March 13, 2008March 13, 2008• Mike’s Lesson Mike’s Lesson • Progress ReportsProgress Reports• Unit Plan PowerPointUnit Plan PowerPoint• Go Over Materials and Assessments Go Over Materials and Assessments

for Unit Plan (with Examples)for Unit Plan (with Examples)• Lesson Plan (Video Reflection Due Lesson Plan (Video Reflection Due

Next Week)Next Week)• Unit Plan (Draft) Due April 24th – Unit Plan (Draft) Due April 24th –

Final Product Due May 1st!Final Product Due May 1st!

“He who fails to plan,

plans to fail”

The following is a rubric that I will be using when I assess your unit plan. As you are being assessed on your ability to plan an engaging and meaningful learning experience, the rubric has two main components: Planning and Preparation and InstructionPlanning and Preparation and Instruction. Teachers who excel in planning and preparation design instruction that reflects an understanding of content and important concepts and principles within that content. Their design is coherent in its approach to topics, includes sound assessment methods, and is appropriate to the range of learning style possibilities within a class. Although formal lesson plans are essentially used for observing a teacher’s interaction with students, for the purposes of this course, I will use your lesson plans and materials to assess your ability to communicate effectively through directions on handouts and frame effective questions that engage students in learning. Teachers who excel in lesson planning design learning experiences that engage students in meaningful work, which carries significance beyond the next test and which can provide skills and knowledge necessary for answering important questions or contributing to important projects.

Part 1:Overall Unit Plan

Scope, sequence and organization:clarity and organization appropriateness of scope and sequence development of concepts and skills integration of different components

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Appropriateness of overall plan::suitability for grade/agefulfillment of syllabus requirements incorporation of diversity of contemporary teaching strategies

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Innovation, creativity and design:evidence of originality and innovation design elements authentic assessments and formal assessmentsStudent centeredUses MULTIPLE teaching/learning strategies

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Overall preparation and presentation:detail and quality of the unit plan coherence, order and integration technical aspects: layout, format, spelling, grammar, punctuation, referencing

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Part 2: Final Assessment/Assessments

Unit essential questions and deep understandings are represented in equal amounts.Organization Standards are addressedConnections are made to State assessment (if applicable)appropriateness for student level connections and relations

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Design of assessment(s)Clarity and effortAuthenticity and creativity

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Part 3: PLE’s and materials and labs

Essential Questions/Deep Understandings:relevance to unit and standardsclarity and focus of lessonsrange of cognitive domains addressed (Bloom's taxonomy)

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Outcomes:essential question or understanding is “answered” range of cognitive domains addressed (Bloom's taxonomy) –proper assessment at each level (see Bloom’s wheel)

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Resources/materials:variety (guided notes, supplementary materials, labs, activities, evaluations, assignments)appropriateness EFFORTEye pleasing

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Content:coverage clarity appropriateness developmental sequence innovation & creativity

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EDU 764

Seven Quick, Simple Steps to Making Student HandoutsBefore jumping in and simply running copies or making handouts for your students, keep these important things in mind:•Make it simple; don’t bombard students with information or words. Learners need clear, concise explanations and directions. •Decide a common structure or heading to use for all handouts for your class; students are inundated with a gazillion handouts every day, so they need an easy way to identify your class work from all others.•Space and Pace the information, directions, and steps that you want learners to follow; logically and graphically organize items for students so that things appear in manageable chunks.•Do NOT assume they know where you’re headed or what you mean; provide them with some background knowledge to hook their learning to and a clear plan for what to do next.•Use font and type styles to stress key words and phrases; the reality is that kids will not read everything on the page, so you must guide them by highlighting key parts for them.•Make it fun! Use graphics to get them interested in the work you have planned for them. In today’s day and age of technology, kids are more visual learners than ever; use it to your advantage.•Run a spell and grammar check! Even published authors aren’t perfect, so don’t make the mistake of assuming that you are.

SOME FINAL ADVICE BEFORE YOU RUN TO THE COPIER: Print the handouts and set them aside for at least twenty minutes.After taking a break from what you’ve created, read it as is and look for places that could be cinched or explained more clearly.Follow all the directions you have laid out for your learners and make note of wherever you have difficulty; further instruction may need to be included in your lesson plans or you may need to model it for them.Make the final corrections or adjustments and reprint.

Materials

http://www.edhelper.com/teachers/graphic_organizers_kwl.htm

Comparing Animal and Plant Cells Venn Diagram 

Animal CellsPlant Cells

Name__________________ Date ______________________

 

         

         

         

         

         

 

Starch to glucose, starch to glucoseIn the mouth, in the mouthEsophagus is a pathway, esophagus is a pathway,Peristalsis, Peristalsis.Stomach digests proteins, stomach digests proteinsHCl kills germs, HCl kills germsKeep the mucus flowing, Keep the mucus flowingPrevent that ulcer, Prevent that ulcerSmall intestine digests all three, small intestine digests all threeKinds of food, kinds of foodVilli absorb their products, villi absorb their productsThe liver and the pancreas help, the liver and the pancreas help.Keep waste moving, keep waste movingThrough the LI, through the LIThe colon absorbs water, the colon absorbs waterRemove solid waste…POOP..Remove solid waste…POOP..

      Your blood passes through the kidneys 300 times a day

      About 400 gallons of recycled blood are pumped through the kidneys every

day! Then the waste is collected out of the blood by tiny filters inside the kidneys.

 

      The nephrons clean all your blood in 45 minutes.

 Each day, your kidneys produce about 1.5 liters of urine. All of it needs to be removed from your system. This occurs through urination

      If your kidneys are diseased and not working properly, the buildup of waste in your system will eventually lead to death

      A dialysis patient has to spend nearly sixty hours each week attached to the machine

Excretion Excretion IntroductionIntroduction

Please…..Do NOT Open your Envelope until given instruction to do so…..

http://www.kidshealth.org/kid/how_the_body_works.html

“Click on Urinary System”

Excretion Excretion • the removal of cellular waste

products from an organism

Wastes Produced by Wastes Produced by Metabolism Metabolism

• Respiration: carbon dioxide + water (both cellular respiration and breathing)

• Dehydration Synthesis: water • Certain metabolic processes:

mineral salts • Protein metabolism: nitrogenous

wastes (urea)***

Major Major Understanding!!!!!Understanding!!!!!

Excretory wastes may be either toxic or nontoxic. When toxic wastes are produced they are

normally released, as in animals, or sealed off and

stored, as in plants. Nontoxicwaste materials may either be retained, released, or recycled in other metabolic activities.

Major Human Excretory Major Human Excretory OrgansOrgans

• Lungs Lungs - organs of gas exchange (inhalation and exhalation)

• excrete carbon dioxide and water

• Presence of carbon dioxide (CO2) may be demonstrated by blowing into bromothymol blue (turns yellow)

Liver Liver • deaminates amino acids

and converts ammonia to urea because ammonia is very poisonous to the tissues

Skin Skin • has two main layers (dermis and epidermis)

-- possesses sweat glands

2 Chief Sweat Gland Functions: • 1. Aid in temperature regulation of the body. • 2. Excretes urine like wastes. (Water – 98%,

salt, and some urea – 2%)

Skin cont…Skin cont…• ** Perspiration is only incidentally

excretory; its primary function is that of temperature regulation.

• Evaporation of the sweat occurs when heat is absorbed from skin cells.

• This absorption of heat lowers body temperature.

** Temperature regulation is an example of homeostasis.

Kidneys Kidneys • chief urinary system organ • bean shaped, reddish-brown organs, in

the pit of the back

2 Major Functions: • 1. They excrete most of the urea. • 2. They control the concentration of

most of the constituents of the body fluids. (the kidney filters out wastes and reabsorbs needed materials like water)

Other Key Excretory Structures:Other Key Excretory Structures:• Ureter: carries urine from the pelvis to the

urinary bladder (one from each kidney)

• Urinary bladder: short term storage area for the urine

• Urethra: conducts urine from the bladder to the outside of the body

• Bowman’s Capsules: cuplike structure where water, salt, urea, amino acids, & glucose are filtered into from the glomerulus.

Some Excretory System Disorders:Some Excretory System Disorders:

• Kidney Diseases – associated with the malfunctioning of the kidney or the nephron of the kidney. Kidney Failure is VERY serious since without filtration toxic metabolic wastes build up in the body cells. Poor diet, high blood pressure, salt & chemical imbalance, and severe physical stress can bring about kidney failure.

• Gout – disease caused by inflammation in the joints associated with uric acid production and its deposition resulting in arthritic-like, painful attacks

Mythbusters: Surprise toothbrushPart #1:1.What is the myth?2.The myth represents what PART of the scientific method?3.What is their research?4.What is their plan?5.What is the sample size?6.What are the constants?

•How does this experiment compare with the parts of the scientific method? EXPLAIN:

a. independent variableb. dependent variablec. controlPart #2:1.What is the method they use to “test” their “myth??”2.Analyze whether it is good or not and discuss with your partner:Part #3:1.How do they test to see if bacteria are present?2.What part of the experiment is this?

1.Why are controls important?

1.What is your hypothesis? Discuss:Part #4:1.What are the results?2.What are the sources of possible error?3.How could this experiment be improved?

http://wzus.ask.com/r?t=a&d=us&s=a&c=p&ti=1&ai=30751&l=dir&o=312&sv=0a300518&ip=d899861e&u=http%3A%2F%2Fwww.sjs-health-shop.com%2Fimages%2Fcpbillybrocolli4.jpg

Formal AssessmentEssential Question/Standard/Understanding

# of questions and difficulty

Think about time frame, age, and make a KEY

BEFORE you photo copy!!!!

Life ProcessesLife Processes

4. Is this “creature” alive?

5. Why or Why not?

6. What life processes do you see it going through?

7. How would you distinguish living vs. non-living??

Card Game and the Card Game and the Scientific MethodScientific Method

• What acted as your “hypothesis”?

• What was your “experiment”?

• What was your “conclusion”?

EvolutionEvolution

•Puzzle Activity

BiochemistryBiochemistry•Cards

ReproductionReproduction• Mitosis SheetsMitosis Sheets

Genetics• DNA and RNA DNA and RNA

• Review ActivityReview Activity

Ecology

8-1-1• State the Problem• Research• Hypothesis• Experiment• Independent Variable• Dependent Variable• Control• Conclusion• Sample Size• Does eating peanut butter before a test increase your test scores??• Looking up information on peanut butter and brain cells using journal, books, and the

Internet.• If I add peanut butter to an individual’s diet before a test, then their test scores will

increase.• Take 100 students and expose 50 to peanut butter on some crackers before a test, and

expose the other 50 to just crackers. Test them on multiple tests and compare test scores.• 50 who ate peanut butter and crackers before testing• 50 who ate the crackers before testing• Test Scores• The students who ate the crackers had better test scores than the ones who ate peanut

butter and crackers• 100 students

Burgio Cup

Open Notes QuizOpen Notes Quiz

• Unit #1Unit #1

DisciplineDiscipline

NY Learns

• http://www.nylearns.org

Blood Typing Activity

http://nobelprize.org/medicine/educational/landsteiner/index.html

Annual Professional Performance ReviewProfessional performance review is a process designed to improve and enhance the performance of

teachers in a positive, objective manner that encourages creativity and professional growth. The process will emphasize a cooperative working relationship, effective communication, interaction and feedback that

mutually benefit students, teachers and the district.Mission Statement

In order to maximize student achievement, the Tonawanda City School District is committed to a performance review process that will collaboratively encourage and support the professional growth of

teachers.Attributes:

Sustained and supportivePurposeful/strategic

Collaborative/reflectiveBased upon best practice/research

Related to the teaching/learning processStaff and district determined

EvaluativeAssumptions:

Professional performance review is worthwhile and will contribute to improving the teaching/learning process.

Professional performance review is designed to contribute to the successful attainment of district goals.Professional performance review is collaborative and reflective.

Professional performance review supports the implementation of best practice as evidenced by research.Professional performance review is linked to the Professional Development Plan.

Basis for ActionOn July 16, 1999, the New York State Board of Regents approved an amendment to Section 100.20(0) of

the Commissioner’s Regulations relating to the annual professional performance review. The amendment calls for the governing body of each school district to adopt a plan for the annual professional

performance review of teachers providing instruction or pupil personnel services as defined in Section 80.1(w) of this Title by September 1, 2000.