding a specific antibiotic. Department of Science

35. Q2 HOT Lab #11 – The Deadly Fuchsia Disease SC.912.L.14.52 Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. (AA) Purpose of Lab/Activity: To demonstrate that one infected person in a population can, over a period of time, infect a large number of individuals Department of Science

36. 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

37. 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

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

39. 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

40. 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

41. 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