I decided on this unit as I needed to do a life science unit and the topic is very relevant. I decided to start the unit, not at the beginning of life, but in the middle, full of diseases. I still need to find a way to include poop pills (it’s a real thing, I swear). The more disgusting, the better, which is why I like teaching life science units. What do you think: do students remember disgusting or gross things better? I may change the title later, at the moment I’m tired and can’t concentrate any more on planning or thinking. I think it is sad to be doing this unit outside of school as this would be a great unit to do hands on activities with the students. I guess they can still try at home but then I’m concerned about what resources are available.
This unit relates to course 1 topics in that I tried to follow Kim Cofino’s Steps for designing a learning experience. I also thought more about how students could share their ideas for peer feedback, what an authentic audience would look like, using the design cycle more, and making this unit relevant. I didn’t think much about the tech tools that students will use, I thought more about what students will share. I need to think more about this and how to adjust my lessons to a more blended learning approach as virtual learning is extended in my area. I have to make changes, which also includes cutting back my activities due to the nature of online learning. Do you find you have to keep lessons simplified during virtual learning? I feel like I should have a million views on youtube right now because I finally have my own channel. Spoiler: it’s ALL instructional videos.
I hope students experience what it’s like to design and develop their own investigation, to give and receive feedback, to use models to show their understanding, and to explain their reasoning for success criteria and the test they use to measure the effectiveness of their product. I feel this may be too much right now, but we’ll see.