Lme 537 Critical Performance Indicator (cpi)
Yüklə 216,87 Kb.
|
- Bu səhifədəki naviqasiya:
- Resources
- Sample Work Rubric Score
- References
          
Lamont Instructional Design Project – Nibiru Jason Lamont Western Kentucky University Lamont Instructional Design Project - Nibiru
Instructional Design Proposal……………………………………………….……………………..4 Revised Bloom’s Taxonomy and CREaTe Framework Alignment……………………………….5 Connections and Collaboration Plan………………………………………………………...…….6 Objectives, Assessment, and Instruction Plan (Rubrics)…………………………………………..7 Resources Needed/Used in this IDP…………………………………………………………...…12 Samples of Resources for Student Use…………………………………………………………...13 Student Work Samples………………………………………………………………………..….16 Student Work Sample Grades for Final Web Blog…………………………………………...…..22 References……………………………………………………………………………………...…24 Lamont Instructional Design Project (IDP) Standards addressed in this course and Instructional Design Project:
You could use all or parts of this IDP for the following standards in your Professional Portfolio: Kentucky Teacher Standards KTS Standard I: Content Knowledge KTS Standard III: Creates/Maintains Learning Climate KTS Standard IV: Implements/Manages Instruction KTS Standard V: Assesses and Communicates Learning Results KTS Standard VI: Demonstrates Implementation of Technology KTS Standard VIII: Collaborates with Colleagues/Parents/Others KTS Standard X: Provides Leadership Within School/Community/Education Kentucky Professional Growth and Effectiveness System Domain 1 Planning & Preparation
B. Demonstrating Knowledge of Students D. Demonstrating Knowledge of Resources E. Designing Coherent Instruction F. Designing Student Assessment Domain 2 Classroom Environment A. Creating an Environment of Respect and Rapport B. Establishing a Culture for Learning C. Managing Classroom Procedures D. Managing Student Behavior
A. Communicating with Students B. Using Questioning and Discussion Techniques C. Engaging Students in Learning D. Using Assessment in Instruction
AASL Standard I: Information and Ideas AASL Standard II: Teaching and Learning AASL Standard III: Collaboration and Leadership AASL Standard IV: Program Administration
AECT Standard I: Design AECT Standard II: Development AECT Standard III: Utilization AECT Standard V: Evaluation
ISTE Standard 1: Facilitate and Inspire Student Learning and Creativity ISTE Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments
Your Name: Jason Lamont Date: 11/8/16
2. Grade level: 6th Grade 3. Scenario: In a world overcome by humanity’s insatiable need for energy to keep themselves entertained and comfortable, we have scorched our ONLY planet. As Earth turns into a barren wasteland and Nibiru closes in, we must prepare for the inevitable…we must leave to find a planet that can support life. Are you ready to colonize another planet? What can we expect when we get there? What are some challenges that we will face? Growing food is the most urgent problem next to finding water and shelter!
https://youtu.be/8uipK6KjLKM?list=PLrHjfH0yaVa9rYse_1hG7Hj-OIv-5Jeo_ https://youtu.be/FbH4NM5nCCA?list=PLrHjfH0yaVa9rYse_1hG7Hj-OIv-5Jeo_ https://youtu.be/OE3c8ClEo5k?list=PLrHjfH0yaVa9rYse_1hG7Hj-OIv-5Jeo_ https://youtu.be/U2jtCJfKYIE?list=PLrHjfH0yaVa9rYse_1hG7Hj-OIv-5Jeo_ 4. Highest Bloom’s Level with the CONTENT (not just the technology) and the Cognitive Process: Bloom’s Level and Cognitive Process: The level of this objective is consistent with Evaluate and the cognitive process is Checking. Justification: Because the student is detecting fallacies within a Hollywood movie and checking it against a real -world scenario by doing the experiment, it is considered a higher-level assessment. The student will be conducting the experiment and monitoring the effects on plant growth using Martian soil substitute and various techniques. Students will conduct the experiment and check the validity of the outcome in the movie with the outcome in real-life to establish the validity of the claim set in the movie. To add credence to the results, the student will collaborate with a cooperating university to compare the crops with those grown in Earth’s soil using a mass spectrometer to detect any abnormalities. The students will complete the experiment and publicize their findings on the internet in the form of blog postings at each step of completion. Students will present their information and evidence to prove or disprove the claim with their own data! 5. Create Framework Levels and justifications: Cognitive Complexity: This activity is at the “investigating” level because the activity is teacher directed, but the students are evaluating the argument presented by the movie “The Martian”. The students are checking the validity of the claim that potatoes grown in Martian soil are safe to eat or even possible. The students will complete the experiment using a variety of methods using Martian soil simulant as the medium variable. Throughout the experiment, the students will be analyzing the growth of the plant and comparing it to a control, grown in Earth soil. Student will also interpret the spectral analysis of the chemical composition of the potato to determine its suitability for human consumption when compared to the control. Students will then make the determination of plants can be grown on other planets with similar soil characteristics and establish the claim of growing potatoes on foreign soil is possible. Real World Learning: This assessment activity is on the “investigating” level because the students are collaborating with experts (agriculture extension office and cooperating university) to establish the feasibility of growing potatoes or other crops in different soils. The students will be learning current farming techniques and checking growth progress against established growth time tables. The results of the experiment will have a positive impact on an important issue of concern. Engagement: This assessment activity is rated at the “integrating” level because the students partner with the teacher to define the problem and the process to test the experiment given in the movie. The students are also asking their own questions and learning on their own about the nuances of farming and growing crops. The information they need to be successful is solely based on student need and desire, which goes with what Sugata Mitra studied in his experiment “student-centered learning”. In the process of learning about farming, Martian soil composition, and conducting the experiment, the students are collaborating with each other to share information. Technology Integration: This assessment activity is categorized at the “integrating” level because the technology that the students use is essential to the success of the experiment. The students must use computers to research the problem, watch the movie to compare the results of the experiment, and to coordinate with the university for spectral analysis. Throughout the experiment, the students will be collaborating and reporting their progress using an online blogging tool to publicize and document their findings. Additionally, the students will need to the computer and various technologies to solve the problem and contribute their research and results to the internet concerning growing crops in Martian soil or alien soils. Students will also be using both primitive and advanced forms of technology in their farming/crop growing; traditional farming tools and new hydroponic techniques symbolize the evolution of farming. Connections/Collaboration: Throughout the unit, the students will contact and maintain collaboration with the Master Gardeners in the local agriculture extension coop agency, which operates under the auspices of the University of Kentucky. The students will collaborate with the gardeners to acquire knowledge about growing and harvesting potatoes in terrestrial soil as well as other medium. The master gardeners will demonstrate known techniques which have proven successful in the poorest of growing media. The students will assimilate the knowledge and transfer the skills to their own experiments. In addition to working with the extension office, the students will also collaborate with a cooperating university to test the crops for different chemicals against commercially available potatoes to ensure safety. The lab technicians at the university will SKYPE with thee students to use the mass spectrometer to test each sample for hazardous substances which would make the samples inedible and provide much needed evidence for the students’ cases. The teacher will collaborate with the administration in all agencies and the university to arrange for the partnerships. The teacher will also collaborate with other science teachers to draw on their experiences with farming techniques and crop information. The resident science teacher (department chair) has extensive knowledge with growing vegetables and will be able to help judge student work against the rubric; she will also be able to impart knowledge to students who are unsure about the experimental design and procedures for this assessment.
6. Objectives, Assessment, and Instruction:
Resources:
Instruction Sheet for Martian Soil Potato Experiment Scenario: Since the birth of our Solar System, Earth has undergone many changes in a natural rhythm or pattern; this pattern has evolved the surface and climate to what it is now. For Humans have arrived on the surface some 2500 years ago and have single handedly set into motion changes to Earth’s environment that should not have happened for thousands of years. The ingenuity of man to use fossil fuels as a means to change their living conditions has never been seen before; the product of using these fuels are gasses that have been stored away millennia ago, deep in Earth’s crust. These gasses [methane and carbon dioxide] are the very same that have caused Earth’s climate to change from one extreme to another. In relatively small quantities, Earth has been able to absorb them, but man has undone this in the span of 2500 years. Earth cannot keep pace with human behavior and is unable to sustain human life in its current form. With a mysterious planet on a collision course with Earth and a changing climate that will soon be too cold or too hot to sustain human life, we have no other recourse but to leave our home planet in search of another. Prompt: In the movie “The Martian,” Mark Watney has been stranded on the planet Mars with very limited amounts of supplies and food (Scott, 2015). Mark is forced to make a decision, starve to death or grow food while he waits for a rescue mission. There is a scene in the movie where Mark Watney tries to grow potatoes in the Martian soil. Is this possible or did Hollywood put a positive spin on a bleak situation? Using Martian soil, test the movie’s claim that potatoes can be grown in this type of soil and if they are safe to eat. Supplies needed: seed potatoes, Martian soil substitute, hand shovel, black plastic sheet, clear plastic sheet, soil, fertilizer, raised bed frame, garbage bags, graduated cylinder, thermometer, hygrometer, computer with internet access Instructions: 1.Test the claim given in the movie by conducting your own experiment using Martian soil and choosing a current farming techniques to grow potatoes. Select your potato variety from the following: Yukon Gold Idaho Russet Red Bliss Select your farming technique from the following: Raised bed Garbage bag Direct ground 2. Complete the lab report template for Martian Soil Potato Experiment and submit for approval before you begin. 3. Create web blog and update through pictures, captions, and growth progress, every day until end of lab. Submit updates to website and notify the teacher every time. Comment on two other students blog. 4. Get the needed supplies and construct “the Hab” growing chamber on the site location of your choosing A B C Select your growing site A = next to school gym B = next to 6th grade hallway C = next to the band room
5. Sow the seed potatoes in both soils, cover with soil, water with 20 mL of water, and observe their progress daily. When you make observations, take care not to keep the plastic off for more than two minutes. 6. Provide a measured amount of water, as needed on a daily basis. 7. Harvest potatoes at the end of growing time. Measure harvest by weight and size of potatoes. 8. Observe the differences between the control experiment and the potatoes grown in the Martian soil. 9. Submit samples to university for spectral analysis to test potatoes for human consumption. 10. Submit lab report with final conclusion and update web blog.
Student Blog Entry: HARVEST DAY After 120 days, it is time for us to check the potatoes. Throughout the experiment, the potato plants showed promising growth in the Martian soil when compared to the soil control from Earth. After digging up the potatoes, there is a considerable size difference, not to mention a color difference. Upon initial inspection, the color of the potatoes has seemed to take a reddish color similar to sweet potatoes. The skin is very similar to the control potatoes in texture and tuber development. Aside from the color and size differences, the potatoes grown in the Martian soil are comparable in yield, for each plant there are approximately ten to twelve potatoes per plant. The gross weight of each plant with tubers is approximately 8.77 pounds and each tuber measuring about 5 inches in diameter. The hypothesis of the experiment was to challenge the claim that a potato crop could be grown in Martian soil as claimed in the movie “The Martian,” by duplicating the growing conditions. The initial results suggest that the potatoes can be grown in Martian soil, pending a spectral analysis report from the cooperating university. The Yukon Gold potato was suggested by the Agriculture Extension Office from University of Kentucky as the species for this experiment, others were considered and were tested by other student experiments in another class; a link for other students’ results will be posted as they become available. In the article Potatoes by Kaiser and Ernst (2011), potatoes are very easy to grow and very tolerant of different soil types, so I tested it in a Martian Soil substitute. 
In this photograph, the potatoes have been dug up from the Martian soil sample. The skin of the potatoes is red! The species of the potato plant chosen for this experiment was the Yukon Gold potato for its flavor and smooth texture. The Yukon Gold variety is aptly named for its yellowish color. The smoothness of the skin is indicative of its species yet its color is drastically different! After digging up another variety of potatoes grown in the Martian soil, we could tell that color change is normal. The color of the soil changes the skin color of the tuber but did not affect the plant color. The potato will need to go through further testing at the university to determine if it “safe” to eat. 
After digging up the potatoes, I prepared the sample for testing and sent it off to University of Louisville. The chemistry department at the University agreed to test the experimental and the control potatoes using the mass spectrometer. I hope to hear positive results from our experiment and to try different vegetables. The waiting for results will be very difficult! 
Sample Work Rubric ScoreContent Objective 
Sample Work Rubric ScoreTechnology Objective 
ReferencesDepartment of Chemistry, University of Louisville. (n.d.). Department of Chemistry, Facilities, Mass Spectrometer. Retrieved from University of Louisville: https://louisville.edu/chemistry/facilities/ms This resource is used for information regarding collaboration with a university to conduct a spectral analysis of the potato samples. The department of chemistry may be able to provide services, if contacted early in the school year to arrange for tests to be conducted by graduate students. Hall, D. (2016, June 28). 7 Ways to grow Potatoes. Retrieved from Rodales Organic Life: http://www.rodalesorganiclife.com/garden/7-ways-grow-potatoes/slide/2 This slide show highlights the different farming techniques used to grow potatoes. Each picture contains a brief introduction to the technique and how it is supposed to work. Students will select one farming technique to use as the basis for their experiment. International Society for Technology in Education. (2016). The ISTE National Educational Technology Standards (NETS•S) and Performance Indicators for Students. Retrieved from Sharonn's Page T.I. Resources Site for S.M.S.D. Teachers: http://www.smsd.us/webpages/swilliams/files/NETS_for_Students_2007_Standards1.pdf This resource is the technology standards for middle school students set by the ISTE council and details what each grade level should be able to do. I was able to connect the students assessment with standards and make the learning experience relevant and justifiable for the principal. Kaiser, C., & Ernst, M. (2011, February). Potatoes. Retrieved from University of Kentucky COOPERATIVE EXTENSION SERVICE: https://www.uky.edu/Ag/NewCrops/introsheets/potatoes.pdf This document is a brief about the different varieties of potatoes and how to care for them. Contained in the document is information about how to plant them, care for them, and to harvest the potatoes carefully. Maxwell, M. (2016). Wordpress Tips. Retrieved from Marge Maxwell's Ed Tech Blog: http://margemaxwell.x10host.com/wordpress-tips/ This website provides step by step instructions about creating and maintaining a web blog. This information is critical for students to begin and maintain their websites. The web blog is their primary communication tool with the world and their peers. Maxwell, M., Stobaugh, R., & Tassell, J. L. (2016). Real-World Learning Framework For Secondary Schools: Digital Tools and Practical Strategies for Successful Implementation. Bloomington, IN: Solution Tree Press. This book is the course text for the LME 535 course in Western Kentucky University. It contains information about the connection between Bloom's Revised Taxonomy and the CREaTe Framework for technology based assessments. The text was used to devise the content and technology objectives and to develop the student learning experience prior to it being taught. Nels, S. (2016, April 15). Russia to Join NASA in Growing Mars Potatoes? Retrieved from Clapway: http://clapway.com/2016/04/15/russia-join-nasa-mars-potatoes/ This document was used primarily for the picture of the red potatoes but can also serve as inspiration for children to conduct this experiment. Food shortage and the need to learn how to grow food in alternative soils is not just a local problem but a global one. Every country and nation are finding solutions to this problem and students can too. NGSS Lead States. (2013). Next Generation Science Standards: For States, By States (MS-LS2-3 Ecosystems: Interactions, Energy, and Dynamics). Washington, D.C. This resource is the list of standards for Science curriculum and contains useful ways to deliver and assess student learning. The standards contained on the website are based on 3 dimensional learning and offer multiple ways of teaching to the standards and offers performance expectations for every grade level. Pogostins, D., & Pogostins, Y. (2016). Potatoes. Retrieved from www.123rf.com: http://www.123rf.com/photo_10323808_potato-plant-with-tubers-digging-up-from-the-ground.html This website was used primarily for the picture but offers many other royalty free pictures that students can sort through to determine what normal potatoes should look like. This is a great repository for online pictures of potato plants and they could be used in case of emergency for online blog posts. Scott, R. (Director). (2015). The Martian [Motion Picture]. This motion picture is the inspiration for the experiment and provides insight on how the planet might look like. Students will be able to connect with the scenario they are being asked to grow potatoes in and check the Hollywood movie's claim against real world results. Woodman. (2013, March 19). Peak Prosperity's Resilient Life. Retrieved from Growing Your Own Potatoes: The basics of planting, growing, and storing potatoes: https://www.peakprosperity.com/blog/growing-your-own-potatoes/66508 This document was used to inform students about the caring and raising of a potato crop. This resources provides essential background knowledge about the characteristics of potatoes and selecting the right species.
Modified August 2016 Page LME 535 IDP Yüklə 216,87 Kb. Dostları ilə paylaş:
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
