Biology Standards and the EOC

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Biology Standards and the EOC
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Florida Education Next Generation Strategic Plan

• 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.

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Key Processes for meeting the needs of ALL
students

• Unwrapping the Standards/Benchmarks
• Understanding the EOC test item specifications

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Where Can We Begin?

• 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.

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Next Generation Standards

• 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.

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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
Biology End of Course Exam
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Where do we go to understand the benchmarks?
http//www.floridastandards.org/homepage/index.asp
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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.

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WHERE DO WE GO TO UNDERSTAND THE BENCHMARKS?
2. EOC Test Item Specifications
http//fcat.fldoe.org/eoc/itemspecs.asp
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WHERE DO WE GO TO UNDERSTAND THE BENCHMARKS?
3. EOC Test Item Specifications Appendix B
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Whats here?
http//www.floridastandards.org/homepage/index.asp
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Browsing for a specific benchmark
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ADDITIONAL INFORMATION
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Related Resources
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Webbs Depth of Knowledge (DOK)

• Webbs DOK is a descriptive hierarchy that
  focuses on complexity, one aspect of rigor.
• Each of the four Webbs DOK levels describe the
  progression of rigor that is being taught and
  learned.
• DOK 1 Recall and Reproduction
• DOK 2 Skills and Concepts/Basic Reasoning
• DOK 3 Strategic Thinking/Complex Reasoning
• DOK 4 Extended Thinking/Reasoning

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Levels of Cognitive Complexity

• Florida used Webbs 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

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Low Complexity
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.
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Which of the following organisms is a consumer in
this food web?
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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 dousing informal methods of
reasoning and problem-solving strategiesand to
bring together skill and knowledge from various
domains.
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High Complexity
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.
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Related Access Points
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Keeping the end in mindASSESSMENT

• 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.

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EOC Guidelines(What we know about the test!)

• 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.
• 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.

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Guidelines (continued)

• 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.

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Item Contexts (Scenarios)

• The context in which a test item is presented is
  called the item context or scenario. Test items
  should be placed in a context.
• 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.
• 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.
• Biology 1 EOC Assessment scenarios are limited to
  those familiar to a Biology 1 student rather than
  global situations.
• 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.
• Item contexts and illustrations depicting
  individuals conducting laboratory investigations
  should include proper safety equipment and model
  safe laboratory procedures.
• 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.
• The item content should be timely but not likely
  to become dated.

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• Understanding
• by
• Unwrapping

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UNWRAPPING THE BENCHMARKS

Both SC.912.L.14.3 and SC.912.L.14.2 will be
assessed together.
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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.
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Science NGSSS Across the Grades
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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).

• LEARNING OUTCOMES
• 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

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• LEARNING OUTCOMES
• SKILLS
• What the students need to BE ABLE TO DO
• 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 Concentra
tion gradient Osmosis Isotonic Hypotonic H
ypertonic Facilitated diffusion Active
transport Endocytosis Phagocytosis Exocytosis
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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.

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• Essential Questions
• What is the structure of the cell membrane?
• What is the role of the cell membrane during
  active and passive transport?

ASSESSMENT
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.
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ASSESSMENT
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 ofA. 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.
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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 .....
• 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.
• have serious, perhaps fatal effects because the
  red blood cells would tend to shrivel
• have serious, perhaps fatal effects because the
  red blood cells would tend to burst

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• 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?
• It is hypertonic to the plant cells, and its
  solute cannot cross the plant cell membranes.
• 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.

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Facilitated diffusion across a cellular membrane
requires ________ and moves a solute __________
its concentration gradient. A. energy and
transport proteinsdown B. energy and transport
proteinsup (against) C. energyup D.
transport proteinsdown E. transport
proteinsup
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.
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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.
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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.

• Complete the diagram on the left to describe the
  effect of tonicity on red blood cells.
• Complete the diagram on the right to describe the
  effect of tonicity on plant cells.

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• 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.
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• 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.
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• a description of how you would set up and perform
  the experiment
• 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

• Cut one shape out of each potato slice using the
  cookie cutter.
• Half fill each of the cups with distilled water.
  Stir 2 teaspoons of salt into one of the cups of
  water.
• Place one potato shape in each of the cups. Wait
  10 - 20 minutes.
• 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 OBSERVATIONS WHEN REINSERTED DIAGRAM
WATER
SALT WATER
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CHAPTER INVESTIGATIONDESIGN YOUR OWN CHAPTER 3
Diffusion Across a Membrane