Unit plan for Blood Typing includes:
Educational goals and a statement of rationale for the goals
Overall Goal - By incorporating technology, in the form of games and simulations, into biology lessons, I will create curriculum that students consider highly motivating, but that will also, at the same time, improve student content knowledge, build student conceptual knowledge, and increase student problem-solving skills.
Specific Student Learning Goal for Blood Typing – Students will play “The Blood Typing Game,” in addition to their prescribed lessons, to learn about the genotypes that make up the blood phenotypes. Students will address Benchmark: SC.912.L.16.1 (which states: Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance (FLDOE 2009), Benchmark: SC.912.L.16.2 (which states: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles (FLDOE 2009), Benchmark: SC.912.L.14.34 (which states: Describe the composition and physiology of blood, including that of the plasma and the formed elements (FLDOE 2009)), and Benchmark: SC.912.L.14.35 (which states: Describe the steps in hemostasis, including the mechanism of coagulation. Include the basis for blood typing and transfusion reactions (FLDOE 2009)) by playing “The Blood Typing Game” and completing the corresponding lessons & worksheets.
Description of learners: social background, experiential background, developmental level, motivation, knowledge level, and learning style
Students who attend this school have withdrawn from public school for various reasons. Some are over 18, but the majority of students are under 18 years old. There are a variety of social and cultural backgrounds and learning levels. For example, some are poor, some are rich, some are Caucasian, some are African –American or another minority, some dropped out of public school because classes were boring or going too slowly, some dropped out of public school because they had fallen behind and couldn’t catch up, and so on. One major difference from public school is that all students must TABE at least at a level 9. This means that all the students in class can read, at the very least, at a 9th grade level, which isn’t always true of public school classrooms. Any curriculum has to be varied to fit a variety of learning styles and attention spans. Technology is promoted at my school and most students really seem to enjoy technology infused curricula.
Instructional objectives for Blood Typing:- Students will analyze the genotypes involved in phenotypic blood types (i.e., AO genotype results in Type A phenotype, and so on) so students can determine where blood types originate.
Educational goals and a statement of rationale for the goals
Overall Goal - By incorporating technology, in the form of games and simulations, into biology lessons, I will create curriculum that students consider highly motivating, but that will also, at the same time, improve student content knowledge, build student conceptual knowledge, and increase student problem-solving skills.
Specific Student Learning Goal for Blood Typing – Students will play “The Blood Typing Game,” in addition to their prescribed lessons, to learn about the genotypes that make up the blood phenotypes. Students will address Benchmark: SC.912.L.16.1 (which states: Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance (FLDOE 2009), Benchmark: SC.912.L.16.2 (which states: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles (FLDOE 2009), Benchmark: SC.912.L.14.34 (which states: Describe the composition and physiology of blood, including that of the plasma and the formed elements (FLDOE 2009)), and Benchmark: SC.912.L.14.35 (which states: Describe the steps in hemostasis, including the mechanism of coagulation. Include the basis for blood typing and transfusion reactions (FLDOE 2009)) by playing “The Blood Typing Game” and completing the corresponding lessons & worksheets.
Description of learners: social background, experiential background, developmental level, motivation, knowledge level, and learning style
Students who attend this school have withdrawn from public school for various reasons. Some are over 18, but the majority of students are under 18 years old. There are a variety of social and cultural backgrounds and learning levels. For example, some are poor, some are rich, some are Caucasian, some are African –American or another minority, some dropped out of public school because classes were boring or going too slowly, some dropped out of public school because they had fallen behind and couldn’t catch up, and so on. One major difference from public school is that all students must TABE at least at a level 9. This means that all the students in class can read, at the very least, at a 9th grade level, which isn’t always true of public school classrooms. Any curriculum has to be varied to fit a variety of learning styles and attention spans. Technology is promoted at my school and most students really seem to enjoy technology infused curricula.
Instructional objectives for Blood Typing:- Students will analyze the genotypes involved in phenotypic blood types (i.e., AO genotype results in Type A phenotype, and so on) so students can determine where blood types originate.
- Students will recognize characteristics (traits) that offspring inherit from parents (i.e., inheriting an O from Mom and a B from Dad results in a BO genotype and Type B phenotype, and so on) so that students can deduct where the genes for each blood type originates.
- Students will identify that blood cells have characteristic structures and functions that make them distinctive (i.e., antigen A, antigen B, and so on) so that students can comprehend the differences in blood types.
- Students will evaluate the process of blood typing and determine how to interpret the results (genotype and phenotype) so that the student can apply this information to patients in the game.
- Students will analyze the process of blood transfusions and the problems that can occur if done incorrectly (i.e., patient may die) so that students may apply this information to patients in the game.
Performance measures that evaluate student learning outcomes, including that learning which occurs prior to, during, and following the instruction:
I will ask students pre-lesson questions. I will also ask them procedural questions within the game/simulation to help them pay attention to how the game/simulation works. I will ask them questions about how their game/simulation is working and why “this or that” (will be specific to a game/simulation and event) has occurred. I will also ask them post-lesson questions to assess their gain in knowledge and abilities after completing the game/simulation. Please see the attached lessons for specifics.
Strategies and materials for each objective:The game/simulation sets up the scenario for each objective to be obtained. The questions asked during the lesson will help clarify student thought and hopefully measure student gain in knowledge. Please see attached lesson for specific strategies and materials for each of the objectives.
No comments:
Post a Comment