Ubd lesson presentation
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This lesson plan teaches students about energy flow through ecosystems. Students will learn about producers, consumers, decomposers and their relationships through predation, competition, parasitism, commensalism and mutualism. Students will conduct research and create a digital storybook demonstrating how energy from the sun is transferred through a food web to organisms like humans. The teacher will provide guidelines and online resources for the project. Students will be evaluated using a rubric and teacher observations. Modifications are suggested for remediation and enrichment.
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This document is a template for designing a lesson within a unit. It includes sections for identifying the desired learning outcomes, determining acceptable evidence of learning, and planning learning experiences and instruction. The template prompts the user to describe the essential questions, knowledge, and skills students will acquire. It also includes sections to list assessments with the corresponding outcomes being evaluated and to describe the lesson activities through the WHERETO elements of hook, explore, reflect, exhibit, tailor, and organize.
Ubd template reading lesson plan
This 1-week unit plan for 2nd grade focuses on bullying prevention through the story "Hey Little Ant". Students will:
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Assignment in 115
The document discusses the Outcomes-Based Education (OBE) format for lesson planning. OBE is defined as an educational approach focused on demonstrating student learning based on specified outcomes. An OBE lesson plan has 4 steps: 1) defining learning outcomes and assessments, 2) teacher presentation, 3) student activity, and 4) continuous assessment. The document provides a template for an OBE-based lesson plan consisting of sections for context, content, outcomes, presentation/activity/assessment, resources, and teacher reflection. It emphasizes focusing lessons on essential competencies and allowing for smooth transitions between grades and subjects.
Unpacking Understanding by Design By Grant Wiggins, et al
The document discusses the key concepts of Understanding by Design (UbD), a framework for designing curriculum and assessments. It explains the 3 stages of backward design: 1) identifying desired results, 2) determining acceptable evidence, and 3) planning learning experiences. The focus is on identifying "big ideas" - core concepts and generalizations that students should understand. Big ideas should drive the identification of understandings, essential questions, knowledge and skills, and assessments in a UbD unit. The process is meant to be non-linear, with flexibility in how educators engage with the UbD template.
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This document summarizes key concepts about energy from a textbook. It defines energy as the ability to do work and describes different forms of energy including kinetic energy, potential energy, and mechanical energy. It explains that energy can be converted from one form to another but is never created or destroyed based on the law of conservation of energy. The document also distinguishes between renewable resources like sunlight and wind versus nonrenewable resources like fossil fuels and nuclear energy. In closing, it notes all energy resources have advantages and disadvantages to consider.
a first attempt at UbD Lesson Plan with some comments
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1. The document outlines a lesson plan for a 4th grade mathematics class on measuring mass using standard units.
2. Students will learn to accurately measure objects in grams and kilograms and identify the difference between the two units.
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Ubd lesson plan
This summary provides the essential information about the unit plan in 3 sentences:
The unit focuses on teaching 5th grade students about the American Civil War over 3 weeks. Students will learn about the causes of the war including states' rights and slavery, key events and battles, and the consequences for the North and South. Lessons include reading assignments, map activities, discussions, and assessments to help students understand the major divisions between the North and South and the impact of the Civil War.
Outcome Based Education (OBE) - A practitioner's experience
In this webinar the presenter shares his experience of designing , developing and delivering an engineering course based on the principles of OBE. The webinar has two parts. In the first part, it will discuss the experience gained in delivering a OBE enabled course and the second part demonstrates how to implement the course on a cloud-based system that supports the entire life-cycle of implementing OBE process
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The document discusses thematic planning for an English immersion preschool program. Thematic planning organizes the curriculum around themes to integrate different subject areas and help children understand that learning is connected to life. When selecting themes, educators should consider whether children can have direct experiences with the topic and if the concepts are developmentally appropriate. Themes are explored in depth over several weeks through activities like dramatic play, art, music, field trips, and blocks. Educators adapt their teaching environment and assessments to include all children. Families are also involved through newsletters and opportunities to support their child's learning.
Chapter 6 Work Energy Power
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This document covers concepts related to work, energy, and power. It begins by defining work as the mechanical transfer of energy due to external forces, and is equal to the product of the force and the displacement in the direction of the force. Various examples are provided to illustrate situations where work is and isn't being done. The relationship between work and energy transfer is explained. Kinetic and potential energy are introduced, and analogies are provided. Methods for calculating work, energy, and power are demonstrated through examples.
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The document outlines sections from a physics class on work and energy:
Section 1 defines work in physics as the magnitude of the force multiplied by the displacement in the same direction. It discusses examples of tasks that are and are not considered work.
Section 2 discusses work as a scalar quantity that can be positive or negative depending on the angle between the force and displacement.
Section 3 is titled "Conservation of Energy" but no content is provided.
Section 4 is titled "Power" but again no content is provided on this topic.
Outcomes based education
This document discusses outcomes-based education (OBE) as a theory, systemic structure, and classroom practice. It outlines key concepts of OBE including defining learning outcomes, focusing on what students should be able to do, integrating subjects, and assessing student mastery through performance. OBE aims to ensure all students can learn and succeed by setting clear expectations and expanding opportunities. The document provides examples of desired outcomes for agriculturists and doctors and compares OBE and traditional content-based curricula and programming.
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The document describes an innovative lesson plan for teaching the concept of acceleration to 8th grade students through role play. The lesson involves selecting students to role play as concepts related to motion like distance, displacement, time, speed, velocity, and acceleration. They act out a scenario where these concepts meet and discuss their relationships. The play is observed and discussed by other students. Formative assessments are conducted to check student understanding of key ideas like the definition of acceleration, its unit, and the relationship between acceleration and changes in velocity.
Science lesson plan friction
This is a complete lesson plan on friction and the effect it has upon moving objects, This free teaching resource is from Innovative Teaching Resources. You can access hundreds of their excellent resources here. https://www.teacherspayteachers.com/Store/Innovative-Teaching-Ideas
OBE lesson plan format
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Chapter 6 Work And Energy
Work is done when a force causes an object to be displaced. Work (W) is equal to force (F) multiplied by displacement (s). Work units are joules. Potential energy is stored energy due to an object's position or state. Kinetic energy is the energy of motion and depends on an object's mass and velocity. Power is the rate at which work is done or energy is converted and is measured in watts. Conservation of energy states that energy cannot be created or destroyed, only changed from one form to another.
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Unpacking Understanding by Design By Grant Wiggins, et al
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a first attempt at UbD Lesson Plan with some comments
a first attempt at UbD Lesson Plan with some comments
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Outcome Based Education (OBE) - A practitioner's experience
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This document outlines a project plan for a unit exploring nuclear physics and its impact on society. The unit aims to understand nuclear physics through studying its role in society and the world. It incorporates interdisciplinary subjects and connects with community experts. Students will learn about nuclear reactions, chain reactions, and how scientists developed an understanding of nuclear physics. They will explore how social standards influence science and consider ethics around the funding and applications of science. Assessments include labs, reflections, and a final project researching a historical figure involved in the Manhattan Project. The unit promotes critical thinking about the relationships between science, society, and social justice issues.
Lesson two
This lesson plan aims to teach students about global ecosystems and human impacts through three main activities. Students will first create an online "glog" summarizing the niche and community interactions within a global ecosystem. They will then play online ecology games to reinforce lesson concepts. Finally, students will work in groups to create a public service announcement raising awareness about how humans have negatively impacted global ecosystems. The goal is for students to make real-world connections and collaborate on solving an environmental issue.
Lesson two
This lesson plan aims to teach students about global ecosystems and human impacts through three main activities. Students will first create an online "glog" summarizing the niche and community interactions within a global ecosystem. They will then play online ecology games to reinforce lesson concepts. Finally, students will work in groups to create a public service announcement raising awareness about how humans have negatively impacted global ecosystems. The goal is for students to make real-world connections and collaborate on solving an environmental issue.
Life cycles
The document describes the life cycles of butterflies and frogs through diagrams and text. It explains that butterflies start as eggs and develop through the stages of caterpillar, chrysalis, and adult butterfly. Frogs also progress from egg to tadpole in water, then to a developing frog with gills and a tail, and finally to an adult frog on land that has absorbed its tail. The life cycles illustrate how the structures and environments of organisms change as they mature and reproduce.
Icce2011 final
The document describes the Ecology of Resources (EoR) framework, which was developed to model contextual learning. It discusses applying the EoR framework to a study examining how teenagers conceptualize their energy use through interviews and a photo diary study. The EoR framework involves 3 phases: 1) creating a model of learning resources by categorizing elements from the study data, 2) identifying relationships between resources, and 3) developing scaffolds to support identified learning relationships.
The Nepal Project
The document describes The TELE Project which aims to increase cross-cultural awareness of global ecosystems through knowledge exchange between St. Pius X High School in Albuquerque, New Mexico and Nagarjuna Academy High School in Kathmandu, Nepal. It outlines some challenges with the different time zones and cultures as well as strengths like established technology. It then discusses the initial contact between the schools, developing a renewable energy project focusing on age-appropriate content delivered through websites and video conferencing. An overview of the project details flexibility in communication and a desire for feedback from participating schools.
Tree and Me Student Project
Students will spend several months observing and studying an individual tree to learn about plant life cycles, ecology, and the importance of environmental stewardship. They will record weekly observations of their tree, write stories from the tree's perspective, and create artistic representations of their tree. Students will also complete a community service project related to local conservation efforts. Finally, students will create a multimedia presentation incorporating their research, writings, artwork, and reflections on connecting with nature to share what they've learned.
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Ubd lesson presentation
- 1. “Energy Exploration” Lesson Plan EDCI 557 Final Project Valerie Baggett
- 2. Learning Objectives MSF, 3. e. Construct a diagram of the path of solar energy through food webs that include humans and explain how the organisms relate to each other. (DOK 2) - Producers, consumers and decomposers - Predator/prey relationships, competition, parasitism, commensalism, mutualism ISTE NETS, 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. ISTE NETS, 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
- 3. Understandings Students will understand: The various types of relationships among living things. How organisms get the energy they need. How energy flows through an ecosystem.
- 4. Essential Questions Where do we get our energy? Where does our food come from? Think about where plants and animals get their energy. How does energy travel from the sun to us? What path would it take?
- 5. Knowledge Students will know: How various resources provide energy for living things. How energy travels from organism to organism. How organisms interact within their environments for survival.
- 6. Skills Students will be able to: Conduct online research appropriately. Construct a digital storybook to represent their understanding of the content.
- 7. Procedures The teacher will: Take the students to the computer lab/library. Provide the students with the “Energy Exploration” guidelines handout. Discuss the requirements of the project. Provide the students with a list of suggested resources/websites.
- 8. Procedures The students will: Conduct necessary research to find the information provided in the handout. Create a digital storybook using one of the following suggested websites (Animoto, JayCut, Masher, etc.).
- 9. Materials and Evaluation Materials: “Energy Exploration” guidelines handout Access to computer/internet Evaluation: Rubric Teacher observations
- 10. Modifications Remediation Struggling students may be paired with stronger students to provide scaffolding, and/or activity guidelines may be reduced to meet their academic abilities. Enrichment Advanced students may have enhanced guidelines to provide a more challenging task.
- 11. Project Requirements At least one producer, three consumers, and one decomposer. Examples of each of the following types of relationships: Mutualism Commensalism Parasitism Competition Predator/Prey
- 12. Student Work Sample http://www.masher.com/player.jsp?key=e37f9a10-8bf7-e757-6b2a-0000b9d861d3&adscheme=0