Colorado Education Initiative AP Summer Institute

July 11 - 14, 2016 Denver, CO

Kelcey Burris Union High School

Camas, WA

Welcome

• Kelcey Burris Union High School Camas, Washington kelcey.burris@evergreenps.org

• Introductions Name School AP Biology Experience Workshop Wishes

Workshop Resources

• Workshop Weebly• Continued Access to New Resources

• http://kbapbioworkshops.weebly.com/

• Password: watsonandcrick

Nature of Science• Inquiry Cubes

• 5 E approach • Engagement

• Exploration

• Explanation

• Elaboration

• Evaluation

• “Learning to Ask Questions”

Curriculum Framework• E2 I2

• EvolutionBig Idea 1

• EnergyBig Idea 2

• InformationBig Idea 3

• InteractBig Idea 4

AP Biology Curriculum FrameworkSupports and Enhance Conceptual Knowledge

Big Ideas

Enduring Understandings

Essential Knowledge Science Practices: Science Inquiry & Reasoning

Learning Objectives

Curriculum Framework: Big IdeasThe unifying concepts or Big Ideas increase coherence both within

and across disciplines. A total of Four Big Ideas:

The process of evolution drives the diversity

and unity of life. B I G I D E A 1

Living systems retrieve, transmit, and respond to

information essential to life processes. B I G I D E A 3

Biological systems interact, and these interactions

possess complex properties. B I G I D E A 4

Biological systems utilize energy and molecular

building blocks to grow, reproduce, and maintain

homeostasis.

B I G I D E A 2

Curriculum Framework•Enduring Understandings

•Essential Knowledge

•Illustrative Examples & Exclusive Statements

•Science Practices

•Learning Objectives

AP Science Practices

Science Practices: The student can/is able to . . .

1.0 Use representations and models to communicate scientific

phenomena and solve scientific problems.

2.0 Use mathematics appropriately.

3.0 Engage in scientific questioning to extend thinking or to guide

investigations within the context of the AP course.

4.0 Plan and implement data collection strategies appropriate to a

particular scientific question.

5.0 Perform data analysis and evaluation of evidence.

6.0 Work with scientific explanations and theories.

7.0 Connect and relate knowledge across various scales, concepts

and representations in and across domains.

Focus on Skills and Cognitive Strategies

Learning Objectives provides transparency and boundaries for what content and and science

practices will be assessed

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Content Reduction• Chemical foundations of biology

• Cellular organelles and their function

• Structural and physiology features of animal form & function (Organ/System of the Day) *Only 3 systems are required: Immune, Endocrine, & Nervous

• Structural & physiological features of Prokaryotes to Vertebrates (March across the Phyla)

• Specific stages of cleavage, blastulation, gastrulation and the comparison of these stages in different organisms

Curriculum Update• New Updates for 2015

• 3 New Learning Objectives

• Several Learning Objectives have been altered

• pg. 113

New Learning Objectives• LO 2.41: The student is able to evaluate data to show

the relationship between photosynthesis and respiration in the flow of free energy through a system (SP 5.3, 7.1).

• LO 2.42: The student is able to pose a scientific question concerning the behavioral or physiological response of an organism to a change in its environment (SP 3.1).

• LO 2.43: The student is able to connect the concept of cell communication to the functioning of the immune system (SP 7.2).

Unpacking the FrameworkIllustrative Examples & Exclusion Statements

Illustrative ExamplesRather than trying to cover all topics, you have flexibility

to focus on one specific example for in-depth study

To foster student understanding of this concept,

instructors can choose an illustrative example such as:

- Sickle cell anemia - Tay-Sachs disease

- Huntington’s disease - X-linked color blindness

-Trisomy 21/Down syndrome - Klinefelter’s syndrome

Exclusion Statements

Memorization of the names, molecular structures and specific

effects of all plant hormones are beyond the scope of#the#course#and#the#AP#Exam.#

Conceptual Flow Graphic• Visual Concepts are organized and displayed

• Make a display to sequence the concepts

• Display strength of relationship between concepts

• Strong Connection

• Weak Connection

• No Connection - No Arrow

Conceptual Flow Graphic

CFG Task• In small groups; you will be given Challenge Areas for

AP Biology

• After arranging the concept order - show the strength of relationships between concepts using arrows.

• Add 3 to 4 concepts that support each Challenge Area

• For Example: Challenge Area: Impact of Environment on Evolution - Concept: Variation and Fitness

CFG Sharing

• Do a gallery walk and look at the other CFG’s.

• Pick 1-2 group members to stay behind and answer any questions from the different groups.

CFG Example

AP Insight

https://apinsight.collegeboard.org/

AP® Insight: Biology

Teacher Edition

Copyright © 2013. The College Board. These materials are part of a College Board Program. Use or distribution of these materials beyond participation in this program is prohibited. Page 1 of 1

AP Course Audit• College-level Text

• Course structure around Enduring Understandings & Big Ideas (w/connections)

• Course addresses social issue(s)

• Student-directed investigations

• 25% time rule for investigations

• Student communication of results

• Address Learning Objectives in Big Ideas (emphasis on skills outside of investigations

http://www.collegeboard.com/html/apcourseaudit/?navid=gh-apcourseaudit

• The Advanced Placement Program provides teachers with timely and relevant feedback on their students

• Available on-line in July via Audit portal

AP Instructional Planning Report: Timely & Relevant Feedback

• Teachers are interested in assessment results when: • The results focus on their students’ performance

• The assessment is grounded in agreed upon standards

• The assessment is valid

• The tool provides comparison to others

Instructional Planning Report

Instructional Planning Report

Instructional Design• Backward Design

• Instructional Planning Guide

• Student-Centered vs. Teacher-Centered

• “Big to Small” or “Small to Big”

• Important Dates

• School Start Date

• AP Exam Date • Monday - May 9, 2016

What to Cover?

• Content • Learning Objectives

• Science Practices

• Labs

• Activities

• Connection to Life Processes

• Unit Exams - 2 Days

• 1st Day - 32 Multiple Choice

• 2nd Day - 1 Short FRQ & 1 Long FRQ

Challenge: Teaching Content Through Activities

How do Systems fit into the Curriculum?

Systems in the Framework• Immune System

• Cell Communication

• Endocrine System

• Cell Communication

• Nervous System

• Cell Membrane, Cell Transport

• Ecosystems

• Energy - Free Energy & Trophic Levels

• Cell Respiration

• Photosynthesis

• Biogeochemical Cycles

• Biochemistry & Chemistry

Unit Planning Activity• Goal: Design, Produce, & Present a Unit

• Find partners & select a unit

• Units: Chemistry, Cells, Cellular Processes, Genetics, Evolution, and Life

• Include activities, labs, assessments and other items in the unit

• 5 minute presentations on Thursday

• The Roller Coaster Ride: Making Connections through out the Curriculum

BioRad Connection Labs Damon Tighe - BioRad

• c. Elegans Behavior Lab

• Open Inquiry Ideas & Techniques

• Cellular Respiration & Photosynthesis Lab

• Open Inquiry with Algae Balls

• BioFuels Enzyme Lab

• Bioprospecting in Fungi

AP Biology Labs

• Lab Manual

• Can you use alternative labs

• Equipment and Supplies

• Lab Tips

AP Labs: Guiding Principles & Requirements

• Students actively involved in process of scientific inquiry

• Minimum of eight hands-on lab investigations

• 25% of instructional time on labs

• AP Biology Investigative Lab Manual: An Inquiry Approach

• Thirteen student directed and inquiry based labs

• Student and Teacher Manuals

Inquiry Lab Strategies• What is Inquiry

• Modifying Traditional Labs

• AP Lab #13 - Enzyme Catalysis

“The lab you do is not as important as the what you do in the lab”

What is Inquiry?• Essential Features of Inquiry

• Confirmation, Structured, Guided, & Open

• Levels of Inquiry (Handout)

• MAPSI - Appendix D

• Teacher-Directed vs. Student-Directed Inquiry

• Science Practice Skills - Modeling

Modifying Traditional Labs• Modeling

• Teacher Demo • Screencast • Pre-AP Course: Introduce Protocol

• Design an Experiment

• Pre-Lab Questions

• Designing an Inquiry-Based Lab: Modifying Traditional Labs (Handout)

AP Lab #13 - Enzymes• Enzyme Catalysis Inquiry Lab

• Confirmation

• Structured

• Guided

• Open

H2O + O2 catalase

H2O2

Toothpickase LabMultiple Versions of the Lab

Great Pre-AP Activity

Process Orientated Guided LearningPOGILs

How to use POGILs…

Small Groups Roles

• Facilitator

• Process Analyst

• Quality Control

• Spokesperson

Time each section to keep students moving and check for misconceptions as you move along

POGIL - Group RotationsFind descriptions on wikispaces

Big Idea 4: InteractionBiological systems interact, and these systems

and their interactions possess complex properties.

Big Idea 4 LabsAP Lab #10: Energy Dynamics

• Mass Dried Frass and Determine:

• % Energy Transferred from food to Caterpillar

• Energy lost as waste (frass)

• Energy consumed by Cellular Respiration

• Can be done as a Class Demo

• Takes place over weeks

Big Idea 4 Labs• AP Lab #11: Transpiration

• Mass Plants for Final Time and Collect Class Data

• On Post It Paper

• Graph class data

• Calculate the Rate of Transpiration for the different conditions

• Poster Write Up

• Graph Results

• Describe the difference between rates of the different conditions

• Justify the reason between the different conditions

• Include: H2O, H2O Potential, Plant Structure, Transpiration

Lab Set Up• AP Lab #11: Whole Plant Transpiration

• Set Up & Initial Measurements - Take Data Each Day

• AP Lab #10: Energy Dynamics - Painted Ladies

• Set Up & Initial Measurements - Take Data Day 1 & 3

• AP Lab #3: Cell Division: Mitosis & Meiosis

• Set Up If Time Permits

Daily Wrap Up• Homework

• Review Question #1 & 2 from the 2016 AP Exam

• Start Audit Syllabus

• Use Online Resources (Sample Syllabi, Pacing Guidelines)

• Big Idea 1 Suggestions?

• Best Practice Sharing

• Reflection from the day…

• Needs or Wants for the rest of the week?