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Science Summer Symposium Biology Day B Department of Mathematics and Science
Science Summer Symposium
Biology Day B
Department of Mathematics and Science
Session Outcomes
Participants will be able to:– Use hands on activities to target historically
weaker benchmarks in Biology– Increase the interest of the students in biology
using hands on activities– Use the HOT labs effectively and thoroughly
Department of Mathematics and Science
8:30-9:00
Summer Science Symposium Guidelines
• Symposium Schedule: – 8:30 AM – 3:30 PM (no late arrivals, no early dismissal)– Lunch: 11:15 AM – 12:15 PM
• Stipend and Master Plan points requirements: – 100% attendance for all three days and turn in follow-up– Signature required in the morning and afternoon– Charter school teachers must contact their school administration for
stipend – Part time, hourly, 3100, 3110, and other non-full time teachers are
not eligible for stipend and MPPs
• Daily Reflection and Follow up assignment– Handout of Modeling activity presented by group with questioning
strategies and product expectation
Department of Mathematics and Science3
Norms
• Make sure to be kind to the presenters and give them your full attention, and please be on time
• Don’t be afraid to ask and share, we are all life-long learners
• Care for your profession and be kind to others
• Please remember we are guests at Miami SHS
• Silence your cell phones and turn off your gaming devices Department of Mathematics and Science
Pacing Guides
Department of Mathematics and Science
8:30-9:00
Science Summer Symposium – Biology
July 9-11 and July 12-16
Miami Senior High School
Facilitator: Jennifer Russell
Session: Implementing Best Practices in Biology to Improve Student
Success and Interest
8:30-9:00
Agenda (Best Practices in Biology)• Weakest Benchmarks County-Wide
– 17.20 Human Impact – 18.9 Photosynthesis And Respiration– 15.6 Classification And Kingdoms
• How can we move our students? MORE Hands on Activities!
• Activity #1: HOT Labs (17.20)– Seed Germination – Human Impact: Effects of Acid Rain
• Activity #2: Making Connections– Weaving Concepts throughout the Year
– To Other Benchmarks—(14.7) Plants Parts and Processes, (18.11) Effect of pH on Enzyme Activity
• Activity #3: Classification of Organisms—Using Dichotomous Keys to Classify (15.6)
– Classification by Kingdom- 3 criteria
– Classification of Fruits– YOU DECIDE the criteria, then compare with other groups
– Classification of Invertebrates– use the dichotomous key given
• Use of Related Gizmos—Seed Germination, Water Pollution, Pond Ecosystems, Greenhouse Effect, Pollination
• Activity #4: Interrelationship of Photosynthesis and Respiration: HOT Labs: Cellular Respiration (18.9)
– Use of Cell Energy Cycle Gizmo as an introduction
– Plants and Snails Gizmo to demonstrate interrelationship
• Other resources: FCAT Explorer and FOCUS Achieves
Department of Mathematics and Science
8:30-9:00
Weakest Benchmarks County-Wide
• 17.20 Human Impact • 18.9 Photosynthesis And Respiration• 15.6 Classification And Kingdoms
How can we move our students? MORE Hands on Activities!
8:30-9:00
17.20 Human Impact
• Predict the impact of individuals on environmental systems, and examine how human lifestyles affect sustainability.
• Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife and forests.
• Discuss the need for adequate monitoring of environmental parameters when making policy decisions
• Identify ways in which a scientific claim is evaluated.
8:30-9:00
HOT Labs: Following Through
• Seed Germination Lab– PART ONE– Focus is on INQUIRY and student being given the
opportunity to form a hypothesis.• What do THEY THINK will affect seed germination?• Introduction to PLANTS– seeds, what is germination,
reproduction, flowers, and the meaning of BEING ALIVE• What factors are NEEDED for LIFE?• HELP THEM plan the investigation– what do they need and
what will their procedure be?
9:00-10:00
HOT Labs: Following Through
• Human Impact—Effects of Acid Rain– PART TWO– Focus is on the effect of ACID, so a variety of solution
concentrations is used– Easy to say, “Remember when we did the Seed
Germination Lab? We investigated several variables that you guys thought would affect germination. Today we are going to discover how pH affects germination and growth.” REINFORCES recent learning experience.
– RELEVANCE: Use of current articles on acid rain, EPA website on acid rain, google images of the effects on plant and animal life, discovery.com video clips, gizmos, etc.
9:00-10:00
LET’S TAKE A BREAK—15 MIN!10:00-10:15
Making Connections: Weaving Concepts Throughout the Year
• What’s coming next and where have we been?
To Other Benchmarks—– 14.7 Relate the structure of each of the major plant
organs and tissues to physiological processes.• Parts related to growth and reproduction are vividly being
observed in these germination activities• Photosynthesis and respiration 18.9 – COMING SOON in Q2!
– 18.11 Effect of pH on Enzyme Activity • Explain the role of enzymes as catalysts that lower the
activation energy of biochemical reactions, and thus speed up the rate of chemical reactions. Identify factors, such as pH and temperature, that alter enzyme activity.
10:15-11:15
LET’S EAT!!
PLEASE RETURN ON TIME!!
TIME FLIES…
11:15-12:15
Use of Related Gizmoswww.explorelearning.com
• Seed Germination• Water Pollution• Pond Ecosystems• Greenhouse Effect• Pollination• Collision Theory
12:15-1:00
• Browse through each of the Gizmos
• Choose at least 1 aspect of each Gizmo that you will use this coming school year to complement the learn- ing goals of the lab activities and defined by the item specs.
• 17.20, 14.7, 18.1
15.6 Classification and Kingdoms
• Discuss distinguishing characteristics of the domains and kingdoms of living organisms.
• Describe how and why organisms are hierarchically classified and based on evolutionary relationships
• Explain the reasons for changes in how organisms are classified.
• Identify ways in which a scientific claim is evaluated.
• Identify examples of scientific inferences made from observations.
1:00-1:30
HOT Labs: Following Through15.6 Classification And Kingdoms• Making a Key to Classify Fruits
• Using a Dichotomous Key to Classify Invertebrates
1:00-1:30
18.9 Photosynthesis And Respiration
• Explain the interrelated nature of photosynthesis and cellular respiration…– how products of photosynthesis are used as the reactants
for respiration and vice versa.– how photosynthesis STORES energy in organic
compounds and how respiration RELEASES energy from organic compounds.
• Identify the reactants, products, and basic functions of photosynthesis.
• Identify the reactants, products, and basic functions of anaerobic and aerobic cellular respiration.
• Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell.
1:30-2:00
Interrelationship of Photosynthesis and RespirationHOT Labs: Cellular Respiration
Use Cell Energy Cycle Gizmo as an introduction
1:30-2:00
Interrelationship of Photosynthesis and RespirationHOT Labs: Cellular Respiration
Use Plants and Snails Gizmo to demonstrate interrelationship
1:30-2:00
Other Resources
FCAT Explorer
FOCUS Achieves
2:00-2:30
Create a Class- (FCAT EXPLORER)
Log in using username and password (Provided)
Go To:http://www.fcatexplorer.com/
Click on “My Classes”
2:00-2:30
Create a Class- (FCAT EXPLORER)
• Choose “Science mission-biology” from the pull down menu, name your class and click SAVE.
2:00-2:30
Create a Class- (FCAT EXPLORER)
• Type student last name into search box, then click the correct student name for that class
Do this for all students in that period
Click students’ last name by letter to see all students alphabetically, then click the correct student name for that class and click SAVE
OR
2:00-2:30
Create a Class- (FCAT EXPLORER)
• Each time you add students and click SAVE, on the top left hand corner, the system will tell you how many students you have enrolled into that class.
2:00-2:30
1. Go back to the Home page and Click “View All my classes”
Create a Class- (FCAT EXPLORER)
2. When completed go back to “My classes” and repeat for all periods until you are done inputting all of your classes.
3. Click “select” for a particular period
4. Click on “Student Log in Handouts,” which is on the bottom of the screen.
2:00-2:30
Create a Class- (FCAT EXPLORER)
This is the student Login Information: PRINT THIS PAGE TO GIVE TO EACH STUDENT.
Repeat for all classes
You have now completed the FCAT EXPLORER Tutorial. We are ready to go to FOCUS!
2:00-2:30
Create a Class- (FOCUS ACHIEVES)
• Creating a Class for Focus Achieves is a bit easier because the classes you have created under FCAT Explorer can now be imported into Focus.
Find the small heading under FCAT Explorer title that says “Florida Achieves” and click on it
Go to: http://www.fcatexplorer.com/
2:00-2:30
Create a Class- (FOCUS ACHIEVES)
• Use the same log in from FCAT Explorer and log onto FOCUS.
2:00-2:30
Create a Class- (FOCUS ACHIEVES)
• Click on “Import Class” in order to bring class information from FCAT Explorer
2:00-2:30
Create a Class- (FOCUS ACHIEVES)
• From the pull down asking for “select a class from the FCAT Explorer Teacher Desk”, select a class you wish to import
• From the pull down asking for “select a program for this class”, select the “Biology” program
• Enter a name for this class. A good idea would be to give it the same name as the FCAT Explorer class
• Finally, click on “Import Class
2:00-2:30
Create a Class- (FOCUS ACHIEVES)The class has now been imported. Notice that you can Create another class, Rename, Import, Delete or Add Students.
The TOOLS/RESOURCES tab is where the exams are. Click on it and let’s take a look. Remember that all of these tabs are under CLASS OPTIONS.
2:00-2:30
FCAT Explorer Modules
• This is the screen that you will see.
Notice that there are TWO exams titled
FIRST ASSESSMENT AND
SECOND ASSESSMENT for
each Standard.
You will only use the FIRST
ASSESSMENT TO TEST YOUR
STUDENTS.WHY?
The District will be using questions from
the SECOND ASSESSMENT to
create District Exams.
We want our District exams to give us a true indication of where our
students are.
Again, please do not use Assessment two so that teachers can use data from these District Exams to drive their instruction.
2:00-2:30
Session Outcomes
Participants will be able to:– Use hands on activities to target
historically weaker benchmarks in Biology– Increase the interest of the students in
biology using hands on activities– Use the HOT labs effectively and
thoroughly
Department of Mathematics and Science
2:30-3:15
Follow Up
• Develop a hands-on activity from one of YOUR weakest benchmarks in Biology from last year. Include materials and expected outcomes. (2:30-2:50)
• Present to the group. Provide feedback to the other groups. (2:50-3:15)
• When you leave… Modify your activity based on peer feedback.
2:30-3:15
EXIT SLIP
On a half sheet of paper write down an answer to the following and turn in before you leave:
3 things you learned today
2 things that will benefit you
1 feedback comment you have for the presenter
Thank you!
3:15-3:30
Science Department
Dr. Ava Rosales, Executive Director
Elementary Middle School High School
Dr. Millard LightburnDistrict Supervisor
Yoly McCarthy,Instructional Supervisor
Mr. Sebastian Oddone, District Supervisor
Ms. Mary Tweedy, Curriculum Support
Specialist
Mr. Kirk Nieveen, Curriculum Support
Specialist
Ms. Keisha Kidd, Curriculum Support
Specialist
Ms. Mildred Farber District Administrative Assistant
Phone: 305- 995-1939
SAVE the Date: October 24 -26, 2013
Florida Association of Science Teachers Conference 2013
DoubleTree by Hilton HotelMiami Airport Convention Center
October 24-26, 2013
Join the magical experience of learning new science curriculum and methods while gaining new resources and skills
that will spark magic in your teaching.
Go to https://sites.google.com/site/dcstaonline/stem-conference Presenters Needed
The presenter application is available at: http://form.jotform.us/form/31128863541150
