Creating the lesson was fine, I did not have a problem using the format that was given for this type of lesson. I knew when I started that I wanted the lesson to be something that the students would do on their own without a lot of teacher center learning. I chose to do an activity that I am going to be doing with my advanced biology class this week. Creating the lesson was not very hard because I already knew what activity I was going to do, all I needed to do was expand it to work with the USBD lesson format.
The only difficulties that I encountered was that I felt like I was repeating myself a lot. Maybe I was not doing something correctly, hopefully when I get some remarks from other people they will tell me whether I was doing something wrong or if there is something I can do better.
I liked the format but, like I said the only thing is that I felt like I was repeating myself a lot. I am not sure if I was doing something wrong or if that is just the nature of the lesson. I also think that if I was using the template for an entire unit that I would not have felt like I was repeating myself as much because there would be a lot of different little topics that I would be covering.
If I was going to change something, I might change to either have a few less categories for a single lesson or I might change the template to be for an entire unit of work. Overall though, I thought that it was an interesting way of looking at a lesson. I also realized that I find it easier to determine the more detailed points I want my students to take away from a lesson rather than the overarching topics.
Sunday, October 26, 2008
USBD Lesson
Understanding By Design Lesson
Title of Lesson: What are prokaryotic and eukaryotic cells?
Grade Level: 9-10
Curriculum Area: Advanced Biology
Time Frame: 45 minutes
Developed By: Sally Casper
Identify Desired Results (Stage 1)
Content Standards
5. A.1. Relate the structure of molecules to their function in cellular structure and metabolism.
5. C.1 Describe how information in encoded and transmitted in genetic material.
Understandings
Essential Question(s)
Overarching Understanding:
That there are two different overarching categories of cells.
Which cells came first?
Overarching
What is life?
What are cells?
What are the different types of cells?
Which cells came first?
Topical
What are the basic units of life?
What organelles make up a cell?
What are the functions of these organelles?
Related Misconceptions
The differences between prokaryotic and eukaryotic cells.
That not all cells have a nucleus or membrane bound structures.
That all cells rely on oxygen.
Knowledge
Students will know…
What the defining characteristics are of a prokaryotic cell.
What types of organisms are prokaryotic?
How prokaryotes and eukaryotes differ from each other.
The three major shapes of a prokaryotic cell.
What the major rolls of prokaryotes are.
What the distinguishing factors of a eukaryotic cell are.
What some of the functions are of some of the organelles?
The name of ten organelles and whether they are found in animal cells, plant cells or both.
Which cell came first, the prokaryotic cell or the eukaryotic cell?
Skills
Students will be able to…
Determine the difference between a prokaryotic cell and a eukaryotic cell.
Assessment Evidence (Stage 2)
Performance Task Description
Goal: For the students to work impairs and use the internet to answer questions and determine the differences between prokaryotic and eukaryotic cells.
Role: Students work in pairs as independent learners to try and help each other figure out the differences between prokaryotic and eukaryotic cells.
Audience: Other biology students in the class when the students review the information together to make sure that they all received the same and correct information.
Situation: The students have been asked to work in pairs to be self learners in order to determine the differences between prokaryotic and eukaryotic cells.
Product/Performance: Each set of pairs will answer a set of questions in order learn the differences between prokaryotic and eukaryotic cells.
Standards: See content standards box above.
Other Evidence:
Students will hand in their findings on prokaryotic and eukaryotic cells.
Students will later be tested on the differences between prokaryotic and eukaryotic cells.
Students will have to apply this knowledge throughout the rest of the unit when they continue to learn about eukaryotic cells and their specific organelles and what their functions are.
How will you hook students at the beginning of the unit?
Title of Lesson: What are prokaryotic and eukaryotic cells?
Grade Level: 9-10
Curriculum Area: Advanced Biology
Time Frame: 45 minutes
Developed By: Sally Casper
Identify Desired Results (Stage 1)
Content Standards
5. A.1. Relate the structure of molecules to their function in cellular structure and metabolism.
5. C.1 Describe how information in encoded and transmitted in genetic material.
Understandings
Essential Question(s)
Overarching Understanding:
That there are two different overarching categories of cells.
Which cells came first?
Overarching
What is life?
What are cells?
What are the different types of cells?
Which cells came first?
Topical
What are the basic units of life?
What organelles make up a cell?
What are the functions of these organelles?
Related Misconceptions
The differences between prokaryotic and eukaryotic cells.
That not all cells have a nucleus or membrane bound structures.
That all cells rely on oxygen.
Knowledge
Students will know…
What the defining characteristics are of a prokaryotic cell.
What types of organisms are prokaryotic?
How prokaryotes and eukaryotes differ from each other.
The three major shapes of a prokaryotic cell.
What the major rolls of prokaryotes are.
What the distinguishing factors of a eukaryotic cell are.
What some of the functions are of some of the organelles?
The name of ten organelles and whether they are found in animal cells, plant cells or both.
Which cell came first, the prokaryotic cell or the eukaryotic cell?
Skills
Students will be able to…
Determine the difference between a prokaryotic cell and a eukaryotic cell.
Assessment Evidence (Stage 2)
Performance Task Description
Goal: For the students to work impairs and use the internet to answer questions and determine the differences between prokaryotic and eukaryotic cells.
Role: Students work in pairs as independent learners to try and help each other figure out the differences between prokaryotic and eukaryotic cells.
Audience: Other biology students in the class when the students review the information together to make sure that they all received the same and correct information.
Situation: The students have been asked to work in pairs to be self learners in order to determine the differences between prokaryotic and eukaryotic cells.
Product/Performance: Each set of pairs will answer a set of questions in order learn the differences between prokaryotic and eukaryotic cells.
Standards: See content standards box above.
Other Evidence:
Students will hand in their findings on prokaryotic and eukaryotic cells.
Students will later be tested on the differences between prokaryotic and eukaryotic cells.
Students will have to apply this knowledge throughout the rest of the unit when they continue to learn about eukaryotic cells and their specific organelles and what their functions are.
Learning Plan (Stage 3)
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
- The students are going to learn about the two different types of cells: prokaryotic and eukaryotic cells. They have already learned what the components of the cell membrane are and how molecules are transported into and out of the cell. After this lesson the students will be ready to learn more specifics about eukaryotic cells and what the organelle functions are of the eukaryotic cell.
How will you hook students at the beginning of the unit?
- At the beginning of the class the students will be asked to do a “Do Now” where they have to try and define their life, then they will be asked what the smallest units of life are and then which they think came first: prokaryotic or eukaryotic cells? (by asking the students to define their life – that should get them interested)
What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?
- Each pair of students will log onto the internet and work to answer some questions that they have to do in order to learn what the differences are between prokaryotic and eukaryotic cells. They already have a basic knowledge of cells through their knowledge of the cell theory, cell membrane and transport into and out of the cell.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?
- Students will have to reflect and rethink when we review the questions they have answered as a pair. They will have to determine if they have answered the question correctly and researched the correct information. They may need to refine their information if they missed some part of web research activity.
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?
- Students will have to answer the questions that were put forth on their web activity.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?
- Provide written notes for students who may not be able to study the question guide from the web activity. Modify the web activity for some students who may not be able to answer all the questions.
How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?
- Start with a “Do Now,” then the web activity, a review of the web activity and a wrap up with a homework assignment and checking for understanding questions.
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)
Tuesday, October 14, 2008
Thursday, October 9, 2008
Did you know?
My initial reactions to the video were: WOW! Some of the stuff that was were in the video are things I don't really think about too much. One of the most interesting things in the video was that they said that China has more honor students than we have students - it is just incredible! One of the things that I worry about is math and science - I worry that our students will be inferior to students from China in math and science. I don't know if it is their work ethic in China or if it is just that they are that much smarter than we are.
They also talked about something interesting: that today's learner will have 10-14 jobs by the time they are 38 years old. I am assuming that they mean that the learner will have changed jobs 10-14 times within the same field, not that they will change their career. Is it just that these people will be unhappy with their employer or is it something else?
With all of the changes that are occurring through exponential growth and shift my teaching career is defiantly being effected. Even something as simple as always posting the homework online. Parents and students are constantly asking for the homework to be online along with all other project guidelines and announcements. People want things that their finger tips constantly. When I was student teaching students would ask that I update their grades online every week so that they could go online and see where they stand. However, I always show my students how to calculate their grade in the beginging of the school year, if they keep track of their grades they should be able to calculate their grade at anytime but that a computer can generate their grade, which requires less work and a faster response they would rather use that instead.
I think preparing students for the future is harder than ever for teachers, the video states that we are trying to prepare students for jobs that don't even exist yet and to work with technology that doesn't even exist yet. How can someone possibly foresee what the future holds in any of those areas? We don't know what obstacles or advantages there might be in the future. I think that one of the important skills that students will need are problem solving skills. They need to have the ability to look at a situation and know how to achieve a desired outcome.
This video is very scary because it shows just how much or how little is being done for our educational system in the United States. We need to expand on our life skills in our classes and in our educational system. The fact that Nintendo spent more on their research and development than the US government did on research in education in 2002 is very scary, either we are spending too much money on video games or not enough on education, but through this information it is easy to see why kids would prefer video games over learning.
A teacher can be a good teacher even if they don't use technology. For instance, one of the teachers in my department is a veteran teacher of 40 years and I consider him to be one of the best teachers I know. However, his use of technology is minimal but that does not make him any less knowledgeable. He will have his students periodically use the laptops for virtual labs or activities but he does not work technology into his teaching every day. His class is more discussion than anything else, but he teaches his students how to integrate what they are hearing in class to the labs and technology that he does use once in a while. So, just because someone does not use as much technology does not mean that their students aren't learning. If students learn, a teacher is successful!
They also talked about something interesting: that today's learner will have 10-14 jobs by the time they are 38 years old. I am assuming that they mean that the learner will have changed jobs 10-14 times within the same field, not that they will change their career. Is it just that these people will be unhappy with their employer or is it something else?
With all of the changes that are occurring through exponential growth and shift my teaching career is defiantly being effected. Even something as simple as always posting the homework online. Parents and students are constantly asking for the homework to be online along with all other project guidelines and announcements. People want things that their finger tips constantly. When I was student teaching students would ask that I update their grades online every week so that they could go online and see where they stand. However, I always show my students how to calculate their grade in the beginging of the school year, if they keep track of their grades they should be able to calculate their grade at anytime but that a computer can generate their grade, which requires less work and a faster response they would rather use that instead.
I think preparing students for the future is harder than ever for teachers, the video states that we are trying to prepare students for jobs that don't even exist yet and to work with technology that doesn't even exist yet. How can someone possibly foresee what the future holds in any of those areas? We don't know what obstacles or advantages there might be in the future. I think that one of the important skills that students will need are problem solving skills. They need to have the ability to look at a situation and know how to achieve a desired outcome.
This video is very scary because it shows just how much or how little is being done for our educational system in the United States. We need to expand on our life skills in our classes and in our educational system. The fact that Nintendo spent more on their research and development than the US government did on research in education in 2002 is very scary, either we are spending too much money on video games or not enough on education, but through this information it is easy to see why kids would prefer video games over learning.
A teacher can be a good teacher even if they don't use technology. For instance, one of the teachers in my department is a veteran teacher of 40 years and I consider him to be one of the best teachers I know. However, his use of technology is minimal but that does not make him any less knowledgeable. He will have his students periodically use the laptops for virtual labs or activities but he does not work technology into his teaching every day. His class is more discussion than anything else, but he teaches his students how to integrate what they are hearing in class to the labs and technology that he does use once in a while. So, just because someone does not use as much technology does not mean that their students aren't learning. If students learn, a teacher is successful!
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