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Performance based project jessica allen 2

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EDU 513 performance based project

EDU 513 performance based project

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  • 1. Performance Based Project
    Jessica Allen
    EDU 513 – Models of Teaching
    Understanding by Design
  • 2. Understanding by Designby Grant Wiggins & Jay McTighe
    Purpose is to begin with what we want students to know
    Then devise activities to ensure students learn that material.
  • 3. Stage 1 – Desired Results
  • 4. Stage 2 – Assessment Evidence
  • 5. Stage 3 – Learning Plan
  • 6. 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.
  • 7. 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
  • 8. 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
  • 9. Lesson Day 1
  • 10. Would life on earth exist without plants? Why or Why not?
  • 11. Photosynthesis and the Light Reactions
    Concepts/Sections 8.1 & 8.2
    Pages 160 - 167
  • 12. 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.
  • 13. Introduction- Photosynthesis
  • 14. 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?
  • 15. Notes, Questions, & Discussion
    Examples 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)
  • 16. Group Work Day 1
    DIRECTIONS : Light Reaction Activity1. 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. each4. In the first square include the overall equation for photosynthesis 1 pt5. 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)
  • 17.
  • 18. 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)
  • 19. Lesson Day 2
  • 20. Could the light reactions alone produce food?
  • 21. Calvin Cycle
    Concepts/Sections 8.3
    Pages 168-152
  • 22. Lesson Objectives
    • Explain how the Calvin Cycle makes sugar.
    • 23. Summarize the overall process of photosynthesis.
  • Introduction- Photosynthesis
  • 24. 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?
  • 25. Notes, Questions, & Discussion
    Examples 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)
  • 26. Group Work (Day 2)
    (Nonlinguistic representation & cooperative learning)
    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. Each
    3. 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. pt
    Draw or paste a picture of the structure of a glucose molecule
    Type each group members name on the slide and save the slide. Submit through Schoology.
    When finished move on to activity 2
    Adapted from: http://cavalierscience.blogspot.com/2010/06/photosynthesis-calvin-cycle-graphic.html
  • 27.
  • 28. Group Work (Day 2)
    (Identifying similarities & Differences)
    Activity 2
    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)
    Include the products and reactants of each process. (1 pt each)
    Clearly label all parts. (1 pt)
    Type all group members names on the whiteboard, save, and submit through schoology.
  • 29. 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
  • 30. Summary
    The UbD method is very thorough
    Ensures students learn what teachers intend
    Begins with end knowledge then develops activities to achieve that
  • 31. 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