2. Department of Science ICAD Powercast 1 High School Mr. Sebastian Oddone Instructional Supervisor, HS Mr. Daniel Gangeri Curriculum Support Specialist, HS

3. Session Summary Disaggregate student assessment data in order to deliver more effective instruction Effectively plan for science instruction by unwrapping benchmarks Plan for Inquiry in science Identify how M-DCPS integrates Mathematics and Language Arts Florida Standards for effective science teaching and learning Incorporate M-DCPS instructional resources to support science teaching and learning Department of Science

4. 3 Step Data Protocol Modified Data Driven Dialogue: In your groups review data for the district using new individual school information 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

5. 2015 MYA Data Department of Science

6. 2015 MYA Data Department of Science

7. 2015 Biology EOC Data Department of Science

8. 2015 Biology EOC Data Department of Science

9. Biology Year at a Glance Department of Science

10. Item Specs Benchmark Clarifications Content Limits Department of Science

11. Unwrapping Benchmark Formats Department of Science

12. Unwrapping a Benchmark 1.Select the benchmark. 2.Circle the VERBS (action words) They represent the skills, what students need to do. 3.Underline the important NOUNS (a person, place, or thing ). They represent the concepts students need to know. 4.Create a graphic organizer (bulleted list, outline, concept map, T-chart, etc.) to organize the concepts and skills. Department of Science

13. HOT Lab 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

14. Unwrapping a Benchmark for HOT Lab 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. Review Benchmark Clarifications and Content Limits. Department of Science

15. 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

16. 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

17. HOT Lab Limiting Factors – 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

20. HOT Lab 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

21. Unwrapping a Benchmark for HOT Lab 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. Review Benchmark Clarifications and Content Limits Department of Science

22. 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

23. HOT Lab Energy and Ecosystems – 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

26. Reading Comprehension and HOT Labs Department of Science Why is reading comprehension so important in science?

27. Announcements STEM School Designation STEM School Designation PowerCasts Science Website – BYOD – Edgenuity – Gizmos Floridastudents.org (previously FCAT Explorer) Floridastudents.org Department of Science

28. 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

29. 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