ENTRY LEVEL CURRICULUM
PROGRAM 1
2nd .–7th. October 2011
1
Welcome
ENTRY
LEVELCURRICULUM
PROGRAM 1
Week2
(10 Min.)
2
AGENDA
10:00–10:10 AM
Welcome
10:10–10:30 AM
Starter: Real Science “Full to Overflowing “
10:30–11:45
Bloom’s Taxonomy
AM
11:45-12:00 PM
12:00-12:15 PM
12:15-1:15 PM
1: 15-1:25 PM
1:25-1:30
3
PM
Activity 2
Prayer Break
Unpacking the Curriculum Standards
Summary
Survey
Full to Over Flowing:
(20 Min.)
How do you make sure your eye drops are
the same size? Demonstration on eye
drops
4
Predict:
How many drops of water can
you place on a coin?
How many mL of water can you
place on the coin?
5
Was your prediction correct?
What standard(s) does this
activity address?
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CS: G12, G7 (1.3 & 1.4)
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Bloom’s
Taxonomy
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Benjamin Bloom
)1999-1913(
•Educational Professor at Chicago
University
•Classified educational learning
•There are increasingly subtle and
complex
educational levels to master as we
develop cognitively
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Bloom’s Taxonomy- Overview:
• Taxonomy for categorizing level of learning.
•There are six levels of knowledge according to
Benjamin Bloom et al.
•The levels are thought to build on one another.
•The higher levels of learning have to do with
brilliance and getting well educated.
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Bloom’s Taxonomy- Knowledge
• Observation and recall of information
• Knowledge of dates, events, places
• Knowledge of major ideas
• Mastery of subject matter
• Question Cues when evaluating:
list, define, tell, describe, identify,
show, label, collect, examine,
tabulate, quote, name, who, when,
where, etc.
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Bloom’s Taxonomy- Understanding
• Understanding information
• Grasp meaning
• Translate knowledge into new context
• Interpret facts, compare, contrast
• Order, group, infer causes
• Predict consequences
• Question Cues when evaluating:
summarize, describe, interpret, contrast,
predict, associate, distinguish, estimate,
differentiate, discuss, extend
13
Bloom’s Taxonomy- Application
• Use information
• Use methods, concepts, theories in
new situations
• Solve problems using required skills
or knowledge
• Question Cues when evaluating:
apply, demonstrate, calculate,
complete, illustrate, show, solve,
examine, modify, relate, change,
classify, experiment, discover
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Bloom’s Taxonomy- Analysis
• Seeing patterns
• Organization of parts
• Recognition of hidden meanings
• Identification of components
• Question Cues when evaluating:
analyze, separate, order, explain,
connect, classify, arrange, divide,
compare, select, explain, infer
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Bloom’s Taxonomy- Synthesis
• Use old ideas to create new ones
• Generalize from given facts
• Relate knowledge from several areas
• Predict, draw conclusions
• Question Cues when evaluating:
combine, integrate, modify,
rearrange, substitute, plan, create,
design, invent, what if, compose,
formulate, prepare, generalize,
rewrite
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Bloom’s Taxonomy- Evaluation
• Compare and discriminate between ideas
• Assess value of theories, presentations
• Make choices based on reasoned
argument
• Verify value of evidence
• Recognize subjectivity
• Question Cues when evaluating:
assess, decide, rank, grade, test,
measure, recommend, convince, select,
judge, explain, discriminate, support,
conclude, compare, summarize
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Activity -118
Activity -2Design Bloom’s
taxonomy tree
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Unpacking the
Curriculum Standards
According
Bloom Taxonomy
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Analyzing Standards
 Standards can be classified as
 Knowledge standards
 Application standards
 Product standards
 Standards can be deconstructed into parts.
 Standards should be interpreted in terms of what
students do.
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Activity: (5 Min.)
 Know the properties of metals and explain how
these properties make them useful.
How many parts?
(properties)
(uses)
 Know the properties of metals and explain how
these properties make them useful.
Knowledge
Application
Product
 How do students demonstrate understanding?
Answer a direct question. Fill out a chart. Identify uses. Produce a report.
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Activity -3Analyzing these
Standards?
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Biology standards
11A .9.5 -Describe the similarities and differences
between nervous and hormonal control systems in
mammals.
11A.10.2 -Differentiate between tidal volume and vital capacity of
the lungs.
12A.7.2-Know the composition of the blood and explain the roles
of red cells, plasma, haemoglobin and carbonic anhydrase in the
transportation of oxygen and carbon dioxide.
12A.9.2 Using water potential terminology, explain the
functioning of the kidney in osmoregulation and in controlling
metabolic wastes.
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Chemistry standards
10A .22.1 Understand how carbon and nitrogen
are recycled in nature and recognise that many
of our activities interfere with these processes.
11A.27.5. Define power as the rate of doing work
or converting energy and solve problems using
P = W/ t.
12A 21.6.Calculate the standard entropy
change for a reaction using absolute entropy
values and recognise and explain the impact of
changes of state on this value.
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Physics' standards
10A.26.2 Derive, from the definitions of velocity and
acceleration, equations that represent uniformly
accelerated motion in a straight line and use them to
solve problems relating to the motion of objects under
uniform acceleration
11A.30.1 Demonstrate an understanding of the
construction of capacitors and their use in electrical
circuits.
12A26.5.Apply the kinetic particle model to an ideal gas
and explain, in terms of molecular size and intermolecular
forces, how the behaviour of real gases deviates from the
ideal model at high pressures and low temperatures.
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Write journal
Full the
Evaluation
sheet
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See you next
Monday
28
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