Transcript Biology Standards EOC

Mission:
 Increase the proficiency of all students within one seamless,
efficient system, by providing them with the opportunity to
expand their knowledge and skills through learning
opportunities and research valued by students, parents, and
communities, and to maintain an accountability system that
measures student progress toward the following goals: Highest
student achievement
 Seamless articulation and maximum access
 Skilled workforce and economic development
 Quality efficient services
Vision:
 The Florida Department of Education is committed to changing
the culture of our schools from PreK to postsecondary by raising
the ceiling and raising the floor to better enable our students for
success in the 21st century.
3
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Unwrapping the Standards/Benchmarks

Understanding the EOC test item
specifications

Ensure that teachers have a thorough understanding of
standards and benchmarks as well as an understanding of
how students will be assessed on summative assessments

Ensure that the lessons align to the complexity of the
benchmarks, paying special attention to what the students
will be expected to do on summative assessments

Ensure that all benchmarks are adequately addressed within
the current scope and sequence and/or district/school
pacing guide. Augment pacing guide to include any absent
benchmarks.
Today we will:
 Take a closer look at the Next Generation
Sunshine State Standards Biology EOC Test
Specifications.

Discuss how the NGSSS relate to instruction
and the EOC exam.

Discuss strategies for teaching that hit the
NGSSS “target”.
Would you tell me, please, which way I ought to go from here?"
"That depends a good deal on where you want to get to," said
the Cat.
"I don't much care where—" said Alice.
"Then it doesn't matter which way you go," said the Cat.
Lewis Carroll, Alice's Adventures in Wonderland
Always Begin with the End in Mind!
1. Standards Database
Launched in January 2008
• Includes the Next Generation
Sunshine State Standards and
access points.
• Includes the revised course
descriptions and their relation
to benchmarks.
• Includes glossaries and
downloadable reports.
• Will include instructional
resources.
• Provide external access to
other
sites via web services.
•
http://www.floridastandards.org/homepage/index.aspx
WHERE DO WE GO TO UNDERSTAND THE BENCHMARKS?
2. EOC Test Item Specifications
http://fcat.fldoe.org/eoc/itemspecs.asp
WHERE DO WE GO TO UNDERSTAND THE BENCHMARKS?
3. EOC Test Item Specifications
Appendix B
http://www.florid
astandards.org/ho
mepage/index.asp
x
ADDITIONAL INFORMATION


Webb’s DOK is a descriptive hierarchy that
focuses on complexity, one aspect of rigor.
Each of the four Webb’s DOK levels
describe the progression of rigor that is
being taught and learned.
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
DOK 1 Recall and Reproduction
DOK 2 Skills and Concepts/Basic Reasoning
DOK 3 Strategic Thinking/Complex Reasoning
DOK 4 Extended Thinking/Reasoning

Florida used Webb’s DOK/Cognitive
Complexity Levels to align the cognitive
demands of SSS to FCAT test items.
Low Complexity – Recall and recognition
Moderate Complexity – Flexible thinking and choice
High Complexity – Abstract reasoning and planning
DOK Level 1
Science low-complexity test items rely heavily on the
recall and recognition or previously learned concepts
and principles. Test items typically specify what the
student is to do, which often is to carry out some
procedure that can be performed mechanically. It is
not left to the student to come up with an original
method or solution.
Which of the following organisms is a consumer in this food web?
Moderate Complexity
DOK Level 2
Science moderate-complexity test items involve more
flexible thinking than low-complexity test items do.
They require a response that goes beyond the habitual,
is not specified, and ordinarily involves more than a
single step or thought process. The student is expected
to decide what to do—using informal methods of
reasoning and problem-solving strategies—and to bring
together skill and knowledge from various domains.
DOK Level 3
Science high-complexity test items make heavy
demands on student thinking. Students must engage
in abstract reasoning, planning, analysis, judgment,
and creative thought. The test items require the
student to think in an abstract and sophisticated way,
often involving multiple steps.
Summative
What are my students expected to know,
understand, and do on national, state, and district
common assessments?
◦ SAT, ACT, Advanced Placement Exams, etc
◦ FCAT, End-of-Course Exams, etc.
◦ Quarter Benchmarks, Semester Exams, etc.
Formative
What are my students expected to know,
understand, and do on school common
assessments and teacher created or selected
assessments?
◦ Topic Quizzes, Unit Tests, etc.
◦ quizzes, tests, presentations, projects, participation, etc.
•
Each test item should be written to measure primarily one benchmark.
•
Some benchmarks are combined for assessment, and the individual
specification indicates which benchmarks are combined.
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Test items should be appropriate for students in terms of course content
experience and difficulty, cognitive development, and reading level. The
reading level of the test items should be Grade 9, except for science
terms or concepts specifically addressed in the benchmarks.
•
Test items should be written to the cognitive level of the benchmark
unless otherwise noted in the individual specifications sections.
•
Test items should assess the application of the concept rather than the
memorization of science fact, law, or theory unless otherwise noted in
the Individual Benchmark Specifications.
•Test items will not require the student to define terms.
•Test items that include a collection of data should require the student to
analyze or interpret that data
•Test items will not require the creation of a chart, graph, or table.
•Biology 1 EOC Assessment items should not require use of a calculator.
•Test items may require the student to apply knowledge of the science
concepts described in the prior knowledge benchmarks from lower grades;
however, that knowledge should NOT be assessed in isolation.
•Test items will not require the memorization of equations or formulas
unless otherwise noted in the Individual Benchmark Specifications. A
reference sheet is not provided to students.
•Test items will not require memorization of the Periodic Table. A periodic
table is provided to the students and is also found in Appendix D.
The context in which a test item is presented is called the item context or
scenario. Test items should be placed in a context.
1.The item context should be designed to interest Biology 1 students. Scenarios
should be appropriate for students in terms of Biology 1 content experience and
difficulty, cognitive development, and reading level.
2.The context should be directly related to the question asked. The context
should lead the student cognitively to the question. Every effort should be made
to keep test items as concise as possible without losing cognitive flow or missing
the overall idea or concept.
3.Biology 1 EOC Assessment scenarios are limited to those familiar to a Biology 1
student rather than global situations.
4.Item contexts should not refer to students using textbooks or the Internet as
resources. Item contexts should focus on the students engaging in science
learning rather than reading about science. Item contexts should avoid using a
simple classroom scenario.
5.Item contexts and illustrations depicting individuals conducting laboratory
investigations should include proper safety equipment and model safe laboratory
procedures.
6.Scenarios describing scientific investigations should model current science
methodology and adhere to the Intel International Science and Engineering Fair
Rules and Guidelines unless otherwise noted in the benchmark clarification
statements.
7.The item content should be timely but not likely to become dated.
Understanding
by
Unwrapping
Both SC.912.L.14.3 and SC.912.L.14.2 will be assessed together.
SC.6.L.14.3 Recognize and explore how cells of all organisms undergo
similar processes to maintain homeostasis, including extracting energy from
food, getting rid of waste, and reproducing.
SC.6.L.14.4 Compare and contrast the structure and function of major
organelles of plant and animal cells, including cell wall, cell membrane,
nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.
Body of Knowledge: Life Science
Big Idea: Organization and Development of Living Organisms A. All living things share certain characteristics.
B. The scientific theory of cells, also called cell theory, is a fundamental
organizing principle of life on Earth.
C. Life can be organized in a functional and structural hierarchy.
D. Life is maintained by various physiological functions essential for growth,
reproduction, and homeostasis.
Benchmark:
SC.912.L.14.2 Relate structure to function for the components of plant
and animal cells. Explain the role of cell membranes as a highly selective
barrier (passive and active transport).
CONCEPTS:
What the students need to KNOW:
1. Plant and animal cells share many of the same types of organelles both
have organelles specific to their functions
2. The cell membrane is a barrier that separates a cell from external
environment
3. Materials move across membranes because of concentration differences
4. Cells use energy to transport materials that cannot diffuse across a
membrane
SKILLS:
What the students need to BE ABLE TO DO:
1.
2.
3.
4.
Compare and contrast structures of plant and animal cells.
Compare and contrast structures of prokaryotic and eukaryotic cells.
Relate structure to function for components of plant and animal cells.
Explain the role of cell membranes as a highly selective barrier.
VOCABULARY:
Cell membrane
Selective permeability
Passive transport
Diffusion
Concentration gradient
Osmosis
Isotonic
Hypotonic
Hypertonic
Facilitated diffusion
Active transport
Endocytosis
Phagocytosis
Exocytosis
Moderate Complexity
Skills required to respond to moderate complexity items
include:
•Specify and explain the relationship between facts, terms, properties, or
variables
•Describe and explain examples and non-examples of science concepts
•Select a procedure according to specified criteria and perform it
•Formulate a routine problem given data and conditions
•Organize, represent, and compare data
•Make a decision as to how to approach the problem
•Classify, organize, or estimate
•Compare data
•Make observations
•Interpret information from a simple graph
•Collect and display data
•Make comparisons
•Organize, represent, and interpret data.
1. What is the structure of the cell membrane?
1. What is the role of the cell membrane during active and passive transport?
Transport proteins play a role in both
A. passive and active transport.
B. exocytosis and endocytosis.
C. diffusion and vesicle transport.
D. phagocytosis and passive transport.
Sodium ions are "pumped" from a region of lower concentration to a
region of higher concentration in the nerve cells of humans. This
process is an example of
A. diffusion
B. passive transport
C. osmosis
D. active transport
Water enters a cell when the solution surrounding the cell is
A. concentrated.
B. hypotonic to the cell.
C. weak.
D. hypertonic to the cell.
Normally, in the process of osmosis, the net flow of water molecules
into or out of the cell depends upon differences in the
A. concentration of water molecules inside and outside the cell
B. concentration of enzymes on either side of the cell membrane
C. rate of molecular motion on either side of the cell membrane
D. rate of movement of insoluble molecules inside the cell
In an attempt to replenish the body fluids, a patient (who has had a
serious hemorrhage) accidentally receives a large transfusion of
distilled water directly into one of his veins. This would probably .....
A. have no unfavorable effect as long as the water was sterile
B have serious, perhaps fatal effects because there would be too much
fluid for the heart to pump.
C. have serious, perhaps fatal effects because the red blood cells
would tend to shrivel
D. have serious, perhaps fatal effects because the red blood cells
would tend to burst
You observe plant cells under a microscope that have just been
placed in an unknown solution. First the cells plasmolyze; after a few
minutes, the plasmolysis reverses and the cells appear normal. What
would you conclude about the unknown solute?
A.It is hypertonic to the plant cells, and its solute cannot cross the
plant cell membranes.
B.It is hypotonic to the plant cells, and its solute cannot cross the
plant cell membranes.
C. It is isotonic to the plant cells, but its solute can cross the plant
cell membranes.
D. It is hypertonic to the plant cells, but its solute can cross the plant
cell membranes.
E. It is hypotonic to the plant cells, but its solute can cross the plant
cell membranes.
Facilitated diffusion across a cellular membrane requires ________
and moves a solute __________ its concentration gradient.
A. energy and transport proteins………down
B. energy and transport proteins………up (against)
C. energy………up
D. transport proteins…………down
E. transport proteins…………up
Watering a houseplant with too concentrated a solution of fertilizer
can result in wilting because
A. the uptake of ions into plant cells makes the cells hypertonic.
B. the soil solution becomes hypertonic, causing the cells to lose
water.
C. the plant will grow faster than it can transport water and
maintain proper water balance.
D. diffusion down the electrochemical gradient will cause a
disruption of membrane potential and accompanying loss of water.
E. the plant will suffer fertilizer burn due to a caustic soil solution.
Which of the following is NOT true of the carrier molecules involved
in facilitated diffusion?
a. They increase the speed of transport across a membrane.
b. They can concentrate solute molecules on one side of the
membrane.
c. They may have specific binding sites for the molecules they
transport.
d. They may undergo a conformational change upon binding of
solute.
e. They may be inhibited by molecules that resemble the solute to
which they normally bind.
A freshwater Paramecium is placed into salt water. Which of the
following events would occur?
a. an increase in the action of its contractile vacuole.
b. swelling of the cell until it becomes turgid.
c. swelling of the cell until it lyses.
d. shriveling of the cell.
e. diffusion of salt ions out of the cell.
A small lipid-soluble molecules passes easily through the plasma
membrane. Which of these statements is the most likely explanation?
A. A carrier protein must be at work.
B. The plasma membrane is partially composed of lipid molecules.
C. The cell is expending energy to do this.
D. Phagocytosis has enclosed this molecule in a vacuole.
A. Complete the
diagram on the left
to describe the
effect of tonicity on
red blood cells.
A. Complete the
diagram on the
right to describe
the effect of
tonicity on plant
cells.
A laboratory assistant prepared solutions of 0.8 M, 0.6 M, 0.4 M, and
0.2 M sucrose, but forgot to label them. After realizing the error, the
assistant randomly labeled the flasks containing these four unknown
solutions as flask A, flask B, flask C, and flask D.
Design an experiment, based on the principles of diffusion and
osmosis that the assistant could use to determine which of the flasks
contains each of the four unknown solutions.
Include in your answer the following points and clearly state the
principles addressed in your discussion.
(a)a description of how you would set up and perform the
experiment;
(b)the results you would expect from your experiment;
(c) an explanation of those results based on the principles involved.
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SC.912.L.14.2
Relate structure to function for the components of plant and animal cells. Explain
the role of cell membranes as a highly selective barrier (passive and active
transport).
ENGAGE:
1. Cut one shape out of each potato slice using the cookie cutter.
2. Half fill each of the cups with distilled water. Stir 2 teaspoons of salt
into one of the cups of water.
3. Place one potato shape in each of the cups. Wait 10 - 20 minutes.
4. Remove the potato slices from the cups and try to reinsert the
potato slices back into the potato section from which they were cut.
CUP
WATER
SALT
WATER
OBSERVATIONS WHEN
REINSERTED
DIAGRAM
CHAPTER INVESTIGATION—DESIGN YOUR OWN
CHAPTER 3
Diffusion Across a Membrane