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1 AGENDAS FOR WEEK 1 OF 6 WEEKS FOR PROJECT BASED UNIT Launch Day Monday Tuesday Wednesday Thursday Friday Introduction to Cell Morphology Know the overall project expectation and grading Engage Present the project scenario by showing an anchor video. Explain Pass out grading rubrics to the students and talk about the expectations. Give a general overview of what the students can pick in term of plants and types of cancer. This include where the students should explore to find these plants (location). Describe cell mutations how cell mutates and how the body reacts to these mutations. Define DNA replication, transcription and translation. Engage: Show them a picture of plant cells and animal cells and have them compare the two. (Question Basis): Put a picture of eukaroytes and prokaryote cells and ask various questions. In addition the teacher will put up a picture of mitosis and have them explain what is happening to the cell. Ask questions regarding DNA replication, transcription and translation, and how during the process, the cell might mutate. The students will look up various different types of mutations such as point mutation, insertion, and deletion and the effects of these mutations and present it to the class (Very general overview of cell). Evaluate: Students will answer questions provided by the teacher throughout the lecture. Journal Textbook Journal Explain how our body reacts to diseases at the molecular level Engage: Review what the previous day s material. : The students will get with their group and research about different types of mutations. They will need to do a presentation at the end of class discussing about the cause of mutation, the effects of mutation on cells and how these affect the human body. Explain: n/a Evaluate: The students will present their poster to the class. Intro to Research Learn about researching using variety of resources. Engage If you have a question where would you go to get the answer? What website? Students will research on the locations with most variety of plants. Explain Show the students valid source websites to use for the project. Show the students the difference between primary and secondary sources. Evaluation: students turn in two sources they used to find the locations of where the most variety of plants. Need to turn in at least 2 sources that they found on their medicinal plant with a short paragraph describing the selected resource. HW: Start reading Plotkin s Book Plotkin s Tales of a Shaman's Apprentice: An Ethnobotanist Searches for New Medicines in the Amazon Rain Forest Cancer Determine what types of treatments are used to treat different types of cancer Engage: Show them a short video on how cancer cell develops in the body. : Each group of students will be given a specific cancer to research on. They will research on the causes of the cancer, the location, the treatments, and survival rates and present a short lesson to the whole class. Explain: n/a Evaluate: Students found some information to start working on their HW: Select a cancer of interest and bring in 2 resources Internet GwN8-e-FLBQ
2 AGENDAS FOR WEEK 2 OF 6 WEEKS FOR PROJECT BASED UNIT Plant Physiology Adaptation: Plant Reproduction Biome Activity Workday Identify the different structures of the plant and its function Engage: What are some of the differences between animals and plants? : Give students different plants (cacti, fern, desert rose, and small flower plant) and let them draw and label as many parts as they know. Explain: Students will do gallery walk and write down 3 differences and similarities. Then go over as a class what are the different plant parts the class came up with. Elaborate: Why each plant doesn t necessarily have all the same parts? Introduce them to different plant adaptations. Evaluate: Short quiz at the end about the different plant parts. short quiz Define adaptation Identify different part of plant reproductive system Engage: What are adaptations? What are some adaptations that plants may have? : Dissect different reproductive parts of flower and use a poster to make drawings to present to the class. exit slip: list 2 parts of the plant and the function. Continue Lesson from Tuesday. Explain: Presentation of each group on the different flower parts. Go over how different plant reproduces. Elaborate: Go over the advantages of the different ways of reproducing. Evaluate: As an exit slip, students will write 1 question that they have about the lesson and one thing that they learned. Identify and describe different biomes Engage: Where can you find plants? : Each group will be assigned a biome to research about. The students will prepare a short lesson on the assigned biome. This can be in power point, poster, and anything that can help aid in the presentation of what each biome is and what kind of plants is found there. This will also include why certain plants are found there. Explain: n/a Evaluate: Students found all information that s need for the presentation on Monday. Work on cancer project and biome project. Students will work on their small projects and will have the opportunity to have a mini conference with the teacher if they need help. Assessment: Students are to turn in the rough draft of the biome project in form of a power point or written form explaining what they will be doing. Crayons Dissection kit Internet
3 AGENDAS FOR WEEK 3 OF 6 WEEKS FOR PROJECT BASED UNIT Cancer Presentation Evolution/Extinction Ethnobotany Unit Test Identify different types of cancer and the different varieties of treatments and causes. Explain: Student presentations on different types of cancer. Elaborate: Student follow-up questions after each group s Evaluate: Student peer evaluation form and a short question and answer sheet that each group has provided for their peers to answer. Oral presentation Define extinction Explain why extinction occur Define evolution and list examples Engage: Show a clip of cartoon with dinosaurs and lead into extinction. : Students are in group are to find some extinct plants and find out why they became extinct. They are to also find out the differences and similarities between the extinct plants and the plants that are thriving today. Explain: Students will go over what they found. Then the teacher will go over evolution and students will take notes about evolution and extinction. Define extinction Explain why extinction occur Define evolution and list examples Engage: students are to write one thing they remember learning yesterday and one question about the lesson on note card. Continue Lesson (see Tuesday) Identify different species of plants and their uses in medicine Engage Students will watch a short movie on ethnobotany. : Based on what they learned about evolution and extinction, they will try to identify different plants brought to class by following a dichotomous key. Explain: The teacher will explain to them what medicine these plants are incorporated into Elaborate: The teacher will give them a brief history on the development of modern medicine. First unit test over cells and plants. - Need to define the vocabularies introduced. -Need to differentiate between animal and plant cells. -Differentiate between different types of plant groups. -Able to understand DNA replication process and the process of protein production. -Explain what is considered primary and secondary resources. Elaborate: Do a comparison between plants and animals evolution. Evaluate: n/a Evaluate: Student will turn in a worksheet that they completed throughout class. If not done, they need to complete it as homework. n/a Interview an oncologist Clip of Lands Before Times (movie) internet internet =zy8toxeci8w Different plants used in common medicine
4 AGENDAS FOR WEEK 4 OF 6 WEEKS FOR PROJECT BASED UNIT Ethnobotany Cont. Workday Biome Presentation Workday Plant derived modern medicine Continue the lesson from Thursday. Engage: The teacher will bring in herbal medicine to show it to students. : The students will research about plant derived modern medicine and do a case study on it. Evaluate: At the end of class, each group will turn in their case study. May finish up botany lesson if did not go over every topic. Start putting together the big project. Research and put together project. Mini conferences are available if students need help. Turn in outline of their Identify and describe each biome Engage: n/a : n/a Explain: Students presentations of different biome while other students take notes. Elaborate n/a Evaluate: students are required to write one thing they have learned from each biome. journals Finalize their final project presentation and quiz on biome. Evaluation: Before working on their project, they will take a quiz on cancer. Research and put together project. Mini conferences are available if students need help. Finalize their final project Research and put together project. Mini conferences are available if students need help. Turn in rough draft of final HW: Finish reading Plotkin s Book Plotkin s Tales of a Shaman's Apprentice: An Ethnobotanist Searches for New Medicines in the Amazon Rain Forest Interview a botanist Medicinal Plant Research Cancer Research
5 AGENDAS FOR WEEK 5 OF 6 WEEKS FOR PROJECT BASED UNIT Workday Practice Presentation Project Presentation Project Reflection Finalize their final project Research and put together project. Mini conferences are available if students need help. Fix presentation based on teacher s feedbacks. Practice presentation Give feedbacks to peers : Students will be divided into two big groups and practice with their At the end, each student will provide feedback to different groups Present project Project Presentations Students evaluate their peers Students will also required to take notes because this would be included in the unit test. Present project Project Presentations Students evaluate their peers Students will also required to take notes because this would be included in the unit test. Groups will get personal feedbacks from the teacher while the rest of the class works on the review worksheet for test on Monday. Engage: n/a : n/a Evaluate: Each student in the group will start evaluating their group members. Each group turns in 2-3 questions for possible test questions. Student feedback Explain: Teacher will provide feedbacks on project presentation and grades with different groups. Teacher will go over the review with the class afterward. Evaluate: n/a n/a
6 AGENDAS FOR WEEK 6 OF 6 WEEKS FOR PROJECT BASED UNIT Unit Test Monday Objective(s): Big Unit test over Ethnobotany, Biomes, and Cancer. - Need to know different species of medicinal plant discussed by each groups. -Need to know how evolution occurs over a period of time. - Need to know the different cancers that were presented. -Need to know the different biomes that were presented and what types of species of plants are found. -Need to understand the concept as to how medicinal plants can be used to potentially cure cancer. - Need to know all the materials that were on the first unit test. - Be able to answer questions on Plotkin s book. - Be able to answer the questions provided by each group.
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