Basic Training Curriculum

2nd .7th. October 20111

ENTRY LEVEL CURRICULUM PROGRAM 1 Welcome ENTRY LEVELCURRICULUM PROGRAM 1Week2(10 Min.)2

3AGENDA

10:0010:10 AMWelcome10:1010:30 AMStarter: Real Science Full to Overflowing 10:3011:45 AM Blooms Taxonomy11:45-12:00 PMActivity 2 12:00-12:15 PMPrayer Break12:15-1:15 PMUnpacking the Curriculum Standards1: 15-1:25 PMSummary 1:25-1:30 PM Survey Full to Over Flowing: (20 Min.)4How do you make sure your eye drops are the same size? Demonstration on eye drops

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?5What standard(s) does this activity address?6CS: G12, G7 (1.3 & 1.4)

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Blooms Taxonomy

9Benjamin Bloom(1913-1999)Educational Professor at Chicago University

Classified educational learningThere are increasingly subtle and complex

educational levels to master as we develop cognitively

10Blooms 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.

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12Blooms 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.13Blooms 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, extend14Blooms Taxonomy- Application Use information Use methods, concepts, theories innew situations Solve problems using required skillsor knowledge Question Cues when evaluating:apply, demonstrate, calculate,complete, illustrate, show, solve,examine, modify, relate, change,classify, experiment, discover15Blooms 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, infer16Blooms 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,rewrite17Blooms Taxonomy- Evaluation Compare and discriminate between ideas Assess value of theories, presentations Make choices based on reasonedargument 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, summarizeActivity -1-1819Activity -2-Design Bloomstaxonomy tree

20Unpacking the Curriculum Standards According Bloom Taxonomy Analyzing StandardsStandards can be classified asKnowledge standardsApplication standardsProduct standards

Standards can be deconstructed into parts.

Standards should be interpreted in terms of what students do.21

21knowledge= a student needs to know this factOften use terms such as knows, lists, identifies, names, or recalls. May describe know how goals using terms such as knows how to, uses, represents, recognizes, explains, etc. Application = a student needs to be able to apply this knowledgeRepresent mental processes for applications of knowledge: predict, infer, classify, compare, summarize, analyze, etc. are all terms likely to be associated with reasoning-based standards.Product = a student needs to be able to perform a taskAimed at producing tangible results.May include task-oriented products such as create a graph which uses scatter plots to represent data or conducts experiment 22 Know the properties of metals and explain how these properties make them useful.How many parts?KnowledgeActivity: (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)ApplicationProduct23Activity -3-Analyzing these Standards?2411A .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 2510A .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.26Physics' 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 acceleration11A.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.27Write journal

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