Transcript Tuesday Presentation

Warm Up Question
1
Tuesday: Warm Up Question
Write the general chemical equation for cellular
respiration.
– Identify the compound that is oxidized.
– Identify the compound that is reduced.
– Explain whether this is an exergonic or an endergonic
reaction. Justify your answer.
2
Tuesday: Warm Up Question
C6H12O6 + O2 --> CO2 + H2O + ATP
C6H12O6 gets oxidized, (forming CO2)
O2 gets reduced, (forming H2O).
The process is exergonic because energy is
released during the oxidation of glucose which
powers the movement of H+ which powers the
formation of ATP.
This energy release can be coupled to the
formation of biomolecules during growth and
repair.
3
Activity: Dialysis Tubing and Corn
Syrup
4
Activity: Dialysis Tubing and Corn Syrup
Formulate a hypothesis about what you think will
happen when you drop the dialysis bag into the
solution.
In what ways can you relate this to the
curriculum?
In what ways can you related this to your
students’ every day lives?
5
The Workshop Handbook
6
Handbook Activity: Tuesday
Take a Post-It Note and label the following pages:
Curriculum Framework, Pg. 1 & 101
Equity and Access, Pg. 25
Understanding the Exam, Pg. 29
Instructional Design and Assessment, Pg. 39
Inquiry-Based Instruction, Pg. 53
Syllabus Development, Pg. 69
Appendix, Pg. 93
Science Practices, Pg. 97
Appendix to CF, Pg. 104
The Laboratory Investigations, Pg. 121
7
Handbook Activity: Tuesday
Take a Post-It Note and label the following pages:
– Exam Information, Pg. 124
– How the CF is Assessed, Pg. 127
– Answers to MC Questions, Pg. 164
– Sample FRQs, Pg. 165
– Appendix A, Pg. 174
– Appendix B, Pg. 187
– Syllabus Development Guide, Pg. 299
– Sample Syllabus 1, Pg. 315
– Sample Syllabus 2, Pg. 331
– Sample Syllabus 3, Pg. 338
– Sample Syllabus 4, Pg. 353
8
Handbook Activity: Tuesday
Take a Post-It Note and label the following pages:
– AP Biology Practice Exam, Pg. 371
– Practice FRQs, Pg. 418
– Notes on the Practice Exam, Pg. 436
– AP Biology Exam Materials, Pg. 497
– FRQ Scoring Guidelines and Sample Responses, Pg. 509
9
What is AP Biology?
10
What is AP Biology?
It is a college level, introductory biology course.
– Built around inquiry based labs.
Have realistic goals for all of your students.
– Supplement the course with experiences that will help
students when they get to college.
– Build in expectations that the students should encounter
when they get to college.
Do your best and don’t be afraid to reach out to
colleagues when you need help.
We’re all in this together--build your network.
11
Student Selection
I encourage all students to take the class.
I am honest with my feedback to the students.
PSAT scores and correlation to success on AP
exams.
12
Frequently Asked Questions:
Fitting it ALL in.
– You need to develop a routine--that comes from
experience and networking.
How do I finish? What do I skip?
– See the my handout for what I (try to) cover.
– Try to vertically align with teachers in earlier grades.
– Play into the existing knowledge of students.
– Embed content when/where possible.
– Don’t develop a plan and then never change.
Homework? Expect about 10 pages of reading a
night-EVERY NIGHT. Totals about 1600 pages.
– It is the science equivalent of a history class.
13
“make it stick”
Why quizzing is important.
– It’s a built in review.
How often should I test?
14
Develop a Routine
Look at your school calendar.
Look at the testing date for AP Biology (Monday,
May 9th, 2016)
Plan your units.
– Look for ways to combine chapters into your topics.
– Plan where you will integrate your labs.
– Vary your instruction.
• Pay attention to the Science Practices.
Reflect on what works and doesn’t work and
make the changes right away.
– Waiting means you’ll probably forget what needs to be
changed.
15
The AP Biology Course: The
Curriculum Framework
16
What Has Changed?
Revised Course
 A detailed curriculum framework
defines and articulates the scope of
the course. Clear guidance is
provided on what concepts, content
and skills should be taught and will
be assessed on the AP Exam
 “Exclusion Statements” —
clear indications in curriculum as to
what teachers don’t have to teach
 New emphasis on integrating inquiry and reasoning throughout
the course and on quantitative skills
The New Curriculum Framework Supports and
Furthers Conceptual Knowledge
4 Big Ideas
Enduring Understandings
Science Practices:
Science Inquiry & Reasoning
Essential Knowledge
Learning Objectives
AP Biology Curriculum Is Framed
Around Four Big Ideas
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
1
The process of evolution drives the diversity
and unity of life. EVOLUTION
2
Biological systems utilize energy and molecular building
blocks to grow, reproduce, and maintain homeostasis.
ENERGY
3
4
Living systems retrieve, transmit, and respond to
information essential to life processes. HEREDITY
Biological systems interact, and these interactions possess
complex properties. ENVIRONMENT
EXAMPLE
Building Enduring Understandings
For each of the four Big Ideas, there is a set of Enduring Understandings
which incorporates core concepts that students should retain from these
learning experiences.
BIG IDEA
1
The process of evolution drives the diversity
and unity of life.
Enduring Understanding 1.A: Change in the genetic makeup of a
population over time is evolution
Enduring Understanding 1.B: Organisms are linked by lines of
descent from common ancestry
Enduring Understanding 1.C: Life continues to evolve within a
changing environment
Enduring Understanding 1.D: The origin of living systems is
explained by natural processes
EXAMPLE
Building Essential Knowledge
Each Enduring Understanding is followed by statements of the
Essential Knowledge students must develop in the course.
These are followed by concept and content connections.
BIG IDEA
1
The process of evolution drives the diversity
and unity of life.
Enduring Understanding 1.A: Change in the genetic makeup of a
population over time is evolution
Essential Knowledge1.A.1:
Natural selection is a major mechanism of
evolution
a. According to Darwin’s Theory of Natural Selection, competition for limited
resources results in differential survival. Individuals with more favorable
phenotypes are more likely to survive and produce more offspring, thus
passing traits to subsequent generations
b. Evolutionary fitness is measured by reproductive success
c. Genetic variation and mutation play roles in natural
selection. A diverse gene pool is important for the
survival of a species in a changing environment
Emphasis on Science Practices
The CF emphasizes science practices which enable students to
establish lines of evidence and use them to develop and refine
testable explanations and predictions of natural phenomena.
SCIENCE
PRACTICES
1.0 The student can use representations and models to communicate
scientific phenomena and solve scientific problems
2.0 The student can use mathematics appropriately
3.0 The student can engage in scientific questioning to extend
thinking or to guide investigations within the context
of the AP course
4.0 The student can plan and implement data collection strategies
appropriate to a particular scientific question
5.0 The student can perform data analysis and evaluation of evidence
6.0 The student can work with scientific explanations and theories
7.0 The student is able to connect and relate knowledge across various
scales, concepts, and representations in and across domains
EXAMPLE
Clearly Articulated Science Practices
Underpin the Entire Course
SCIENCE
PRACTICES
6.0
The student can work with scientific explanations and
theories.
6.1 The student can justify claims with evidence
6.2 The student can construct explanations of phenomena
based on evidence produced through scientific practices
6.3 The student can articulate the reasons that scientific
explanations and theories are refined or replaced.
6.4 The student can make claims and predictions about
natural phenomena based on scientific theories and
models.
6.5 The student can evaluate alternative
scientific explanations
An Example of Integrating the Concept, Content, and
the Science Practice
Essential Knowledge 1.B.2
Content
+ Science
Practice
Learning
Objective
Phylogenetic trees and cladograms are graphical
representations (models) of evolutionary history that
can be tested
Science Practice 5.3
The student can evaluate the evidence provided by
data sets in relation to a particular scientific question
Learning Objective (1.B.2 & 5.3)
The student is able to evaluate evidence provided by a
data set in conjunction with a phylogenetic tree or a
simple cladogram to determine evolutionary history
and speciation
Activity: Science Practices
25
Science Practices
Choose a lab that you routinely do with your
students, one of your best, and one that you are
very comfortable with.
Now turn to page 8 of your Workbook and decide
which of the Science Practices (Pgs. 97-102) are
addressed with your lab.
For any that aren’t, could they easily be
incorporated into your course?
If not, do you address these Science Practices in
other labs? Which ones?
26
Activity: Essential Knowledge and
Learning Objectives
27
Essential Knowledge and Learning
Objectives
Examine the Curriculum Framework (Pg 212-228).
Pick at least two components of an Essential
Knowledge piece and write a couple of quiz
questions that include each strand.
Remember, the EK component incorporates an
Illustrative Example (Pgs 17-21) of your
choosing/expertise, and should be related to a
Learning Objective (Pgs. 212-228).
Your questions should incorporate portions of
both Essential Knowledge and a Learning
Objective.
28
29