Assignment 5

1. Course information
a. Chapter No. (Which chapter did you read?): Chapter 11 Math and
Science

b. Subject: Biology- Unit Photosynthesis and Cellular Respiration

c. Target age (grade): High School

2. Teaching Strategy

Teaching Strategy Rationalization Incorporating UDL

1. Supporting Science Students learn better in The video incorporates different
Skills and Concept different ways, the video learning styles
Learning provides audio, visual,
and writing (worksheet)
to introduce them to
information
2. Implementing Data Students collaborate to Groups can create a digital
Driven Curricula do the lab and also presentation for their lab report.
inquire to make a They will divide the report jobs
hypothesis by strengths
3. Bridging the gap The digital model allows The model provides a visual
between abstract students to see what way for students to see the
and concrete happens at a microscopic relationship between reactants
level while collecting and product. Students can use
data the model at their own pace.
4. Involving students Students are researching Students can choose the format
in scientific inquiry information about of their project according to
through online photosynthesis and their strengths and interests
projects creating a presentation or
report
5. Accessing science Students need to be able Students will find their own
information and to understand scientific examples and describe the
tools information and analyze information presented and how
whether is it from a they were reliable. Students can
reliable source work together as partners to
help each other.
 Assignment 5

6. Allowing Students need to relate Having the class collaborate and

representation of math and science. They brain storm ways that math and
mathematical are both interconnected science are connected in the
principles via data. model can help all students
provide examples.
7. Supporting Students will use data to Allow students to draw or write
mathematical deduce mathematical their answers and verbally
problem solving relationships in explain what they see in the
photosynthesis relationships
8. Support for specific Student need to use Students can propose their own
processes in problem solving skills questions. The hypothesis can
scientific inquiry and critical thinking to be done as a class, group, or
(inquiry) propose questions. individual depending on
students abilities
9. Support for specific Analysis of data is Data can be presented in
processes in crucial in the field of different forms: numerical and
scientific inquiry science. Students need to on graphs. Students can analyze
(analyzing data) know how to read data in the data visually or in written
order to come to form.
conclusions and
understand results
10. Support for specific Students should use Students can express their
processes in analyzed data to come to conclusions using digital
scientific inquiry conclusions about their presentations of different
(communicating original question in the formats.
results) inquiry piece.

3. Activity

Activity + brief Rationalization Incorporating UDL

description
1.Ameoba Sisters
Photosynthesis video and
worksheet a good
introduction to the reactant
and products and simple
worksheet to accompany
2. Vernier Photosynthesis
Lab- students use probes to
measure the amount of CO2
The video breaks down the
equation and uses simple
animation to show the
process. It explains
vocabulary and reactants and
products
The lab is a collaborative
use of technology to collect
real time data about
The worksheet breaks down
the formula into simple
boxes. It is a scaffold for
note taking. Students answer
the questions to take notes.
Groups can be assigned to
ensure all students have a
job and are able to be
 Assignment 5

and O2 when leaves are photosynthesis in leaves involved.

exposed to light or in the
dark
3.Concord photosynthesis The model helps students Students can use the model
model- students click see the relationship between and describe their answers
through the model to see products and reactants of using sketches or written
what happens in a leaf photosynthesis answers
4.Students are using the The research helps connect Students will choose how to
internet to find information students to science outside present their information.
about previous experiments of the classroom and also Digital slide show, video,
over photosynthesis improves internet research model, drawing etc.
skills.
5.Students are analyzing the Students must be able to The teacher can help
information found in analyze information for students analyze what they
research for authenticity reliability. Science is often are looking at by providing
and reliability. claimed with information a check list of what to look
falsely. for in a reliable site.
6. Concord.org Students need to relate math Allowing students to
photosynthesis model- and science they are explore and find their own
students can use the model interrelated via data. connections then sharing
once and look for the use of with others will encourage
math all students to participate
7. Concord .org model- Looking for patterns will Students can compare data
students will sketch graphs encourage mathematical and patterns to come to a
and fill in tables then problem solving. Students consensus as a class about
analyzed the numbers to should be able to make what is happening
look for patterns. predictions about future data mathematically during
photosynthesis.
8. Hypothesis for leaf disk Students are using previous Students will collaborate to
lab- students make knowledge to inquire about create their question. They
predictions using previous the topic. They will use the can work together to decide
knowledge about inquiry to design a test to what will happen and
photosynthesis about the answer their question discuss their rational behind
rate of the reaction in their prediction.
different amounts of light
9. Data Analysis- students Students will use the data to Students can choose how to
will analyze data for results create graphs and look at the make the graphs, by hand,
after performing the trends to compare to their excel, or using another
experiment original prediction. program
10.Conclusion- students Students will relate their Students can create their
will use data to come to a data back to their prediction conclusion in different
conclusion about their and discuss the results. Were ways: digital presentation,
prediction and how it they correct, if not how were video, or word-processing.
relates to photosynthesis their thoughts changed.
(scientific process)
 Assignment 5

Activity Link to Website

Number
1. https://www.youtube.com/watch?v=uixA8ZXx0KU
2. https://www.vernier.com/experiments/bwv/31c/photosynthesis_and_respiratio
n_co2_and_o2/
3. https://concord.org/stem-resources/leaf-photosynthesis
4. http://teachersfirst.com/conferences/wp-
content/uploads/2017/02/HighSchoolBiologyCCSS-
AlignedMissiontoMarsModelUnitPlan-
moduleinstanceid12181dataid9482FileNameHighSchoolBiologyCCSS-
AlignedMissiontoMarsModelUnitPlan.pdf.pdf (part C)
5. https://www.education.wisc.edu/docs/WebDispenser/soe-documents/aics-
lesson3-webpagecredibilitychecklist.pdf?sfvrsn=2
6. https://concord.org/stem-resources/leaf-photosynthesis
7. See 3 and 6
8. https://www.nthurston.k12.wa.us/cms/lib/WA01001371/Centricity/Domain/20
15/Leaf%20Disk%20Photosynthesis%20Lab%202013.pdf
9. See 8
10. See 8