1 / 13

Project 1: Biology Reader with Reading Techniques & Assessments Project 2: Biology Lab Manual and Formal Lab Assessm

Project 1: Biology Reader with Reading Techniques & Assessments Project 2: Biology Lab Manual and Formal Lab Assessment Based on the California State Standards in Biology Leila Jirari San Marcos High School UCSB RET 2 Context for Learning College Prep Biology or AP Biology

paul
Télécharger la présentation

Project 1: Biology Reader with Reading Techniques & Assessments Project 2: Biology Lab Manual and Formal Lab Assessm

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Project 1: Biology Reader with Reading Techniques & AssessmentsProject 2: Biology Lab Manual and Formal Lab Assessment Based on the California State Standards in Biology Leila Jirari San Marcos High School UCSB RET 2

  2. Context for Learning • College Prep Biology or AP Biology • Class Size: 32 CP, 25 for AP • ELL Students in Class: Between 2-4 • Students with IEP’s: Between 1-3

  3. My Research • My 2005 Research Project: Purifying the Phosphoserine-rich protein from Phragmatopoma californica • Mentor: Chengjun Sun, Faculty Supervisor: Herb Waite , Department: Molecular, Cellular & Developmental Biology • The purpose of our research was to purify one of three proteins, the phosphoserine rich protein in the sand tube worm glue. The goal of studying this worm is to find out how adhesion happens under water and to hopefully use this glue as an underwater adhesive in the future.

  4. Learning Objectives: Project 1 • Students will analyze the scientific articles and complete reading assessments which utilize a variety of SDAIE reading strategies. • The articles support and enhance the academic content and standards taught in class by giving content real world applications. • Students will review research materials, like scientific journals, and write a research paper using the guidelines I provided.

  5. Learning Objectives: Project 2 • Students will partake in inquiry based biology labs and complete a formal lab write-up.

  6. Why did I choose these two curriculum projects? Connect Research Practices with High School Enhance Teaching Practices

  7. Biology Content Standards 9-12 • Cell Biology: • The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. Gee • Genetics: • Mutation and sexual reproduction lead to genetic variation in a population. • Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. • The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells. • Ecology: • Stability in an ecosystem is a balance between competing effects. • Evolution: • Evolution is the result of genetic changes that occur in constantly changing environments. • Physiology: • As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic) despite changes in the outside environment. • Organisms have a variety of mechanisms to combat disease.

  8. Addressing Students Background • SDAIE components present: • Target vocabulary is identified and taught • Assessment of prior knowledge • Lesson contextualization: graphic organizers, artwork and visuals • Listening, speaking, reading & writing • Two to Six way interactions (Group Work) • Critical thinking • Real World Application • Assessments with Rubrics and Article G.O.

  9. Project 1: Overview • I collected at least one article per unit of study for my AP Biology class. • I used three different levels of journals: Discover being the most comprehensible, then more challenging Scientific American and New Scientist. Lastly The Scientist was the most challenging journal used. • I collected a variety of SDAIE reading strategies and tailored them to read challenging scientific content. • I created a format for my students to write a research paper on a topic of their choice. They will have to sift through scientific research on their topic and will use the SDAIE reading strategies to help them digest the content.

  10. Project 2: Overview • College Prep Biology students will perform 4 inquiry labs throughout the semester. • AP Biology students will perform 12 required labs (by the AP College Board). • I created a lab write-up format for my students to help scaffold the task. • They will be assessed with the rubric.

  11. Project 1: SDAIE Reading Activities • GIST and Synopsis • Inquiry Paper • Key Word DRTA • Anticipation Reaction Guide • Viewpoints • I Wonder Brainstorm • Pre-Reading Guide • Skimming and Scanning • BKWLQ

  12. Research Paper • The students choose any topic in Biology that interests them: • Some examples of previous student choices: EPO, Autism, Depression, Weight Loss Drugs, Sleep, Memory, Origin of Life, Endemic Species, Global Warming, Prions, Cardiac Arrhythmias, Organ Transplants etc. • Students will use the guidelines, peer editing and rubric to write a research paper.

  13. Project 2: Inquiry Labs and Rubric • Students will participate in the laboratory activity. • Biology labs: • Enzyme lab • Fetal Pig Lab • Pill Bug Lab • Water Lab • Scientific Method & Activity • Students will use the guidelines, rubric to write a up a lab paper.

More Related