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Life….A framework for study… Dan Bartsch, Teacher Science Horizons Initiative 2010.

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Presentation on theme: "Life….A framework for study… Dan Bartsch, Teacher Science Horizons Initiative 2010."— Presentation transcript:

1 Life….A framework for study… Dan Bartsch, Teacher Science Horizons Initiative 2010

2 Rationale…Students in life sciences rarely arrive in class with a framework for which to tie class experiences (labs, inquiry work, experiments, and readings towards), and many have no idea how relevant biological study is towards their lives not only now, but in the future as well. The framework and lessons that follow attempt to build a schema for which any biological experience can be related back to and student inquiry can emerge from.

3 Standards and Correlates Standard 1…Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate the results and form reasonable conclusions from scientific investigations. Standard 2…Students, through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems. Standard 3…Students, through the inquiry process, demonstrate knowledge of the characteristics, structures, and functions of living things, the process and diversity of life, and how living organisms interact with each other and their environment.

4 Instructional Focus Basic Concepts and Knowledge Students develop an understanding of scientific concepts using facts, theories, principles, and models. Unifying Concepts and Processes Students recognize patterns and processes, making connections in terms of systems and subsystems that explain the interrelationships of the natural and designed world. Science as Inquiry Students demonstrate knowledge and skills necessary to perform scientific inquiry. Habits of Mind Students develop habits of mind including curiosity, open- mindedness and persistence. Communication Students communicate and apply scientific concepts. Science in Personal and Social Perspectives Students apply scientific principles to personal and social issues.

5 Life Processes Order of importance Relate to all life levels The Five Parameters Food, Gasses, Pressure, Temperature, Water Goldilocks Homeostasis Inquiry Chemical Physical

6 The big eleven 1.Respiration (tree) 2.Circulation (pulse) 3.Responsiveness (knuckles) 4.Boundary maintenance (circle) 5.Movement (spirit fingers) 6. Adaptation (fist/hand) 7.Digestion (break apart) 8.Absorption (eight fingers up) 9.Assimilation (nine fused) 10. Excretion (ten away) 11. Reproduction

7 Lesson Plan…day one …Learn the big eleven….give minor descriptions of each term, teach hand signals (amidst other things…) Lesson Plan Day 2… Do Now: Review the big eleven with a partner and go through the hand signals Do Next: Group quiz Do After: Read about the organelles of the cell on assigned pages and relate each of the following organelles with at least one of the eleven life properties....would continue to the next day...Assessment would be a written assignment responding to the following prompt... Define each of the big eleven life properties in your own words...

8 Correlate the structures of the cell to the eleven life properties (Rationale…using terminology is crucial, it’s not always(ever) about memorization…the key is to apply and then adapt to a new situation…this would be a group activity)

9 The Parameters of Life …Relate back to the eleven Every lab, every process, would be in the context of homeostatic balance (Goldilocks and the teeter totter)… Initial labs : Bromoblue/respiration Hr. training/circulation Nystagmus/pulse Real world applications Open ended inquiry Use of probeware to explore

10 Big Concepts…big evaluation Biology students…Osmosis long term project with dialysis tubing (squooshie cells) and common sports drinks and nutrients…poster presentations of at least one data set from major class experiments. (Google Doc’s) Anatomy students….Wolfe’s/Davis Law self- designed experiments about the adaptation of various tissues.

11 Lab/Daily Notebook Each Lab/Reading/activity Biweekly summary that must include a ‘shout out’ to the relevant eleven life properties and/or life parameters Relate structure of the week to parameter or property Google doc/data update. Notebook Rubric 4….daily observations and notes visible and evident, including missed day updates, bi-weekly summaries up to date, structure/organism of the week noted/documentation of both reading log and google updates.

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