Department of Science
Science Instructional Leaders
ICAD 2 – 10 / 26 & 29 / 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 - UPDATE
8:30 – 8:45: Introductions and Icebreaker
9:00 – 10:00: Back to the Future
10:00 – 10:10: Break
10:10: - 10:20: Pacing Guide Survey / Unwrapping a benchmark
10:20 – 11:00: HOT Quarter 1 Lab 7 – Evidence for the Theory of
Evolution
11:00 – 11:30: HOT Lab Reading Passage and Strategy
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 10 – Take a Heart Hike
3:10 – 3:30: Outcomes / Announcements / MLP Follow-up
Department of Science
Norms and Name Tents
• Vote on our norms
for today’s (10/26)
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 (10/29)
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) and using district resources
• Effectively incorporate reading strategies into daily science
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
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?
4. Share your Responses on chart paper
Department of Science
Pacing Guides - Revisited
Argument Driven Inquiry Activity
• Read Why ADI
– All Read Pages (1 -5) and Page 17
– Groups will read Stages
• Share with whole group:
– Why is it important to become proficient in Science?
– What can we, as teachers, do?
– What is ADI (Discuss Stages and Role of the teacher)
Department of Science
Break
Let’s take a
10 minute
break.
Department of Science
Biology District Pacing Guide
• What is the most effective way to teach the
information required in the Biology 1 course?
– Develop a tentative argument (see sample CER)
– Share with whole group
– Peer Review
Department of Science
Effective Planning
Item Specs
• Benchmark Clarifications
• Content Limits
• Unwrapping the
benchmarks
• Learning Goals
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 for Q1 HOT Lab –
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 – 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.
• Perform the lab
• Keep in mind benchmark/standard objectives
• Address the role of the teacher throughout the
activity
• Develop your CER and share with the whole group
Department of Science
HOT Lab – Debrief
What is the 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.
• Review CER’s (Peer review)
• Did HOT Lab 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 in Science
Reading Strategies
Q1 HOT Lab: Evidence for the Theory of Evolution and
ADI Lab 22: Biodiversity and the fossil record.
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Text marking? Cause/Effect, Claim/Evidence
Note taking? Two Column Notes…
Vocabulary? Frayer Model
What are some other strategies that you may use?
Department of Science
Lunch
1 Hour Break
11:30 – 12:30
Department of Science
Unwrapping a Benchmark for Q2 HOT
Lab – 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 – Classification of Fruit
SC.912.L.15.6 Discuss distinguishing characteristics of
the domains and kingdoms of living organisms.
SC.912.L.14.7 Relate the structure of each of the major
plant organs and tissues to physiological processes.
• Perform the lab
• Keep in mind benchmark/standard objectives
• Address the role of the teacher throughout the
activity
• Develop your CER and share with the whole group
Department of Science
HOT Lab – Debrief
What is the 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
• Review CER’s (Peer review)
• Did HOT Lab 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 – Take a Heart Hike
SC.912.L.14.36 Describe the factors affecting blood
flow through the cardiovascular system.
Let’s Complete the Unwrapping a Benchmark sheet for
this benchmark.
Department of Science
SC.912.L.14.36
Content Limits:
Clarifications:
• Students will identify factors • Items may address factors
such as blood pressure,
that affect blood flow or
blood volume, resistance,
describe how these factors
blood viscosity, disease, and
affect blood flow through
exercise.
the cardiovascular system.
Department of Science
Q2 HOT Lab - Take a Heart Hike
SC.912.L.14.36 Describe the factors affecting blood flow through
the cardiovascular system.
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Perform the lab
Keep in mind benchmark/standard objectives
Address the role of the teacher throughout the activity
Develop your CER and share with the whole group
Department of Science
Q2 HOT Lab #10 – Debrief
Purpose of the Lab/Activity:
• Students will walk and talk through the systemic (heart/body)
and pulmonary (heart/lung) blood pathways in order to
understand how the heart and lungs work together to
transport oxygen and carbon dioxide via the blood.
• Review CER’s
• Did HOT Lab 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 will be able to:
• Incorporate M-DCPS instructional resources to support
science teaching and learning
• Effectively plan for science instruction by unwrapping
benchmarks (standards)
• Effectively incorporate reading strategies into daily science
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
Student BYOD and Student Success Centers
PowerCasts
Gizmos and Edgenuity
Floridastudents.org
STEM School Designation
Regional Science Fair
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. Vanessa Baker
Curriculum Support
Specialist, MS
Mr. Daniel Gangeri
Curriculum Support
Specialist
Ms. Yusimi Perez-Osteen
Curriculum Support
Specialist
Ms. Cindy Jolicoeur
Curriculum Support
Specialist, K-8
Ms. Mary Tweedy
Curriculum Support
Specialists
Ms. Mildred Farber
District Administrative Assistant
Phone: 305-995-1939