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Biology Content and Pacing (Q1/Q2)

Biology Content and Pacing (Q1/Q2). Jason Jackson Science Department Chair, Miami Springs SHS Sebastian Oddone District Supervisor. Agenda. Welcome Florida Standards and Science Updates Science Website Learning Village Strategies to Implement Florida Standards

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Biology Content and Pacing (Q1/Q2)

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  1. Biology Content and Pacing (Q1/Q2) Jason Jackson Science Department Chair, Miami Springs SHS Sebastian Oddone District Supervisor

  2. Agenda • Welcome • Florida Standards and Science • Updates • Science Website • Learning Village • Strategies to Implement Florida Standards • Comprehension Instructional Sequence (CIS) • Claim-Evidence-Reasoning (CER) • Argument Driven Inquiry (ADI) • Reflection

  3. Session Objectives • By the end of this session, participants will have a clear understanding of: • the Florida Standards as they pertain to Biology. • how the Florida Standards are part of the Biology curriculum. • how specific integration of the Florida Standards increase the rigor and facilitate the depth of understanding in content. • how to better implement protocols in the development of a PLC at their school sites.

  4. Who Are you? • Create a name tent with a drawing that represents you as an individual • Introduce yourself and describe the drawing • Explain what you know about the Florida Standards

  5. Norms • Keep an Open Mind • Trust the Process • Try out something new and then reflect • Refrain from Judging • Be Present

  6. Three Levels of Text Protocol • Florida Standards in Biology • LAFS and MAFS • Content Area Course Descriptions • Timer

  7. Break • 15 minutes

  8. Resources District Science Website http://science.dadeschools.net/default.htm

  9. Resources found in the Website • STEM Website • Administrator Resources (being updated) • Office of Academics and Transformation • Assessment, Research, and Data Analysis • Weekly Briefings • Science Leaders • Assessments and Data Analysis • Pacing Guides

  10. Remediation and Enrichment • Edgenuity • NBC Learn – In Pacing Guides • PBS Learning Media • Discovery Education (ALL Schools) – In Pacing Guides • PhET (University of Colorado) – In Pacing Guides • Gizmos – In Pacing Guides • Extended Learning Modules – On Learning Village • Seasonal Packets • Science Website

  11. Extended Learning Modules P-Sell Cpalms Discovery Education (now available to all schools ) Best Practices – RemediationSecondary Benchmarks • Science Camp Day • Homework • Enrichment Activities • Bell Ringers • FCAT Achieves • FCAT Explorer • Gizmos

  12. Lunch • 11:30 – 12:30

  13. Instructional Strategies • Comprehension Instructional Sequence (CIS) • What’s Killing the Sea Otters • Claim-Evidence-Reasoning (CER) • Puzzle Theory HOT Lab • Claim: What do you know? • Evidence: How do you know that? • Reasoning: Why does your evidence support your claim? • Argument Driven Inquiry • History of Life on Earth (Trends in Evolution) • Students defend their lab results through presentation

  14. Comprehension Instructional Sequence (CIS) • Facilitates students… • Using background knowledge, i.e., predicting, inferring • Identifying key ideas from text • Learning and using text structures • Monitoring comprehension and employing fix-up strategies • Using a variety of reading strategies effectively • Paraphrasing, explaining, and summarizing information to construct conclusions • Engaging in question generation • Extended text discussion and writing

  15. The Puzzle Theory HOT LabSC.912.L.15.8

  16. Argument Driven Inquiry The Question Group Member’s Names Your Claim What is your explanation or answer to the question? Your evidence What supports your claim? Your rationale Why does it support your claim?

  17. Key Points to Consider for Argumentation and Peer Review • Is the explanation sufficient and coherent? • Is the evidence “genuine”? • Is the evidence sufficient to support ideas? • Is there counterevidence? • Is the explanation supported by current theories and laws? • Is the rationale adequate? • Is the reasoning appropriate?

  18. Follow Up Assignment • Type a reflection of the workshop including the results of your group’s discussion on the questions related to one of the activities (CIS, CER, or ADI) • Which benchmarks did you address and why? (Include LAFS and MAFS and Content Area benchmarks) • How could you modify or extend this activity to more closely address the new LAFS and MAFS while increasing the rigor in Science instruction? • In your discussion make sure to address the modification and/or extension that will increase the rigor in the activity • Please send assignment to: • Mr. Sebastian Oddone, District Supervisor (soddone@dadeschools.net) on or before August 29, 2014 to receive full credit for Professional Development

  19. Science Department

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