Great Job Aaron on your stage 2 draft! I like how in the performance task section, you have the students collaborate by explaining their presentation and discussing the "why" with their conclusions. I'm assuming that the lab report will have the specific evidence showing that the students used higher-order thinking for the content. Great job! By the way, it would be great if you could leave a comment for my Stage 2 draft as well. http://mrbaik.blogspot.com/ Thanks!
I also think this is great! I will pretend to know what you are talking about LOL :)
I assume the lab report will be their evidence-- but are you going to have them somehow validate their theories about why it's different? Maybe a writing piece to go with it? (My data shows X, which supports why it's different)?
Hi Aaron! Science is not my strong suite...lol. So I'm going to comment on what I've been studying from the text for UbD. On page 95, there is a chart with examples of using the six facets of learning. I think these are great since we are writing 4 week unit plans and it would be good for students to engage in a few of them during the unit. Hope this helps!
I love your Performance Task and the Evaluative Criteria seems right on with your tasks. I went back and looked at your revised Stage one and my question is does your Performance Task truly answer you transfer goal from Stage 1? I am not familiar enough with the science to be sure but the language is consistent between the two but it's not very clear to me what the conclusion about the relationship between allele and phenotype should be. I hope that makes sense.
A phenotype refers to the expression of a gene (which consists of two alleles). So if you know what the allele frequencies of a population are, you can make some guesses as to what that population's dominant phenotype will be.
Great Job Aaron on your stage 2 draft! I like how in the performance task section, you have the students collaborate by explaining their presentation and discussing the "why" with their conclusions. I'm assuming that the lab report will have the specific evidence showing that the students used higher-order thinking for the content. Great job!
ReplyDeleteBy the way, it would be great if you could leave a comment for my Stage 2 draft as well. http://mrbaik.blogspot.com/ Thanks!
I also think this is great! I will pretend to know what you are talking about LOL :)
ReplyDeleteI assume the lab report will be their evidence-- but are you going to have them somehow validate their theories about why it's different? Maybe a writing piece to go with it? (My data shows X, which supports why it's different)?
Hi Aaron! Science is not my strong suite...lol. So I'm going to comment on what I've been studying from the text for UbD. On page 95, there is a chart with examples of using the six facets of learning. I think these are great since we are writing 4 week unit plans and it would be good for students to engage in a few of them during the unit. Hope this helps!
ReplyDeleteI love your Performance Task and the Evaluative Criteria seems right on with your tasks. I went back and looked at your revised Stage one and my question is does your Performance Task truly answer you transfer goal from Stage 1? I am not familiar enough with the science to be sure but the language is consistent between the two but it's not very clear to me what the conclusion about the relationship between allele and phenotype should be. I hope that makes sense.
ReplyDeleteA phenotype refers to the expression of a gene (which consists of two alleles). So if you know what the allele frequencies of a population are, you can make some guesses as to what that population's dominant phenotype will be.
ReplyDelete