Biology Standards and the EOC . Florida Education Next Generation Strategic Plan. Mission:
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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”.
"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!
Biology End of Course Exam
1. Standards Database
2. EOC Test Item Specifications
3. EOC Test Item Specifications
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.
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.
What are my students expected to know, understand, and do on national, state, and districtcommon assessments?
SAT, ACT, Advanced Placement Exams, etc
FCAT, End-of-Course Exams, etc.
Quarter Benchmarks, Semester Exams, etc.
What are my students expected to know, understand, and do on school common assessments and teacher created or selectedassessments?
Topic Quizzes, Unit Tests, etc.
quizzes, tests, presentations, projects, participation, etc.Keeping the end in mind…ASSESSMENT
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.
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).
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.
Skills required to respond to moderate complexity items include:
What is the structure of the cell membrane?
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 ofA. diffusion
B. passive transport
D. active transport
Water enters a cell when the solution surrounding the cell is
B. hypotonic to the cell.
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
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?
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)
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 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.
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).
Diffusion Across a Membrane