P lanificador de unidades del pai título de la unidad




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títuloP lanificador de unidades del pai título de la unidad
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lanificador de unidades del PAI

Título de la unidad
Profesor(es)
Asignatura y Año
Duración

Perception, Reaction and Control

Trevor Lafferty

Biologia Grade 10, 2011

9 weeks

Primera etapa: integración de los conceptos importantes, el área de interacción y la pregunta de la unidad




Área de interacción

¿En qué área de interacción nos centraremos? ¿Por qué elegimos esta área?
Concepto(s) importante(s)

¿Cuáles son las ideas importantes? ¿Qué queremos que los alumnos recuerden para el futuro?

Health and Social Education

.

Awareness and Understanding – students will become aware

1) of the internal processes needed to allow perception, coordinate their actions and determine their responses.

2) that drugs alter the abilities of their bodies to perform these functions.

3) Drugs have a wider impact and can affect local, na

tional and global communities.
Action- Students will make informed choices when confronted with the opportunity to use drugs (legal and/ or illegal).
Reflection: Students will understand the connections between individual drug users and the problems that the drug trade as a whole causes for their country.

Humans perceive and interact with the world around them via a system of nervous and hormonal control systems. The successful functioning of these systems is a vital part of our physical (and social) well-being.

Drugs (both legal and illegal) can influence the functioning of the bodyand our perceptions of the world.

Individual drug usage contributes to a number of wider problems facing the society in which we live.

Pregunta de la unidad

In the movie the Matrix, How is Neo faster than everyone else? (Should you always believe what you perceive?)




Indicador del Logro
La actividad final que da cuenta de la pregunta de la unidad

¿Qué tareas permitirán a los alumnos responder la pregunta de la unidad?

¿Cómo demostrarán los alumnos lo que han comprendido?

¿Qué se aceptará como prueba de la comprensión de COMPRENSIÓN, ACCION, Y REFLEXIÓN?

  1. Students will create a model of the neuron or synapse to help them demonstrate their understanding of the structures involved.

  2. Students will complete an online web animation to determine the functioning of the action potential and synaptic transmission.

  3. Students will design and complete a practical investigation to determine reaction times among classmates to illustrate their knowledge of how these processes can help in our daily interactions.

  4. There will be an evaluative quiz that will require the students to apply their understanding of the structure and functioning of neurons, action potential and synaptic transmission.

  5. Students will complete the ´what kind of learner are you?´ questionnaire and data analysis activity to show their understanding of the multiple intelligences concept and demonstrate their analytical skills.

  6. Students will complete the dissection of an eye so as to demonstrate their familiarity with the structures involved.

  7. Students will receive a perception workshop that will demonstrate several forms of optical and auditory illusion to show that there are limits to our ability to properly perceive the world around us.

  8. Students will complete a research task to determine the physical effects drugs have on the brain to gain a fuller understanding of how they produce their effects.

  9. The students will complete a presentation that will illustrate the effect on one specific drug on the brain.

  10. Students will provide One World essay on a potential cure for addiction that will require preliminary research on their behalf.

  11. Students will create an awareness campaign on the causes and consequences of drug use to demonstrate their knowledge and willingness to affect a change in the perception of their community.

  12. Students will complete a dissection of the brain to demonstrate their familiarity with the structures involved.






Los Objetivos
Los Objetivos generales PAI
MEN Estándares generals

Al final de la Ciclo los estudiantes debieran tener la capacidad de:

1. develop curiosity, interest and enjoyment towards science and its methods of inquiry

2. acquire scientific knowledge and understanding

3. communicate scientific ideas, arguments and practical experiences effectively in a variety of ways

4. develop experimental and investigative skills to design and carry out scientific investigations and to

evaluate evidence to draw a conclusion

5. develop critical, creative and inquiring minds that pose questions, solve problems, construct

explanations, judge arguments and make informed decisions in scientific and other contexts

6. develop awareness of the possibilities and limitations of science and appreciate that scientific

knowledge is evolving through collaborative activity locally and internationally

7. appreciate the relationship between science and technology and their role in society

8. develop awareness of the moral, ethical, social, economic, political, cultural and environmental

implications of the practice and use of science and technology

9. observe safety rules and practices to ensure a safe working environment during scientific activities

10. engender an awareness of the need for and the value of effective collaboration during scientific activities.


•Utilizo modelos biológicos, físicos y químicos para explicar la transformación y conservación de la energía.
•Identifico aplicaciones de diferentes modelos biológicos, químicos y físicos en procesos industriales y en el desarrollo tecnológico; analizo críticamente las implicaciones de sus usos.
Los Objetivos specifícos PAI
MEN Estándares básicos

Al final de la Trimestre los estudiantes debieran tener la capacidad de:

Criterion A: One World

●The student explains how science is applied to addressing a specific local or global issue. (the debate on the effects of the drug trade in Colombia)

●The student explains some of the benefits and limitations of science in solving the issue. (Genetic blocking of pleasure receptors to cure addiction)

●The student discusses how science interacts with some of the following factors- (social, economic, political, environmental, cultural and ethical)

● The student discusses how the development of science and technology are interdependent and that this interdependence contributes to the development of the knowledge and its technological applications.




•Indago sobre un avance tecnológico en medicina y explico el uso de las ciencias naturales en su desarrollo.


CRITERION B: Communication




● Communicates scientific information very effectively using a wide variety of scientific language correctly. (one world writing assignments/ classroom presentations )

●Presents all the information appropriately using symbolic and/ or visual representation accurately and according to the task.

●The student uses, when appropriate, distinct IT applications and other communication technologies to access, process and communicate scientific information.

●The student uses the data correctly, presents it appropriately and acknowledges sources of information correctly


• Identifico y uso adecuadamente el lenguaje propio de las ciencias.

• Comunico el proceso de indagación y los resultados, utilizando gráficas, tablas, ecuaciones aritméticas y algebraicas.

• Describo procesos físicos y químicos de la contaminación atmosférica.


CRITERION C: Knowledge and understanding of science




● Recognises and effectively records relevant scientific data.

●Analyses and evaluates scientific information obtained from a variety of sources (internet, magazines, television, scientific publications)

● Explains scientific ideas and concepts.

●Applies scientific understanding to solve problems in familiar or unfamiliar situations.

●Analyses scientific information by identifying relationships or causes.

●Provides analysis and evaluations that are justified when referring to the data, or information, the validity of the ideas, or the quality of the work under consideration.


•Explico el funcionamiento de neuronas a partir de modelos químicos y eléctricos.

• Explico la importancia de las hormonas en la regulación de las funciones en el ser humano.
•Reconozco los efectos nocivos del exceso en el consumo de cafeína, tabaco, drogas y licores.

CRITERION D: Scientific Investigation




● Defines the purpose of the investigation, formulates a feasible hypothesis and explains the hypothesis using specific reasoning.

● Identifies the specific variables and explains how to manipulate them.

● Evaluates the method commenting on its reliability and/or validity.

● Suggests improvements to the method and makes suggestions for further inquiry where relevant.

● Designs scientific investigations complete with variables, controls, materials and equipment required, a complete method, data tables and suggestions for analysis.


• Observo fenómenos específicos.
• Formulo preguntas específicas sobre una observación, sobre una experiencia o sobre las aplicaciones de teorías científicas.
• Formulo hipótesis, con base en el conocimiento cotidiano, teorías y modelos científicos.
• Identifico y verifico condiciones que influyen en los resultados de un experimento y que pueden permanecer constantes o cambiar (variables).
• Propongo modelos para predecir los resultados de mis experimentos.

CRITERION E: Processing of data




● Collects and records scientific data using appropriate units of measurement.

●Organizes and transforms data into numerical and diagrammatic forms and presents it logically and clearly, using appropriate modes of communication.

● Explains, using scientific reasoning, trends, patterns or relationships in the data,

● Comments on reliability of the data.

● Draws a clear conclusion based on the correct interpretation of the data.

● Records scientific data using appropriate units of measurement.


• Registro mis resultados en forma organizada y sin alteración alguna.

• Registro mis observaciones y resultados utilizando esquemas, gráficos y tablas.

• Utilizo las matemáticas como herramienta para modelar, analizar y presentar datos.

• Realizo mediciones con instrumentos adecuados a las características y magnitudes de los objetos de estudio y las expreso en las unidades correspondientes.

• Interpreto los resultados teniendo en cuenta el orden de magnitud del error experimental.

• Establezco diferencias entre descripción, explicación y evidencia.

• Establezco relaciones causales y multi-causales entre los datos recopilados.


CRITERION F: Attitudes in Science




● The student works largely independently; uses equipment with precision and skill.

● The student pays close attention to safety and deals responsibly with the living and non-living environment.

● The student consistently works effectively as a part of a team, collaborating with others and respecting their views


• Escucho activamente a mis compañeros y compañeras, reconozco otros puntos de vista, los comparo con los míos y puedo modificar lo que pienso ante argumentos mas sólidos.

• Reconozco y acepto el escepticismo de mis compañeros y compañeras ante la información que presento.

• Cumplo mi función cuando trabajo en grupo y respeto las funciones de las demás personas.

•Me informo para participar en debates sobre temas de interés general en ciencias.



Segunda etapa: Diseño de planificación inversa: de la evaluación a las actividades de aprendizaje a través de la indagación

Contenidos/Logros

¿Qué conocimientos y habilidades (indicadas en la descripción del curso) se utilizarán para permitir a los alumnos responder la pregunta de la unidad?


The student will be aware of how the mind processes information from sensory organs to produce the ´real world´ that we perceive around us.
The student will analyse some of the causes and consequences of the drug trade in Colombia to improve their understanding of the situation within their country.
The student will prepare an awareness campaign on the effects of various drugs on the body and the related effects on society as a whole so as to increase awareness within their community.
Experiencias de aprendizaje
Estrategias de enseñanza

¿Cómo sabrán los alumnos lo que se espera de ellos

¿Qué variedad de metodologías de enseñanza emplearemos?

  1. Students will receive class and unit specific objectives to inform them of the aims of the unit. A summary of the unit goals and tasks will be provided during lesson 1.

  2. Students will receive rubrics for each assessment that must be completed. Workshops with exemplars will be provided for activities in class.

  3. The students will complete individual research and guided learning activities to help them develop the knowledge needed. Practical skills will be developed through experimental investigations and kinaesthetic classroom activities.

  1. Formative assessment will be provided through the duration of the unit. Students will have the opportunity to review each other’s work. Review questions will be used at the beginning of each class to highlight the achieved learning objectives from previous lessons.

  2. Teaching methodologies that will be employed during this unit: Differentiation will be achieved through use of Visual, Oral, Kinaesthetic, and Auditory based learning activities. Students who demonstrate less ability in the unit will receive some exemplar worksheets and have the opportunity to work with students of higher ability to help them proceed. Those higher level students will benefit from teaching the topic to consolidate their knowledge of concepts.

¿Tienen los alumnos suficientes conocimientos previos? ¿Cómo lo sabremos?

¿Qué estrategias planeado conjuntos serán usados?

Prior knowledge will be assessed through an open discussion on classification followed up by a brainstorming session on the ways in which we interact with the world around us.


No cross departmental strategies have been developed as yet for this unit.

¿Qué debemos prever para los alumnos cuya lengua materna no es la lengua de instrucción?

Language difficulties will be addressed through use of a vocabulary list that must be completed for each unit. Each student will be responsible for completing at least one definition and must have the glossary completed for the end of the unit. Help from higher ability students and clarification of terms and concepts from the class teacher during lessons will also be available.


4. ¿Qué debemos prever para los alumnos con necesidades educativas especiales?

Those with special educational needs will have the opportunity to work with students of a higher ability level that will allow them a more directed learning experience.



Las actividades propuestas

Ciclo

Fecha

Las actividades de aprendizaje y/o tareas de evaluación

Método de diferenciación

Estrategia de evaluación

La herramienta de evaluación

Criterios

Fecha

1




Explanation of grading system, curriculum and class regulations

Teacher led

Oral assessment

Notebook review










1




The Scientific method

Scaffolding and Guided practice

Notebook review










1




Microscope skills practical

Assessment

Written report

Rubric

C F




2




Neuron structure

Webquest

Oral assessment

Notebook review










2




The action potential

Teacher led

Oral assessment

Notebook review










2




Synaptic transmission and neurotransmitters

Teacher led

Oral assessment

Notebook review










3




Design practical 1- testing reaction speeds.

Assessment

Written report

Rubric

D




3




Design practical continued

Assessment

Laboratory report

Skill demonstration

Rubric

CEF




3




What kind of learner are you? Activity

Flexible grouping













4




What kind of learner are you analysis

Assessment

Written report

Rubric

E




4




Neurotechnology & cracking addiction

Cubing

Oral assessment

Peer review










4




The eye structure and function

Teacher led

Oral assessment

Notebook review










5




The eye dissection

Assessment

Skill demonstration

Rubric

F




5




Perception and illusion

Interest centres

Peer review










5




The structure of the brain

I Search

Notebook review










6




Mouse Party worksheet

Webquest

Notebook review










6




Mouse party completion

Multiple Intelligences

Peer review










6




Drug use statistical analysis

Assessment

Written report

Rubric

E




7




One World report on drug trade/ cracking addcition

Assessment

Written report

Rubric

AB




7




Changing perceptions- Community awareness project on the influences drugs have on society.

Assessment

Written report

Rubric

ABCD




7




Hormones

Teacher led

Oral assessment

Notebook review










8




Hormones and tropisms in plants

Teacher led

Oral assessment

Notebook review










8




Design Practical- Auxin or ethylene

Assessment

Written report

Rubric

D




8




Hormones and the human body

Teacher led

Oral assessment

Notebook review










9




The hypothalamus and the pituitary gland

Teacher led

Oral assessment

Notebook review










9




The endocrine system

Webquest

Notebook review










9




Endocrine system continued

Interest centres

Peer review










10




Negative and positive feedback loops – osmoregulation and thermoregulation

Teacher led

Oral assessment

Notebook review










10




Brain dissection

Assessment

Skill demonstration

Rubric

F




10
























Recursos

¿Con qué recursos contamos?
¿Cómo se utilizarán los recursos que ofrece el aula, el entorno local y/o la comunidad para facilitar las experiencias de los alumnos durante el desarrollo de la unidad?

Video beam within the classroom will be used extensively to provide introductory animations, powerpoints etc for the students.

At present there appears to be no adequate textbook for this grade level (the previous text Nelson Science was observed to be of limited use for the students in their inquiries). As such, a limited number of books will be made available for use within the classroom as a resource corner. The students will be encouraged to bring articles relating to the studied topic that they may find in newspapers, magazines etc. during the unit.

There is no class computer,so a research station containing animations, weblinks, videos and word documents that have been collected will not be availbale to the students directly during the period. Instead they may be available to those students that request them and have a USB.


Biblioteca

¿Cómo utilizará la biblioteca para ayudar la investigación?

Sala de computadores

¿Cómo utilizará los computadores para ayudar la investigación?

Research may be done for the One World assessment in the library.

The final project will require substantial research also and the library can be reserved for one of their research classes.

Web quests will be performed in the computer room as will research based lesson wherein the students will need to find information for their final project.
A wiki page will be established that will alow the students to download the required reading materilas and assessment rubrics for the unit.

Proceso continuo de reflexión y evaluación

Lleve un registro continuo de este proceso y plantéese las siguientes preguntas. Se ofrecen otras preguntas de estímulo al final de la sección que trata la planificación de las unidades de trabajo de la publicación El Programa de los Años Intermedios: de los principios a la práctica.
Alumnos y profesores

¿Qué nos pareció interesante? ¿Se planteó algún desafío para nuestras habilidades y conocimientos relacionados con la disciplina?

¿Qué indagaciones surgieron como consecuencia del aprendizaje? ¿Surgieron actividades adicionales? ¿Cuáles?

¿Cómo llevamos a cabo la reflexión, tanto sobre la unidad como sobre nuestro propio aprendizaje?

¿Qué atributos del perfil de la comunidad de aprendizaje del IB se fomentaron mediante esta unidad? ¿Qué oportunidades hubo para la acción iniciada por los alumnos?
Posibles conexiones

¿Qué resultados se obtuvieron mediante la colaboración con otros profesores del mismo grupo de asignaturas y de otros grupos de asignaturas?

¿Qué aprendizaje interdisciplinario se logró o se podría lograr mediante la colaboración con otras asignaturas?

Evaluación

¿Los alumnos pudieron demostrar su aprendizaje?

¿De qué modo permitieron las tareas de evaluación que los alumnos demostraran la medida en que alcanzaron los objetivos de aprendizaje determinados para esta unidad? ¿Cómo me aseguré de que los alumnos tuvieran la oportunidad de alcanzar todos los niveles de logro de los distintos criterios de evaluación?

¿Estamos preparados para continuar a la etapa siguiente?

Obtención de información

¿Cómo decidimos qué información deseábamos obtener? ¿Resultó de utilidad?




CE-GE-FT-98 Version 4 Edición Ago 2011

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