EDPC605 Curriculum Design and Instruction: 2013

Monday, December 9, 2013

Keystone Curriculum and Instruction WK 13

https://www.dropbox.com/s/ajg98ppwke6z3nk/Curriculum%20and%20Instruction%20keystone-605.docx

Lesson Link to Keystone:

https://www.dropbox.com/s/aop1fs7grc0w4tu/Mini%20Lesson-605.docx

WK 13 Putting Together

1) Thick back to your many experiences with well-designed learning, both in and out of school. What was the most-well-designed learning experience you ever encountered as a learner? What features of the design-not the teacher’s style or your interests-made the learning so engaging and effective? (Design elements include challenges posed, sequences of activities, resources provided, assignments, assessments, grouping, and site and teachers role.) Briefly describe the sign.

Wow- this was a while ago, reflecting back on a well-designed lesson that I ever encountered-It was in college during developmental biology class-what made this interesting was a hands-on-minds on experience where I had to rely on my own critical thinking skills to accomplish a task. Also, it was critical for students to work in groups to pool ideas to successfully accomplish the task and apply ideas. The resources provided were extensive, which include dissection tools, cat cadavers and a how to video clip of how to use the dissection tools-we had to find three bones encased in cadaver cat’s eye ball. With the use of computer/lap tops for additional research. Needless to say this was new to all the students in the class. The challenges we faced as a team was figuring out who will actually do the deed of dissection while the other takes notes or create diagrams. As a group we decided to discovery one cat eye bone each and help each other if necessary. Decisions and group organizations was left up to student groups; the prof-had nothing to do with group organization or decisions. Also, each group was given plenty of time to make discovers. The assessments of this activity was formative were each group had the opportunity to discuss finding from collaborated written reports. The prof. role was to offer feedback and make necessary correction.

2) In sharing your recollection and analyses with your peers, build a list of generalizations that follow from the accounts. What do well-designed learning experience have in common? In other words, what must be built in by design for any learning experience to be maximally effective and engaging for students?

Student must get involved in their own learning process and become active participants, real world problem solving that is of interest to the students, plenty of opportunities to critically thick through task and make adjustments to ideas, apply ideas, time to work in collaborated groups to reflect on others ideas and your own, and plenty of opportunities to use technology to support ideas.

3) Where in your school or the school that you are observing are the best characteristics of best design most likely to be seen in action? In what programs and subject areas would we most expect to see these characteristics, compared with other programs or subjects? Are there any patterns, if so why?

I have observed these characteristics in science, math, art and graphics design technology classes. Where students had to use their critical thinking skills to solve a task Students are afforded many different entry point for self-reflection and application of what is learned. Also, students are able to use technology to aid in the development of critical thinking skills, research, and design with computer graphics. There is a pattern in the above subjects where it is necessary for students to get involved in their own learning process for it to be meaningful and engaging.

4) After a study of sample units, and one of your own designs, edit or amend your list of characteristics of the best design, as appropriate.

Identify desired student results-standards

Determine acceptable evidences of task accomplishments

Prior knowledge, real world connections

Students’ intellectual motivators

Differential instruction-many entry points

Plenty of time for critical thinking

Hands on activity-student practice

Peer sharing-reflection

Collaborative group organization

Technology integration-problem solving, and critical thinking

Assessments rubrics, ongoing informal/formal

Monday, November 25, 2013

WK11-Social Studies intergration-Google Earth and Google Maps

Google Earth Lesson Plan: The best battle route of the Spanish Armada

v Grade: 6^th

v Subject Social Studies

Standards: ISTE

a. Apply existing knowledge to generate new ideas, products, or processes

c. Use models and simulations to explore complex systems and issues

2. Communication and Collaboration

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

5. Digital Citizenship

a. Advocate and practice safe, legal, and responsible use of information and technology

b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

d. Exhibit leadership for digital citizenship

6. Technology Operations and Concepts

a. Understand and use technology systems

b. Select and use applications effectively and productively

d. Transfer current knowledge to learning of new technologies

Learning Objectives:

v Develop operations to investigate past historical events using multimedia tools to aid in critical thinking and predictions.

v Critically think to evaluate evidence to plot the best route for the Spanish Armada.

Essential Questions:

v What is the best route of the Spanish Armada land or sea?

v Describe how we can use technology to plot the best routes for the Spanish Armada?

v Explain why England was so difficult to concur in 1588?

v What was so unique about England compared to other European countries?

v Predict why the control of the English Channel was so important to the King Philip of Spain?

Materials:

v Smart Board, Google Earth, Google Maps, Google images, Word processing/printer, 5 Lap tops/computer.

https://www.google.com/earth/
Lesson Activity:

v Student will be introduced to the battle of the Elisabeth I Queen of England in 1588 against the Spanish Armada-King of Philip of Spain. Student will be asked to predict the best route the Spanish Armada took to invade England. Ask students why was it so difficult to invade England in 1588? Is England assessable by Land? Give students plenty of time to grapple with the questions.

v Introduce the fleet of the Spanish Armada using pictures from Google images. Students will be guided using the smart board with the operations of Google Earth and shown land and sea routes from Spain to England. Students will then be given time to predict which route will be the best route for the Spanish Armada, land or sea.

v Introduce student to Google earth-remind the students of safe and legal practices of the inter-net safety use and to act responsibly when using informational technology.

v Provide organized student groups with computers-let the students highlight and annotate were the battle took place and navigate the journey of the Armada and possible places where it could have hit rough seas-

v Let student navigate satellite images of England and Spain. Students can use satellite images to answer question on Activity sheet: what made Britain so unique and hard to concur in 1588? What makes Britain so unique compared to other European countries? Predict why the control of the English Channel was so important to the King Philip of Spain?

v Students can then produce a map (using Google My Maps) showing the route of the Armada and marking key events as place marks on the relevant locations e.g. July 30 – were Armada enters the English Channel-Students will be required to print their maps, with longitude and latitude markers.

https://maps.google.com/maps?q=Spain&hl=en&ll=40.245992,22.675781&spn=45.907805,107.138672&sll=40.463667,-3.74922&sspn=11.544743,26.784668&oq=spain&t=h&hnear=Spain&z=4

v Student groups can share out their maps and Google earth annotate notes for the best route for King Philip of Spain-Spanish Armada.

Assessments:
Peer assessment of shared out plotted map journeys of the Spanish Fleet and Google Earth annotative notes. Student’s activities questions and discussion based standards of the lesson.

Monday, November 18, 2013

Monday, November 11, 2013

Lesson#5

https://w.taskstream.com/Lesson/View/7888B4C57A5216FFD1BEA5C25709E6A2

Lesson# 4

https://w.taskstream.com/Lesson/View/6261A5F2997C65519881704A229E8064

Lesson#3

Title: How Cells Divide

Grades: 9-12

Time 45

Standards:

· Describe and explain the structures and functions of the human body at different organize- tonal levels (e.g., systems, tissues, cells, organelles).

· Major Understanding’s 1.2a important levels of organization for structure and function include organelles, cells, tissues, organs, organ systems, and whole organisms.

· 1.2c the components of the human body, from organ systems to cell organelles, interact to maintain a balanced internal environment. To successfully accomplish this, organisms possess a diversity of control mechanisms that detect deviations and make corrective actions.

· 1.2e the organs and systems of the body help to provide all the cells with their basic needs. The cells of the body are of different kinds and are grouped in ways that enhance how they function together.

· 1.2f Cells have particular structures that perform specific jobs. These structures per- form the actual work of the cell. Just as systems are coordinated and work together, cell parts must also be coordinated and work together.

CCSS.ELA-Literacy.RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

· CCSS.ELA-Literacy.RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas

Materials: smart board, lap tops, mitosis diagrams map, color pencils, 5 lap tops, multimedia text-How Cells divide-PBS/NOVA

http://www.pbs.org/wgbh/nova/body/how-cells-divide.html

Goal: students will know each sequence stages of mitosis and be able to explain each stage as they occurs.

Essential Questions:

· Why must a cell divide?

· Explain mitosis and why it happens?

· What happens to the nuclear membrane during mitosis?

· Explain the final stage Mitosis and give details-

Students Will:

· Understand why cells divide and not just get bigger

· Understand the sequence division of a cell

· Explain what happens to the nucleus during division

· Describe what happens in the final stage of mitosis

Performance task:

· Mitosis animation, brain pop quiz, accountable talks, group discussions, diagrams, give accountable talk, PBS/NOVA

Other Evidence:

· Complete animation, diagrams, test-label sequences, accountable talks, group’s presentations

Learning Activities:

Connect student to prior knowledge-If cell don’t divide predict what would happen to the organism? Give Students plenty of time to answer the question. Explain that cells have a specific function and part of that function is cellular division for organism survival.

Hook-Show brain pop video and stop at each sequence highlighting the difference. Let student take the short quiz.

Re-aloud from the text pages 322-325 and ask the students question and clear up misunderstandings. Students will take notes while re-aloud text is on the smart board.

Introduce students to NOVA/PBS interactive cite and remind students of inter-net safety.

http://www.pbs.org/wgbh/nova/body/how-cells-divide.html

Student groups will complete mitosis sequence maps using the multimedia text.

Students will organize details of mitosis sequences maps, revise and reflect on detailed information. Share out main, points and ideas of text details in groups.

For differential instruction-lower level groups will be paired with higher leveled students. Quite student will be given plenty of time to solve problems and turn and talk sharing ideas. Brain pop, multimedia text, mitosis sequence maps and group presentations.

For closure student will present sequence maps and details of findings.

Lesson #2

Title: Comparing Animal cell Organelles to Plant cell Organelles

Grades 9-12

Time: 45

Standards:

· 1.2d If there is a disruption in any human system, there may be a corresponding imbalance in homeostasis.

· 5.1b Plant cells and some one-celled organisms contain chloroplasts, the site of photo- synthesis. The process of photosynthesis uses solar energy to combine the inorganic molecules carbon dioxide and water into energy-rich organic compounds (e.g., glucose) and release oxygen to the environment.

· CCSS.ELA-Literacy.RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

CCSS.ELA-Literacy.RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas

Materials: smart board, lap tops, Venn diagrams, color pencils, 5 lap tops, text: Living Environment Biology

· Goal: Students will compare the functions of plant organelles to animal organelles and understand each function.

Essential questions:

· What are the components-organelles of a plant?

· What are the components -organelle of an animal cell?

· Do the plant and animal cell organelles have the same functions: Explain you answer?

· What are the importance of cell organelles?

Students Will:

· Describe the components and functions of a plant and animal cell.

· Compare and contrast plant and animal cell functions

· Name plant organelle functions

· Name the animal cell organelle functions

· Describe the structure of the plant and animal cell

· Explain what happens if there is organelles dysfunction in the cell

· ICT’s to support data organization, cell function analysis, and data presentations and draw conclusions.

Students will be able:

· Give details of plant and animal cell functions.

· Describe the character of each cell and know the difference

· Comprehended that plant and animal cell have organelles that carry out specific functions for the survival of the organism/plant

Performance task:

· Venn diagrams, cell puzzles, brain pop quiz, accountable talks, lesson quiz, group discussions
http://www.cellsalive.com/cells/cell_model.htm

Other Evidence:

· Complete Venn diagram comparison

· List out difference of cell organelles and functions

· Complete quiz’s and give accountable talks

Learning activities:

Connect students to prior knowledge-use prompt/probing question. If the environment is imbalanced what would happen? Explain in any organization each member has a specific functions for that organization to run smoothly. The cell also has different members called organelles that functions to form a balance, help the cell to run and function smoothly. What would happen if there is a dysfunction in one other the cell organelles predict what would happen? Give the students plenty of time to hypothesize-

Show brain pop clip of plant and animal cells and let the students take the quiz.

Introduction students to the text main content being covered and let them read and find detailed differences in the plant and animal cell-tell them to use post-it notes for each organelle that is different pages 132-134.

Give groups lap tops/computers and web site information. Remind students of safety use of computer use. Let student complete cell comparisons animations on cells alive in groups.

http://www.cellsalive.com/cells/cell_model.htm

Students will organize details, main ideas of cell functions by completing a Venn diagram. Students will be given plenty of time to determine important difference in their groups.

For differential instruction-lower level students will be paired with higher level students. Quite student will be given plenty of time to share ideas. Brain pop, Cells alive animations, Venn diagrams, and student talks.

For closure students will complete a Venn diagram and share out details and differences of animal/plant cell organelles with the class.

Lesson #1

https://w.taskstream.com/Lesson/View/0D1077F4718857AE36897AB53DA989A1

Monday, October 28, 2013

Assignment #1 WK7

Watch the video plant life cycles and use Backward Design design template to:

1) Identify desired results:

Student will describe:
The life cycle of a plant from seed to plant
Describe the purpose of seeds and what's on the inside of a seed
Describe the environmental condition a seed need to grow

2) Determine acceptable evidence:
Know the life cycle of a plant-growth from seed to plant
Know the purpose of a seed is to populate and make more of it own plant
Understand the appropriate environmental conditions a seed needs for growth

Plan Learning experience:
Student will be given Lima beans that were soak in water-they will open the Lima bean and observe whats on the inside of the bean. student will search for evidence of stem growth or tiny embryo's with a hand lens.
Students will discuss in groups their findings of what they observed. For prior-knowledge connections student will be asked to critically think if the seeds would grow if it's soak in vinegar, salt water or water? Let the students know all seeds will be in the soil, with sufficient light-with exception of different liquids mixtures. Give the students plenty of time to form a hypothesis.

Student will plant the balance of the Lima beans-each group will use different liquids to water the growing beans. One group will be given salt water, another group will be given vinegar , and another group will be regular given water. Over the cause of a couple of weeks-each group will closely monitor the Lima bean growth-life cycle and environmental conditions. Each group will water with designated mixture-and chart growth-life cycle. The life cycle will be illustrated from the open/closed stages to adult plant-

Over the cause of couple weeks students will keep data analysis, draw out illustration of Lima bean growth-life cycle and describe optimal environmental conditions. Student will present results in organized group to the class.

WK 7 Assignment #2

Title: Liquid and Gas

Major Understandings:

Ø Liquid has mass and volume and takes the shape of its container.

Ø Gas does not hold their shape or volume.

Ø Three states of matter is liquid, solid, or gas.

Science Standards: Elementary 2nd Grade.

3.2a. Matter exists in three states: solid, liquid, gas.

• Solids have a definite shape and volume

• Liquids do not have a definite shape but have a definite volume

• Gases do not hold their shape or volume

3.2c Changes in the properties or materials of objects can be observed and described.

Content Standards informational Text: 3, 4, 5, and 7,: 3 Describe the connection between series of historical events, scientific ideas or concepts, or steps in technical procedures in a text; 4 Determine the meaning of words phrases in a text relevant to a grade two topic or subject area; 5 know and use various text features such as captions, bold print or subheadings to locate key facts or information in a text efficiently; 7 explain how specific images, such as diagrams, contribute to clarity in a text.

Objectives-

Ø Describe the properties of liquids and gas.

Ø Comparing and contrasting liquids and gases.

Misunderstanding: liquids and gas has no volume-water disappears when heated.

Essential questions-

Ø Describe the properties of liquid?

Ø What kind of liquid did you use this morning?

Ø How would you explain the shape of a glass with water in it?

Ø Describe what happens what happens when I blow up a balloon-gas take up space.

Student will know:

Ø Liquids do not have a definite shape but have definite volume

Ø Gases will not hold their shape and does not have volume

Students will be able to:

Ø Describe the properties of water/liquid and gas

Ø Compare and contrast a liquid to a gas-Venn Diagram

Ø Define the volume that water takes up

Ø Explain the shape of a gas-(gas has ho shape)

Ø Observe and make inference of what happens to the air in the balloon

Vocabulary: matter mass liquid solid gas volume milliliters

Materials: Macmillan McGraw-Hill text book-audio version, sand, water, measuring cups, paper, balloons, hand lens, KWL organizers, Venn diagrams, computer, smart board, video clip-solids liquids and gas-Brian pop.

Performance tasks:

Students will pour sand and water into different measuring cups ml-pouring water from one container to the other and pouring sand from one container to the other in organized groups.

Ø Group’s activities-will infer if the water and sand will take the shape of the measuring cups. Student will also note the measurement volumes

Ø Groups will also describe how the sand changed and how the water changed in the containers. How did the sand change? How did the water change?

Ø Describe how the sand and water seem to flow-

Ø Next have students place a drop of sand on a piece of paper give the students a hand lens and let them describe what a grain of sand look like-

Ø Place one drop of water on a pieces of paper and look with a hand lens-the water does not hold its shape and it is wet and will evaporate into the air.

Ø Let the student blow up a balloon and let students explain-

Differential instruction: help students with milliliters cup when poring water and sand. Let them describe the measurements of volumes in milliliters.

Evidence: students will be able to describe the changers that the liquid took-the shape of the container-the liquid was wet, has volume ml, and mass. The solid kept it shape and the air changed and took the shape of the balloon.

Student can reflect on performance tasks by sharing out results from group activities.

Lesson:

Begin with a KWL organizers find out what the students know about liquids and gas. Let the student gather evidence from group activities and discuss what they already know. Let them brain storm for ideas on other evidence of liquids and gas. Make connection to prior knowledge by asking the students-What did they use liquid for this morning? And could they see they air they were breathing? Give the students plenty of time to grapple with the questions.

To hook-differential instruction: play a brain pop-clip on solids liquids and gas. Student can debate the relevance of the video clip-and there is a 5 question quiz at the end of the brain pop video.

Students will analyze text Macmillan McGraw-Hill text book pages 311-313-for the main ideas and concepts of solids liquids and gas.Students will read the text-sub-headings to locate certain facts, and look at illustration-individually.

Students will be given plenty of time to analyze meanings of content text-main concepts-by sharing out group ideas and making inference based on the text.

To meet diverse abilities of the learners-groups were organized with in their groups, writer, and document taker, Venn diagram writer for compare and contrast results, and presenter.

Each student in his/her group will analyze each others findings and present final works to the class. Groups were activities in performances task and had visual aids-from a brain-pop clip.

Students sustained engagements during performance task and shared out results based on evidenced gathered from the text. Student discussed the main concepts and made content connection using appropriate vocabulary when describing results of solids liquids and gas. Student also shared out findings with the rest of their peers in the class-during group share misunderstanding and misconception can be corrected. Student also took a brain-pop hook activation quiz.

Monday, October 21, 2013

Assignment # 3 writing WK 6

Activity-based lesson adjusted to common core-

Grades Level 6-8

Lesson Topic: writing informative/explanatory text

Aim Questions: How do you write an informative/explanatory?

A) What learning objective/main ideas do students need to know (maximum of 3)?

1) How can you examine a topic and convey ideas, concepts and information through the selection, organization and analysis of relevant content?

` 2) How can you select and write an informative/explanatory text that conveys ideas and concepts using relevant information selected and organized?

3) How can you introduce the topic of your text?

B) What common core skills will be introduced or reinforced during the lesson?

Write an informative/explanatory text to examine prevention of diseases and convey ideas, concepts, and information through the selection, organization by analysis of relevant content.

C) What content are standards are addressed in this lesson?

W.6.2, Science Standards: 4.4a, 1.2j 4.1.1, 4.5.1 7.1.1

D) What academic and content specific Vocabulary is introduced in this lesson?

Informative/explanatory text, revising, rough drafts, publishing and editing final drafts.

E) What materials (e.g. Activity sheet, map song) will I present to students? I will present the students with a KWL chart on preventing infectious disease (what I know; what I want to know; and what I learned) Write down their ideas on the board under what I know section of the chart while they write it down on their copy. Ask them what they would like to learn about the prevention of disease and write it under what I want to know section of the chart. At the end of the unit go back and fill in the last column what I learned with students. Work sheets to discuss what an infection disease is- will group to answer questions-

http://sciencenetlinks.com/media/filer/2012/02/17/yourhealth9-21.pdf

F) What activity if any will I use to settle students and establish a context (Do Now)?

I will engage the students by activating prior knowledge on virus and bacteria’s-I will give the students plenty of time to brainstorm for ideas-I will explore questions on students prior knowledge about prevention of disease and gauge the students understanding with questions and answer.

G) How will I open the lesson (motivation) and capture student’s interests? I will present the topics groups will work on and groups can decide which topic to choose. The topics will be: What are so special and scary about it? What do we already know about diseases? What vaccines do we need for school and why? What three infections can be prevented? How dose a vaccine work? Explain how three ways infectious diseases can be transmitted?

H) What additional individual/Team Full CLASS ACTIVITIES will I use to help students discover what they need to learn (suggest three) if these are groups activities, how will students be organized?

Students will be instructed on the five steps to write the informative/exploratory text, drafting antecedents , revising, editing, and publishing .

2) Students will discuss about effective writing and how to organize information and relevant content, establish a topic from the choices and organize relevant ideas.

3) Student groups will be given plenty of time to discuss specific details, main ideas, and talk about ideas that support the main ideas in their writing Groups will evaluate peer ideas, and examine their own inferences based KW L charts-groups will discuss effective introduction paragraphs.

I) How will I differentiate instruction with multiple entree points for diverse learners?

Students will be paired with higher level to lower level group association. Student will also be given plenty of time to re-write individual ideas and collaborate findings with higher leveled peers. Teaching instructions will be presented in charts, explanations and open ended discussions.

J) What (H.O.T)-Higher order thinking questions will I ask to engage students in analysis and discussion?

1) What were the maximum ways topic ideas convey concepts and information evidence through the selection, organization and analysis of relevant content?

2) What strategies did you use to introduce the topic of your text?

3) Were written analysis of the text relevant to the support the content?

K) How will I assess student’s mastery of the skills, content and concepts, language in this lesson? Rubrics, written findings on the understanding of the spread of infections diseases and class discussions.

L) How will I bring the lesson to closure (summary Questions)?

Teacher student talks to further clear up any misunderstandings of the meaning of writing a informational/explanatory text and the importance of organizing of informational/explanatory writing .

M) How will I reinforce and extend student learning?

a) Classroom application/follow up: Students will follow up with addition written informative/exploration science texts.

b) Enrichment activities: students should come up with some written suggestions as to how we can combat the spread of infections diseases.

c) Home work: Students will write a paragraph for a news paper article on the containment of the common cold.

N) What topics come next?

a) Tomorrow- Reports about disease that are coming back.

b) day after-Antibiotics

O) How do I evaluate this lesson-teacher reflection?

a) Strengths-. Differentiated methods enable all students to get involved in the lesson.

b) Weakness-not enough time for a science experiment.

c) Area to work on-more time-

d) Things to change-