Department of Science
Science Instructional Leaders
ICAD 1 – 09 / 21 & 24 / 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 – 10:00: 3 Step Data Protocol and Back to the Future
10:00 – 10:10: Break
10:10: - 10:20: Unwrapping a Benchmark /Standard
10:20 – 11:00: HOT Quarter 1 Lab 2 – Limiting Factors
11:00 – 11:30: Reading Comprehension in Science
11:30 – 12:30: Lunch
12:30 – 2:00: HOT Quarter 1 Lab 3 – Energy and Ecosystems
2:00 – 2:10: Break
2:10 – 3:10: HOT Quarter 1 Lab 7 – Evidence for the Theory of
Evolution
3:10 – 3:30: Outcomes / Announcements / MLP Follow-up
Department of Science
Norms and Name Tents
• Vote on our norms
for today’s (9/21)
meetings HERE or
scan the QR code to
the right.
• Please also create a
name tent with your
name and school.
Department of Science
Norms and Name Tent
• Vote on our norms
for today’s (9/24)
meetings HERE or
scan the QR code to
the right.
• Please create a name
tent with your name
and school.
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
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
HOT Lab #2 – 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.
Let’s Complete the Unwrapping a Benchmark
sheet for this benchmark.
Department of Science
SC.912.L.17.5
Clarifications:
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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
SC.912.L.17.5
Content Limits:
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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
HOT Lab #2 – 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
HOT Lab #2 – 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
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 HOT Lab
#3 – 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.
Let’s Complete the Unwrapping a Benchmark
sheet for this benchmark.
Department of Science
SC.912.L.17.9
Content Limits:
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.
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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
HOT Lab #3 – 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
HOT Lab #3 – 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
Break
Let’s take a
10 minute
break.
Department of Science
Unwrapping a Benchmark for 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 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