What? / So What? / Now What?
What did we do? / What was significant to you? What inferences can you make about what we did or why we did it this way? / How might I use this at my school? What would I do differently?
Session Title:Biology Content and Pacing Q2/Q3
Audience: Biology teachers
Facilitator: Jason Jackson
Co-Facilitator:Mr. Sebastian Oddone, Ms. Jennifer Russell, Ms. Ana Fenton
Guiding Questions:
  • How do we ensure that students think critically while they are applying the essential science content?
  • How can we reinforce the Next Generation Sunshine State Standards using the Florida Standards to facilitate a deeper understanding of the Science content?
  • How can we assess and monitor student progress?
  • How do we implement protocols in the development of a PLC at our school site?

What? / So What? / Now What?
9:00 am-9:30 am
Introduce the Agenda and the Objective of the session.
Autobiography Activity
  • Make name tents with a drawing that represents you as an individual.
  • Introduce yourself, describe the drawing, and what you know about CER/CIS/ADI.

9:30 am – 10:00
District Updates and Resources
  • Science website
  • Learning Village
oLearning Goals
oBYOD
oBiology Modules
oKahoot
10:00 am – 11:00 pm
Using Thinkgate to create assessments
and monitor student progress
  • Internal and external assessments
  • Sharing assessments
11:00 am – 11-:15am
Break
11:15 am – 12:30 pm
CER, and ADI Activities
  • Most diverse kingdom (ADI)
  • Factors that affect photosynthesis (CER)

Microlab Protocol for each activity
  • Discuss questions related to the lab activity within your groups:
oOne person talks about the 1st question, while the other team members listen and take notes
oWhen time is called another team member talks while the others listen and take notes.
oOnce all members talk about the 1st question, the discussion continues on to the 2nd question and a new rotation takes place. This process is repeated until all have talked about all the given questions.
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?
  • Whole group reflection: Discuss the comments made by each of the team members and share with the class.
oWhat did you hear that was significant?
What key ideas were shared?
12:30-1:00
What? So What? Now What? Protocol
  • What? (4 min)
oIn your groups, discuss what you learned during this workshop
oRecord on chart paper.
  • So What? (4 min)
oDiscuss why this is important.
  • Now What? (4 min)
oDiscuss your next steps.
oRecord on chart paper.
  • Share your next steps with the class (15 min)

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
oWhich benchmarks did you address and why? (Include LAFS and MAFS and Content Area benchmarks)
oHow could you modify or extend this activity to more closely address the new LAFS and MAFS while increasing the rigor in Science instruction?
oIn your discussion make sure to address the modification and/or extension that will increase the rigor in the activity

Department of Mathematics and Science1