Kathi's+Science+8

=Kathi's Science 8 Resource Page=

Resources:
New Jersey Standards for Science 8 pdf So Much You Can Do With an iPod Touch!** [|iPod Touch: A Teacher's Blog with Resources] iPod Touch and Blogs
 * Science 8 IRP pdf
 * Rubistar Online Rubric Creater**

=**Kathi's Unit Plan Lesson Template:**=

__**A. STAGE ONE: DESIRED RESULTS**__

 * 1. Goal Statement for the Unit (What category learning outcome, course or program objectives will this unit address?)**

explain the functioning of the immune system, and the roles of the primary, secondary, and tertiary defence systems
//Students will understand that...// The body systems, tissues and cells are inter-related and connected
 * 2. Big Ideas or Enduring Understanding: (Unpack learning outcomes for relevance)

3. Essential Questions Related to Understandings: (Not easily answered!) What would happen to your body if your immune system shut down one day at school?

4. Essential Skills/Processes Students will Need: (Unpack from BC ICT Performance Standards, course achievement indicators) //Students will be able to...// watch and process information from video

5. Knowledge Students will Need (Content): (Unpack from prescribed learning outcomes) //By the end of the unit, students will know that... Immune System has both innate and acquired systems. That innate immunity is non-specific, while acquired immunity is specific. Immune cells (WBC - neutrophils, macrophages, T-cells, B-cells) are part of either system and work together to achieve immunity. //**


 * 6. Authentic Culminating Project for Unit: (Design an authentic task that students need to problem solve)**


 * ** G: ** What is the ultimate **goal** in this task? || dialogue about your learning ||
 * ** R ** : What is the **role** of the student? || create, edit, share, answer... ||
 * ** A: ** Who is the **audience** || peers, parents, teacher ||
 * ** S: ** What is your **situation** or context? ||  ||
 * ** P: ** What is the **problem** or challenge? ||  ||

You are writing an informational blog on cells, systems and immunity that will be posted online and viewed by patients of Dr. K. Knapik :-)

__B. STAGE TWO: LEARNER CONTEXT__

 * 1. Class Context: (General statement about class profile, including predispositions, learning style/prefs, skills, strengths, challenges)

2. Student Strengths: (How can specific strengths be harnessed during this unit? Eg/ leadership, expertise, interest, technology)

3. Student Adaptations & Modifications: (Students who will need specific strategies & resources to assist in learning) Eg./ KWL, advance organizers, traffic light, checklist, pre-teach vocabulary, peer coaching, appropriate levels of text)

4. How will you hook students into this unit? (video, anecdote, prompt, artefacts, exemplars, story, activity, etc.) --Affective/Cognitive?

5. Assessment of prior learning: (What tool ie/checklist, KWL, traffic light, survey, pre-write, partner talk will you use to inform instruction?) 6. Setting Goals: (Sample of rubric, checklist to set goals for unit achievement) **


 * [[image:Screen_shot_2010-02-04_at_11.12.57_AM.png width="718" height="344" link="@http://rubistar.4teachers.org/"]]

Rubistar Online Rubric Generator**

**__STAGE THREE: UNIT LEARNING SEQUENCE__**
==__**1. Lesson One: Collecting Information How can I best source, find, analyze and share relevant information with others? **__==
 * a. Hook (wordle.net...cell Q's)

b. Learn: (Teach skill, tutorial, demo, etc.) Modelling Check for Understanding Feedback for Learning

c. Do: (Use technology tools to collect and analyse, and validate information/data) Technology Tool/s: Groupings/Collaboration: Materials/Resources: Feedback for Learning:

d. Closure/Reflection: (How will you close the lesson? Exit slip, wall graffitti, online quiz, sticky note, revisit rubric, etc.)**

__**2. Lesson Two: Organizing Information**__

 * How can I best sort and organize my information into logical and meaningful sections that I can share with others/my partner?
 * a. Connect:

b. Learn/Revisit:

c. Do:

d. Close/Reflect:**

__**3. Lesson Three: Interpreting and Analyzing Information**__

 * How can I best use technology to build connections between ideas and concepts?
 * What can I infer from the information? How will it help me answer essential questions?
 * How can I best use technology to make sense of the information, and to make it my own?
 * a. Connect:**


 * b. Learn/Revisit:**


 * c. Do:** (build in an assessment here, potentially)


 * d. Close/Reflect:**

__4. Lessons Three and Four: Presenting and Communicating__

 * How can I best represent my/our learning so that it is meaningful and engaging to my/our intended audience?
 * a. Connect:**


 * b. Learn/Revisit:**


 * c. Do:**


 * d. Close/Reflect:**


 * Note:** Peer feedback will be especially valuable on presentation day. Peer feedback can take place orally or digitally (text, voice).

__5. End of Unit: Post-Unit Technology in Learning Survey__

 * a. Celebrate student learning by posting projects

b. Allow time for reflection and partner talk before administering the post-learning digital survey**