Tu749 trend lesson_unit_template 2

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Tu749 trend lesson_unit_template 2

  1. 1. Touro University, Gibbs Technology Integration Unit Launch PageType only in the gray areasTeacher Name: Karin BlackwoodProject Title: Biochem Scavenger HuntProject Subject(s): BiologyGrade Level(s): 9-12Goals & Objectives: Goals: ▪Students will be able to identify the function, foods, elements, and structure of the four major organic compounds ▪Students will be able to distinguish a condensation reaction ▪Students will know the four major elements found in living things Objectives: ▪Students will be able to use their biochem knowledge to answer clues for a scavenger hunt ▪Students will be able to use their smart phones with the Qr Droid app to read Qr codes ▪Wtudents can take pictures of items around the school campus to show that they correctly answered the Biochem cluesEmerging Trend: Qr CodesEssential Question: What do students know so far about biochemistry?Scaffolding Questions: Can students identify major aspects of each of the 4 organic compounds? Do students understand what comes out of a condensation reaction? Do students know the 4 most important elements to all living things?Approximate Length of Unit (days, weeks)One block period (1hour & 45 minutes)Unit Summary and Sequence of Events – give daily details: 1. For 8 days leading up to this activity students will have been studying Biochemistry. 2. Three days preceeding the activity students will be instructed to have their smart phones in class for an activity on this particular block day. Students will also be asked to verify that they can in fact download a free app onto their phone; take photos; and retrieve the photo in their gallery. If they can answer “yes” to all above the above then they will sign up on a list to let the teacher know who will be willing to use their phone on the activity day. (Students will have previously taken pictures with their smart phones on other occasions so this will part of the activity will not be new to them.) 3. The day before, the teacher will assign each student to a group so that there is one smart phone to every 3 students. (Students with learning disabilities will be dispersed throughout all the groups.) 4. On the activity day, the students will come into class and see the following on the front board:
  2. 2. Touro University, Gibbs -Biochem Scavenger Hunt -Biochemistry Summative Assessment5. Students will be asked to read over the rubric for the scavenger hunt while teachertakes roll; teacher will then announce the groups for the day and students will move asneeded so that they are sitting next to their small group of 3. (3-5 minutes)6.Teacher will introduce the activity for the day by starting the Power Point anddiscussing the major objectives of the lesson. (3 min.)7. On slide 3 the teacher will stop and take the time to make sure that all of the smartphone users do in fact successfully download the Qr Droid app. (10 min.)8.Teacher will then finish the power point describing the 4 major steps in the scavengerhunt: scan the Qr code; solve the embedded clue; find the item to take a picture of; takethe photo; show the photo to your teacher. (10 min.)9.Teacher will then pass out the handout: “Biochem Scavenger Hunt”. Students with thephones will be asked to scan one of the Qr codes on the handout. (Each group will bestarting on a different Qr code so that no one group in the class has the same code at thesame time.) (5-10 min. for steps 9-11)10. Teacher will wander the room watching the scanning; helping when necessary.11. Students will be directed to solve the embedded clue when it appears.12. A quick review of out-of-class behavior will be in order. (2 min.)13. Students will be dismissed to begin their scavenger hunt. Students will know to findtheir teacher in the quad to show their photos as they finish each Qr code14. Teacher will be watching groups and filling in the rubric scoring sheets per group asthe scavenger hunt proceeds. (30 min. outside with an extra 5 for going out and in)15. When the allotted time is past students will be asked to return to class and pick up aclicker.16.A quick debrief will take place to discuss the scavenger hunt and what theydiscovered; how they liked or disliked the activity; clarification on any of the clues (10min.)17. Students will use the remaining class time to take the Biochemistry Summative Quizby using their clicker to log in their answer choices. The questions will be randomized sothat no two students will be looking at the same question at the same time. (20 min.)18. Students will turn in their clickers on their way out.19. Teacher will download the clicker data onto a spreadsheet for further usage forgrading purposes.20. Teacher will finish scoring the rubrics so that they are ready for student approval thefollowing class meeting. HAPPY HUNTING!!Accommodations for Differentiated InstructionLearning Challenged No more than one student per group with a learning disability soStudent: that the other group members can help out. They will be expected to stay together and complete the assignment as a group. It is NOT a race, but a matter of completing the activity and getting the right answers/pictures to show understanding of the subject matter. They may take their portfolios along to assist them as needed.Gifted Student: This activity will challenge the gifted student. They will
  3. 3. Touro University, Gibbs participate with the group and will not be allowed to wonder away or go on their own. They will then be given the opportunity to design a Qr Code of their own as it relates to the Biochem unit.ELD Student: ELD students will be partnered with a student to help translate as needed. They will be part of a group. No more than one ELD student per group. They can take their vocabulary flash cards with them on the scavenger hunt.IDENTIFY STANDARDS – Select two or three standards from each categoryand copy/paste them into this documentSpecific CA Content Standards:1.The fundamental life processes of plants and animals depend on a varietyof chemical reactions that occur in specialized areas of the organism’scells. As a basis for understanding this concept:b. Students know enzymes are proteins that catalyze biochemical reactionswithout altering the reaction equilibrium and the activities of enzymes depend onthe temperature, ionic conditions, and the pH of the surroundings. h. Students know most macromolecules (polysaccharides, nucleic acids,proteins, lipids) in cells and organisms are synthesized from a small collection ofsimple precursors. 4. Genes are a set of instructions encoded in the DNA sequence of eachorganism that specify the sequence of amino acids in proteinscharacteristic of that organism. As a basis for understanding this concept:e. Students know proteins can differ from one another in the number andsequence of amino acids.9. As a result of the coordinated structures and functions of organsystems, the internal environment of the human body remains relativelystable (homeostatic) despite changes in the outside environment. As abasis for understanding this concept:a. Students know how the complementary activity of major body systemsprovides cells with oxygen and nutrients and removes toxic waste products suchas carbon dioxide.Specific ISTE Tech Standards for Teachers:
  4. 4. Touro University, GibbsSpecific ISTE Tech Standards for Students:
  5. 5. Touro University, GibbsFormative Assessment Plans (Checking for Understanding)Inside the Classroom: 1. Check to see that all students successfully downloaded the Qr Droid app. (Actually go from group to group and check that it is in fact on their phone.) 2. Check in and clarify that everyone can take pictures successfully and knows how to look at their gallery. (Have students take a picture of something in the classroom and then retrieve it and show it to me.) 3. Go over rubric and responsibilities out around the campus. 4. Check for understanding of the steps involved outside the classroom.Outside the Classroom: 1. Rove around the quad to be available as needed for clarification, assistance, and check of students’ work. 2. Teacher feedback to better their product…if students are off target in answering the clue help give them guiding questions to lead them closer to the answer. 3. Teacher will be available to check off each groups’ 8 photos.
  6. 6. Touro University, GibbsSummative Assessment (Paste rubric or create with table tools) 1. The following rubric will be the assessment for the scavenger hunt… Collaborative Work Skills : Qr Codes & Biochemistry Teacher Name: Ms. Blackwood Student Name: ________________________________________ CATEGORY 4 3 2 1Problem-solving Actively looks for and Refines solutions Does not suggest or Does not try to solve suggests solutions to suggested by others. refine solutions, but problems or help problems. is willing to try out others solve solutions suggested problems. Lets by others. others do the work.Photo on phone Correctly took 7-8 Correctly took 4-6 Correctly took 1-3 Did not successfully photos photos photos take the photos &/or corresponding to the corresponding to the corresponding to the show them to the Qr code clues and Qr code clues and Qr code clues and teacher. showed them to the showed them to the showed them to the teacher. teacher. teacher.Time- Routinely uses time Usually uses time Tends to Rarely gets thingsmanagement well throughout the well throughout the procrastinate, but done by the project to ensure project, but may always gets things deadlines AND things get done on have procrastinated done by the group has to adjust time. Group does not on one thing. Group deadlines. Group deadlines or work have to adjust does not have to does not have to responsibilities deadlines or work adjust deadlines or adjust deadlines or because of this responsibilities work responsibilities work responsibilities persons inadequate because of this because of this because of this time management. persons persons persons procrastination. procrastination. procrastination.Focus on the Consistently stays Focuses on the task Focuses on the task Rarely focuses ontask focused on the task and what needs to and what needs to the task and what and what needs to be done most of the be done some of the needs to be done. be done. Very self- time. Other group time. Other group Lets others do the directed. members can count members must work. on this person. sometimes nag, prod, and remind to keep this person on- task.Working with Almost always Usually listens to, Often listens to, Rarely listens to,Others listens to, shares shares, with, and shares with, and shares with, and with, and supports supports the efforts supports the efforts supports the efforts the efforts of others. of others. Does not of others, but of others. Often is Tries to keep people cause "waves" in sometimes is not a not a good team working well the group. good team member. player. together.
  7. 7. Touro University, Gibbs 2. The following summative assessment will follow the scavenger hunt and will be a clicker quiz with random rotation of questions. It will be out of 17 points.REFERENCES – List websites, books, magazines, and other resources usedto collect content information for this unitModern Biology, Holt, Rinehart, & Winston, A Hardcourt Education Company, 2007, pgs.50-65.http://qrdroid.com/http://www.qrstuff.com/http://www.cde.ca.gov/be/st/ss/http://www.mrgibbs.com/standards/ISTE_NETS-S_for_Students_2007_Standards.pdfhttp://www.mrgibbs.com/standards/ISTE_NETS-T_for_teachers_Standards_Final_2008.pdfRubistar.com

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