performance based project jessica allen 2
DESCRIPTION
EDU 513 performance based projectTRANSCRIPT
Performance Based Project
Jessica AllenEDU 513 – Models of Teaching
Understanding by Design
Understanding by Design
by Grant Wiggins & Jay McTighe
Purpose is to begin with what we want students to know
Then devise activities to ensure students learn that material.
Stage 1 – Desired Results
Stage 2 – Assessment Evidence
Stage 3 – Learning Plan
Learning Strategies Used
• 1. Summarizing and note taking• 2. Homework and practice• 3. Nonlinguistic representations• 4. Cooperative learning• 5. Questions, cues, and advance organizers• 6. Identifying similarities and differences
These will be indicated in purple throughout this project to make them more easily identifiable.
Photosynthesis Lesson
• 2 - 90 minute class periods
• Each class period consists of an introduction, a note taking/discussion/question answer session, group work as additional practice and closure
• Prior to this learning students learned about cellular respiration and ATP
Lesson Slides
Please note the notes have been removed from the following lessons because to go through them adequately would take approximately 100 minutes. Due to the 10 minute time frame I am just including key lesson slides to give the overall idea of the lesson
Lesson Day 1
Would life on earth exist without plants? Why or Why not?
Photosynthesis and the Light Reactions
Concepts/Sections 8.1 & 8.2Pages 160 - 167
Lesson Objectives
• Describe the structure of a chloroplast
• Identify the overall reactants and products of photosynthesis
• Explain how light interacts with pigments
• Describe how photosystems help harvest light energy
• Identify the chemical products of the light reactions.
Introduction- PhotosynthesisKnow Want to Know Learned
Essential questions• What organisms carry out photosynthesis?
• What would happen if the sun quit shining?
• What would happen if photosynthetic organisms no longer existed?
• What would happen if there was a lack of carbon dioxide?
Notes, Questions, & DiscussionExamples of some questions
• What is the purpose of the light reactions?
• Do they directly require light?
• What is the purpose of the Calvin cycle?
• Does it directly require sunlight?
• How can sunlight provide the plants with energy to make food?
• What might happen if water were not available?
• (Summarizing & Note taking & Questions)
Group Work Day 1 DIRECTIONS : Light Reaction Activity
1. Number each story square in the proper sequence so the reader can follow the process. 1 pt.
2. Include at least 8 facts that will clarify the process of the light reactions and or photosynthesis. 1 pt. each
3. Use the key terms from the section at least once and put a box around them. 1 pt. each
4. In the first square include the overall equation for photosynthesis 1 pt
5. In the last square include the three molecules that are the end products of the light reactions. Write what will happen to each after it is produced. 1 pt. each
Type each group members name on the slide and save the slide. Submit through Schoology.
Adapted from: http://cavalierscience.blogspot.com/2010/06/photosynthesis-light-reactions-graphic.html
(Nonlinguistic representation & cooperative learning)
Independent Practice (Day 1) (Homework & Practice)
• Complete the assignment in Schoology due
• Complete the online activities and questions for 8.1 & 8.2
• Complete the closer look
• Skim Section 8.3 Calvin Cycle –especially figure 8-13 (Advance Organizer)
Lesson Day 2
Could the light reactions alone produce food?
Calvin Cycle
Concepts/Sections 8.3Pages 168-152
Lesson Objectives• Explain how the Calvin Cycle makes sugar.
• Summarize the overall process of photosynthesis.
Introduction- PhotosynthesisKnow Want to Know Learned
Essential questions• What organisms carry out photosynthesis?
• What would happen if the sun quit shining?
• What would happen if photosynthetic organisms no longer existed?
• What would happen if there was a lack of carbon dioxide?
Notes, Questions, & DiscussionExamples of some questions
• What are the inputs and outputs of the Calvin cycle?• Where did the inputs come from?• Where do the outputs go?• Why is the Calvin cycle called a cycle?• What molecule is the direct product of photosynthesis? How is that molecule then used by plant cells?
(Summarizing & Note taking & Questions)
Group Work (Day 2)
Activity 1 Use the diagram on the next slide and follow the steps below:
1. Draw a rectangle around each of the four steps in the proper sequence so that the reader can follow the process. 1 PT.
2. Put in at least 4 facts that help explain photosynthesis. 1 PT. Each3. Use the key terms from the section at least once and put a box around them. 1 pt. each 4. In the center of the diagram write down the total number of output carbons at each step of the cycle.
1 pt.5. Color the carbon “atoms” black 1 PT.6. Color the arrow yellow where the chemical energy molecules of ATP are used in the cycle. Color the
arrow where ATP and NADPH are used yellow. 1 pt.7. Color all other arrows black to show the cycling of the organic carbon molecules 1. pt8. Draw or paste a picture of the structure of a glucose moleculeType each group members name on the slide and save the slide. Submit through Schoology.
When finished move on to activity 2
(Nonlinguistic representation & cooperative learning)
Adapted from: http://cavalierscience.blogspot.com/2010/06/photosynthesis-calvin-cycle-graphic.html
Group Work (Day 2)
• Activity 21. On a blank whiteboard show how photosynthesis and
cellular respiration are related (you can choose how you show this –explanation, drawing, diagram, etc.). (1 pt)
2. Include the products and reactants of each process. (1 pt each)
3. Clearly label all parts. (1 pt)4. Type all group members names on the whiteboard, save,
and submit through schoology.
(Identifying similarities & Differences)
Independent Practice (Day 2) (Homework & Practice)
• Complete the assignment in Schoology due
• Complete the online activity and questions for 8.3
• Study for the Chapter 8 quiz
Summary
• The UbD method is very thorough
• Ensures students learn what teachers intend
• Begins with end knowledge then develops activities to achieve that
References
• Black, S., McLaren, J., Nelson, M. R., Schiele, E., Sweeney, D. L. (2004). Biology Exploring Life. Upper Saddle River, NJ: Pearson Education Inc.
• McTighe, J., Wiggins, G. (2005) Understanding by design (2nd ed.). Alexandria, Va: Association for Supervision and Curriculum Development.
• http://cavalierscience.blogspot.com/2010/06/photosynthesis-calvin-cycle-graphic.html