Performance based project jessica allen 2

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EDU 513 performance based project

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Performance based project jessica allen 2

  1. 1. Performance Based Project<br />Jessica Allen<br />EDU 513 – Models of Teaching<br />Understanding by Design<br />
  2. 2. Understanding by Designby Grant Wiggins & Jay McTighe<br />Purpose is to begin with what we want students to know<br />Then devise activities to ensure students learn that material.<br />
  3. 3. Stage 1 – Desired Results<br />
  4. 4. Stage 2 – Assessment Evidence<br />
  5. 5. Stage 3 – Learning Plan<br />
  6. 6. Learning Strategies Used <br />1. Summarizing and note taking<br />2. Homework and practice<br />3. Nonlinguistic representations<br />4. Cooperative learning<br />5. Questions, cues, and advance organizers<br />6. Identifying similarities and differences<br />These will be indicated in purple throughout this project to make them more easily identifiable.<br />
  7. 7. Photosynthesis Lesson<br />2 - 90 minute class periods<br />Each class period consists of an introduction, a note taking/discussion/question answer session, group work as additional practice and closure<br />Prior to this learning students learned about cellular respiration and ATP<br />
  8. 8. Lesson Slides<br />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<br />
  9. 9. Lesson Day 1<br />
  10. 10. Would life on earth exist without plants? Why or Why not?<br />
  11. 11. Photosynthesis and the Light Reactions<br />Concepts/Sections 8.1 & 8.2<br />Pages 160 - 167<br />
  12. 12. Lesson Objectives<br />Describe the structure of a chloroplast<br />Identify the overall reactants and products of photosynthesis<br />Explain how light interacts with pigments <br />Describe how photosystems help harvest light energy<br />Identify the chemical products of the light reactions.<br />
  13. 13. Introduction- Photosynthesis<br />
  14. 14. Essential questions<br />What organisms carry out photosynthesis?<br />What would happen if the sun quit shining?<br />What would happen if photosynthetic organisms no longer existed?<br />What would happen if there was a lack of carbon dioxide?<br />
  15. 15. Notes, Questions, & Discussion<br />Examples of some questions<br />What is the purpose of the light reactions?<br />Do they directly require light?<br />What is the purpose of the Calvin cycle?<br />Does it directly require sunlight?<br />How can sunlight provide the plants with energy to make food?<br />What might happen if water were not available?<br />(Summarizing & Note taking & Questions)<br />
  16. 16. Group Work Day 1<br />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<br />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<br />Type each group members name on the slide and save the slide. Submit through Schoology.<br />Adapted from: http://cavalierscience.blogspot.com/2010/06/photosynthesis-light-reactions-graphic.html <br />(Nonlinguistic representation & cooperative learning)<br />
  17. 17.
  18. 18. Independent Practice (Day 1)(Homework & Practice)<br />Complete the assignment in Schoology due <br />Complete the online activities and questions for 8.1 & 8.2<br />Complete the closer look <br />Skim Section 8.3 Calvin Cycle –especially figure 8-13 (Advance Organizer)<br />
  19. 19. Lesson Day 2<br />
  20. 20. Could the light reactions alone produce food?<br />
  21. 21. Calvin Cycle<br />Concepts/Sections 8.3<br />Pages 168-152<br />
  22. 22. Lesson Objectives<br /><ul><li>Explain how the Calvin Cycle makes sugar.
  23. 23. Summarize the overall process of photosynthesis.</li></li></ul><li>Introduction- Photosynthesis<br />
  24. 24. Essential questions<br />What organisms carry out photosynthesis?<br />What would happen if the sun quit shining?<br />What would happen if photosynthetic organisms no longer existed?<br />What would happen if there was a lack of carbon dioxide?<br />
  25. 25. Notes, Questions, & Discussion<br />Examples of some questions<br />What are the inputs and outputs of the Calvin cycle?<br />Where did the inputs come from?<br />Where do the outputs go?<br />Why is the Calvin cycle called a cycle?<br />What molecule is the direct product of <br /> photosynthesis? How is that molecule <br /> then used by plant cells?<br />(Summarizing & Note taking & Questions)<br />
  26. 26. Group Work (Day 2)<br />(Nonlinguistic representation & cooperative learning)<br />Activity 1 Use the diagram on the next slide and follow the steps below:<br />1. Draw a rectangle around each of the four steps in the proper sequence so that the reader can follow the process.   1 PT.<br />2. Put in at least 4 facts that help explain photosynthesis. 1 PT. Each<br />3. Use the key terms from the section at least once and put a box around them. 1 pt. each <br />4. In the center of the diagram write down the total number of output carbons at each step of the cycle. 1 pt.<br />5. Color the carbon “atoms” black 1 PT.<br />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.<br />7. Color all other arrows black to show the cycling of the organic carbon molecules 1. pt<br />Draw or paste a picture of the structure of a glucose molecule<br />Type each group members name on the slide and save the slide. Submit through Schoology.<br />When finished move on to activity 2<br />Adapted from: http://cavalierscience.blogspot.com/2010/06/photosynthesis-calvin-cycle-graphic.html<br />
  27. 27.
  28. 28. Group Work (Day 2)<br />(Identifying similarities & Differences)<br />Activity 2<br />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)<br />Include the products and reactants of each process. (1 pt each)<br />Clearly label all parts. (1 pt)<br />Type all group members names on the whiteboard, save, and submit through schoology.<br />
  29. 29. Independent Practice (Day 2)(Homework & Practice)<br />Complete the assignment in Schoology due <br />Complete the online activity and questions for 8.3<br />Study for the Chapter 8 quiz<br />
  30. 30. Summary<br />The UbD method is very thorough <br />Ensures students learn what teachers intend<br />Begins with end knowledge then develops activities to achieve that<br />
  31. 31. References<br />Black, S., McLaren, J., Nelson, M. R., Schiele, E., Sweeney, D. L. (2004). Biology Exploring Life. Upper Saddle River, NJ: Pearson Education Inc.<br />McTighe, J., Wiggins, G. (2005) Understanding by design (2nd ed.). Alexandria, Va: Association for Supervision and Curriculum Development.<br />http://cavalierscience.blogspot.com/2010/06/photosynthesis-calvin-cycle-graphic.html<br />

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