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
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 – 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
Norms and Name Tents
• Please choose three
of the norms to the
right and write each
one on its own postit.
• Place your norm
post-its on the norm
poster.
• Please also create a
name tent with your
name and school.
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
Department of Science
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
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.14.52 Explain the basic functions of the
human immune system, including specific and
nonspecific immune response, vaccines, and
antibiotics.
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
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
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
Break
Let’s take a
10 minute
break.
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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
Reading in Science
Two Column Notes:
• Modified version of
Cornell Notes
• Two Columns
• Left = Questions
• Right = Notes
Source
(Book,
Article…)
Title / Topic
Questions
Notes
Question 1
Note 1
Question2
Note 2
Department of Science
Reading in Science
Department of Science
Two Column Notes Example
Miller and Levine
Textbook, Chapter
3.1 (Pg. 64-8)
What is Ecology?
Define the
biosphere:
Biosphere: all life of Earth and all parts of the Earth in which
life exists (land, water, atmosphere).
Describe the
physical distance of
the biosphere:
The biospheres extends from 8 km above the surface to 11 km
below sea level.
What is ecology?
Ecology: the scientific study of interactions among organisms
and between organisms and their physical environment.
Department of Science
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)
Source
(Book,
Article…)
Title / Topic
Questions
Notes
Question 1
Note 1
Question2
Note 2
Department of Science
Modified Frayer Model
Definition (glossary)
Vocab Word used
properly in a sentence
Vocab Word
Real Life Example
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Drawing
Modified Frayer Model
Biotic Factor: biological
influences on organisms
The amount of available prey
items is a biotic factor that
affects alligators in the
Everglades.
Biotic Factor
Prey
Predators
Competing organisms
Department of Science
Each group will create a Frayer
Model for a vocab word from their
section of the passage.
Definition (glossary)
Vocab Word used
properly in a sentence
Vocab Word
Real Life Example
Department of Science
Drawing
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
Lunch
1 Hour Break
11:30 – 12:30
Department of Science
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
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
Break
Let’s take a
10 minute
break.
Department of Science
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
SC.912.L.16.1
Clarifications:
Content Limits:
• 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.
• 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
Department of Science
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
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
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
SC.912.L.15.1
Clarifications:
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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
SC.912.L.15.1
Content Limits:
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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
SC.912.L.15.1
Content Limits:
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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
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
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
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 Centers
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