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Success Academy Overview Lessons 1 – 6 Facilitator: Dr. Ava D. Rosales Instructional Supervisor, Science

Success Academy Overview Lessons 1 – 6 Facilitator: Dr. Ava D. Rosales Instructional Supervisor, Science. Norms. L earn E xplore A sk D eliver. Electronic devices Restrooms. Goals of Session.

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Success Academy Overview Lessons 1 – 6 Facilitator: Dr. Ava D. Rosales Instructional Supervisor, Science

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  1. Success Academy Overview Lessons 1 – 6 Facilitator: Dr. Ava D. Rosales Instructional Supervisor, Science

  2. Norms • Learn • Explore • Ask • Deliver • Electronic devices • Restrooms

  3. Goals of Session • Provide Professional Development on the implementation of the Science Success Academy Next Generation Sunshine State Standards (NGSSS) Sessions • Model the effective implementation of the Science Success Academy Next Generation Sunshine State Standards (NGSSS) Sessions • Discuss challenges and solutions for teacher content and delivery issues

  4. Identify the Essential Components of the Science Success Academy Place the information on your name tent

  5. Essential Components • Advanced facilitator preparation • KWL/Lead-in essential questions and discussion • Teacher-led interactive laboratory demonstration • Students thoroughly complete activity guide (i.e., Exploration Guide/Virtual Lab) • Class compiled data table with discussion questions (i.e., generic and directed) • Extension activities (part of instruction) • Assessment with assessment review protocol

  6. Essential Components • Objectives • Vocabulary • Lesson Overview/Scientific Background • Common Student Misconceptions • Tips • Materials • Suggested Lesson Sequence • Extension Activities • Selected Web Resources (reinforcement/extension)

  7. What should the Daily Instructional format Look Like? Think – Pair - Share

  8. Daily Instructional Format • Benchmark on board • Lead-in Question and Engage • Interactive Laboratory Demonstration • Discussion Questions • Extension(s) • Assessment Exception: Session 13 – TIPS • Review • Practice • Video Clarifications (as necessary)

  9. Assessment Review Protocol • Students should respond to the items individually. • Review each answer choice and eliminate the ones that are incorrect with a discussion as to why that selection is incorrect. • Ask students to correct their papers and indicate reasons why the selection is the best answer.

  10. What’s New? • Time-frame: 3 hours • Extension is to be implemented (select at least one activity) • All lessons aligned to NGSSS • All lessons are Fair Game

  11. Unwrap the Benchmark and Facilitation Guide

  12. Facilitation Plan Prior to the Activity and After the Activity

  13. Session 1Cells

  14. Benchmark(s) Big Idea 14: Organization and Development of Living Organisms • SC.6.L.14.1 Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. • SC.6.L.14.2 Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from preexisting cells, and cells are the basic unit of life. (Also assesses SC.6.L.14.3.) • SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.

  15. Activities • ExploreLearning Gizmo: Cell Structure http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=450 • EXTENSION: Source: BBC KS3 Bitesize: http://www.bbc.co.uk/schools/ks3bitesize/science/organisms_behaviour_health/cells_systems/activity.shtml

  16. Session 2Body Systems

  17. Benchmark Big Idea 14: Organization and Development of Living Organisms Benchmark: • SC.6.L.14.5: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. (Also Assesses SC.6.L.14.6)

  18. FCAT 2.0 Clarifications and Content Limits (p. 86) Clarifications • Students will identify and/or describe the general functions of the major systems of the human body. • Students will identify and/or describe how the major systems of the human body interact to maintain homeostasis. • Students will identify, compare, and/or contrast the types of infectious agents that affect the human body. Content Limits • Items are limited to the human digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal systems. • Items will not assess the structures or functions of individual organs in isolation. • Items assessing the interactions of systems to maintain homeostasis should include a reference to homeostasis and are limited to the organismal level. • Items will not require specific knowledge of diseases that affect the human body or their causal agents. • Items may assess the interactions of no more than three systems.

  19. Lessons Learned Students who are unsuccessful have the greatest difficulty • Explaining the processes that occur within body systems and the interactions of body systems

  20. Interconnectedness of Circulatory and Respiratory Systems NOT TO SCALE

  21. Effective Instruction • Graphic organizers to discuss cause and effect of a breakdown of a particular organ or system • Describe in writing and through illustrations, the interrelationship of one body system to another

  22. Systems in Action Animations http://www.smm.org/heart/lungs/top.html http://www.learnerstv.com/animation/animationcategory.php?cat=biology&page=4

  23. Probe for Understanding ____2 The human body is organized into systems that carry out all functions by working together. Which activity in the body MOST closely describes a relationship between the circulatory system and the digestive system?

  24. Session 3Classification

  25. Benchmark Big Idea 15: Diversity and Evolution of Living Organisms Benchmark: • SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.

  26. FCAT 2.0 Clarifications and Content Limits (p. 88) Clarification • Students will analyze and/or describe how and/or why organisms are classified. Content Limits • Items may assess how characteristics are used to classify organisms but will not assess specific characteristics of individual types of organisms. • Items assessing the classification of organisms into domains are limited to Bacteria, Archaea, and Eukarya. Items assessing the classification of organisms into kingdoms are limited to Eubacteria, Archaea, Protist, Fungus, Plant, and Animal. • Items may assess knowledge of the hierarchy of classification but will not assess the specific characteristics of organisms classified in a particular phylum, class, order, family, genus, or species. • Items may use scientific names and the term binomial nomenclature but will not require specific knowledge of an organism’s scientific name and common name.

  27. Source: Windows to the Universe http://www.windows2universe.org/earth/Life/classification_intro.html

  28. Interactive Activities Discovery: Cat Classification • http://player.discoveryeducation.com/index.cfm?guidAssetId=F1328E5F-E88E-42A7-8A46-B2205E7034F8&blnFromSearch=1&productcode=DSC Classifying Life • http://www.pbs.org/wgbh/nova/nature/classifying-life.html Tree of Life • http://www.pbs.org/wgbh/evolution/change/family/index.html

  29. Sample Assessment 2. Which of the following correctly describes the modern six-kingdom classifications? • Bacteria, Monera, Protist, Fungus, Plant, and Animal • Eubacteria, Archaea, Protist, Fungus, Plant, and Animal • Eubacteria, Archaea, Plant, Animal, Birds, and Fish • Fungus, Plant, Animal, Bacteria, Archaea, and Eukarya

  30. Session 4Scientific Theory - Evolution

  31. Benchmark Reporting Category: Life Science Benchmark: • SC.7.L.15.2: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. (Also Assesses SC.7.L.15.1, SC.7.L.15.3)

  32. FCAT 2.0 Benchmark Clarifications and Content Limits Clarifications • Students will identify and/or explain ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. • Students will identify and/or explain ways in which fossil evidence is consistent with the scientific theory of evolution. • Students will identify and/or explain how a species’ inability to adapt may contribute to the extinction of that species. Content Limits • Items will not address topics such as speciation, genetic drift, or gene pools. • Items will not assess or address hominid evolution or primate fossils. • Items assessing fossil evidence should focus on progressions over time/evolution from earlier species and/or the idea that not all species alive today were alive in the past. • Items will not assess fossils in the context of relative dating or plate tectonics/continental movement.

  33. Activities Natural Selection • http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=447 Peppered Moth Animation • http://www.techapps.net/interactives/pepperMoths.swf Peppered Moth Simulation • http://www.biologycorner.com/worksheets/peppermoth_paper.html

  34. Session 5Genetics

  35. Benchmark Big Idea 16: Heredity and Reproduction Benchmark: • SC.7.L.16.1: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. (Also Assesses SC.7.L.16.2, SC.7.L.16.3)

  36. Benchmark Clarifications • Students will describe and/or explain that every organism requires a set of instructions that specifies its traits. • Students will identify and/or explain that hereditary information (DNA) contains genes located in the chromosomes of each cell and/or that heredity is the passage of these instructions from one generation to another. • Students will use Punnett squares and pedigrees to determine genotypic and phenotypic probabilities. • Students will compare and/or contrast general processes of sexual and asexual reproduction that result in the passage of hereditary information from one generation to another.

  37. Benchmark Content Limits • Items may assess the general concepts of mitosis and meiosis but will not assess the phases of mitosis or meiosis. Items will not use the terms haploid or diploid. • Items referring to sexual reproduction will not address human reproduction. • Items addressing Punnett squares or pedigrees will only assess dominant and recessive traits. • Items addressing pedigrees are limited to assessing the probability of a genotype or phenotype of a single individual. Items may require the identification of parental genotypes that result in certain genotypic or phenotypic probabilities in offspring. • Items will not assess incomplete dominance, sex-linked traits, polygenic traits, multiple alleles, or codominance. • Items addressing Punnett squares are limited to the P and F1 • generations. • Items will not assess mutation. • Items will not address or assess the stages of meiosis, fertilization, or zygote formation. • Items will not address or assess human genetic disorders or diseases.

  38. Lessons Learned Students who are successful are able to: • Recognize that the exchange and combination of genetic information results in variations within a species

  39. Activities Mouse Genetics http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=449 BrainPop http://fl6.msscience.com BrainPop – Heredity, Mitosis

  40. ____1 The diagram shows a Punnett square of the cross between the eye colors of two animals. Brown eye color is dominant and blue eye color is recessive. What is the percentage of offspring with brown eyes as shown by the data?

  41. ____8 A male fruit fly is homozygous dominant for gray body color (G) and is crossed with a female fruit fly that is homozygous recessive for ebony body color (g). What are the probable phenotypes of the offspring?

  42. Session 6Interdependence

  43. Big Idea 17: Interdependence Benchmark: • SC.7.L.17.2: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. (Also Assesses SC.7.L.17.1, SC.7.L.17.3)

  44. FCAT 2.0 Benchmark Clarifications Clarifications • Students will compare and/or contrast relationships between organisms, such as mutualism, predation, parasitism, competition,, and commensalism. • Students will describe and/or explain the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. • Students will identify and/or describe various limiting factors in an ecosystem and their impact on native populations.

  45. FCAT 2.0 Benchmark Content Limits Content Limits • Items assessing the relationships between organisms may require the identification of the relationship as mutualism, predation, parasitism, competition, or commensalism. • Items assessing the relationships of organisms may require recognition of common examples of mutualism, predation, parasitism, competition, and/or commensalism. • Items will not require specific knowledge of organisms. • Items may assess food webs but will not assess food chains. • Items assessing consumers in a food web are limited to primary, secondary, and tertiary consumers. • Items will not assess that the Sun is the source of energy for living things in isolation. • Items will not address energy pyramids or use the term trophic level.

  46. ActivitiesEngage /Lead-in

  47. Gizmo Activity Rabbit Population by Season • http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=380

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