1. Department of Science Science Instructional Leaders ICAD 3 – 11 / 16 & 19 / 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 – 9:30: Unwrapping a Benchmark – Deadly Fuschia Disease 9:30 – 10:00: The Deadly Fuschia Disease 10:00 – 10:30: Reading in Science – Two Column Notes 10:30: - 10:40: Break 10:40 – 11:30: Reading in Science – Frayer Models and Questioning Strategies 11:30 – 12:30: Lunch 12:30 – 1:00: Pacing Guide CER 1:00 – 3:10: Plan and Present HOT Labs 3:10 – 3:30: Outcomes / Announcements / MLP Follow-up Department of Science

4. Norms and Name Tents 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. Department of Science Norms: 1.Participate Actively 2.Trust the Process 3.Be Attentive and Respectful 4.Learn by Doing 5.Keep and Open Mind 6.No Judgements

5. 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

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

7. 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

8. Unwrapping a Benchmark SC.912.L.14.52 Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Department of Science

9. 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

10. 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 do the Lab!! Department of Science

11. 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

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

13. 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

14. Reading in Science Two Column Notes: Modified version of Cornell Notes Two Columns Left = Questions Right = Notes Department of Science Source (Book, Article…) Title / Topic Questions Question 1 Question2 Notes Note 1 Note 2

15. Reading in Science Department of Science

16. Two Column Notes Example Department of Science 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.

17. Two Column Notes Each group will create a Two Column Note page for their assigned section of the reading passage. (Please complete on chart paper) Department of Science Source (Book, Article…) Title / Topic Questions Question 1 Question2 Notes Note 1 Note 2

18. Modified Frayer Model Department of Science Definition (glossary) Vocab Word used properly in a sentence Real Life ExampleDrawing Vocab Word

19. Modified Frayer Model Department of Science 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

20. Each group will create a Frayer Model for a vocab word from their section of the passage. Department of Science Definition (glossary) Vocab Word used properly in a sentence Real Life ExampleDrawing Vocab Word

21. 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

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

23. 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

24. 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

25. Break Let’s take a 10 minute break. 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. SC.912.L.16.1 Clarifications: 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. Department of Science 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

28. 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

29. Q3 HOT Lab #4 – Debrief Review CER’s Did HOT Lab #4 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

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. 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

32. 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

33. 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

34. 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

35. 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

36. 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

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

38. 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

39. 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

40. 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