Planning Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
| LU Title: Outbreak |
Author(s): Robin Bottini, Nancy Lehman and Ellen Zamperetti |
| Grade Level: 10 |
School Address: Westmoreland Central, Route 233, Westmoreland, NY 13490 |
| Subject Area: Global Studies and Biology |
School Phone/Fax: (315)853-5571/4602 |
CONTENT KNOWLEDGE
| Declarative |
Procedural |
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ESSENTIAL QUESTIONS
INITIATING ACTIVITY
Students will watch a video clip from the movie "Outbreak" which will generate excitement or anxiety about the impact of biological problems on our global society. This will introduce the self-directed interdisciplinary unit.
Students will be paired using the Numbered Heads strategy and will brainstorm "name as many biological problems as you can".
Numbered Heads will share information with the class
In addition, the culminating activity will be discussed so that students will understand from the beginning that they will be responsible for creating a multimedia presentation.
Connection to State Learning Standards
Content Area: Biology and Global Studies
Level: 10th Grade
| Benchmarks: Benchmark (s): 2-1, 2-1B, 2-1C, 2-1E, 2-1F |
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Benchmarks: Benchmark (s): 3-1, 3-1F |
| Standard: Standard 2 - Information Systems Students will access, generate, process, and transfer information using appropriate technologies. |
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Standard:Standard 3 - Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live - local, national, and global - including the distribution of people, places, and environments over the Earth's surface. |
Unit Theme:
Global Biological Issues
| Standard: Standard 4 - Science Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. |
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Standard: Standard 2 - World History Students will use a variety of intellectual skills, to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. |
| Benchmarks: 4-3, 4-3A, 4-6, 4-6A, 4-6C, 4-7 |
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Benchmarks: 2-4, 2-4A, 2-4B |
Learning Experiences
Declarative Knowledge
| What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| Differentiate between reliable and unreliable sources (primarily Internet sources) Identify a global problem relating to Biology Understands 3 minute pause strategy for note taking Identify the differences between cause and effect and identify courses of their problem Identify and evaluate current solutions to the problem Identify appropriate components for a multimedia presentation |
Student will use the Internet with teacher guidance Students will use their ideas from the launch activity and numbered heads to go the library and narrow down their ideas Individual interpretation of reading Whole class instruction with individual guided practice Whole class instruction with individual guided practice Teacher presentation |
Whole class lecture, demonstration and guided practice Concept Attainment using the Frayer Model 3 minute pause strategy using a worksheet divided into three categories: -summarizing information -interesting facts -confusions Cause and Effect Graphic Organizer Problem Solving Criteria Chart This will be accomplished through the meaningful use task |
The Global Studies teacher will bring the students to the library and the librarian will explain the differences between reliable and unreliable Internet sources. She will then give a hand out of reliable sources and will demonstrate with a projection screen an example of an unreliable source. Students will begin working and the teacher and librarian will walk around and guide them. Students will go to the library on a fact finding hunt to gather information on a general topic and then they will narrow the information to a specific problem. This will be done during Global Studies, using the Frayer Model. The model will be collected and the information will be used to identify their specific topic. Students will work individually researching their topic. During this library time the teacher will stop them every 10 minutes and ask them to fill in their 3 minute pause strategy sheet. This will be done during a double period Biology class and an additional single period. This sheet will be collected and feedback will be given concerning their confusions. |
**The Global Studies teacher will lead the class through a cause and effect graphic organizer on a topic not chosen. Whole class participation will take place and then students will individually fill in their graphic organizers on their problem.
The Global Studies teacher will lead the class through a problem solving criteria chart on the same topic used for the graphic organizer. Whole class participation will take place and then students will individually fill in their criteria charts on their problem. The criteria charts are organizers in which they will list their solutions, set criteria to evaluate solutions and then rank each one to determine the best one.
The Biology teacher will show the students an example of a PowerPoint presentation and a newspaper article using the Publishers software. Students will then receive a handout with the requirements for each type of presentation. Students will then choose which type of presentation they will do.
Learning Experiences
Procedural Knowledge
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Access information using: encyclopedias, reference materials, books, interlibrary loan materials, periodical articles, and Internet sites Uses appropriate note taking strategies Using a graphic organizer, compile notes into cause and effect categories Fill out and rank possible solutions using a criteria chart Using time line software, create a time line Format information into a multimedia presentation (power point or publisher) |
Demonstration lesson on the procedures for locating appropriate sources and facilitate students' learning of the process Feedback on confusions from 3 minute pause strategy Feedback on collected graphic organizers Feedback from teacher and fellow students while working on the criteria chart in class Students will do a hands on activity, either using paper and markers for their time lines or the time line software package Students will be constructing their own presentations |
The librarian will demonstrate to students appropriate search techniques and point out helpful hints and possible problems. Students will then begin accessing information, individually. *See declarative knowledge for 3 minute pause strategy. Teacher will collect 3 minute pause sheets and identify and clarify confusions. Teacher will collect graphic organizers and review them for any apparent misunderstandings of cause and effect relationships. Teacher will circulate around the room while students are creating their criteria charts. In Global Studies class, the teacher will explain the rubrics for the timeline and the students will create a time line that demonstrates the order of events which took place in order to develop solutions to their global problem. In Biology, the teacher will explain the rubric for the meaningful use task and take them to the computer lab and circulate to help them with their power point or publisher presentation. |
Learning Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… |
What reasoning process will they be using? |
Describe what will be done. |
| Identify the difference between cause and effect. |
Deductive Reasoning
Constructing Support
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The Global Studies teacher will lead the class through a cause and effect graphic organizer on a topic not chosen. Whole class participation will take place and then students will individually fill in their graphic organizers on their own topic. The information they gather will be used in their final multimedia presentation. This task will be completed in class with individual guided practice. |
| Planning Guide |
Unit: |
| Step 1 |
Step 2 |
Step 3 |
| What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to........... |
What reasoning process will they be using? |
Describe student's products and performances and the criteria for evaluation. |
| [ ] Decision Making |
Products/Performances |
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| Criteria for evaluation |
Rubric:
Key Questions:
What are the key elements, traits, or dimensions that will be evaluated?
Are the identified elements of equal importance or will they be weighed differently?
| Element #1 |
Element #2 |
Element #3 |
Element #4 |
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| Elements Scale |
Content Knowledge (Biological) |
Oral Presentation |
# Slides/Articles |
Content Knowledge (Historical) |
| Weights |
X2 |
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X2 |
| 4 |
Sophisticated understanding of self directed learning activity. In presentation, demonstrated: depth of knowledge and information; factually relevant, accurate and consistent |
Fully prepared, well organized; captures audience interest; clear articulation; original, elaborate; enthusiastic; model for others |
Power Point presentation with at least nine slides or publisher with at least five articles that directly relate to the problem and demonstrate accurate and relevant information obtained |
Sophisticated understanding of self directed learning activity. In presentation, demonstrated: depth of knowledge and information; factually relevant, accurate and consistent |
| 3 |
Demonstrated clear understanding of learning activity, but lacks depth of information; factually accurate |
Prepared, organized; format more standard than creative; interesting; clear articulation |
Power Point presentation with at least seven slides or publisher with at least three articles that relate to the problem and demonstrate accurate and fairly relevant information obtained |
Demonstrated clear understanding of learning activity, but lacks depth of information; factually accurate |
| 2 |
Demonstrated understanding but may include inaccuracies and inconsistencies; irrelevant information may be included |
Some preparation evident; standard format; lacked organization; did not hold audience interest |
Power Point presentation with at least five slides or publisher with at least two articles that relate to the problem and have some inaccuracies and some irrelevant information obtained |
Demonstrated understanding but may include inaccuracies and inconsistencies; irrelevant information may be included |
| 1 |
Demonstrated little, if any, knowledge gained from unit |
Clear lack of preparation; unorganized; audience lost interest; difficult to understand; little, if nay, creativity |
Power Point presentation with less than five slides or publisher with less than two articles and inaccurate or irrelevant information obtained |
Demonstrated little, if any, knowledge gained from unit |
NOTE: Rubric or other performance assessment instruments may be used.
Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)
Key Questions:
* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?
This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.
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Score Point 3 |
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Score Point 1 |
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Have You Considered These Yet?
Learn to Learn Skills:
Students will learn to:
*access information using library resources including the Internet
*identify reliable versus unreliable sources
*use technology appropriately by using the Internet, PowerPoint and publisher software
*speak publicly and do a presentation
Assessment Modifications:
Modifications will be for classified learning disabled students only. They will include:
Resource time
Possible push in help from resource room teacher during class time
Unit Schedule/Time Plan:
The unit should encompass two weeks of combined Biology and Global Studies class time. Students will also be required to use individual time to complete the project
Written Overview:
Global Studies and Biology will be doing an integrated unit on a biological global problem. The students will research the problem and evaluate solutions to the problem. At the end they will present their findings to the class in a multimedia presentation.