BIOLOGY

Kristi Sutton
suttonk@bsd405.org
Course Description - Online Advanced Placement Summer Institute, Biology 2020

During this workshop, new and experienced teachers will become familiar with the recently updated Course and Exam Description (CED) in AP Biology (2019). The updated CED organizes the course into eight commonly taught units:

1: Chemistry of Life
2: Cell Structure and Function
3: Cellular Energetics
4: Cell Cycle
5: Heredity
6: Gene Expression and Regulation
7: Natural Selection
8: Ecology
  
The major focus of this online Advanced Placement Summer Institute will be on the changes to the CED, lab investigations, and the new resources available to teachers. The updated course framework clearly connects each learning objective to specific essential knowledge and includes biology – specific science practices that build skills to help students learn to think and act like biologists.  Particularly important will be the time and skill set necessary to support teachers in implementing more inquiry-based investigations and participants will be given tools and strategies for modifying traditional experiments into inquiry-based models.  Participants will become familiar with both hands-on and virtual investigations, including many in the updated lab manual AP Biology Lab Investigations: An Inquiry-Based Approach (2019).  We will also discuss tips, tricks, and alternatives to these lab investigations. Participants will delve into the new AP Biology exam design and essay grading. There will be time carved out for teachers to begin working on their AP Biology syllabus specific to their school’s daily schedule and calendar so the AP Course Audit process will be made easier.

*Online Learning Requirements: Participants must have a laptop/computer, WiFi/internet, Microsoft Teams app, access to certain easily accessible lab materials (list TBA) and space to conduct safe hands-on lab investigations (kitchen/garage/patio) as well as a willingness to exchange effective teaching practices with peers in an online platform.

We will:
• Discuss teaching strategies for AP Biology labs.
• Design and conduct labs, both hands-on and using virtual lab tools.
• Conduct data analysis and identify options for student reporting.
• Learn how to use existing resources most effectively in implementing the changes in the Curriculum Framework.
• Share alternative and supplemental lab activities and CER (Claim, Evidence, Reasoning) activities.
• Work together on preparing a course audit (as needed).
• Review pacing guides, sample syllabi, textbooks, and how to navigate the AP Central website, APClassroom, and the course audit portal.

Key Takeaways for Participants include the following:
• Understanding the redesigned Course
• Planning to teach the Course
• Teaching the Course
• How to assess student progress and understanding
• Becoming a member of the AP Biology Community
5-Day Online Workshop Agenda - APSI Biology 2020

Day 1
• Welcome, introductions, K-W-L sharing
Key Takeaway 1: Understanding the Course and Exam Description (CED)
• Building conceptual understandings by linking Learning Objectives (testable) and Essential Knowledge (content) in each Big Idea.
• Applying content in new, relevant, and unfamiliar contexts using and Science Practices (Skills) and Essential Knowledge.
• Activity: Teaching for Transfer by Applying the Science Practices
• Practicing the Practices: Investigation #11 Transpiration Set-Up (kitchen chemistry 1)
• Activity: Teaching for Understanding of Content and Skills
• Activity: Understanding the Course Framework and Big Ideas
 
Day 2
Practicing the Practices
Investigation #13 Enzyme Catalysis using Potatoes and Hydrogen Peroxide (kitchen chemistry 2)
• Transpiration Data Collection Day 2 via Small Scale/Balance (from school or Amazon) 
Key Takeaway 2: Planning the Course
• Sequencing, Pacing, Scaffolding
• Activity: Exploring the Unit Guides (and treasure hunt map)
• Activity: Scaffolding and Spiraling the Science Practices
• Activity: Planning Your Course (plan the first quarter of your course)
• Activity: Reviewing Instructional Approaches

 Day 3
• Practicing the Practices
Investigation 4: Diffusion and Osmosis in Vegetables (kitchen chemistry 3)
• Transpiration Data Collection via Small Scale/Balance Day 3 (from school or Amazon)
• Investigation 9 Virtual DNA Gel Electrophoresis – https://dnalc.cshl.edu/resources/animations/gelelectrophoresis.html
• Investigation 3 BLAST
• Activity: SP 2 – Visual Representations
• Activity SP 3 – Questions & Methods
Key Takeaway 3: Teaching the Course
• Teachers need a deep understanding of content and applications
• Using effective instructional strategies to help develop course skills and content knowledge
• Creating a community within a classroom
Day 4
• Practicing the Practices
• Investigation 8:  Virtual pGLO Bacterial Transformation • • • https://dnalc.cshl.edu/resources/animations/gelelectrophoresis.html
• Wrap up Investigation 4: Osmosis and Data Analysis with Water Potential
• Transpiration Data Collection Day 4 via Small Scale/Balance
• Activity SP 5 – Statistics and Data Analysis
• Activity SP 6 – Argumentation 
Key Takeaway 4: Assessing Student Progress and Understanding
• Aligning assessments and instruction to learning goals and performance standards
• Challenging students to apply their knowledge and skills in different contexts for deeper understanding
• Time, practice and feedback
• Activity: Analyzing Science Practices and Learning Objectives on Exam Questions
• Activity: AP Biology Exam Structure
• Activity: Using Personal Progress Checks as Formative Assessments
Day 5
• Practicing the Practices
• Investigation #2 Mathematical Modeling Hardy – Weinberg Equilibrium Using Rocket Pocket Mice Spreadsheet 
Key Takeaway 5: Becoming a Member of the AP Community
•  Course Audit and Curricular Requirements
• AP Teacher Community and Additional Resources
• Evaluations of workshop
• Activity: Scoring Free Response Questions
• Activity: AP Audit and Curricular Requirements
• Activity: Becoming a Member of the AP Community
• Activity: Finishing Syllabus & Sharing Favorite Activities
 
Kristi Sutton earned her undergraduate degree in Environmental and Forest Biology from the State University of New York College of Environmental Science and Forestry. After working in the environmental testing field for a short time she returned to school at Syracuse University where she was awarded a Master of Science in Science Teaching. For 20 years Kristi taught AP Biology, Freshman Biology and Leadership in the Bellevue School District and for the last 3 years she has been an instructional coach. Kristi also ran the Debate Team for 5 years, was a LINK coordinator, served as Science Department Head, was a mentor teacher, and advised more clubs than she can remember. In addition, Kristi has developed district-level curriculum in both Biology and AP Biology, as well as working collaboratively to develop a curriculum for teaching AP Biology using a problem-based learning focus. This work was funded through a grant from the Department of Education. She has also helped to create online resources in epigenetics and evolution for the Genetic Science Learning Center at the University of Utah. In 2006 Kristi received her National Board Certification, which was renewed in 2015.

Kristi was an AP Biology Reader for 13 years, serving as a Table Leader for seven. In addition, she has written and reviewed questions for the new AP Biology exam. She resides in Bellevue, Washington with her husband and two children.