Unit plan template


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This is a Unit Plan for the topic Cell Growth and Division in lined with the BEC objectives for the subject Biology second year high school level.

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Unit plan template

  1. 1. Intel® Teach ProgramEssentials CourseLife, Growth and Reproduction: The Cellular Level Unit Author First and Last Name Reynario C. Ruiz Jr. School District Cebu City School Name Cebu Normal University School City, State Cebu City Unit Overview Unit Title Life, Growth and Reproduction: The Cellular Level Unit Summary Found in this unit are details about the basic unit of life, the cycle and reproduction showing it in the cellular level. Specifically, the content delves on the types of cellular reproduction and the particular phases or stages it has. A comparative type of discussion is also presented. At the end of the presentation are three activities for the knowledge recipients to measure how much they understood the said topic. Subject Area Biology Grade Level Second Year High School Approximate Time Needed 80 minutes per period, 3 days, 1 week Unit Foundation Targeted Content Standards and Benchmarks (BEC COMPETENCIES) V. Reproduction 1. Understand and appreciate the importance of cell division 1.1 Describe the cell cycle 1.2 Explain mitosis and meiosis 1.3 Differentiate mitosis from meiosis 2. Recognize cellular reproduction among plants, animals and human beings 2.1 Differentiate sexual from asexual reproduction in a variety of organisms Student Objectives/Learning Outcomes 1. Explain Cell Reproduction at the molecular level, with emphasis of the role of DNA and Chromosomes 2. Describe the limits to cell growth. 3. Identify the types of cells in the body of an organism. 4. Name and describe the sequence of stages in Mitosis and Meiosis. 5. Describe the chromosamal changes in Mitosis and Meiosis. 6. Give the significance of cell division. 7. Trace the formation of sperm and egg cells through the process of spermatogenesis and oogenesis.© 2008 Intel Corporation. All Rights Reserved. Page 1 of 5
  2. 2. Intel® Teach ProgramEssentials Course Curriculum-Framing Questions Essential How do living things continue to live another generation? Question Unit How do living things grow? Questions How does living things reproduce What are the types of cell division? Content What are the stages of cell division? Questions What are the uses of gamete formation? Assessment Plan Assessment Timeline© 2008 Intel Corporation. All Rights Reserved. Page 2 of 5
  3. 3. Intel® Teach ProgramEssentials Course Before project work begins Students work on projects and complete tasks After project work is completed Let them express their expectations for the topic and gather reactions after the motivating activity. Group the learners into a group of three or five, let them discuss their prior knowledge about the topic and let them produce a common written output and let them share it to the class. Do the oral assessment breaks as provided in the presentation. Spontaneously question students on figures presented in the slides of the presentation especially their recall in connection to previous learning and topics. Encourage to participate on the open forum. Let them write an evaluation of the lecture discussion as a whole including lapses and the improvements they want.© 2008 Intel Corporation. All Rights Reserved. Page 3 of 5
  4. 4. Intel® Teach ProgramEssentials Course Assessment Summary In general before the lecture discussions begin there should be gathering of expectations and reactions. Secondly facilitate attention by involving the students in the lecture-discussion process. After which there should be an open forum to reinforce learning and to assess for needed improvements. Assessment used in this topic is though oral and written test. Assessment breaks are provided in the presentation to make sure the proper understanding of the topic. Paper pencil tests are also prepared to measure learning of the three learning domains. Assessment Rubrics Participation Relevance of idea ------ 10 points Knowledge content ---- 10 points Confidence ------------- 10 points Correctness ------------ 10 points Uniqueness of input --- 10 points Total -------------------- 50 points Unit Details Prerequisite Skills Definition of a cell. The types of cells. Identification of the parts of a cell. Types of reproduction. Instructional Procedures The methods should involve an assessment activity by reviewing the parts of the cell and the types of reproduction. An assessment of the learner’s readiness is done by giving them a short pretest about the cell parts. A motivational activity is also needed and this is through a short film showing about the development of a fertilized egg cell into a fetus. A lecture-discussion is the technique that shall be used to facilitate transfer of learning. Assessment brakes are provided in order to assess the student’s status of learning and this is through oral recitation in the class guided by the questions on the presentation. At the end of the lecture-discussion activities shall be administered as provided in this unit. Rationalization of the correct answers is necessary. A unit test shall also be given before the beginning of the next topic. Accommodations for Differentiated Instruction© 2008 Intel Corporation. All Rights Reserved. Page 4 of 5
  5. 5. Intel® Teach ProgramEssentials Course A student-teacher ratio of 1 is to 1 to a maximum of 2 is to 1 shall be made. Special Needs The student shall be asked as to his learning from time to time. Students To counter act fatigue, short sessions shall be made. Audio visual materials are necessary for which case they may fit. Limit assignments. Provide an animated discussion of the topic. Nonnative Prepare translation software and use this for time to time assessment. This can Speakers be done by letting the student express his/her learning and translating it later on. Let the student discuss the same topic as he or she understood it in the common language understood by both parties. Give a pretest about the topic. Let the student express his or her stock knowledge and reinforce lacking Gifted/Talented concepts and correct misconceptions by presenting the topic. Students Facilitate an interactive class and do not limit inputs by the students. Have them make an essay about the finished topic. Materials and Resources Required For Unit Technology – Hardware (Click boxes of all equipment needed) Camera Laser Disk VCR Computer(s) Printer Video Camera Digital Camera Projection System Video Conferencing Equip. DVD Player Scanner Other Sound system Internet Connection Television Technology – Software (Click boxes of all software needed.) Database/Spreadsheet Image Processing Web Page Development Desktop Publishing Internet Web Browser Word Processing E-mail Software Multimedia Other       Encyclopedia on CD-ROM Biology Textbook, Anatomy and Physiology Book and Module handouts of the Printed Materials topic Supplies Computer, projector, sound system Internet Resources www.youtube.com Other Resources Laboratory and microscope viewing.Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program aretrademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.© 2008 Intel Corporation. All Rights Reserved. Page 5 of 5