|
Tour Teacher Page An internet activity for 9th Grade Science Designed by
Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Design Rational | Student Page
This lesson it titled "take me on a tour". It is an internet activity that is aimed at 9th grade science students. This lesson was created by Kenny Krestian in the summer of 2003 as part of EDUC 533 Instructional Systems Development at Easter Washington University. This lesson is designed to be an independent activity to promote the students comfort level with technology and to learn about the basic building block of life. The students main focus for this assignment will be the understanding of cell organelle functions. They must also know what an analogy is and be able to form analogies between organelles and facility components. The students will be asked to use an understanding of cell organelles and their functions to develop an analogy between a cell and a facility, in the form of a brochure. This lesson was developed for ninth grade students at Lewis and Clark high school. It is part of their integrated ninth grade curriculum, dealing with life science. This lesson was created with the understanding that the mobile lab top computer station would be used to accomplish this lesson. This lesson could also be used in any other science course. There are only a few areas of background knowledge that the students will need to have before accomplishing this task. The first is an understanding of what analogies are, the second the ability to use the internet, third knowledge of what a brochure looks like, and finally, the ability to take notes on the organelle functions. Any additional student creativity will only enhance the lesson. Curriculum Standards This lesson will focus primarily on the understanding of cells, their organelles, and each organelles specific function. Enduring Understandings
ST03 1.2.6 6. Understand that specific genes regulate the functions performed by structures within the cells of multi-cellular organisms. Grades 9 & 10 1. Basic operations and concepts
Other areas of Learning
Process To accomplish the task, you will need to complete the following:
Each student will then present his/her brochure to the class. To help with the concern of analogies
the class will develop analogies with classroom materials and how they
are like other objects. For example, a text book is much like the
computer is is an object that can be used to find information.
Cells alive web site:
Evaluation Students will be expected to find quality research information in which they will develop an analogy. They must have correct cell functions, correct organelle analogies, correct pictures, and the brochure must be neat and creative.
Conclusion This lesson provides students with hands on research. They are in control of the computer and the different sites in which to gather their information from. They must also access their creativity to come up with an analogy. This task is a great way to take a break from direct instruction and allow the students to learn on their own and from each other. I hope the students will take their new understanding of cells and continue to compare cells to everyday components. Design Rational Instructional Design Model The Instructional Design Model that was used in developing this lesson was McTighe and Wiggins' Understanding by Design or UBD for short. In Spokane School District #81, all staff is to have UBD training within the next three years. I have only just begun my training, therefore I wanted to design a lesson using this theory. In short it is a "backward design", that has three main stages. First, you must look at the desired results, the enduring understandings. This is what you want the students to know and take with them after the classroom. Second, you must determine the evidence, these are you essential questions. These questions will guide the students to the enduring understanding. In this stage you may also create your rubric as to know what/how you are going to evaluate your students. After you have your enduring understanding and essential questions complete you must move to stage three, plan learning experiences. This brings us to the lesson, at Lewis and Clark we have a new mobile computer lab for the science department, therefore I thought it would be great to put this lesson on the computer. More precisely a place where all students love to go, the internet. Learning Theories The first theory I used in developing
this lesson was the Minimalism theory of John Carroll. The
minimalist theory has a few main ideas behind it which fit directly into
this lesson, the first being, all learning tasks should be meaningful and
self-contained activities. This lesson falls right into play with
that as it is a lesson in which the students will complete it on their
own and at their own pace. The second, learners should be given realistic
projects as quickly as possible, as soon as the students enter the class
they are turning on the computers and beginning the lesson. The third
and final idea that goes with this lesson is, instruction should permit
self-directed reasoning and improvising, with the students creating an
analogy and a facility to base their analogy upon they are reasoning and
improvising through this whole lesson.
The second theorist that I used
in this lesson was Jerome Bruner's Constructivist Theory.
Once agian I will share with you a few main principles that go with Constructivist
theory, the first is that instruction must be concerned with the experiences
and contexts that make the student willing and able to learn (readiness).
This lesson focuses on the student and their willingness to take the iniciative
and work on the computer and follow the lesson. It is up to the student
to complete the lesson. The second, instruction must be structured
so that it can be easily grasped by the student (spiral organization).
In creating an internet activity, the lessons are very clear and easy to
follow, if a student forgets what he or she is to do all they have to do
is go back to the process portion of the project. Finally, instruction
should be designed to facilitate extrapolation and or fill in the gaps
(going beyond the information given). The students are to make their
own analogies and ideas that will corespond with their facility.
They are responsible for comprehending more than just the functions of
the organelles. It is all up to the students to create their analogy
and brochure, they will lead where they are going.
Instructional Design Principles Strategies for Instruction Leading to Principle Learning
Using systematic order rationale was beneficial to completing this lesson in three main ways. I first looked at what I wanted the students to know. This followed along with the instructional design model that I examined Understanding By Design. This model allowed me to more clearly focus on what exactly it was that I wanted my students to know, then how they were going to get there. Then finally, how I was going to guide them to reach the enduring understanding. I then looked at the learning theories and tried to design a lesson that would follow along with both Carroll's and Lave's theories. Both are focused on having the students being at the center and in control of the lesson and the learning. Both addressed the issues that there should not be much useless work or beating around the bush, both theories drive the students to take resposibility for the lesson. I wanted this lesson to be one that if a student was missing or sick they could do the assignment at home, following these two theories it is a possibility. The final rationale for systematic order is if you follow these three steps:
|
|||||||||||||||||||||||||||||||||||||
