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The Great Bean Race

The Great Bean Race. Unit Portfolio Presentation Joseph Jacobs. Unit Summary.

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The Great Bean Race

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  1. The Great Bean Race Unit Portfolio Presentation Joseph Jacobs

  2. Unit Summary The Great Bean Race is on! Compete with classrooms from other regions to see which collaborative team can grow the tallest bean plant. Controlling for certain variables (including growth time and bean seeds), seven or eight teams in each classroom design and conduct a controlled bean-plant experiment to investigate ideal conditions for growth. Students synthesize bean-plant information into a newsletter that describes the project, their group bean plan, and facts about beans.

  3. Curriculum-Framing Questions • Essential Question Is conquering the impossible possible? • Unit QuestionsWhat are the perfect conditions for growing a bean plant? Why are plants important to us? • Content QuestionsWhat are the parts of a plant? What does a plant need to live? What are the functions of different plant structures? What is photosynthesis?

  4. Bean Race Project This project will help my students develop 21st century skills by: • Collaborating with peers. • Analyzing data about bean plants and drawing conclusions to answer Unit Questions • Solving problems and making decisions about their experiment. • Communicating with others in a newsletter.

  5. Gauging Student Needs Assessment • Purpose of the Assessment • To gather information about what students already know and what they wonder about growing plants. • What I want to learn from my students? • I want to find out what they already know about the Unit Questions and what they know about setting up experiments. • How I have tried to promote higher-order thinking? • I ask students to find relationships and draw conclusions about growing plants. • How the assessment information helps me and my students plan for upcoming activities in the unit? • If students have misconceptions about how to set up experiments, I can provide scaffolds. If students have different levels of understanding about the importance of plants, I can provide various resources. We will revisit this assessment throughout the unit for students to add their knowledge. • What feedback or additional ideas I’d like? • I would like help on my assessment. I think I need to elicit more higher-order thinking, but I’m not sure how.

  6. My Goals for the Course • Find ways to get my students more interested in learning science • Learn about different kinds of technology my students and I can use • Share ideas with other teachers

  7. Goals for My Students • To learn how scientists collect and think about data • To become more independent learners

  8. Request for Feedback • Places I could find a classroom in a different climate for my students to work with • Ideas for helping students take more responsibility for their own learning

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