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Extended Learning
Modules (ELM)
and
ETO Resource
Lessons
Overview
ELM 1 – 6
Presented
December 13, 2012
West Miami Middle School
Ava D. Rosales, Ph.D.
Instructional Supervisor, Science
Department of Mathematics and Science
Office of Academics and Transformation
NORMS
Learn
Explore
Ask
Deliver
•Electronic devices
•Restrooms
GOALS OF SESSION
Provide Professional Development on the
implementation of the Next Generation Sunshine
State Standards (NGSSS) Extended Learning
Modules and ETO resource lessons, formerly
known as ETO Success Academy
 Model the effective implementation of the Science
Next Generation Sunshine State Standards
(NGSSS) Extended Learning Modules
 Identify Extended Learning Modules and/or ETO
resource lessons to implement according to school
needs/data
 Discuss challenges and solutions for teacher
content and delivery issues

IDENTIFY THE ESSENTIAL
COMPONENTS OF THE
INTERVENTION RESOURCES –
EXTENDED LEARNING MODULES AND ETO RESOURCE LESSONS
Place the information on your name tent
ESSENTIAL COMPONENTS
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Advanced facilitator preparation
Prior knowledge discussion
ELM: KWL/Lead-in essential questions and discussion
 ETO: Pre-assessment
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Teacher-led interactive laboratory demonstration
Students thoroughly complete activity guide (i.e.,
Exploration Guide/Virtual Lab)
Class compiled data table with discussion questions
(i.e., generic and directed)
Extension activities (part of instruction)
Assessment with assessment review protocol
Powerpoint presentation
EXTENDED LEARNING MODULES
ADDITIONAL COMPONENTS
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Objectives
Vocabulary
Lesson Overview/Scientific Background
Common Student Misconceptions
Tips
Materials
Suggested Lesson Sequence
Extension Activities
Selected Web Resources
(reinforcement/extension)
WHAT SHOULD THE DAILY
INSTRUCTIONAL FORMAT LOOK
LIKE?
Think – Pair - Share
DAILY INSTRUCTIONAL FORMAT
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Benchmark on board
Lead-in Question and Engage
Interactive Laboratory Demonstration
Discussion Questions
Extension(s)
Assessment
Exception: Session 13 – TIPS
 Review
 Practice
 Video Clarifications (as necessary)
ASSESSMENT REVIEW PROTOCOL
Students should respond to the items
individually.
 Review each answer choice and eliminate the ones that are
incorrect with a discussion as to why that selection is
incorrect.
 Ask students to correct their papers and indicate reasons
why the selection is the best answer.
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WHAT’S NEW?
Start with lessons that address data reflected
benchmark deficiency
 Varied delivery format based on intervention
schedules
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Extended Learning Module (ELM) Time-frame: 3 hours
Extension is to be implemented (select at least one activity)
 All lessons aligned to NGSSS
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Extended Learning Module (ELM) Assessment
Packet with background knowledge information
 ELM - All modules are Fair Game except
Assessment and TIPS modules
 ETO resources available
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UNWRAP THE BENCHMARK AND
FACILITATION GUIDE
Prior to the Activity and After the Activity
Success Academy Unwrapping Benchmarks
Benchmark Number_____________________ Content Cluster ___________________
Benchmark:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Prerequisite Skills
What knowledge, understanding, or reasoning is required to achieve this benchmark?
Vocabulary
What vocabulary needs to be understood to achieve this benchmark?
Achievement Criteria
What performance skills or product skills are required to demonstrate achievement on
this benchmark?
Facilitation Plan
Creating a Facilitation Plan
Facilitated classroom activities make up the public face of teaching. When preparing to facilitate
these activities, teachers should use a facilitation plan for reasons made evident in this module.
Such a plan arises from applying the facilitation methodology (see Facilitation Methodology)
in a step-by-step fashion. This facilitation plan module includes a plan template (found on the
third and fourth pages of this module) and exemplifies how to fill it out. It emphasizes the
importance of assessing facilitation performance after each classroom activity.
Need for a Plan
Careful planning lies at the heart of successful performance (Millis, 1998). The planning process
recommended in this module will help the teacher attend to the facilitation principles (see
Overview of Facilitation), work through the facilitation methodology, and anticipate learner
needs (see Identifying Learner Needs). Since these needs revolve around process issues that
impact learning, most facilitators will find it beneficial to reflect on these issues and plan how to
address them. In addition, the preparation of a written organizational framework before
facilitating an activity not only serves as a prompt during facilitation but also forms a permanent
record of what was attempted by the teacher during the activity and becomes the basis for
assessing performance.
Elements of a Plan
A complete plan consists of three components. The first component encompasses planning
prior to the facilitation (page one of the Facilitation Plan template). The second component
involves recording data during the facilitation (page two of the template). And the third
concludes the data collection and provides for reconciliation of the planning with the execution
and assessment of the facilitation and the learning outcomes (also on page two of the template).
Before reading the next section, it will be helpful to have the blank facilitation plan template
available.
Prior to the activity
1. Read through the lesson. Establish your outcomes for the activity (three are sufficient), and
incorporate skills needed for understanding of the lesson.
2. The outcomes or activity type you selected may require certain roles for group members.
3. Instructions to the students for the activity are outlined in the activity set-up. Focus on the
purpose, expectations, roles, and the amount of time allocated, including the closure time.
4. Anticipate what to expect when observing the group work. List the skills on which learners
should focus (which were listed in the outcomes) and anticipate situations during the activity in
SESSION 1
CELLS
BENCHMARK(S)
Big Idea 14: Organization and Development of
Living Organisms
 SC.6.L.14.1 Describe and identify patterns in the
hierarchical organization of organisms from atoms to
molecules and cells to tissues to organs to organ
systems to organisms.
 SC.6.L.14.2 Investigate and explain the components
of the scientific theory of cells (cell theory): all
organisms are composed of cells (single-celled or
multi-cellular), all cells come from preexisting cells,
and cells are the basic unit of life. (Also assesses
SC.6.L.14.3.)
 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.
FCAT 2.0 CLARIFICATIONS AND
CONTENT LIMITS (P. 80)
SC.6.L.14.1
Benchmark Clarification
 Students will identify and/or describe patterns in the
hierarchical organization of organisms, from atoms to
molecules, to cells, to tissues, to organs, to organ systems,
to organisms.
Content Limits
 Items will not assess cell specialization.
 Items may use the terms for the types of tissues in animals
(epithelial, muscle, nervous, connective) but will not assess
knowledge of the structure or function of these types of
tissues.
Stimulus Attribute
 Scenarios referring to atoms and molecules are limited to
biotic contexts.
FCAT 2.0 CLARIFICATIONS AND
CONTENT LIMITS (P. 82)
SC.6.L.14.2
Benchmark Clarifications
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Students will identify, describe, and/or explain the components of
cell theory.
Students will describe how cells undergo similar processes to
maintain homeostasis.
Content Limits
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Items will assess neither scientists who contributed to the cell
theory nor the historical development of the cell theory.
Items addressing homeostasis should focus on cells maintaining
homeostasis and are limited to the cellular level. Items will not
address permeability, osmosis, or diffusion.
Items may use the terms cellular respiration and photosynthesis
in the context of homeostasis and the functions of cell structures
but will not assess knowledge of these processes.
Items will not assess cellular reproduction.
FCAT 2.0 CLARIFICATIONS AND
CONTENT LIMITS (P. 84)
SC.6.L.14.4
Benchmark Clarification
 Students will compare and/or contrast the structure and/or
function of major organelles of plant and animal cells.
Content Limit
 Items assessing cellular structures are limited to the cell
wall, cell membrane, nucleus, cytoplasm, chloroplasts,
mitochondria, and vacuoles.
Stimulus Attribute
 Scenarios will require a comparison or contrast of
organelles in plant and/or animal cells.
ACTIVITIES
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ExploreLearning Gizmo: Cell Structure
http://www.explorelearning.com/index.cfm?metho
d=cResource.dspDetail&ResourceID=450
EXTENSION: Source: BBC KS3 Bitesize:
http://www.bbc.co.uk/schools/ks3bitesize/science/o
rganisms_behaviour_health/cells_systems/activit
y.shtml
SESSION 2
BODY SYSTEMS
BENCHMARK
Big Idea 14: Organization and Development of
Living Organisms
Benchmark:
 SC.6.L.14.5: Identify and investigate the general
functions of the major systems of the human body
(digestive, respiratory, circulatory, reproductive,
excretory, immune, nervous, and
musculoskeletal) and describe ways these
systems interact with each other to maintain
homeostasis. (Also Assesses SC.6.L.14.6)
FCAT 2.0 CLARIFICATIONS AND
CONTENT LIMITS (P. 86)
Clarifications
 Students will identify and/or describe the general functions of the
major systems of the human body.
 Students will identify and/or describe how the major systems of the
human body interact to maintain homeostasis.
 Students will identify, compare, and/or contrast the types of
infectious agents that affect the human body.
Content Limits
 Items are limited to the human digestive, respiratory, circulatory,
reproductive, excretory, immune, nervous, and musculoskeletal
systems.
 Items will not assess the structures or functions of individual organs
in isolation.
 Items assessing the interactions of systems to maintain homeostasis
should include a reference to homeostasis and are limited to the
organismal level.
 Items will not require specific knowledge of diseases that affect the
human body or their causal agents.
 Items may assess the interactions of no more than three systems.
LESSONS LEARNED FCAT
Students who are unsuccessful have the greatest
difficulty
 Explaining the processes that occur within body
systems and the interactions of body systems
INTERCONNECTEDNESS OF CIRCULATORY
AND RESPIRATORY SYSTEMS
NOT TO SCALE
EFFECTIVE INSTRUCTION
Graphic organizers to discuss cause and effect of
a breakdown of a particular organ or system
 Describe in writing and through illustrations,
the interrelationship of one body system to
another
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SYSTEMS IN ACTION
ANIMATIONS
http://www.smm.org/heart/lungs/top.html
http://www.learnerstv.com/animation/animationcategory
.php?cat=biology&page=4
PROBE FOR UNDERSTANDING
____2 The human body is organized into systems
that carry out all functions by working together.
Which activity in the body MOST closely describes a
relationship between the circulatory system and the
digestive system?
F Nutrients are absorbed into the bloodstream.
G The body grows antibodies in response to a
virus.
H The kidneys remove harmful wastes from
the blood.
J Red blood cells exchange carbon dioxide for
oxygen.
SESSION 3
CLASSIFICATION
BENCHMARK
Big Idea 15: Diversity and Evolution of Living
Organisms
Benchmark:
 SC.6.L.15.1 Analyze and describe how and why
organisms are classified according to shared
characteristics with emphasis on the Linnaean
system combined with the concept of Domains.
FCAT 2.0 CLARIFICATIONS AND
CONTENT LIMITS (P. 88)
Clarification
 Students will analyze and/or describe how and/or why organisms are
classified.
Content Limits
 Items may assess how characteristics are used to classify organisms
but will not assess specific characteristics of individual types of
organisms.
 Items assessing the classification of organisms into domains are
limited to Bacteria, Archaea, and Eukarya. Items assessing the
classification of organisms into kingdoms are limited to Eubacteria,
Archaea, Protist, Fungus, Plant, and Animal.
 Items may assess knowledge of the hierarchy of classification but will
not assess the specific characteristics of organisms classified in a
particular phylum, class, order, family, genus, or species.
 Items may use scientific names and the term binomial nomenclature
but will not require specific knowledge of an organism’s scientific
name and common name.
Source: Windows to the Universe
http://www.windows2universe.org/earth/Life/clas
sification_intro.html
INTERACTIVE ACTIVITIES
Discovery: Cat Classification

http://player.discoveryeducation.com/index.cf
m?guidAssetId=F1328E5F-E88E-42A7-8A46B2205E7034F8&blnFromSearch=1&productco
de=DSC
Classifying Life
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http://www.pbs.org/wgbh/nova/nature/classifyinglife.html
Tree of Life
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http://www.pbs.org/wgbh/evolution/change/family/index.
html
SAMPLE ASSESSMENT
2. Which of the following correctly describes the
modern six-kingdom classifications?
a.
b.
c.
d.
Bacteria, Monera, Protist, Fungus, Plant, and Animal
Eubacteria, Archaea, Protist, Fungus, Plant, and Animal
Eubacteria, Archaea, Plant, Animal, Birds, and Fish
Fungus, Plant, Animal, Bacteria, Archaea, and Eukarya
SESSION 4
SCIENTIFIC THEORY EVOLUTION
BENCHMARK
Reporting Category: Life Science
Benchmark:
 SC.7.L.15.2: Explore the scientific theory of
evolution by recognizing and explaining ways in
which genetic variation and environmental
factors contribute to evolution by natural
selection and diversity of organisms. (Also
Assesses SC.7.L.15.1, SC.7.L.15.3)
FCAT 2.0 BENCHMARK CLARIFICATIONS AND
CONTENT LIMITS
Clarifications
 Students will identify and/or explain ways in which genetic
variation and environmental factors contribute to evolution by
natural selection and diversity of organisms.
 Students will identify and/or explain ways in which fossil
evidence is consistent with the scientific theory of evolution.
 Students will identify and/or explain how a species’ inability to
adapt may contribute to the extinction of that species.
Content Limits
 Items will not address topics such as speciation, genetic drift,
or gene pools.
 Items will not assess or address hominid evolution or primate
fossils.
 Items assessing fossil evidence should focus on progressions
over time/evolution from earlier species and/or the idea that
not all species alive today were alive in the past.
 Items will not assess fossils in the context of relative dating or
plate tectonics/continental movement.
ACTIVITIES
Natural Selection
 http://www.explorelearning.com/index.cfm?metho
d=cResource.dspView&ResourceID=447
Peppered Moth Animation
 http://www.techapps.net/interactives/pepperMoth
s.swf (A Bird’s Eye View of Natural Selection)
Peppered Moth Simulation (hands-on)
 http://www.biologycorner.com/worksheets/pepper
moth_paper.html
SESSION 5
GENETICS
BENCHMARK
Big Idea 16: Heredity and Reproduction
Benchmark:
 SC.7.L.16.1: Understand and explain that every
organism requires a set of instructions that
specifies its traits, that this hereditary
information (DNA) contains genes located in the
chromosomes of each cell, and that heredity is
the passage of these instructions from one
generation to another. (Also Assesses
SC.7.L.16.2, SC.7.L.16.3)
BENCHMARK CLARIFICATIONS
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Students will describe and/or explain that every
organism requires a set of instructions that specifies
its traits.
Students will identify and/or explain that hereditary
information (DNA) contains genes located in the
chromosomes of each cell and/or that heredity is the
passage of these instructions from one generation to
another.
Students will use Punnett squares and pedigrees to
determine genotypic and phenotypic probabilities.
Students will compare and/or contrast general
processes of sexual and asexual reproduction that
result in the passage of hereditary information from
one generation to another.
BENCHMARK CONTENT LIMITS
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Items may assess the general concepts of mitosis and meiosis but will
not assess the phases of mitosis or meiosis. Items will not use the
terms haploid or diploid.
Items referring to sexual reproduction will not address human
reproduction.
Items addressing Punnett squares or pedigrees will only assess
dominant and recessive traits.
Items addressing pedigrees are limited to assessing the probability of
a genotype or phenotype of a single individual. Items may require the
identification of parental genotypes that result in certain genotypic or
phenotypic probabilities in offspring.
Items will not assess incomplete dominance, sex-linked traits,
polygenic traits, multiple alleles, or codominance.
Items addressing Punnett squares are limited to the P and F1
generations.
Items will not assess mutation.
Items will not address or assess the stages of meiosis, fertilization, or
zygote formation.
Items will not address or assess human genetic disorders or diseases.
LESSONS LEARNED
Students who are successful are able to:
 Recognize that the exchange and combination of
genetic information results in variations within a
species
ACTIVITIES
Mouse Genetics
http://www.explorelearning.com/index.cfm?method
=cResource.dspView&ResourceID=449
BrainPop
http://fl6.msscience.com
BrainPop – Heredity, Mitosis
____1 The diagram shows a Punnett square of the cross
between the eye colors of two animals.
Brown eye color is dominant and blue eye color is
recessive. What is the percentage of offspring with
brown eyes as shown by the data?
A 0%
B 25%
C 50%
D 100%
____8 A male fruit fly is homozygous dominant for
gray body color (G) and is crossed with a female fruit
fly that is homozygous recessive for ebony body
color (g). What are the probable phenotypes of the
offspring?
F
G
H
J
25% gray, 75% ebony
50% gray, 50% ebony
100% ebony
100% gray
SESSION 6
INTERDEPENDENCE
Big Idea 17: Interdependence
Benchmark:
 SC.7.L.17.2: Compare and contrast the
relationships among organisms such as
mutualism, predation, parasitism, competition,
and commensalism. (Also Assesses SC.7.L.17.1,
SC.7.L.17.3)
FCAT 2.0 BENCHMARK CLARIFICATIONS
Clarifications
 Students will compare and/or contrast
relationships between organisms, such as
mutualism, predation, parasitism, competition,,
and commensalism.
 Students will describe and/or explain the roles of
and relationships among producers, consumers,
and decomposers in the process of energy
transfer in a food web.
 Students will identify and/or describe various
limiting factors in an ecosystem and their impact
on native populations.
FCAT 2.0 BENCHMARK CONTENT LIMITS
Content Limits
 Items assessing the relationships between organisms may
require the identification of the relationship as mutualism,
predation, parasitism, competition, or commensalism.
 Items assessing the relationships of organisms may require
recognition of common examples of mutualism, predation,
parasitism, competition, and/or commensalism.
 Items will not require specific knowledge of organisms.
 Items may assess food webs but will not assess food chains.
 Items assessing consumers in a food web are limited to
primary, secondary, and tertiary consumers.
 Items will not assess that the Sun is the source of energy
for living things in isolation.
 Items will not address energy pyramids or use the term
trophic level.
ACTIVITIES
ENGAGE /LEAD-IN
GIZMO ACTIVITY
Rabbit Population by Season
 http://www.explorelearning.com/index.cfm?metho
d=cResource.dspView&ResourceID=380
ASSESSMENT
In a grassland ecosystem, organisms of the
same species eat the same food. When there
is a lack of rain, which is MOST likely
increased?
(number 9)
FOLLOW-UP

Facilitation Plan and Unwrapping Benchmark
Document for one (1) Extended Learning Module
or ETO Success Academy lesson
Due – no later than December 21, 2012
 Email: [email protected]
Include in Subject: Follow-up ELM or ETO and
Lesson number (ex., Follow-up ELM Lesson 2)
AND

Upload to Edmodo Group: MS Science Dec
13 PD Follow-up Group Code: g28hf2