Department of Science
Science Content PD
October 23rd and 30th
High School
(Biology)
Mr. J. Sebastian Oddone
Instructional Supervisor, HS
Mr. Daniel Gangeri
Curriculum Support Specialist, HS
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
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
Norms
• Vote on our
norms for today’s
(9/23) meetings
HERE or scan the
QR code to the
right.
Department of Science
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
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
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
2015 MYA Data
Department of Science
2015 MYA Data
Department of Science
2015 MYA Data
Department of Science
2015 Biology EOC Data
Department of Science
2015 Biology EOC Data
Department of Science
2015 Biology EOC Data
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?
Department of Science
Biology Year at a Glance
Department of Science
Effective Planning
Item Specs
• Benchmark
Clarifications
• Content Limits
• Unwrapping the
benchmarks
Department of Science
Unwrapping a Benchmark
Unwrapping a Benchmark (Standard) Worksheet
(Regular and Table format) available in the Team
Room
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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
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
SC.912.L.14.3
Clarifications:
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Content Limits:
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.
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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
Break
Let’s take a
10 minute
break.
Department of Science
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
SC.912.L.15.13
Clarifications:
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Content Limits:
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).
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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
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
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
Reading Comprehension
and HOT Labs
• 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?
Department of Science
Lunch
1 Hour Break
11:30 – 12:30
Department of Science
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
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
SC.912.L.15.6
Content Limits:
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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
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
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
Break
Let’s take a
10 minute
break.
Department of Science
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
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
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
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
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
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
Announcements
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Science Website
STEM School Designation
PowerCasts
Edgenuity
Floridastudents.org
Regional Science Fair
Student BYOD and Student Success Center
Department of Science
State Statutes and Board Rules
Updates:
• Safety Goggles: 1006.063 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
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
Dr. Ava Rosales
Executive Director
Elementary
Middle
High
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