EDUC 251 Course Framework

Activity 4.4

 I’d like you to share what you believe to be the essential understandings students will uncover in your hypothetical course for your course framework project. Please share a little about your process in determining these understandings, including any challenges, or things you’ve learned in the process.

Activity 4.4-Molecules needed for Living things

The essential understandings for my biology course  course frame work are:

1.   Students will describe that large molecules in food are broken down into smaller molecules by cells to provide energy or building blocks.

2.  That cells build large molecules from smaller ones.

Large molecules and their building blocks are:

  • proteins into amino acids
  • carbohydrates,into simple sugars
  • fats into fatty acids
  • DNA into nucleotides

This understanding comes directly from the EALRS and grade level expectations or performance expectation.

Students must understand content to meet the standards.  This is one of those content standards they are to meet.

Choosing these essential learnings was difficult because it is science content- straight forward and to the point.  It will be difficult for students to uncover this content.  I think that it’s difficult because it is fact.  These components are microscopic and students can see a fatty acid or a nucleotide (building blocks) in their standard form.  But, if it can be done, I think I can do it in this learning community with the help of all of you.

Activity 6.4

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One response

  1. Hi Tanya,
    in the last blog comment (might have been in 252 blog) I responded to your point that some material isn’t in the ill-structured problem realm; my comment/version: you have to know the scales before you can improvise. Your course framework above gives me one biology version of “scales.” I can see now what you’re facing.

    My suggestion/question is something you’ve likely already thought about: what larger ill-structured problem would require that students demonstrate their understanding of/ability to apply understanding as one part of moving toward a possible solution to the problem? I think we have to embed learning of/using these processes in the larger problems. Somewhere along the line with the ill-structured problems students need to learn Perry level 5, I think) that while the problem may have many possible solutions, some solutions are better than others. So a solution that didn’t take into acount the activity of molecules wouldn’t be so good/useful as one that did.

    I’ll be curious to see what you come up with next–I’m going to be learning from that!
    Robin

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