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2 nd.–7 th. October 2011 1 ENTRY LEVEL CURRICULUM PROGRAM 1.

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Presentation on theme: "2 nd.–7 th. October 2011 1 ENTRY LEVEL CURRICULUM PROGRAM 1."— Presentation transcript:

1 2 nd.–7 th. October 2011 1 ENTRY LEVEL CURRICULUM PROGRAM 1


3 3 AGENDA 10:00–10:10 AMWelcome 10:10–10:30 AMStarter: Real Science “Full to Overflowing “ 10:30–11:45 AM Bloom’s Taxonomy 11:45-12:00 PM Activity 2 12:00-12:15 PM Prayer Break 12:15-1:15 PM Unpacking the Curriculum Standards 1: 15-1:25 PM Summary 1:25-1:30 PM Survey

4 Full to Over Flowing: (20 Min.) 4 How do you make sure your eye drops are the same size? Demonstration on eye drops

5 Predict: How many drops of water can you place on a coin? How many mL of water can you place on the coin? Was your prediction correct? 5

6 What standard(s) does this activity address? 6

7 CS: G12, G7 (1.3 & 1.4 ) 7

8 8 Bloom’s Taxonomy

9 9 Benjamin Bloom (1913-1999) Educational Professor at Chicago University Classified educational learning There are increasingly subtle and complex educational levels to master as we develop cognitively

10 10 Bloom’s Taxonomy- Overview: Taxonomy for categorizing level of learning. There are six levels of knowledge according to Benjamin Bloom et al. The levels are thought to build on one another. The higher levels of learning have to do with brilliance and getting well educated.

11 11

12 12 Bloom’s Taxonomy- Knowledge Observation and recall of information Knowledge of dates, events, places Knowledge of major ideas Mastery of subject matter Question Cues when evaluating: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

13 13 Bloom’s Taxonomy- Understanding Understanding information Grasp meaning Translate knowledge into new context Interpret facts, compare, contrast Order, group, infer causes Predict consequences Question Cues when evaluating: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

14 14 Bloom’s Taxonomy- Application Use information Use methods, concepts, theories in new situations Solve problems using required skills or knowledge Question Cues when evaluating: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

15 15 Bloom’s Taxonomy- Analysis Seeing patterns Organization of parts Recognition of hidden meanings Identification of components Question Cues when evaluating: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

16 16 Bloom’s Taxonomy- Synthesis Use old ideas to create new ones Generalize from given facts Relate knowledge from several areas Predict, draw conclusions Question Cues when evaluating: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if, compose, formulate, prepare, generalize, rewrite

17 17 Bloom’s Taxonomy- Evaluation Compare and discriminate between ideas Assess value of theories, presentations Make choices based on reasoned argument Verify value of evidence Recognize subjectivity Question Cues when evaluating: assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

18 Activity -1- 18

19 19 Activity -2- Design Bloom’s taxonomy tree

20 20 Unpacking the Curriculum Standards According Bloom Taxonomy

21 Analyzing Standards Standards can be classified as Knowledge standards Application standards Product standards Standards can be deconstructed into parts. Standards should be interpreted in terms of what students do. 21

22 22  Know the properties of metals and explain how these properties make them useful. How many parts? Knowledge Activity: (5 Min.)  Know the properties of metals and explain how these properties make them useful.  How do students demonstrate understanding? Answer a direct question. Fill out a chart. Identify uses. Produce a report. (properties) (uses) ApplicationProduct

23 23 Activity -3- Analyzing these Standards?

24 24 11A.9.5 -Describe the similarities and differences between nervous and hormonal control systems in mammals. 11A.10.2 -Differentiate between tidal volume and vital capacity of the lungs. 12A.7.2-Know the composition of the blood and explain the roles of red cells, plasma, haemoglobin and carbonic anhydrase in the transportation of oxygen and carbon dioxide. 12A.9.2 Using water potential terminology, explain the functioning of the kidney in osmoregulation and in controlling metabolic wastes. Biology standards

25 25 10A.22.1 Understand how carbon and nitrogen are recycled in nature and recognise that many of our activities interfere with these processes. Chemistry standards 11A.27.5. Define power as the rate of doing work or converting energy and solve problems using P = W/ t. 12A 21.6.Calculate the standard entropy change for a reaction using absolute entropy values and recognise and explain the impact of changes of state on this value.

26 26 Physics' standards 10A.26.2 Derive, from the definitions of velocity and acceleration, equations that represent uniformly accelerated motion in a straight line and use them to solve problems relating to the motion of objects under uniform acceleration 11A.30.1 Demonstrate an understanding of the construction of capacitors and their use in electrical circuits. 12A26.5.Apply the kinetic particle model to an ideal gas and explain, in terms of molecular size and intermolecular forces, how the behaviour of real gases deviates from the ideal model at high pressures and low temperatures.

27 27 Write journal Full the Evaluation sheet Write journal Full the Evaluation sheet

28 See you next Monday 28

29 29

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