For Biology Teachers, M5 (Upper Secondary Education level) Lao

PDR

An instructional sample that applies UbD (understanding by Design) principles

Joel Wayne Ganibe, DPTL Component 2: QUALITY

Teacher HRD and Curriculum Delivery Expert . ICT4E Specialist

Secondary Education Sector Development Project

(SESDP) Nov. 2014

Teacher: remember the “HOOK” Question

Establish CONNECTION/CONTINUITY with other lessons where the concept is anchored like:

BIOLOGY IS THE STUDY OF LIVING THINGS…

see next slide

REMEMBER WHEN WE JUST DIVIDED REMEMBER WHEN WE JUST DIVIDED LIVING THINGS INTO 2?LIVING THINGS INTO 2?

•Plant--Plants included every living thing that did not move or eat and that continued to grow throughout life.

•Animal--Animals included every living thing that moved, ate, and grew to a certain size and stopped growing.

Establish CONNECTION/CONTINUITY with other lessons where the concept is anchored with this HOOK question

Are germs plant or animal? How about plants that eat animals and Are germs plant or animal? How about plants that eat animals and plants that eat other plants? plants that eat other plants?

• Because it became very difficult to group some living things into one or the other, so early in the past century scientists expanded the two kingdoms were expanded into five: Protista (the single-celled eukaryotes); Fungi (fungus and related organisms); Plantae (the plants); Animalia (the animals); Monera (the prokaryotes).

• UPDATE!!!!! Many biologists now recognize six distinct kingdoms, dividing Monera into the Eubacteria and Archeobacteria.

• We can say is that this system holds true for moment (2014) and even maybe for another 100 years. Accepted systems of classification have changed at a far faster pace than the species have taken to evolve…

BUT HERE’S THE RULE BEING USED NOW:BUT HERE’S THE RULE BEING USED NOW:

• KINGDOMS are divided into categories called phyla, each phylum is divided into classes, each class into orders, each order into families, each family into genera, and each genus into species.

Remind them why we’re still in the big idea of CLASSIFICATION:

Anyway….

Review:

ANIMALIAANIMALIA

PLANTAEPLANTAE

FUNGIFUNGI

PROTISTAPROTISTA

5 KINGDOM 5 KINGDOM Classification System

NOTE: these TERMS should be familiar to all students. Expand their scientific vocabulary into the real technical terms in ENGLISH and FRENCH….Teacher asks for 5 volunteers. Once they are chosen s/he asks them to draw a mindmap of the 5 kingdoms with identifying a node (level 1 or first nodes only). 3 Minutes to make them alert and expectant.

Eubacteria

Archeobacteria

MONERAMONERA

• A PERSON WHO FEELS APPRECIATED WILL ALWAYS DO MORE THAN WHAT IS EXPECTED.

Teacher, Teacher, always remember that:

• What can you do to make every learner appreciated in class and to encourage participation as SAFE, FUN and REWARDING?

• USE what you learned on “noise/statics to communication”• CLUE: Interpersonal Communication/”SMCRE”

• Clapping, Facial Expressions, verbal affirmations, tap the shoulder, and sometimes choosing the hesitant one and asking the class to cheer—

• if still finding difficulty, that student can choose a “rescuer” to encourage leadership values and being in a “cooperative learning” mood.

We learned earlier that animals are divided into

VERTEBRATES INVERTEBRATES

LAO TRANSLATION HERE:

ANIMALS

WITH BACKBONES NO BACKBONES

ENDOSKELETON supports/protects soft parts of the anima;

Teacher asks for 2 volunteers. Once they are chosen s/he asks them to connect more nodes to the Animal Kingdom strand (level 2 mindmap). Remember they must understand the

connection of this lesson to the bigger LESSON on classifying living things… 2 Minutes.

ANIMALIAANIMALIA

PLANTAEPLANTAE

FUNGIFUNGI

PROTISTAPROTISTA

MONERAMONERA

5 KINGDOM 5 KINGDOM

Classification System

VERTEBRATES INVERTEBRATES

ANIMALSANIMALS

WITH BACKBONES NO BACKBONESENDOSKELETON supports/protects soft parts of the animal

5 CLASSES

amphibianfish reptile bird mammal

Teacher asks for 5 more volunteers. Once they are chosen s/he asks them to connect more nodes to the VERTEBRATES strand (now level 3 mindmap). Ask them to use

icons/symbols. 2 Minutes.

THEN YOU CAN USE WALT AND WILF SO THAT ALL LEARNING ACTIVITIES ARE FOCUSED AND DIRECTED TOWARDS PRODUCING THE EVIDENCE OF

LEARNING

amphibian

?Here is where the teacher clarifies the lesson for today as a continuation of the “story” of living things on this planet. You can use a KWHL diagram, or a diagnostic mindmap to

check prior knowledge.

WALT: We Are Learning To: •Remember the unique characteristics of Amphibians

•Understand what makes them similar or unique from other vertebrate classes in terms of protective covering, reproduction, how they breathe, defenses against natural predators (relate to food chain) and strategies for hunting food.

•We want to apply this knowledge as a possible solution to some real life situation such as Pest control or food security.

•We want to analyze the “AMPHIBIAN CRISIS” and how this affects human Health.

•We want to Evaluate options for doing our part for amphibians In Laos and the Mekong Region

•Then we will create action plans and presentations to share in class

amphibian

?

WILF: What I’m Looking For: •Students can draw an amphibian and correctly label the parts

•Students remember the protective covering (SKIN), reproduction (EXTERNAL), how they breathe (GILLS first then later, LUNGS), can explain the life cycle.—connect this knowledge to the creature’s defenses/survival strategy and if this is enough for it not to be extinct.

•How the student makes own learning strategy and organizes his/her own learning (interview/discussion/research/ direct observation/taking notes like a scientist)

•How the students relate the information to real life; how they make connections

•How the students realize the great importance of this study

•Contextualization: How the students put themselves and their own skills into a situation; Realizing how they are directly connected to the lesson

•How the students communicate by expressing their ideas and appreciating those of others as a “scientist” or knowledge seeker.

amphibian

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Based on WALT and WILF, students must design their own learning strategy (the “H” in the KWHL Diagram.) Give the TASK and TIME. Assign each group to INVESTIGATE specific

characteristics of amphibians. Use textbooks; live amphibians, group discussions, note taking, observation, etc. then give each group time to “TEACH” the class what they learned

and be ready to answer questions.

amphibian?

INQUIRY BASED LEARNING STRATEGY:

ASK THEM TO FIND THE ANSWER TO THE CRITICAL QUESTIONS

WALT: We Are Learning To:

•Remember the unique characteristics of Amphibians

•Understand what makes them similar or unique from other vertebrate classes in terms of protective covering, reproduction, how they breathe, defenses against natural predators (relate to food chain) and strategies for hunting food.

•We want to apply this knowledge as a possible solution to some real life situation such as Pest control or food security.

•We want to analyze the “AMPHIBIAN CRISIS” and how this affects human Health.

Learning activity

1. Draw and Label from Memory

2. Draw and Label from direct observation of live specimen

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1. Group research and presentations

2. Individual and Group/Interactive mindmaps

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1. Class Discussion/Sharing time ?

1. Handout on AMPHIBIAN CRISIS or viewing of video available?

WALT: We Are Learning To:

•We want to Evaluate options for doing our part for amphibians In Laos and the Mekong Region

•Then we will create action plans and presentations to share in class

REFLECTIVE LEARNING (students must be conscious of what they learned, how they learned it and how they can improve their own learning experience)

Learning activity

1. Group Mindmap of OPTIONS with advantage and disadvantage of each option?

1. Group Reports

2. Question and Answer?

1. INDIVIDUAL SUMMARY OF WHAT I LEARNED USING “LEARNING BOARDS”

2. FAVORITE LEARNING ACTIVITY

3. REVIEW WILF TOGETHER (SCORE THEMSELVES)

4. EVALUTION OF CLASS LEARNING STRATEGY AND SUGGESTIONS FOR IMPROVEMENT FOR THE NEXT LESSON

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