Museum of Science and Industry Crazy Traits. Generation of Traits Lab.pdf. Generations of Traits Lab Instructions 1) Arrange 6 cups as shown below. 2) Using pom-poms to represent genes, fill the cups according to the directions below (The darker color represents the dominant gene and the lighter version of the same color represents the recessive gene.
For example, red would be dominant and pink would be recessive). Findagene. Twin + Twin = Identical? Genetics PBL Activity - Teacher Collaborate. UBP_Sample_Proposal.pdf. Urban Barcode Project.
InfectiousDiseaseProtocol.pdf. BloodTypeGeneticsProtocol.pdf. HOME - AP Biology Project Based Learning (PBL) Units. Background In Project Based Learning (PBL) students go through an extended process of inquiry in response to a complex and content-rich challenge.
For each of the 4 Big Ideas in AP Biology, a sample project is outlined that addresses many of the course Learning Objectives. High Tech High - Project Based Learning. Timeline Project Narrative Introduction to Lesson Strands The Timeline provides a general understanding of the order and timing of this Project.
However, flexibility is advised. The low tides necessary for good site surveys do not occur with the regularity of a school calendar. Phase 1: Preparing for the Work A positive and engaging introduction to the topic, focus, and work of the project will greatly increase the chances of success. Learning specific content is necessary at the start.
For suggestions regarding content introduction, see the following strands: Biology: Comparative Physiology (Strand 7) Humanities: Educational Field Trips (Strand 6), Industrial Revolution (Strand 1) In addition to content and concepts, discipline-specific practices and methodologies are reviewed prior to the first field trip. San Diego Bay Biodiversity. Teach21 Project Based Learning. Well in advance of the PBL, contact and schedule speakers and panel members and schedule the computer lab.
Use the Storyboard throughout to schedule activities, experiments, computer lab, discussions, presentations, and assessments for the project. The project is designed for one hour and 30 minute classes. Some steps may require multiple days to complete based on group’s ability and availability of technology. The teacher may want to create a student/calendar with due dates and check points. This can be done with a calendar posted in the classroom or with an online site like Google calendar. Differential instruction is embedded throughout the PBL with actual labs, virtual labs, readings, discussions, journal writing and a multimedia presentation of the group’s choice Students are given the opportunity to make many choices which allows for their interest and learning styles. Begin the PBL with the entry event letter and determine the groups. (1 day) Students download information Mineral Co. Teach21 Project Based Learning. This project may take an estimated four weeks in a block schedule.
Details for the steps listed below are provided in attached MTP (Manage the Process) documents. If it is determined during the KWL activity that students actually know information that is targeted by specific activities outlined for this PBL, those activities (or parts of the activities) may be removed from the list of teaching strategies and possibly from the Assignment Checklist. Joel E. Greengiant Learns About Peas. Teaching Notes Case teaching notes are password-protected and access to them is limited to paid subscribed instructors.
To become a paid subscriber, begin the process by registering here. Teaching notes are intended to help teachers select and adopt a case. They typically include a summary of the case, teaching objectives, information about the intended audience, details about how the case may be taught, and a list of references and resources.
Download Teaching Notes Answer Key Answer keys for the cases in our collection are password-protected and access to them is limited to paid subscribed instructors. Get Answer Key. Teach21 Project Based Learning. This project may take three/four weeks to complete.
As the school year begins, protocols for classroom behavior must be established to create a safe environment for students; teachers should model acceptable behaviors. Students should discuss, establish, and enforce norms to provide a safe environment for learning at school and cooperation in the work place. A Survey of Interests document should be given to students several days before the PBL begins, one would not share the reason for this survey in order to remove any bias from the results. The purpose of the survey is to serve as a tool for the teacher to determine the possibility of similar view points between students and for use to organize teams during the PBL.
Ideally four students should be on a team to allow for collaboration and ensure that all students can contribute to the research and final presentation. A Collaboration Rubric is used to record student group work efforts and abilities. Project Center Entry event documents. Teach21 Project Based Learning.