Lesson 4: Unit 3 Review and Assessment

How do plants manage their internal "water balance" in a changing world?

Homeostasis, Adhesion, Cohesion, Synthesis, Interconnections.

DCI: LS1.A (Synthesis); SEP: Developing and Using Models; CCC: Systems and System Models.

Synthesis of Information: Combining qualitative structural data with quantitative transport data to support a comprehensive claim.

(DOK 4) Students rotate through Review Stations (Vascular ID, Osmosis Storyboard, Transpiration Graphs). They then complete the Moodle performance assessment and construct the final CMap.

Smoky Mountain Haze: Relates to the Performance Assessment. Students discover that the "smoke" in the mountains is actually water vapor released by millions of trees through transpiration, which then condenses into haze.

Difficulty connecting the "pull" of transpiration at the leaves to the "osmosis" occurring at the roots.

Differentiation by Content:
Tiered Assignments: Create assignments with varying levels of difficulty to cater to students' abilities. For example, offer a basic level assignment, an intermediate level assignment, and an advanced level assignment.
Flexible Grouping: Group students based on their readiness levels or learning styles. This allows you to provide targeted instruction and support to different groups of students.
Choice Boards: Offer students a variety of activities to choose from, allowing them to select tasks that align with their interests and learning styles.
Differentiation by Process:
Scaffolded Instruction: Break down complex tasks into smaller, manageable steps to support students who need additional guidance.
Graphic Organizers: Provide students with visual tools like Venn diagrams, concept maps, and timelines to help them organize information and make connections.
Technology Integration: Utilize technology tools like simulations, online resources, and educational apps to engage students and provide alternative learning pathways.
Differentiation by Product:
Multiple Assessment Options: Offer students a variety of ways to demonstrate their understanding, such as written reports, presentations, models, or digital projects.
Student Choice: Allow students to choose the format for their final projects, giving them ownership over their learning.
Rubrics: Develop clear and specific rubrics to provide students with expectations and guidelines for their work.

Unit 3 Performance Assessment and Final Concept Map.

https://drive.google.com/drive/folders/1PiOxQRpcOiar_ZQJeLT1YrVzMKVIEjzA?usp=drive_link