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 Q1/Q2
Audience: Department Chairs
Facilitator: Mr. Sebastian Oddone
Co-Facilitator: Ms. Ana Fenton
Guiding Questions:
- How can the Florida Standards be infused into effective science content instruction for hands on activities?
- 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 do we implement protocols in the development of a PLC at our school site?
What? / So What? / Now What?
8:30 am-9:00 am
Introduce the Agenda and the Objective of the session.
- Welcome and introductions
9:00 am - 10:00 am
Updates
- Synergy PD Overview (PLC and
- District Resources
- End of Course Exams
- School Performance Data (EOC and IAs)
- Science Fair
10:00 am - 10:15 am
Break
10:15 am- 11:30 am
Florida Standards in Science (LAFS and MAFS)
Three Levels of Text Protocol
- Form groups (4-5 members per group).
- Review the course descriptions for Biology and Biology Honors.
oIndividually identify one LAFS and one MAFS that may have important implications for your work. (15 minutes)
- Once the time is up, one team member will (15 minutes):
o2: Describethoughts about the benchmark (interpretation, connection to past experiences, etc.) (1 minute)
o3: Describethe impact of these benchmarks on science instruction. (1 minute)
oThe group responds to what has been said. (1 minute)
oRepeat for 2 members of the group.
- Once all the members have shared, as a group write key points of the discussion on chart paper and debrief with the class. (20 minutes)
- Reflect on activity and debrief on presentations. (10 minutes)
11:30 am – 12:30 pm
Lunch
12:30 am – 1:30 am
CIS,CER, and ADI Activities
Sample Work used in PDs:
- “What’s killing the Sea Otters?” (CIS)
- Puzzle Theory HOT Lab (CER)
- History of Life on Earth (Trends in Evolution) (ADI)
Microlab Protocol for each activity
- Discuss questions related to the lab activity within your groups:
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 key ideas were shared?
1:30 pm – 3:00 pm
Discovery Education Presentation
Updates and Board builder
3:00 pm - 3:30 pm
What? So What? Now What? Protocol
- What? (4 min)
oRecord on chart paper.
- So What? (4 min)
- Now What? (4 min)
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 (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?
Share information presented with your department and administrator and turn in a Follow-up Action Plan
Department of Mathematics and Science1