This unit plan outlines a biology unit on "The Nature of Biology" for 11th grade students. The unit will run from mid-August to mid-September and introduce key concepts in biology including structure and function, equilibrium within systems, universality vs diversity, and evolution. Students will learn about statistical analysis, classification, and evolution through topics, class notes, videos, and practical labs. Formative and summative assessments include tests, lab reports, and a student project to demonstrate their understanding of the fundamental concepts and nature of biology.
This presentation has/will be used with K-12 Math teachers to explore the concept of Depth of Knowledge in order to apply this information to resources and assessments in order to insure there is an appropriate level of DOK in our courses.
This presentation has/will be used with K-12 Math teachers to explore the concept of Depth of Knowledge in order to apply this information to resources and assessments in order to insure there is an appropriate level of DOK in our courses.
Didactic profiles in PBL STEM Teaching-Learning Sequencesjdomen44
Jordi Domènech-Casal. ESERA Conference Bologna 2019.
Project-Based Learning is a candidate approach as teaching sequences for scientific competence that is being promoted through STEM education. Several didactic components are of interest in the didactic architecture of these sequences: Context, Conflict, Discourse, Content, Openness and Interdisciplinary. We have developed a rubric to assess these components in 87 PBL STEM sequences designed by secondary education teachers. We have identified 4 main profiles in the proposed sequences and discuss its implications on the development of scientific competence through PBL STEM sequences.
Ontology Evaluation Methods and Metrics - This is work I did while I was at The MITRE Corporation. I came up with a framework to support ontology evaluation for reuse that could also be used for ontology construction. I was the sole author of the approach, which was intended to begin a research program and a community of practice around it. It's been on hold and would like that to change. I'm now at the Tetherless World Constellation at Rensselaer Polytechnic Institute, if interested contact me there.
CLEAN's primary goal is to steward a broad collection of educational resources and foster a supporting community to help facilitate students, teachers, and citizens becoming climate literate and informed about "the climate's influence on you and society and your influence on climate."
The focus of CLEAN's efforts are to integrate the effective use of the resources across all educational levels – with a particular focus on the middle-school through undergraduate levels (grades 6-16) as well as to citizens through formal and informal education venues and communities. The activities of the CLEAN Pathway project have 3 major components.
3 D Project Based Learning Basics for the New Generation Science Standardsrekharajaseran
This presentation is a part of the workshop presented at Griffin RESA Drive-In STEM Conference on September 28, 2016. It provides an introduction to the basics of three dimensional project based learning for STEM Education and New Generation Science Standards.
How International Is Our School? MA DissertationStephen Taylor
Title: A pilot-test of a visualization and set of evaluation rubrics for factors affecting the promotion of international-mindedness and global engagement (IMaGE) of a school.
Didactic profiles in PBL STEM Teaching-Learning Sequencesjdomen44
Jordi Domènech-Casal. ESERA Conference Bologna 2019.
Project-Based Learning is a candidate approach as teaching sequences for scientific competence that is being promoted through STEM education. Several didactic components are of interest in the didactic architecture of these sequences: Context, Conflict, Discourse, Content, Openness and Interdisciplinary. We have developed a rubric to assess these components in 87 PBL STEM sequences designed by secondary education teachers. We have identified 4 main profiles in the proposed sequences and discuss its implications on the development of scientific competence through PBL STEM sequences.
Ontology Evaluation Methods and Metrics - This is work I did while I was at The MITRE Corporation. I came up with a framework to support ontology evaluation for reuse that could also be used for ontology construction. I was the sole author of the approach, which was intended to begin a research program and a community of practice around it. It's been on hold and would like that to change. I'm now at the Tetherless World Constellation at Rensselaer Polytechnic Institute, if interested contact me there.
CLEAN's primary goal is to steward a broad collection of educational resources and foster a supporting community to help facilitate students, teachers, and citizens becoming climate literate and informed about "the climate's influence on you and society and your influence on climate."
The focus of CLEAN's efforts are to integrate the effective use of the resources across all educational levels – with a particular focus on the middle-school through undergraduate levels (grades 6-16) as well as to citizens through formal and informal education venues and communities. The activities of the CLEAN Pathway project have 3 major components.
3 D Project Based Learning Basics for the New Generation Science Standardsrekharajaseran
This presentation is a part of the workshop presented at Griffin RESA Drive-In STEM Conference on September 28, 2016. It provides an introduction to the basics of three dimensional project based learning for STEM Education and New Generation Science Standards.
How International Is Our School? MA DissertationStephen Taylor
Title: A pilot-test of a visualization and set of evaluation rubrics for factors affecting the promotion of international-mindedness and global engagement (IMaGE) of a school.
Defining Inquiry for the PreK-12 continuum. Inquiry as a 'theory of everything' of good education, built on a solid foundation of well-taught knowledge, skills and concepts.
This is an assignment for my University of Bath MA in International Education, based on the tensions in transition from MYP to DP. It revolved around the different schools of through about learning and, most importantly, inquiry. It focuses on the different approaches to inquiry characterised by Dewey and Vygotsky, before moving onto a modern look at evidence-based practices.
MA International Education University of Bath assignment (Education in and International Context).
In this assignment I have tried to propose an original idea for helping schools define and measure the degree to which they demonstrate the values of international education.
I use this lab sequence over a couple of lessons to get to grips with some basics of different types of reactions, balancing, writing formulas and problem-solving.
In this formative in-class Criterion C task, we connect the content from the last unit with some basics on Forces, using the Red Bull Stratos jump as a basis.
This presentation is for my class to work through as teachers are on a series of PD days. It is based on a very bad One Direction joke cracked in a class about vectors.
I split the presentation for the unit into two, as I added so many slides to help with student questions and misconceptions. This one focuses on mathematical aspects of the unit.
In the first week of High School, my Grade 9 Chemistry class were asked to put on a short show for the BBP and KA students (3-5 year-olds) about water. We used it as a chance to get to know each other and to formatively assess Criterion B: Communication and F: Attitudes in Science.
1. IB Diploma Programme
IBDP Biology
Unit Planner
Start: Mid Aug Grade Level: 11 / Bio1
Unit Plan 01
End: Mid Sept The Nature of Biology Teacher: Taylor
Unit Question: “How does Biology work?”
Key Concepts in Biology (explicitly addressed) Significant Concept(s)
Biological conventions and concepts are connected
Structure & function Equilibrium within systems
Universality vs diversity Evolution
Through observation of biological methods and conventions we
can make these connections and learn more about life on Earth
Area of Interaction / Global Contexts Content (topics) summary(give subtopic code and title)
Community & Service This AOI will be explored through 1.1 Statistical analysis
Environments inquiry into Linnean naming systems
5.5 Classification
Health and Social Education and the statistical treatment of data
Human ingenuity within the class. 5.4 Evolution
Summative Assessment/ Culminating Task(s) Content/ Exam Internal Assessment Criteria
Task & Description preparation Design DCP CE
Unit test: The Nature of Biology (Part 1 on Quia, Part 2 on paper: DBQ, SA, ER) x
Who reacts faster? T-test labs of reaction times comparing groups of students. x x
Weekly 8-mark questions (extended response practice) x
Student GoogleSites project x
Making Connections
Links with ToK(possible links – can it be communicated to ToK teachers?) How can this unit support or be supported by other subject areas?
Introduction to the sciences as an area of knowledge
Discussion of ethical issues regarding animal experimentation
Links to statistical analysis topics in Math & Math Studies
policy and the use of data in investigations
What is significant?
Hypothesis, fact and theory in Biology.
Developing the Lifelong Learner: Approaches to Learning and the Learner Profile
Approaches to Learning Learner Profile Attributes How will the checked attributes be explicitly addressed in the unit?
Self-Management Inquirers Open-minded Students will be required to form working relationships early in the class an
Research Knowledgeable Caring treat each other (and their data) with respect.
Thinking Thinkers Risk-takers
Social Skills Communicators Balanced
Communication Principled Reflective
Content: Skills and Knowledge (Learning outcomes stated using command terms)(IB Biology guide here)
All assessment statements from: Practical and Information Literacy Skills
1.1 Statistical Analysis Access and use 4PSOW and Excel statbook
5.5 Classification Discuss animal experimentation policy
5.4 Evolution Analyse and evaluate data related to population comparisons
Practical Learning Experiences (for entry onto 4/PSOW) Assessment Criteria Addressed
(f = formative; s = summative)
Task & Description(see lab sheets/ pages for resources required) Hours ICT * Design DCP CE
Who reacts faster? T-test labs of reaction times comparing groups of students. 2 3 x x
Applying and designing dichotomous keys for beetles, spiders and sharks. 1
Evolution labs: online simulations and games to model natural selection 1 5
*Key to ICT aims | 1. Datalogging in an experiment 2. Software for graph plotting 3. Spreadsheet for data processing 4. Database 5. Computer modeling/ simulation
Stephen Taylor Template updated Oct 2012 to be more concise and align better with MYP i-Biology.net
2. IB Diploma Programme
IBDP Biology
Unit Planner
Other Learning Experiences
Task & Description Resources required(Along with corresponding pages in Allott&Mindorff)
Darwin & Evolution: response to reading
TOk& Biology: “Just a theory?” http://i-biology.net/tok-and-biology/just-a-theory/
Statistical Analysis class notes and discussion http://i-biology.net/ibdpbio/statistical-analysis/
Classification class notes and discussion http://i-biology.net/ibdpbio/05-ecology-and-evolution/classification/
Evolution class notes and discussion http://i-biology.net/ibdpbio/05-ecology-and-evolution/evolution/
Quia quizzes for pre-testing and review of subtopics Quia quiz links sent to students
Crash-course Biology videos: Evolution & Classification http://www.youtube.com/watch?v=QnQe0xW_JY4&list=EC3EED4C1D684D3ADF&feature=plcp
Click4Biology revision notes http://click4biology.info/index.htm
Introduction to statistics with Excel http://i-biology.net/ict-in-ib-biology/spreadsheets-graphing/statexcel/
Student personal GoogleSites for resources & reflection
Feedback on Learning (Describe methods of feedback to students used during the unit)
Quia quizzes give instant feedback to students on simple recall and allows for grouping/ remediation
Weekly 8-mark, 10-minute question marked and commented on in time for following class
Dialogue between students and me via their private GoogleSites, also formally graded after each unit
Test feedback based on grades
Lab reports graded using extensive commenting on TurnitinGrademark
Ongoing in-class discussion and time to talk with individuals and small groups as they are working
Differentiation, Accommodation & Modification
Differentiation of process by: Details of how this will be achieved:
Quia quizzes for each subtopic will be used as pre-assessment tasks (with resources provided for students to “flip”
or pre-read the content). By checking the scores and looking for trends and patterns in student pre-assessment
data I can form readiness groups for given topics.
Performance on weekly 8-mark questions is monitored and students requiring extra help are supported with time
Readiness
and further feedback.
Interest
Information is presented in multiple formats: text, video, online presentations, website, and tutorial/ interactive
Learning Profile/ Preference
quizzes to account for multiple learning profiles
Class time is structured to minimize lecture and maximize student engagement with content through discussion,
practical work and use of data
Some differentiation by interest is achieved in the various models of Evolution used
Pre-assessment and ongoing assessment strategies “All teachers are language teachers.” Accommodations for ESL students
“Biology is a language course” is a mantra in our class, with frequent
Quia quizzes for each subtopic will be used as pre-assessment
connections made between word parts and their meanings.
tasks (with resources provided for students to “flip” or pre-read
Links provided to online glossaries and captioned video and animation
the content). By checking the scores and looking for trends and
resources
patterns in student pre-assessment data I can form readiness
Students’ writing checked in question practice, with advice given on
groups for given topics.
structure and style.
Performance on weekly 8-mark questions is monitored and
Students are encouraged to keep vocab lists
students requiring extra help are supported with time and further
Student GoogleSites project allows for personal feedback and for students to
feedback.
hyperlink their work to glossaries and online sources
Ongoing Unit Evaluation & Reflection
Successes Failures/ Areas for Improvement
This is a positive and productive start to the course, with Some confusion in the TOK less as students had not yet had any TOK classes.
students involved in their own learning from the outset. Could be better connected with the TOK teacher.
Reaction times lab is a good intro to the animal expt policy and to
the statistical analysis subtopic
Good opportunities to address the four key concepts of Biology
Suggested modifications (based on student achievement data) Further notes/ ideas for next cycle
Students had not experienced TOK in school before our TOK Insist on greater adherence to the ‘flip’ idea, so that students come to class
lesson, so set a primer reading on the TOK diagram before familiar with ideas and vocab
teaching “just a theory?” Spend a full lesson on Excel and develop materials to support Excel in lab
reports.
Stephen Taylor Template updated Oct 2012 to be more concise and align better with MYP i-Biology.net