2012 Best Practices – SAPT2 Biology I (S. Smith) - Apple

2012 Best Practices – SAPT2 Biology I (S. Smith)

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Types of Assessments

Diagnostic

Teacher prepared pretests

KWIL charts and other graphic organizers

Writing prompts/samples

Questioning

Guess Box

Picture Interpretation

Prediction

Teacher observation/checklists

Student demonstrations and discussions

Anticipatory activities

Informational surveys/Questionnaires/Inventories

Student interviews

Student products and work samples

Self-evaluations

Game activities

Show of hands to determine understanding: Every Pupil Response

Drawing related to topic or content

Standardized test information

Anticipation journals

Knowledge Rating Charts

Formative

Questions and Answers in the Lesson

Short Tests/Quizzes(Ongoing Comprehension Quizzes)

Homework

Skills Assessments(Science Process Skills)

Observations of Performance

Internet Assignments

Projects

Bell Ringers

Exit Tickets

Simulations/Analogies/Science Games

Science Formative Assessment by Page Keeley

ISBN 978-1-4129-4180-8

Summative

Released Tests

http://edinformatics.com/testing/testing.htm

http://edinformatics.com/testing/testing.htm


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Bell Ringers – October 15, 2012

1. (2b) - PT

2. (3a) - PT


1. (2b) Ice floats on a lake. Which property of water is responsible for this task?

A. suffocation of aquatic organisms

B. mixing a lake’s thermal layers

C. preventing a lake from freezing solid

D. altering migration patterns of fish

2. (1d)

According to the graph, how many mice will be born in week 5 if the

trend continues?

A. 90

B. 100

C. 140

D. 160


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Bell Ringer – October 17, 2012

Writing Prompt – U.S. Olympian Tyler Clary

Use your knowledge of the properties of water to explain what is going in this picture.

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Bell Ringers - October 18, 2012

1. (2c) - PT

2. (2c)

What does this graph show about enzymes?

A. more enzymes are present at a higher pH

B. pH affects the activity rate of enzymes

C. pepsin is less effective at low pH than trypsin

D. pepsin is less sensitive to pH than trypsin


1. (2c)

In which soil pH range are pitcher plants most likely found?

A. 4.5 – 5.5

B. 7.0 – 8.0

C. 10.4 – 12.4

D. 13.0 – 14.0

2. (2b) -PT


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Science Process Skills

Science process skills are essential to the inquiry learning process.

Instructional strategies (activities) should provide students opportunities to

develop and cultivate these process skills.

Observing Using the five senses to find out about objects

and events, their characteristics, properties,

differences, similarities, and changes.

Observations are recorded.

Classifying Grouping or ordering objects or events according

to similarities or differences in properties.

Lists, tables, or charts are generated.

Measuring Comparing an unknown quantity with a known

(metric units, time, student-generated frames of

references). Observations are quantified using

proper measuring devices and techniques.

Measurements are to be recorded in an orderly and systematic fashion with labeled units of measure. Charts, graphs, or tables can be generated manually or with computer software.

Inferring Developing a generalization or speculation from

facts or observations.

More than one inference may be presented to explain an observation.

Predicting Forming an idea of an expected result – not a

belief of what will occur based upon present

knowledge and understandings, observations and

inferences.

A prediction should be followed by a written or oral explanation to clarify ideas and reveal any misconceptions or missing information.

Communicating Using the written and spoken work, graphs,

demonstrations, drawings, diagrams, or tables to

transmit information and ideas to other.

To reflect the true nature of science, ideas must be shared.

Using Number Relationships Appling numbers and their mathematical

relationships to make decisions.

Numbers are basic to science – mathematical knowledge is applied

Source: The American Biology Teacher


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Science Process Skills (Continued)

Making Models Constructing mental, verbal, or physical

representations of ideas, object, or events to

clarify explanations or demonstrate relationships.

Constructing models help clarify ideas.

Defining Operationally Creating a definition by describing what is done

and observed.

It is in the language of the students. Definitions are in context of students’

experiences – not from the glossary, not be memorized.

Collect Data Gathering and recording information about

observations and measurements in a systematic

way.

Interpreting Data Organizing, analyzing, and synthesizing data using

tables, graphs, and diagrams to locate patterns

that lead to construction of inferences,

predictions, or hypotheses.

Identifying and Controlling

Variables

Manipulating one factor to investigate the

outcome of an event while others factors are held

constant.

Young children become confused with multiple variables that affect outcomes.

Formulating Hypotheses

(Hypothesizing)

Making educated guesses based on evidence that

can be tested.

Experimenting Designing one’s own experiment to test a

hypothesis using procedures to obtain reliable

data.

All basic and integrated skills to formulate a problem, collect data, and pose a solution are used.

Doing a teacher-orchestrated science activity is NOT experimenting.

Student demonstrates understanding and application of scientific method through inquiry, research and self-design of experiment to test hypothesis.


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Competency 1


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Competency 2


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Competency 3


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Competency 4


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Competency 5


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Competency 6


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Biology I Academic Vocabulary

Inquiry Biochemical

Basis of Life

Living

Organisms and

Their

Environment

Biological

Organization

Heredity Diversity and

Biological Changes

Assessment

Observations Inorganic /Organic Abiotic Characteristics of

Life

Dominant Taxonomy Conduct

Inquiry Macromolecules Biotic Prokaryotic Recessive Binomial nomenclature Formulate

Process Skills Carbohydrates Ecosystem Eukaryotic Genotype Linnaeus’ Classification

System

Apply

Scientific Method Biochemical Reaction

Population Phenotype Cladogram Construct

Problem Monomers Community Nucleus Homozygous Kingdoms Analyze

Hypothesis Lipids Habitat Cytoplasm Heterozygous Domains Recognize

Experiment Proteins Niche Organelles Mendel Dichotomous Keys Communicate

Data Amino Acids Predators Levels of

Organization

Chromatin Variations Defend

Analysis Peptide Bond Prey Active Transport Haploid Adaptations Evaluate

Results Enzymes Symbiosis Passive Transport Diploid Natural Selection Predict

Conclusion Product Mutualism Multiple Alleles Invertebrate Explain

Variable Substrates Parasitism Diffusion Incomplete

dominance

Vertebrate Compare

Independent Variable Nucleic Acids Producers Osmosis Codominance Camouflage/Mimicry Contrast

Dependent Variable pH Consumer Hypertonic Sex Linkage Mimicry Classify

X-Axis Water Herbivore Hypotonic Sex Determination Homologous Provide

Y-Axis Polarity Carnivore Isotonic Mutations Types of Evolution Critique

Graphs Photosynthesis Omnivore Concentration

Gradient

DNA Darwin Differentiate

Inference Cellular Respiration

Food Chain Endocytosis RNA Lamarck Draw conclusions

Predictions Aerobic Food Web Exocytosis Transcription Diversity Describe

Controlled Experiment Anaerobic Pyramid Unicelluar Translation Survival of the Fittest Develop

Theory ATP Water Cycle Multicellular Codon Fossil Record Examine

Safety Rules Lactic Acid Carbon Cycle Mitosis Anticodon Vestigial Investigate

Microscopes Glycolysis Oxygen Cycle Meiosis Pedigree Speciation Provide

Wet Mounts Electron Transport

Chain

Nitrogen Cycle Cell Cycle Karyotype Gene Pool Justify

Magnification Ionic Bond Succession Cytokinesis DNA Fingerprinting

Bacteria Demonstrate

Resolution Covalent Bond Biome Cancer Electrophoresis Viruses Utilize

Safety Molecule/ions Biosphere Chromosomes Punnett Squares Protist Discuss

Experimental Design Hydrogen Bond Detritivores Vascular Trait Fungi Critique

Equipment Acids/bases Trophic Level Nonvascular Genes Plants/Animals Research

Substrate Energy Pyramids Binary Fission Probability Animals Summarize

Scientific Investigation Autotrophs Biomass Crossing Over Genetic Code Angiosperm

Scientific Validity Heterotrophs Niche Selective Breeding Gymnosperm

Accuracy/Precision Energy Flow Commensalism Monohybrid Cross Evolutionary

Relationship

Adaptation Dihybrid Cross Species


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Vocabulary Development and Reading Comprehension – 2b

Directions: Read the paragraph below. It contains some content errors.

Circle, highlight, or underline each content error. Correct the mistakes and

rewrite the paragraph error free.

Water is an element that is essential for life. This unique atom displays

many characteristics that account for its vital role on earth. Water’s unique

features are a result the chemical bonding of hydrogen and oxygen.

Hydrogen has a higher affinity for protons than does oxygen. This results in

partial negative and partial positive charges on the water molecules. Water

molecules, therefore, are nonpolar. Since opposite charges attract, an ionic

bond is formed between adjacent water molecules. Water molecules are also

attracted to other nonpolar molecules in the same manner, a characteristic

called adhesion. Water also has low specific heat (defined as energy

required to change water from a liquid to a gas). This physical

characteristic is important in the maintenance of body temperature. As

water evaporates from our bodies, we are able to absorb energy, cooling the

body. In addition, the nonpolar nature of water allows it to serve as an

almost universal solute.

New Paragraph


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Exit Ticket – Writing Prompt (2e)

□ Examine the picture of directions from a box of Jell-O.

□ Why can’t fresh pineapple and Jell-0 be friends?

□ Use what you learned about enzymes during today’s lesson to answer

the question.

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ATP Analogy – 2f

Rechargeable Battery ATP and ADP

A charged battery is energy

sufficient.

ATP is energy sufficient.

Batteries move energy to where

it’s needed to power an

electronic device.

ATP is moved to where energy

is needed in the cell.

A charged battery convert into

a flat battery as energy is used.

ATP converts to ADP when

energy is used.

A rechargeable battery can be

used over and over again.

ATP can be used over and over

again: ATP + P ATP

A battery recharger is the site

where energy is reintroduced to

the flat battery.

Mitochondria are the sites

where energy is used to change

ADP to ATP.

Recharged batteries can be

used in a variety of machines

for a variety of energy-

requiring tasks.

ATP can be used at many sites

in the cell for tasks such as

protein production or active

transport. Adapted from NSTA Publication – Science Analogies

Where the Analogy Breaks Down

A battery‘s energy is released gradually, whereas a single

molecule of ATP will release all the energy tied up in the

terminal phosphate bond in a single instant.

A phosphate breaks away from ATP; nothing breaks away

from the battery.

Usually two or four batteries are used in electronic devices;

many ATP molecules are used in a cell.


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Oh My Aching Stomach

Adapted from NSTA Conference

Have you ever eaten too much junk food and gotten a stomach ache? Maybe you took an antacid to help you feel better. But which one should you choose? Get beyond the hype of commercials to discover which one really neutralizes acid the most effectively.

Objective

In this activity, students will test the ability of different antacids to raise

the pH of vinegar and in this way learn which antacids may be best at

neutralizing stomach acid.

Materials

Vinegar

25 mL or larger graduated cylinder

Universal pH paper

Mortar and pestle or similar crushing device

4 beakers or cups, 50 mL volume or larger

Coffee stirrers or similar stirring devices

½ teaspoon, teaspoon, and tablespoon measuring spoons

Baking soda and 3 other antacids with different active ingredients

Timer or clock with a second hand

Paper/Notebook/Journal for recording data

Graph paper

Procedure

1. Choose four different antacids to test. Read the labels of the

antacids and baking soda to find the lowest recommended dosage for

each.

http://www.target.com/Ultra-Chewable-Antacid-Tablet-160-pk/dp/B001IAPXSA/ref=br_1_1?ie=UTF8&node=1233241011&searchSize=30&searchView=grid5&searchPage=1&sr=1-1&qid=1283974434&rh=&searchBinNameList=subjectbin,price,target_com_primary_color-bin,target_com_size-bin,target_com_brand-bin&searchRank=salesrank&frombrowse=1

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2. Set out 4 cups and pour 25 mL of vinegar into each one. Vinegar is 5%

acetic acid, and represents the acid in your stomach.

3. Use the pH paper and its color scale to find the pH of the vinegar.

4. Choose one antacid. Add its lowest recommended single dose to the

cup of vinegar. If it is a tablet, crush it first with a mortar and

pestle. Important: When you use baking soda, add it directly to the

vinegar; do not dilute it first as the package suggests.

5. Mix the vinegar and antacid thoroughly with a stirring device and wait

one minute. Test and record the pH. Record any observations of

activity in the cup.

6. Repeat steps 4 and 5 for the three other antacids. Be sure to use a

fresh cup of vinegar and clean stirrer each time. Clean the mortar

and pestle (and measuring spoon, if used) between each use.

DATA SHEET

1. Record the results of your investigation in the table below.

ANTACID #1

Name of antacid:

pH of vinegar:

pH of vinegar + antacid:

Observations:

ANTACID #2

Name of antacid:

pH of vinegar:


Observations:

ANTACID #3

Name of antacid:

pH of vinegar:


Observations:

ANTACID #4

Name of antacid:

pH of vinegar:


Observations:


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Science Literacy Standards

2010 MS Science Framework

Biology I

2012 SATP2 Biology I Boot Camp - Sheila Smith - Presenter

Making the Connection


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Common Core - Reading Standards for Literacy in Science and Technical Subjects 6–12 Key Ideas and Details 2010 MS Science Framework 1. Cite specific textual evidence to support analysis of science and technical texts,

attending to the precise details of explanations or descriptions.

1c. Apply the components of scientific processes and methods in classroom and laboratory

investigations (e.g., hypotheses, experimental design, observations, data analyses, interpretations,

theory development). 2. Determine the central ideas or conclusions of a text; trace the text’s explanation or

depiction of a complex process, phenomenon, or concept; provide an accurate summary

of the text.



theory development). 3. Follow precisely a complex multistep procedure when carrying out experiments,

taking measurements, or performing technical tasks, attending to special

1a. Conduct a scientific investigation demonstrating safe procedures and proper care of

laboratory equipment.

Craft and Structure 2010 MS Science Framework 4. Determine the meaning of symbols, key terms, and other domain-specific words and

phrases as they are used in a specific scientific or technical context relevant to

grades 9–10 texts and topics.



theory development). 5. Analyze the structure of the relationships among concepts in a text, including

relationships among key terms (e.g., force, friction, reaction force, energy).



theory development). 6. Analyze the author’s purpose in providing an explanation, describing a procedure, or

discussing an experiment in a text, defining the question the author seeks to address.

1b. and 1c

Formulate questions that can be answered through research and experimental design.

Integration of Knowledge and Ideas 2010 MS Science Framework 7. Translate quantitative or technical information expressed in words in a text into

visual form (e.g., a table or chart) and translate information expressed visually or

mathematically (e.g., in an equation) into words.

1d. Construct and analyze graphs.

8. Assess the extent to which the reasoning and evidence in a text support the

author’s claim or a recommendation for solving a scientific or technical problem.

1e. Analyze procedures, data, and conclusions to determine the scientific validity of research.

9. Compare and contrast findings presented in a text to those from other sources

(including their own experiments), noting when the findings support or contradict

previous explanations or accounts.

1f. Recognize and analyze alternative explanations for experimental results and to make

predictions based on observations and prior knowledge.

Range of Reading and Level of Text Complexity 2010 MS Science Framework 10. By the end of grade 10, read and comprehend science/technical texts in the grades

9–10 text complexity band independently and proficiently.

1g. Communicate and defend a scientific argument in oral, written, and graphic form.


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Common Core - Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12 Text Types and Purposes 2010 MS Science Framework 1. Write arguments focused on discipline-specific content. 1c, 1e, and 1f 2. Write informative/explanatory texts, including the narration of historical events,

scientific procedures/ experiments, or technical processes. 1a and 1c

3. Students’ narrative skills continue to grow in these grades. In science and

technical subjects, students must be able to write precise enough descriptions of

the step-by-step procedures they use in their investigations or technical work that

others can replicate them and (possibly) reach the same results.

1a and 1c

Production and Distribution of Writing 2010 MS Science Framework 4. Produce clear and coherent writing in which the development, organization, and

style are appropriate to task, purpose, and audience. 1g

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting,

or trying a new approach, focusing on addressing what is most significant for a

specific purpose and audience.

1g

6. Use technology, including the Internet, to produce, publish, and update individual

or shared writing products, taking advantage of technology’s capacity to link to other

information and to display information flexibly and dynamically.

1g

Research to Build and Present Knowledge 2010 MS Science Framework 7. Conduct short as well as more sustained research projects to answer a question

(including a self- generated question) or solve a problem; narrow or broaden the

inquiry when appropriate; synthesize multiple sources on the subject, demonstrating

understanding of the subject under investigation.

1b

8. Gather relevant information from multiple authoritative print and digital sources,

using advanced searches effectively; assess the usefulness of each source in

answering the research question; integrate information into the text selectively to

maintain the flow of ideas, avoiding plagiarism and following a standard format for

citation.

1e

9. Draw evidence from informational texts to support analysis, reflection, and

research. 1f

Range of Reading and Level of Text Complexity 2010 MS Science Framework 10. Write routinely over extended time frames (time for reflection and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-

specific tasks, purposes, and audiences.

1g


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2012 Best Practices – SAPT2 Biology I (S. Smith) - Apple