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AP Biology Revised Framework

AP Biology Revised Framework. MSTA 2012 Tina Wagner. Current Course. Teachers have only a general topic outline in the AP Course Description and released exams to determine what to teach

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AP Biology Revised Framework

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  1. AP Biology Revised Framework MSTA 2012 Tina Wagner

  2. Current Course • Teachers have only a general topic outline in the AP Course Description and released exams to determine what to teach • Teachers feel the need to march through all textbook chapters associated with the general topics because no specific guidance was given

  3. Revised Course • A detailed curriculum framework defines and articulates the scope ofthe course. Clear guidance isprovided on what concepts, content and science practices (skills) should be taught and will be assessed on the AP Exam

  4. Exclusion Statements • Clear indications in curriculum framework as to what teachers don’t have to teach • CAREFUL – some are prerequisites, some are out.

  5. Science Practices and Inquiry • New emphasis on integrating inquiry and reasoning throughout the course and on quantitative skills • 7 Science Practices (SP)

  6. 4 Big Ideas Enduring Understandings Science Practices:Science Inquiry & Reasoning Essential Knowledge Learning Objectives

  7. Framed Around Four Big Ideas 1 • The process of evolution drives the diversity and unity of life. • B I G I D E A 2 • Biological systems utilize energy and molecular building blocks to grow, reproduce, and maintain homeostasis. • B I G I D E A 3 • Living systems retrieve, transmit, and respond to information essential to life processes. • B I G I D E A 4 • Biological systems interact, and these interactions possess complex properties. • B I G I D E A

  8. 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

  9. Building Essential Knowledge • Each Enduring Understanding is followed by statements of the Essential Knowledge students must develop in the course

  10. Science Practices • The science practices enable students to establish lines of evidence and use them to develop and refine testable explanations and predictions of natural phenomena

  11. 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

  12. 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

  13. 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

  14. An Example of Integrating the Concept, Content, and the Science Practice Essential Knowledge 1.B.2 Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested • Content • Science Practice • Learning Objective Science Practice 5.3 The student can evaluate the evidence provided by data sets in relation to a particular scientific “?” • + 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

  15. An Inquiry-Based Approach to Labs • 13 inquiry-based lab investigations • Investigations are broken up by big ideas and map directly to the AP Biology curriculum framework

  16. An Inquiry-Based Approach to Labs • Each investigation provides guidance to the teacher pre-, during, and post-investigation • Many of the investigations provide suggestions for extension

  17. AP Biology New Exam Design

  18. Learning Objectives • 153 specific learning objectives • Embedded within framework • Use Illustrative examples for variety of acceptable ways to meet the LO’s

  19. Course Audit – deadline 1/1/13 • Must have a College Board account • View course audit document, complete checklist • Upload own syllabus or use identical

  20. Course Audit - Resources • Syllabus development tutorial • Curricular/resource requirements • Textbook list • Syllabus development guide • Sample syllabi • Sample course pacing guides • Self-evaluation checklist

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