Planificador de unidades del PAI
Título de la unidad
Profesor(es)
Asignatura y Año
Trevor Lafferty & Juan
Guillemo Velasquez
Classification and taxonomy
Biologia Grade 9, 2011
Duración
9 weeks
Primera etapa: integración de los conceptos importantes, el área de interacción y la pregunta de la unidad
Área de interacción
Concepto(s) importante(s)
¿En qué área de interacción nos centraremos? ¿Por qué elegimos esta área?
¿Cuáles son las ideas importantes? ¿Qué queremos que los alumnos
recuerden para el futuro?
AREA OF INTERACTION: Community and Service
Awareness and understanding: The student will be aware that the term community refers
not only to humans, but the wider ecosystem and that we have a responsibility to the wider
concept when considering our actions.
The student will recognise that variation exists between and within different species. This will
allow them to understand how interactions between these groups permits the process of
evolution to occur through the mechanism of natural selection.
The process of classification aids human understanding of the
world we live in.
All life on Earth is connected by a common ancestor.
Natural selection is the mechanism through which evolution
can occur.
Human interaction with the environment has caused damage
to the biodiversity of the planet.
The student will recognise that various species are currently under threat of extinction due to
different forms of environmental pressures (including, but not only human activities) to help
them understand the current ecological threat facing their country.
Action: The student will employ environmentally aware practices within their daily lives( such
as the 3 R´s programme [reduce, reuse and recycle]; use of environmentally safe materials
etc.) to contribute to environmental solutions aimed at protecting Colombia´s biodiversity.
Reflection: The student will be aware of the important role they can play in maintaining the
biodiversity of the wider community by supporting and participation in environmentally aware
campaigns.
Pregunta de la unidad
Where is my branch on the Tree of Life?
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Indicador del Logro
La actividad final que da cuenta de la pregunta de la unidad
¿Qué tareas permitirán a los alumnos responder la pregunta de la unidad?
¿Cómo demostrarán los alumnos lo que han comprendido?
¿Qué se aceptará como prueba de la comprensión ?
1. Students will complete the organizing activity to assess prior knowledge and explore the benefits for a
universal classification system.
2. Students will view a short film on Carolus Linnaeus to contextualize his life and contribution to taxonomy.
3. Students will complete a dichotomous key activity to consolidate their knowledge of the dichotomous key and
its application as a classification tool.
4. Students will complete a morphology workshop that will help to show how physical characteristics as well as
the organizational levels of the taxonomic system are categorized.
5. There will be an evaluative quiz that will require the students to apply their understanding of the Linnaean
system.
6. Students will view a video presentation on the ‘Tree of life’ to help demonstrate the concept of phylogeny.
7. The students will view a powerpoint presentation on clades and cladograms then complete a simplified version
of their own.
9. Students will complete a data analysis activity regarding species currently under threat.
10. Students will complete a research session to find an organism ‘under threat’ within Colombia and write a report
on the classification of this organism and the factors which threaten it.
11. Students will complete a piece of art (which includes taxonomic and other relevant data) of their chosen
species for inclusion on an awareness campaign aimed at highlighting the current threats to the tree of life in
Colombia.
12. Students will provide One World essay on the factors affecting biodiversity in Colombia, based on their own
research, as part of their biodiversity project.
13. Students will compete a practical which models the process of natural selection so that they may appreciate
the factors involved in the process of evolution.
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Los Objetivos
Los Objetivos generales PAI
MEN Estándares generals
Al final de la Ciclo los estudiantes debieran tener la capacidad de:
1. develop curiosity, interest and enjoyment towards science and
its methods of inquiry
2. acquire scientific knowledge and understanding
3. communicate scientific ideas, arguments and practical
experiences effectively in a variety of ways
4. develop experimental and investigative skills to design and
carry out scientific investigations and to
evaluate evidence to draw a conclusion
5. develop critical, creative and inquiring minds that pose
questions, solve problems, construct
explanations, judge arguments and make informed decisions in
scientific and other contexts
6. develop awareness of the possibilities and limitations of
science and appreciate that scientific
knowledge is evolving through collaborative activity locally and
internationally
7. appreciate the relationship between science and technology
and their role in society
8. develop awareness of the moral, ethical, social, economic,
political, cultural and environmental
implications of the practice and use of science and technology
9. observe safety rules and practices to ensure a safe working
environment during scientific activities
10. engender an awareness of the need for and the value of
effective collaboration during scientific activities.
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•Explico condiciones de cambio y conservación en diversos
sistemas, teniendo en cuenta transferencia y transporte de
energía y su interacción con la materia.
•Utilizo modelos biológicos, físicos y químicos para explicar
la transformación y conservación de la energía.
•Identifico aplicaciones de diferentes modelos biológicos,
químicos y físicos en procesos industriales y en el desarrollo
tecnológico; analizo críticamente las implicaciones de sus
usos.
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Los Objetivos specifícos PAI
MEN Estándares básicos
Al final de la Trimestre los estudiantes debieran tener la capacidad de:
Criteria A: One World
• describe and discuss ways in which science is applied and
used to solve local and global issues such as how species
classification systems aid in the recording of biodiversity and
help us to follow how ´human´ interaction with the
environment can help or hinder.
•Indago sobre un avance tecnológico en medicina y explico el
uso de las ciencias naturales en su desarrollo.
• describe and evaluate the benefits and limitations of
taxonomy and classification and their effect on life and
society.
• discuss how taxonomy and classification and their
applications interact with social, economic, political,
environmental, cultural and ethical factors such as definitions
and policies regarding endangered species and habitats.
Criteria B: Communication in Science
• discuss how taxonomy and classification and their
applications interact with social, economic, political,
environmental, cultural and ethical factors: such as
Colombian endangered species, Japanese whaling practices
• Identifico y uso adecuadamente el lenguaje propio de las
ciencias.
• Comunico el proceso de indagación y los resultados,
utilizando gráficas, tablas, ecuaciones aritméticas y
algebraicas.
• communicate scientific information using appropriate modes
of communication- creating a school education campaign on
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• Describo procesos físicos y químicos de la contaminación
atmosférica.
Colombian endangered species
• present scientific information in a variety of formats,
acknowledging sources as appropriate.
• demonstrate honesty when handling data and information,
acknowledging sources as appropriate in the cumulative
project and one world assignments.
Criteria C: Knowledge and Understanding of Sciences
• Propongo alternativas de clasificación de algunos
organismos de difícil ubicación taxonómica.
• recognize and recall scientific information in the end of unit
• Identifico criterios para clasificar individuos dentro de una
assessment test
misma especie.
• Comparo sistemas de órganos de diferentes grupos
• explain and apply scientific information to solve problems in taxonómicos.
familiar and unfamiliar situations such as the microscope
• Comparo y explico los sistemas de defensa y ataque de
activity, cladogram design tree and dichotomous key
algunos animales y plantas en el aspecto morfológico y
fisiológico.
• analyse scientific information by identifying relationships in
• Formulo hipótesis acerca del origen y evolución de un
cladograms, dichotomous key and phylogenic trees
grupo de organismos.
• Establezco relaciones entre el clima en las diferentes eras
• discuss and evaluate scientific information from different
geológicas y las adaptaciones de los seres vivos.
sources (Internet, newspaper articles, television, scientific texts •Propongo explicaciones sobre la diversidad biológica
and publications) and assess its credibility while evaluating
teniendo en cuenta el movimiento de placas tectónicas y las
statistical data on endangerment species.
características climáticas.
• Comparo diferentes teorías sobre el origen de las especies.
• Establezco las adaptaciones de algunos seres vivos en
ecosistemas de Colombia.
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•Formulo hipótesis sobre las causas de extinción de un
grupo taxonómico.
Criterion D: Scientific Enquiry
• Observo fenómenos específicos.
● Defines the purpose of the investigation, formulates a
feasible hypothesis and explains the hypothesis using specific
reasoning.
• Formulo preguntas específicas sobre una observación,
sobre una experiencia o sobre las aplicaciones de teorías
científicas.
● Identifies the specific variables and explains how to
manipulate them.
• Formulo hipótesis, con base en el conocimiento cotidiano,
teorías y modelos científicos.
● Evaluates the method commenting on its reliability and/or
validity.
● Suggests improvements to the method and makes
suggestions for further inquiry where relevant.
• Identifico y verifico condiciones que influyen en los
resultados de un experimento y que pueden permanecer
constantes o cambiar (variables).
● Designs scientific investigations complete with variables,
controls, materials and equipment required, a complete
method, data tables and suggestions for analysis.
Criteria E: Processing Data
• Propongo modelos para predecir los resultados de mis
experimentos.
• Registro mis resultados en forma organizada y sin
alteración alguna.
• collect and record data using appropriate units of
measurement,
• Registro mis observaciones y resultados utilizando
esquemas, gráficos y tablas.
• Utilizo las matemáticas como herramienta para modelar,
analizar y presentar datos.
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• organize and transform data into numerical and
diagrammatic forms, including mathematical calculations and
visual representation (tables, graphs and charts),
• Realizo mediciones con instrumentos adecuados a las
características y magnitudes de los objetos de estudio y las
expreso en las unidades correspondientes.
• Interpreto los resultados teniendo en cuenta el orden de
magnitud del error experimental.
• Establezco diferencias entre descripción, explicación y
evidencia.
• Establezco relaciones causales y multi-causales entre los
datos recopilados.
Criteria F: Attitudes in Science
• Escucho activamente a mis compañeros y compañeras,
reconozco otros puntos de vista, los comparo con los míos y
puedo modificar lo que pienso ante argumentos mas sólidos.
• carry out scientific investigations using materials and
techniques safely and skilfully.
• Reconozco y acepto el escepticismo de mis compañeros y
compañeras ante la información que presento.
• work effectively as members of a team, collaborating,
acknowledging and supporting others as well as ensuring a safe
working environment.
• Cumplo mi función cuando trabajo en grupo y respeto las
funciones de las demás personas.
• show respect for themselves and others, and deal responsibly
•Me informo para participar en debates sobre temas de interés
with the living and non-living environment as reflected
general en ciencias.
through their cumulative project and classroom behaviour
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Segunda etapa: Diseño de planificación inversa: de la evaluación a las actividades de aprendizaje a través de la indagación
Contenidos/Logros
¿Qué conocimientos y habilidades (indicadas en la descripción del curso) se utilizarán para permitir a los alumnos responder la pregunta de la unidad?
Knowledge of what constitutes a community.
Knowledge of how classification aids our understanding of the world around us.
Knowledge of the Linnaean system of classification.
The ability to use the Linnaean system to properly classify an organism and locate its position on the phylogenic tree of life.
The ability to research and communicate effectively on the extent of the biodiversity that exists within their country.
The ability to research and communicate effectively on the different mining techniques currently being used within Colombia
that can affect the ecosystems and biodiversity present.
Experiencias de aprendizaje
Estrategias de enseñanza
¿Cómo sabrán los alumnos lo que se espera de ellos
¿Qué variedad de metodologías de enseñanza emplearemos?
1.
Students will receive class and unit specific
objectives to inform them of the aims of the unit. A
summary of the unit goals and tasks will be provided
during lesson 1.
2.
Students will receive rubrics for each assessment
that must be completed. Workshops with exemplars
will be provided for activities in class.
3.
The students will complete individual research and
guided learning activities to help them develop the
knowledge needed. Practical skills will be developed
through experimental investigations and kinaesthetic
classroom activities.
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1. Formative assessment will be provided through
the duration of the unit. Students will have the
opportunity to review each other’s work. Review
questions will be used at the beginning of each
class to highlight the achieved learning objectives
from previous lessons.
2. Teaching methodologies that will be employed
during this unit: Differentiation will be achieved
through use of Visual, Oral, Kinaesthetic, and
Auditory based learning activities. Students who
demonstrate less ability in the unit will receive
some exemplar worksheets and have the
opportunity to work with students of higher ability
to help them proceed. Those higher level students
will benefit from teaching the topic to consolidate
their knowledge of concepts.
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¿Tienen los alumnos suficientes conocimientos previos? ¿Cómo lo sabremos?
¿Qué estrategias planeado conjuntos serán usados?
Prior knowledge will be assessed through an open discussion
on classification followed up by a brainstorming session on the
ways in which we interact with the world around us.
At present no other department will be involved though
suggestions have been made to include CAS.
¿Qué debemos prever para los alumnos cuya lengua materna no es la lengua de
instrucción?
Language difficulties will be addressed through use of a
vocabulary list that must be completed for each unit.
Each student will be responsible for completing at least
one definition and must have the glossary completed for
the end of the unit. Help from higher ability students and
clarification of terms and concepts from the class
teacher during lessons will also be available.
4. ¿Qué debemos prever para los alumnos con necesidades educativas especiales?
Those with special educational needs will have the
opportunity to work with students of a higher ability level
that will allow them a more directed learning experience.
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Las actividades propuestas
Ciclo
Fecha
Las actividades de aprendizaje y/o tareas de evaluación
1
Introduction to curriculum, grading system, document layout
etc
1
Método de
diferenciación
Estrategia de
evaluación
Teacher led
Oral assessment
Notebook review
The scientific method worksheet
Scaffolding &
Guided Practice
Notebook review
1
USING A MICROSCOPE ACTIVITY
Scaffolding &
Guided Practice
Skill Demonstration
2
CLASSIFICATION. Histrory of… Linnaean system.
Flexible grouping
Peer review
La
herramienta
de evaluación
Criterios
Rubric
F
Oral assessment
2
DICHOTOMOUS KEY- CREEPY CRITTERS ACTIVITY
Flexible grouping
Notebook review
Skill demonstration
2
ANIMAL CHARACTERISTICS- MORPHOLOGY OF ATTACK
AND DEFENSE
I search
3
ANIMAL CHARACTERISTICS POSTER
Assessment
Written report
3
ANIMAL CHARACTERISTICS POSTER
Assessment
Written report
Rubric
AB
3
CLASSIFICATION ASSESSMENT QUIZ
Assessment
Written report
Rubric
C
4
CLADOGRAMS and PHYLOGENY
Teacher led
Oral assessment
Notebook review
4
MAKING CLADOGRAMS ACTIVITY
Assessment
Written report
Rubric
CE
4
THREATS TO THE BIOSPHERE
Interest centres
Oral assessment
Notebook review
Peer review
Notebook review
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Fecha
5
DATA ANALYSIS WORKSHOP
Assessment
5
BIODIVERSITY PROJECT INTRODUCTION AND
RESEARCH
I Search
Notebook review
5
BIODIVERSITY PROJECT
I Search
Noteboook review
6
BIODIVERISTY PROJECT
I Search
Assessment
6
ONE WORLD ESSAY GOLD MINING THREAT TO
BIODIVERSITY
RAFT Assessment
6
THEORIES OF CREATION
7
EVIDENCE FOR EVOLUTION
7
Cubing
Written report
Rubric
E
Written report
Rubric
ABCD
Written report
Rubric
AB
Rubric
CEF
Peer review
Webquest
Notebook review
CHARLES DARWIN AND RUSSELL WALLACE
Teacher led
Oral assessment
Notebook review
7
THE MECHANISM OF EVOLUTION- NATURAL
SELECTION
Teacher led
Flexible grouping
Oral assessment
Notebook review
8
THE MECHANISM OF EVOLUTION- NATURAL
SELECTION
Multiple
Intelligences
Notebook review
8
THE PEPPERED MOTHS PRACTICAL
Assessment
Written report
8
PEPPERED MOTHS ANALYSIS
Assessment
Written report
9
ALLOACTED TIME/ revision
9
ALLOCATED TIME/ revision
9
ALLOCATED TIME/ revision
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Recursos
¿Con qué recursos contamos?
¿Cómo se utilizarán los recursos que ofrece el aula, el entorno local y/o la comunidad para facilitar las experiencias de los alumnos durante el desarrollo de la unidad?
Video beam within the classroom will be used extensively to provide introductory animations, powerpoints etc for the students.
At present there appears to be no adequate textbook for this grade level (the previous text Nelson Science was observed to be of limited use for the students in their inquiries). As
such, a limited number of books will be made available for use within the classroom as a resource corner. The students will be encouraged to bring articles relating to the studied topic
that they may find in newspapers, magazines etc. during the unit.
There is no class computer,so a research station containing animations, weblinks, videos and word documents that have been collected will not be availbale to the students directly
during the period. Instead they may be available to those students that request them and have a USB.
Biblioteca
¿Cómo utilizará la biblioteca para ayudar la investigación?
Sala de computadores
¿Cómo utilizará los computadores para ayudar la investigación?
Research may be done for the One World assessment in the library.
The final project will require substantial research also and the library can be
reserved for one of their research classes.
Web quests will be performed in the computer room as will research based
lesson wherein the students will need to find information for their final project.
A wiki page will be established that will alow the students to download the
required reading materilas and assessment rubrics for the unit.
Proceso continuo de reflexión y evaluación
Lleve un registro continuo de este proceso y plantéese las siguientes preguntas. Se ofrecen otras preguntas de estímulo al final de la sección que trata la planificación
de las unidades de trabajo de la publicación El Programa de los Años Intermedios: de los principios a la práctica.
Alumnos y profesores
¿Qué nos pareció interesante? ¿Se planteó algún desafío para nuestras habilidades y conocimientos relacionados con la disciplina?
¿Qué indagaciones surgieron como consecuencia del aprendizaje? ¿Surgieron actividades adicionales? ¿Cuáles?
¿Cómo llevamos a cabo la reflexión, tanto sobre la unidad como sobre nuestro propio aprendizaje?
¿Qué atributos del perfil de la comunidad de aprendizaje del IB se fomentaron mediante esta unidad? ¿Qué oportunidades hubo para la acción iniciada por los alumnos?
Posibles conexiones
¿Qué resultados se obtuvieron mediante la colaboración con otros profesores del mismo grupo de asignaturas y de otros grupos de asignaturas?
¿Qué aprendizaje interdisciplinario se logró o se podría lograr mediante la colaboración con otras asignaturas?
Evaluación
¿Los alumnos pudieron demostrar su aprendizaje?
¿De qué modo permitieron las tareas de evaluación que los alumnos demostraran la medida en que alcanzaron los objetivos de aprendizaje determinados para esta unidad? ¿Cómo me aseguré de que los
alumnos tuvieran la oportunidad de alcanzar todos los niveles de logro de los distintos criterios de evaluación?
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¿Estamos preparados para continuar a la etapa siguiente?
Obtención de información
¿Cómo decidimos qué información deseábamos obtener? ¿Resultó de utilidad?
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