2013

Biology 20 Unit C: Photosynthesis and Cellular Respiration Photosynthesis Performance Task

Allison Groenenboom 001141185 Ed 4767 7/23/2013 1

Table of Contents

Focusing Questions Enduring Understandings Learner Outcomes Project Plan Performance Task Packet Materials Self-Evaluation

page 3 page 3 page 3 page 4 page 7 page 10 page 11

Focusing Questions How does light energy from the environment enter living systems? How is the energy from light converted to chemical potential in organic matter? How can various media enhance a message? How can technology be used to collaborate?

Enduring Understandings Students will understand that Energy drives the photosynthetic process. Many intermediates are used in the photosynthetic process. Technology can be used to communicate ideas and stories. Multimedia can add meaning to the presentation of information.

Learner Outcomes Outcomes for Knowledge GLO 1 Students will relate photosynthesis to storage of energy in organic compounds. 20C1.1k explain, in general terms, how energy is absorbed by pigments, transferred through the reduction of nicotinamide adenine dinucleotide phosphate (NADP) to NADPH, and then transferred as chemical potential energy to ATP by chemiosmosis; and describe where in the chloroplast these processes occur 20C1.2k explain, in general terms, how the products of the light-dependent reactions, NADPH and ATP, are used to reduce carbon in the light-independent reactions for the production of glucose; and describe where in the chloroplast these processes occur. Outcomes for Information, Communication Technology (ICT) - Division 4 C.5 Students will use technology to aid collaboration during inquiry. 4.2 participate in a variety of electronic group formats P.3 Students will communicate through multimedia. 4.1 select and use, independently, multimedia capabilities for presentations in various subject areas 4.2 support communication with appropriate images, sounds and music 3

Project Plan
Project Title/Focus Subject/Grade Level Unit Photosynthesis Performance Task Biology 20 Photosynthesis and Cellular Respiration Date Time Duration Teacher 1 week class of time

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes: Specific Learning Outcomes: GLO 1 Students will relate photosynthesis to storage of energy in organic compounds C.5 Students will use technology to aid collaboration during inquiry. P.3 Students will communicate through multimedia
20C1.1k explain, in general terms, how energy is absorbed by pigments, transferred through the reduction of nicotinamide adenine dinucleotide phosphate (NADP) to NADPH, and then transferred as chemical potential energy to ATP by chemiosmosis; and describe where in the chloroplast these processes occur 20C1.2k explain, in general terms, how the products of the light-dependent reactions, NADPH and ATP, are used to reduce carbon in the light-independent reactions for the production of glucose; and describe where in the chloroplast these processes occur. 4.2- participate in a variety of electronic group formats 4.1- select and use, independently, multimedia capabilities for presentations in various subject areas 4.2- support communication with appropriate images, sounds and music

LEARNING OBJECTIVES
Students will: 1. Explain the process of photosynthesis in basic terms 2. Use technology to plan as a group 3. Use publishing software to present their ideas 4. Use appropriate media to support their information

ASSESSMENTS
Products/Performances: Finished performance task Evidence of group planning

LEARNING RESOURCES CONSULTED

Alberta Program of Study

MATERIALS AND EQUIPMENT

Laptops/computers for each student Performance Task Packet for each student

PROCEDURE
Expectations for Learning and Behavior/ Advanced Organizer Introduction Say: Today we will complete the performance task for this module. You should have done a bit of brainstorming with your group and have some ideas for this project. This project will allow you to dig deeper into some of the topics we covered and show your knowledge in a different way. This project will let you get creative. It will also give you an opportunity to practice some of the skills we have learned on the computers. Here is a great example of a digital book. Show Mike Matas interactive book TED talk. I will have students get a laptop each or move to the computer lab. Body I will give a brief overview of the task. As a class, we will go through the packet of instructions and the rubric (attached) so they are aware of what is expected. I will make sure that they know that a plan must be submitted to me before they start working on the book and I must sign off on it before they can start. This plan needs to Time

Day 1

Transition to Body Learning Activity #1

Day 1 Time Day 1

Learning Activity #2

Assessments/ Differentiation:

Learning Activity #3

Assessments/ Differentiation:

Learning Activity #4

Assessments/ Differentiation:

Learning Activity #5

Assessments/ Differentiation:

Learning Activity #6
Assessments/ Differentiation:

include what will be discussed on each page and an idea of what type of image will be used. I will also take any student questions about the task at this time. Students will start planning their book. This should be done online through a tool that allows the interaction to be saved since it needs to be shown to me. I will recommend that students use Padlet. I will let them know that Padlet allows them to include pictures, video and links to their brainstorm. I will also show them a video about how to use Padlet. They may also ask me whatever questions they need to and should have me sign off on their plan when finished. If they finish the planning, they may move on to creating the book (this should take one day). I will make sure students are on track at this point. A well thought out plan can help them with their project in the long run. I will make sure to get the URL of the correspondence between group members for the summative mark. I will also formatively assess it at the time to make sure the project looks ready. I will have a brief overview of how to use Google Docs for those who have never used it (use this video). Those who have used Google Docs can get to work on their project. I will remind them to follow the instructions in the packet and collaborate thorough Google Docs before moving their text to iBooks Author. This will be a group work day for story creation. If they finish, they move on to photos. I will check in with each group at least twice to make sure they are following the guidelines and are not having trouble with the technology. I will make sure photosynthesis is being described accurately. Students will start looking for images to complement their text. I will introduce them to Stock.XCHNG and the stock photos there. I will explain these photos are free to use and do not have copyright issues. Photos from other sites or search engines cant always be used. To be safe, avoid these photos for this project. The students will get into their groups and find photos. I will supervise to make sure photos are coming from Stock.XCHNG. I will ask students why we are using photos in our books (to enhance and support the message). I will try to guide them to the answer if they do not know. I will start the lesson with a lesson on how to use GarageBand to make a voiceover. If any students use GarageBand frequently, I will ask them to give us a short demonstration. If not, I will use this video. Students will then record their voiceover. I may have to find other rooms for students to work in so they have quiet for recording. I will then supervise the various groups in different areas and provide support when needed. I will ask students why we are using voiceover in our books (to enhance and support the message). This may throw them off since it is the same question as yesterday. We can then talk about how many different types of media can be used to support our message. This day will be given to edit and polish the final project. I will be available for any questions or help needed, but this will mostly be a work day. I will meet with each group to make sure they feel confident in their

Day 1

Day 1

Day 2

Day 2

Day 3

Day 3

Day 4

Day 4

Day 5 Day 5

Project Review

Assessment of Learning

product. I will look over each project to make sure there are no glaring omissions or mistakes. Closure Each group will go through their Student Checklist to make sure all required parts of the assignment are present. As a class, the students will be responsible for drawing a graphic that represents the path water takes through photosynthesis. I will help guide them if needed. I will ask for the final projects to be sent to me in a Dropbox by the beginning of next class. An exit slip will be given that asks what each students opinion of the project was.

Time Day 5

Day 5

All times are approximate. Students will work at their own pace. 5 days of class time with all other work happening out of class.

Assessment
Performance Task Packet

Biology 20- Topic C: Photosynthesis and Cellular Respiration

The Life Story of Water: Performance Task
The Leafy Publishing House has contacted you to write a childrens book about photosynthesis for them. INSTRUCTIONS You have been asked to write the life story of the molecule water as it moves through the process of photosynthesis. Remember to include all the stages water (or parts of water) is included in. Your book should be between 8 and 10 pages. Leafy House has a very specific way of getting their books written. First they would like groups of three authors working together. These authors must use online tools to communicate and make a plan for their book (they recommend Padlet but you can use others). This plan must be shown to your editor (teacher) before you can move forward. You may then start creating your eBook on iBooks Author from Apple. This program will be made available on the school computers. Start with the text for your book. Do not put the text directly into iBooks Author. Make a Google Doc on Google Drive that will allow all the authors to contribute to the text. There also is a chat function to allow you to communicate with your fellow authors. When you have finalized the text in the Google Doc, transfer it to your book. You may now start adding photos. You may use any photos from Stock.XCHNG. This is a stock photo site and the photos can be used for free. Use your favorite photo editor to get them eBook ready. The last step is to create a voiceover. Use GarageBand to record the contents of your book. Make sure each author takes a turn recording. Wow those Leafy Publishing editors are picky! But by the end you should have a beautiful eBook about the adventure water goes on during photosynthesis. Good luck!
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The Life Story of Water Student Checklist Group members:__________________________________________

Criteria
We communicated and created a plan as a group through electronic means (and provided our teacher with evidence)

Yes

No

Evidence

We created an eBook with different kinds of media

We described the process of photosynthesis

Teacher Notes- Performance Task A. Outcomes Outcomes for Knowledge GLO 1 Students will relate photosynthesis to storage of energy in organic compounds. 20C1.1k explain, in general terms, how energy is absorbed by pigments, transferred through the reduction of nicotinamide adenine dinucleotide phosphate (NADP) to NADPH, and then transferred as chemical potential energy to ATP by chemiosmosis; and describe where in the chloroplast these processes occur 20C1.2k explain, in general terms, how the products of the light-dependent reactions, NADPH and ATP, are used to reduce carbon in the lightindependent reactions for the production of glucose; and describe where in the chloroplast these processes occur. Outcomes for Information, Communication Technology (ICT) - Division 4 C.5 Students will use technology to aid collaboration during inquiry. 4.2 participate in a variety of electronic group formats P.3 Students will communicate through multimedia. 4.1 select and use, independently, multimedia capabilities for presentations in various subject areas 4.2 support communication with appropriate images, sounds and music

B. Rubric

Level

4 Excellent

3 Proficient

2 Adequate

1 Limited

Criteria Communicate with group through technology to make a plan for the project Create an eBook that incorporates different media *2 Accurately describe the process of photosynthesis *2 Makes an innovative plan through technology Creates a comprehensive eBook with several medias Presents a vivid overview of photosynthesis Makes a practical plan through technology Creates a thorough eBook with several medias Presents an interesting overview of photosynthesis Teacher Feedback: Makes an ineffective plan not using technology Creates an incomplete eBook with one media Presents an ineffective overview of photosynthesis

Makes a viable plan not using technology

Creates a partial eBook with few medias Presents a simplistic overview of photosynthesis

Materials
Material Performance task packet (on page 6) Computer or laptop for each student Activity Performance task Performance task

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Self-Evaluation When I first read the ADDIE model, I was very confused. As a whole, it was very overwhelming and I didnt really understand what I was supposed to do. I finally had to go through the descriptions and pull out exactly what I was supposed to do. This is what I came up with. A- instructional goals then how to get to objectives (skills, attitude, knowledge) D- design assessments, choose instructional strategies D-develop project I- instruct students E- evaluate learning (formative & summative) happens during implementation, evaluate your own project (or whatever you taught) When I saw it this way, I realized that ADDIE is almost identical to Understanding by Design (UbD), which is how we have been planning our lessons all thorough PSI and PSII. The graphic below shows UbD.

Identify desired results is what is done in Analyze. Determine acceptable evidence is what is done in Design. Plan learning experiences and instruction is what is done in both Design and Development. The plan is then put in place and the students are evaluated.

Once I realized this, I planned my project just as I have any other lesson. First I chose what grade and subject I was going to teach (Biology 20). I then chose which Biology outcomes I wanted to teach (Photosynthesis GLO 1 & 2). I went through the ICT program of study and chose outcomes that would fit well with the Biology ones I had chosen (C.5, P.3). I wrote my learner objectives from the specific learner outcomes associated with the general learner outcomes I chose. From these objectives, I came up with a project that would address all of them. I chose a digitally published book about photosynthesis. I created a performance task that explained in detail how the students were to create their books. The last step was to create a project plan that showed when I was going to teach each skill needed for the project, when students were going to work on their project and when I was going to include formative and summative assessments. I found this process very difficult until I sat down and broke it down. Once I became familiar with ADDIE, I really appreciated the structure. It is more in-depth than UbD and I think it would be a great way to teach those who are just learning to lesson plan.

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