a Strength based options-
Science(Biology) session on
Photo synthesis
process, product
learner profile, interest
all learners
b. Bridging from researching skills to preparing for a presentation by showing a picture and asking the students to explain the picture by finding three sources
process,spatial, visual
learner profile
ESL, learning support, visual, spatial and all learners
c. Grouping-Jigsaw, assembly
Discussion session with 12 interest
agendas
-Jigsaw groups so students
become experts in the field
-Varying student roles
Large group dynamics
Homeroom make-up
Student input of areas of interest for
discussions
Students (community building and getting to know one
another)
Counselors (gaining insights about the students and issues important to them)
Teachers (increasing knowledge about homeroom students and how
certain issues can be addressed in their classes)
d. Tiered product: Designing an experiment to investigate factors affecting rate of photosynthesis
process, product
readiness
all learners, especially weaker students and gifted students
e Entry Point: Movie - Shark Water, Population Simulation, Field trip to a swamp
process
learner profile, interest
all learners
f. Choice board for unit assessment task:
process, products, content
learner profile, interest
all learners
g. Interest Center design: Energy Conversions and Machines in Grade 9 Science
process, product, content
interest, learner profile
all learner, tactile, advanced,
a. Creating Choices Based on Talents
Grade 9 Science – Biology
Topic:Photosynthesis
Learning Goal: Understand the chemical processes involved in photosynthesis Choices Writing: Students are asked to take on the personification of an atom of carbon.Initially they are to be part of a carbon dioxide molecule in air, and should describe the journey taken as they are incorporated into a glucose molecule.Students are encouraged to be as creative as they wish as well as factually accurate. Drawing: Illustrate through pictures/diagrams the chemical reactions involving the reaction between carbon dioxide and water, in the presence of sunlight and chlorophyll, to produce glucose and oxygen. Building: Represent the photosynthesis equation using molecular kits containing models to represent the different atoms. [carbon, hydrogen, oxygen] Acting: Represent the process of photosynthesis by performing a short skit to illustrate the reaction between carbon dioxide and water to produce glucose and oxygen. Technology: Use Comic Life to create a story to describe the journey taken by an atom of carbon as part of carbon dioxide in the air until it becomes incorporated into a glucose molecule in a leaf. Musical: Compose a song with lyrics to illustrate the chemical reactions involved in combining carbon dioxide with water in the presence of sunlight and chlorophyll to produce glucose and oxygen.
b. Bridging
This fits into the presentation unit in the grade 9 computer literacy course. In this unit, students are required to choose a topic within the history of computers, such as the Abacus, the HIstory of IBM and Alan Turing.
This activity will be used to introduce the new unit and bridge the students from the previous research unit into the presentation unit. The following picture will be shown to the students and they will be asked to find out what objects are in the picture, when the picture was taken and the uses of the objects in the picture. They will need to find three valid sources. These research skills are also required to learn about their chosen topic.
This activity is also a hook into the unit. The hope is that it will grab the attention of visual and spatial students, as well as ESL students since it is a visual without any words.
Conall O'Brien
Conall O'Brien
c. Little Theater Grae 9 Assembly
This assembly forum fits in with the area of Guidance as it provides an opportunity for the students to discuss issues of concern to them in small non-threatening groups using strategies such as 'think,pair,share' with students assuming various roles of facilitator, recorder, time keeper etc
We hope this differentiated experience will raise awareness of such issues as listed below, gain student input on how these issues can be dealt with and due to the 'jigsaw' format of grouping, will provide an easy way of sharing this information as students return to their homebases with an 'expert' in each group.
Quick Intro's and expectations
Jigsaw groupings (numbered in homerooms)
Sit in circle- eye contact with everyone
16 issues (cut to 12 with feedback from students in their homerooms)
1 Facebook- exclusivity, bullying
2 Homerooms- valuable time, have your input
3 New Students- how will you help to settle them in- what can new students do to help themselves
4 Peer helpers and their roles
5 after school clubs- new friendships
6 service learning- forced or valuable (moral dilemma)
7 when friends leave/- your feelings
8 New friendships- what's the point- being let down, have you let someone down, how was it resolved
9 Goal setting- why bother? Share some
10 Career planning- too early- anyone got a clue what they'd like to do?
11 Guidance- our role/their role
12 gaining respect- can it be demanded
13 academic dishonesty- moral dilemma
14 uniforms-
15 effective teachers- attributes
16 supportive parents
d. Designing an experiment to investigate factors affecting rate of photosynthesis
In science, students must learn to design experiments to test hypotheses and investigate factors affecting eg. photosynthesis.
1. Core group - Students are asked to design an experiment to investigate one factor affecting the rate of photosynthesis in aquatic plants. They will collect the data and draw conclusions based on the evidence, as well as produce a list of sources of error and corresponding improvements.
2. Extension - students are required to investigate more than one variable affecting photosynthetic rate in aquatic plants, and determine the relationships between each of those variables and the rate of photosynthesis. They must use appropriate levels of treatment (at least 5) for each variable. They will have to analyse the data statistically and generate conclusions based on the evidence obtained, and support with literature findings. They must then evaluate their procedures and suggest sources of experimental error and appropriate improvements.
3. Novice group - Students work with the teacher directly who scaffolds their development of a research question to investigate a single variable affecting rate of photosynthesis in aquatic plants. Teacher may need to guide students into investigating an "easier" variable and ensuring a fair test of that variable. Students collect data, and with support, draw conclusions and identify sources of error.
e. Entry Point: Movie - Sharkwater, Population Simulation, Field trip to a swamp
These entry points will be used in a Grade 11 IB Biology class during an ecology unit.
Entry Point
Activity
Narrative
movie: Sharkwater (a positive documentary on sharks) draws interest towards ecology, life cycle and creates empathy towards the topic
Experiential
Field trip to the swamp students engage in a variety of activities including:
quadrat sampling
identifiy plants and species
population numbers
line and belt transect
Mathematical and Experiential
Population Simulation students become the environment and get first hand experience of what that is like through a simulation in this example the environment would be a local one containing local wildlife such as the bearcat (our school mascot) and the local fauna
f. Choice board for unit assessment task:
These assessment tasks will be used in a Grade 11 IB Biology class during an ecology unit in conjunction with the above entry points.
You are the talented musical son or daughter of the local Barangay mayor. He has asked you to create a new hit song promoting the swamp, its life within and surrounding area's beauty in order to promote tourism and raise awareness among the locals of their potential earnings from the area.
You will write a set of lyrics either to a new tune or to an existing one you may have heard.
You are a writer for “Kids Geo” the editor has asked you to cover a piece concerning an ecological moral dilemma that we face here in the Philippines. Examine the main players on each side of the debate and explain both sides. Conduct a class survey to use as data in your article.
You work for a Philippine environmental organization. . There are concerns that environmental pollutants have been killing plants in and around the swamp area. You have been asked by the organization to determine if the population numbers are different in 2 locations) - Collect data on population numbers of a particular species using quadrat sampling technique from two separate locations at Candaba swamp. - Using statistical analysis (unpaired t-test), determine if there is a significant statistical difference between the average number of plants per quadrat between the two locations - Graph data in a suitable format in varying graphical forms
You work for Animal Planet as a documentary film maker. You are asked to create a storyboard to depict the population changes of a local animal (e.g. tarsier) over the past 20 years. Include information about population dynamics, pred-prey relationships, limiting factors, habitat, and any other relevant information. Suggest reasons for the population changes you discover.
The Ministry of Environment needs to understand the population dynamics of the bearcat. Using the data from our simulation, write a program to simulate the population dynamics. You should start with the real data from our simulation and have your program display the population change each year when the user clicks a button to display the following year. Once all of the collected data has been displayed, your program should extrapolate into the future using an algorithm you develop.
You are about to appear on a local television network/ radio station and have been asked to advocate on behalf of the local community to stop pollutants from the nearby plastics factory from dumping it's waste in the stream which leads to the swamp, potentially having adverse affects on wildlife. You need to present an audio file or script of your main contentions, and (if working alone) present some expected counter arguments from the Factory manager and how you will respond to such counter arguments.
You work as a crossword compiler for Kids National Geographic Magazine. Your job is to create a crossword puzzle using at least 15 words for an upcoming feature on the study of Ecology. Use your own words to write the clues. You must use a range of styles (e.g. picture clues, definitions, cryptic clues). You may find it helpful to create a vocabulary list before you start.
You are an illustrator for “Kids Geo” magazine and they want to raise awareness for the bearcat in the Philippines. Create an illustration explaining the life cycle of the bearcat with the hopes of creating empathy for the bearcat in the readers.
You go on holiday with your family to the same coastal area every year. You all enjoy deep-sea fishing and have noticed a big decline in fish numbers over the recent years. On returning home you feel compelled to write to the newspaper/congressman/Ministry of Fisheries to share the information you have researched on the possible reasons for this. Include data and suggested steps that could be taken to replenish the numbers of fish.
g. Interest Center design: Energy Conversions and Machines in Grade 9 Science
Resources
Magazine/Journals:
Social Disruption and Psycholgical Stress in and Alaskan Fishing Community: The Impact of the Exxon Valdez oil Spill
Steven Picou
pp.30 1990
Eric database http://edu604instructionalstrategies.wikispaces.com/
Books:
Energy Transfer
Robert Snedden
333.79SNE
Sleep Thieves
Stanley Cohen
612.8 COR
Food For Sport
Nathan Smith and Bonnie Worthington-Roberts
613.2SMI
Specific Exploratory Activities:
Audio-Visual:
Nutrition and Diet video VCT 613.2
Chris Martenson Video Chapter 17 Peak Oil
Energy: Brainpop.com
History of the 80’s Vct.HIS
Display Items:
Pulley’s, see-saw, lightbulb, flashlight, circuit, pictures of before and after of Gulf oil spill
Other:
Task Card1
Interest Center Title: Energy Disaster
Invitation to learn:
A video clip of Gulf oil spill: www.youtube.com/watch?v=8LzIoi5GGko
Questions:
Who is responsible for this disaster?
How does it effect the environment, humans, living things?
Related Items:
Social Disruption and Psycholgical Stress in and Alaskan Fishing Community: The Impact of the Exxon Valdez oil Spill
Steven Picou
pp.30 1990
Eric database http://edu604instructionalstrategies.wikispaces.com/
pictures of before and after of Gulf oil spill
Activity:
You are an environmental activist who wants to raise awareness of the long and short term effects of the impacts of natural disasters. You are to pick a natural disaster related to energy (e.g. Valdez disaster, B.P. in Gulf, Chernobyl Nuclear, 3-Mile Island) and create a informational brochure, video, letter, picture time-line or any other way to show your understanding of the impact the disaster had on our enviroment.
Task 2: Energy conversions and machines
Entry points: Students drop of a small piece of magnesium into a test tube containing a small quantity of hydrochloric acid. They observe the reaction through sight, sound and by touching the outside of the test tube.
Students balance a model see saw using a variety of masses positioned at various distances along the see saw. Related Items
Battery with flashlight Packet of matches Pulley set ups Gear set ups Lever set ups
You are working for the energy company called Easy Energy. Your company manager requires you to lift a 10kg mass a vertical height of 30cm with the least amount of effort. Design a machine that incorporates at least 2 different machines to fulfill the required task.
Task 3:
Entry Points:
Video of elite athlete
discussion: What does this person need to do to be at the top of his game?
What do they need to eat? What is their training like?
This webquest was chosen because it fits with the choice board activities in assignment #2
It allows for more applications of math, social studies concepts into science unit.
This webquest is designed to explore Ecosystems and Ecology- elaborate and complicated parts of biology. There are too many aspects of it to learn in one class, but hopefully this will provide a basic understanding of the intricate workings of nature.
There is a currently a debate over global warming and what effects it is having on the environment. While the question of global warming in not addressed in this exercise, the effects of it are explored. Ecosystems have a delicate balance that is influenced by the environment, including the temperature. Keep this data chart in mind as you progress through the webquest:
Atmospheric carbon dioxide concentrations are increasing every year. This measurements were taken in Mauna Loa, Hawaii.
The carbon dioxide concentrations are expressed as parts per million by volume of dry air. The data is publicly availible at this website, click here.
High School Strategies
Steve Ayling
Nadine Dickinson
Joni Mertz
Joe Conte
Peggy Kelly
Alan MacLean
Assignment #1: Assessment Tools
Readiness, learner profile, or interest
Science(Biology) session on
Photo synthesis
Discussion session with 12 interest
agendas
become experts in the field
-Varying student roles
Homeroom make-up
Student input of areas of interest for
discussions
another)
Counselors (gaining insights about the students and issues important to them)
Teachers (increasing knowledge about homeroom students and how
certain issues can be addressed in their classes)
a. Creating Choices Based on Talents
Grade 9 Science – Biology
Topic:Photosynthesis
Learning Goal: Understand the chemical processes involved in photosynthesis
Choices
Writing:
Students are asked to take on the personification of an atom of carbon.Initially they are to be part of a carbon dioxide molecule in air, and should describe the journey taken as they are incorporated into a glucose molecule.Students are encouraged to be as creative as they wish as well as factually accurate.
Drawing:
Illustrate through pictures/diagrams the chemical reactions involving the reaction between carbon dioxide and water, in the presence of sunlight and chlorophyll, to produce glucose and oxygen.
Building:
Represent the photosynthesis equation using molecular kits containing models to represent the different atoms. [carbon, hydrogen, oxygen]
Acting:
Represent the process of photosynthesis by performing a short skit to illustrate the reaction between carbon dioxide and water to produce glucose and oxygen.
Technology:
Use Comic Life to create a story to describe the journey taken by an atom of carbon as part of carbon dioxide in the air until it becomes incorporated into a glucose molecule in a leaf.
Musical:
Compose a song with lyrics to illustrate the chemical reactions involved in combining carbon dioxide with water in the presence of sunlight and chlorophyll to produce glucose and oxygen.
b. Bridging
This fits into the presentation unit in the grade 9 computer literacy course. In this unit, students are required to choose a topic within the history of computers, such as the Abacus, the HIstory of IBM and Alan Turing.
This activity will be used to introduce the new unit and bridge the students from the previous research unit into the presentation unit. The following picture will be shown to the students and they will be asked to find out what objects are in the picture, when the picture was taken and the uses of the objects in the picture. They will need to find three valid sources. These research skills are also required to learn about their chosen topic.
This activity is also a hook into the unit. The hope is that it will grab the attention of visual and spatial students, as well as ESL students since it is a visual without any words.
Conall O'Brien
c. Little Theater Grae 9 Assembly
This assembly forum fits in with the area of Guidance as it provides an opportunity for the students to discuss issues of concern to them in small non-threatening groups using strategies such as 'think,pair,share' with students assuming various roles of facilitator, recorder, time keeper etc
We hope this differentiated experience will raise awareness of such issues as listed below, gain student input on how these issues can be dealt with and due to the 'jigsaw' format of grouping, will provide an easy way of sharing this information as students return to their homebases with an 'expert' in each group.
16 issues (cut to 12 with feedback from students in their homerooms)
1 Facebook- exclusivity, bullying
2 Homerooms- valuable time, have your input
3 New Students- how will you help to settle them in- what can new students do to help themselves
4 Peer helpers and their roles
5 after school clubs- new friendships
6 service learning- forced or valuable (moral dilemma)
7 when friends leave/- your feelings
8 New friendships- what's the point- being let down, have you let someone down, how was it resolved
9 Goal setting- why bother? Share some
10 Career planning- too early- anyone got a clue what they'd like to do?
11 Guidance- our role/their role
12 gaining respect- can it be demanded
13 academic dishonesty- moral dilemma
14 uniforms-
15 effective teachers- attributes
16 supportive parents
d. Designing an experiment to investigate factors affecting rate of photosynthesis
In science, students must learn to design experiments to test hypotheses and investigate factors affecting eg. photosynthesis.
1. Core group - Students are asked to design an experiment to investigate one factor affecting the rate of photosynthesis in aquatic plants. They will collect the data and draw conclusions based on the evidence, as well as produce a list of sources of error and corresponding improvements.
2. Extension - students are required to investigate more than one variable affecting photosynthetic rate in aquatic plants, and determine the relationships between each of those variables and the rate of photosynthesis. They must use appropriate levels of treatment (at least 5) for each variable. They will have to analyse the data statistically and generate conclusions based on the evidence obtained, and support with literature findings. They must then evaluate their procedures and suggest sources of experimental error and appropriate improvements.
3. Novice group - Students work with the teacher directly who scaffolds their development of a research question to investigate a single variable affecting rate of photosynthesis in aquatic plants. Teacher may need to guide students into investigating an "easier" variable and ensuring a fair test of that variable. Students collect data, and with support, draw conclusions and identify sources of error.
e. Entry Point: Movie - Sharkwater, Population Simulation, Field trip to a swamp
These entry points will be used in a Grade 11 IB Biology class during an ecology unit.draws interest towards ecology, life cycle and creates empathy towards the topic
students engage in a variety of activities including:
students become the environment and get first hand experience of what that is like through a simulation
in this example the environment would be a local one containing local wildlife such as the bearcat (our school mascot) and the local fauna
These assessment tasks will be used in a Grade 11 IB Biology class during an ecology unit in conjunction with the above entry points.
You will write a set of lyrics either to a new tune or to an
existing one you may have heard.
- Collect data on population numbers of a particular species using quadrat sampling technique from two separate locations at Candaba swamp.
- Using statistical analysis (unpaired t-test), determine if there is a significant statistical difference between the average number of plants per quadrat between the two locations
- Graph data in a suitable format in varying graphical forms
You need to present an audio file or script of your main contentions, and (if working alone) present some expected counter arguments from
the Factory manager and how you will respond to such counter arguments.
is to create a crossword puzzle using at least 15 words for an upcoming feature on the study of Ecology. Use your own words to
write the clues. You must use a range of styles (e.g. picture clues,
definitions, cryptic clues). You may find it helpful to create a
vocabulary list before you start.
You all enjoy deep-sea fishing and have noticed a big decline in fish numbers over the recent years. On returning home you feel compelled to write to the newspaper/congressman/Ministry of Fisheries to share the information you have researched on the possible reasons for this.
Include data and suggested steps that could be taken to replenish the numbers of fish.
g. Interest Center design: Energy Conversions and Machines in Grade 9 Science
Social Disruption and Psycholgical Stress in and Alaskan Fishing Community: The Impact of the Exxon Valdez oil Spill
Steven Picou
pp.30 1990
Eric database
http://edu604instructionalstrategies.wikispaces.com/
http://nat.illinois.edu
http://www.prohealth.com/weightloss/tools/exercise/calculator1_2.cfm
Energy Transfer
Robert Snedden
333.79SNE
Sleep Thieves
Stanley Cohen
612.8 COR
Food For Sport
Nathan Smith and Bonnie Worthington-Roberts
613.2SMI
Nutrition and Diet video VCT 613.2
Chris Martenson Video Chapter 17 Peak Oil
Energy: Brainpop.com
History of the 80’s Vct.HIS
http://www.youtube.com/watch?v=IkbL67XpBlI
http://www.youtube.com/watch?v=TQvL2WsPAfA
http://www.youtube.com/watch?v=PW7ztbwJKBk
http://www.youtube.com/watch?v=9T7tGosXM58
www.youtube.com/watch?v=8LzIoi5GGko
http://www.ftexploring.com/energy/PE-to-KE.html
http://questgarden.com/102/56/9/100428081918/index.htm
Pulley’s, see-saw, lightbulb, flashlight, circuit, pictures of before and after of Gulf oil spill
Task Card1
Interest Center Title: Energy Disaster
Invitation to learn:
A video clip of Gulf oil spill:
www.youtube.com/watch?v=8LzIoi5GGko
Questions:
Who is responsible for this disaster?
How does it effect the environment, humans, living things?
Related Items:
Social Disruption and Psycholgical Stress in and Alaskan Fishing Community: The Impact of the Exxon Valdez oil Spill
Steven Picou
pp.30 1990
Eric database
http://edu604instructionalstrategies.wikispaces.com/
pictures of before and after of Gulf oil spill
Activity:
You are an environmental activist who wants to raise awareness of the long and short term effects of the impacts of natural disasters. You are to pick a natural disaster related to energy (e.g. Valdez disaster, B.P. in Gulf, Chernobyl Nuclear, 3-Mile Island) and create a informational brochure, video, letter, picture time-line or any other way to show your understanding of the impact the disaster had on our enviroment.
Task 2: Energy conversions and machines
Entry points:
Students drop of a small piece of magnesium into a test tube containing a small quantity of hydrochloric acid. They observe the reaction through sight, sound and by touching the outside of the test tube.
Students balance a model see saw using a variety of masses positioned at various distances along the see saw.
Related Items
Battery with flashlight
Packet of matches
Pulley set ups
Gear set ups
Lever set ups
Look at these websites for information on energy conversions and machines
http://www.ftexploring.com/energy/PE-to-KE.html
http://www.youtube.com/watch?v=IkbL67XpBlI
http://www.youtube.com/watch?v=TQvL2WsPAfA
http://www.youtube.com/watch?v=PW7ztbwJKBk
http://www.youtube.com/watch?v=9T7tGosXM58
Activity:
You are working for the energy company called Easy Energy. Your company manager requires you to lift a 10kg mass a vertical height of 30cm with the least amount of effort. Design a machine that incorporates at least 2 different machines to fulfill the required task.
Task 3:
Entry Points:
Video of elite athlete
discussion: What does this person need to do to be at the top of his game?
What do they need to eat? What is their training like?
Related items:
Usain Bolt: Berlin 2009 race
Michael Phelps 200m fly record
Activity:
Complete the following webquest
http://questgarden.com/102/56/9/100428081918/index.htm
Assignment 3
This webquest was chosen because it fits with the choice board activities in assignment #2
It allows for more applications of math, social studies concepts into science unit.
http://questgarden.com/81/69/4/090428165619/
This webquest is designed to explore Ecosystems and Ecology- elaborate and complicated parts of biology. There are too many aspects of it to learn in one class, but hopefully this will provide a basic understanding of the intricate workings of nature.
There is a currently a debate over global warming and what effects it is having on the environment. While the question of global warming in not addressed in this exercise, the effects of it are explored. Ecosystems have a delicate balance that is influenced by the environment, including the temperature. Keep this data chart in mind as you progress through the webquest:
Atmospheric carbon dioxide concentrations are increasing every year. This measurements were taken in Mauna Loa, Hawaii.
The carbon dioxide concentrations are expressed as parts per million by volume of dry air. The data is publicly availible at this website, click here.