1 / 10

Topic development in science – a model

Topic development in science – a model. Learning intentions. That lesson plans are derived from curriculum objectives That Cluster Specification objectives provide a basis for refining Learning intentions or Performance Criteria

annona
Download Presentation

Topic development in science – a model

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. Topic development in science – a model

  2. Learning intentions • That lesson plans are derived from curriculum objectives • That Cluster Specification objectives provide a basis for refining Learning intentions or Performance Criteria • That prescribed assessment criteria must be considered when planning units of work • That the assessment is fair

  3. Grade 12 biology foundation curriculum standard 9: Understand physiological regulatory systems of mammals Breakdown of standards: e.g video showing range of ways in which animals detect potential dangers Demonstrations: • germination in broad beans • etiolation in mustard/watermelon seeds (p344) • state there is a hormonal basis(no details), advantages of response (Advanced 10.1) (p 344) • negative geotaxis & phototaxis in snails ….

  4. Learning intentions: • That living thingsrespond to a range of stimuli • Stimuli may be both biotic and abiotic • That plants respond to (e.g.) temperature, light intensity, consumers, competitors (in specific ways), with examples. • That animals respond to predators, prey, other members of the same species, (in specific ways), with examples. • …. (Keywords)

  5. How does the teacher interpret these statements?

  6. Describe the process Learning intentions: • That homeostasis refers to the maintenance of a constant internal environment • That mammals are homeotherms • That examples of factors being controlled include: temperature, tonicity, glucose levels, dissolved gases • That a toilet cistern is a mechanical example of a feedback mechanism • That receptors detect stimuli • That effectors bring about a response • … Demonstration: • The toilet cistern • Water bath – either manual control of temperature, or using a thermostat (p 310) Learning intentions: • That a feedback mechanism consists of receptors and effectors, a control centre and a feedback loop. • That the control of blood sugar levels involves the following components… • …

  7. Designing the questions Question 1 (9.1): Seedlings kept in darkness grow spindly as shown in the photograph below: Provide a clear explanation of this behavior The best explanation for this response is that: • The seedlings are trying to reach the sun as fast as possible • There is a mineral in the soil which causes rapid growth • A hormone is secreted that causes stem cells to elongate • These are hybrid seeds which have been selected for rapid growth (1 mark)

  8. Question 5 (9.3): The diagram below shows a cross section of human skin: Describe thermoregulation Clearly label two structures involved with the control of body temperature. (2 marks)

  9. Checklist: Do we understand how to go about the following… • How to derive lesson plans from curriculum objectives • Using Cluster Specification objectives to provide a basis for refining Learning intentions or Performance Criteria (success criteria) • Keeping the prescribed assessment criteria in mind when planning units of work • Producing a fair assessment, with a balanced mark allocation

More Related