Transcript No man [or woman] goes about a more godly purpose than he [or

No man [or woman] goes about a more godly
purpose than he [or she] who is mindful of not
only his [or her] own but of other men’s [and
women’s] children.
Socrates, 400 BC
Objectives
 Objectives should provide very specific
information on what a teacher expects to
accomplish through a learning experience.
 Objectives should focus on what students will
be able to do as a result of the learning
experience.
 Objectives do not necessarily spell out what
students do in an particular class period.
Objectives
 The term “objectives” can mean many things
to many people.
 We will use the term to denote specific,
measurable behaviors or performances. You
should be able to assess each objective.
 You may choose to abbreviate “The student
should be able to” with TSSBT.
Sample Objectives
 TSSBAT indicate the direction in which
diffusion will occur.
 TSSBAT label the following parts of a cell:
cell membrane, mitochondria,endoplasmic
reticulum, nucleus, nucleolus, centrosomes,
lysosome, golgi body, nuclear membrane,
cytoplast, and pinocytic vesicle.
More Examples
 TSSBAT discuss the social nature of science
and identify examples of how scientific
investigations have been influenced by social
concerns or needs.
 TSSBAT use batteries, wires, and bulbs to
construct both parallel and series circuits.
A Potential Pitfall
 Objectives do not necessarily describe what a
student will do in class; they describe what you want
students to gain as a result of class activities.
EX: TSSBAT build a cartesian diver using a pipette and
washers.
TSSBAT explain how a cartesian diver works.
TSSBAT discuss how the volume of air in a submersed
object affects buoyancy.
TSSBAT design a controlled experiment related to
density.
Hints for writing Objectives
 Contains an action verb.
 Written with simple terms with unambiguous
meaning.
 The verb should


Describe specific performances or behaviors.
Be observable and hence measurable
Evaluate these objectives
 TSSBAT order the steps of the Kreb Cycle.
 TSSBAT analyze the constituents of a mixture
 TSSBAT calculate molecular weight of
compounds.
 TSSBAT understand the 1st law of
thermodynamics.
 TSSBAT learn about sedimentary rocks.
Evaluate these objectives
 TSSBAT order the steps of the Kreb Cycle.
 TSSBAT analyze the constituents of a mixture
 TSSBAT calculate molecular weight of
compounds.
 TSSBAT understand the 1st law of
thermodynamics.
 TSSBAT learn about sedimentary rocks.
TSSBAT analyze the constituents
of the mixture.
 TSSBAT define the term mixture.
 TSSBAT distinguish between mixtures and
pure substances.
 TSSBAT determine the concentration of
solutes dissolved in an aqueous solution.
TSSBAT understand the 1st law of
thermodynamics.
 TSSBAT state the 1st law of thermodynamics.
 TSSBAT to solve thermodynamic problems of
the form ΔU=Q-W.
 TSSBAT to predict a system’s heat loss.
TSSBAT learn about sedimentary
rocks.
 TSSBAT describe the formation of
sedimentary rocks.
 TSSBAT identify sedimentary rocks from a
mixed sample of rocks.
 TSSBAT draw the rock cycle.
Expectations for this course
 Lesson plans should contain objectives which
describe what you seek to achieve in
delivering this particular lesson.
 You should be able to assess each objective.
 All objectives in your lesson plans will have to
be tied to specific assessments.
Objectives & Assessments
Objective
Assessment
1. TSSBAT design an
experiment to elucidate plant
responses to the environment.
1. In class activity. Students will
turn in notes on the experimental
set-up.
2. TSSBAT describe each of the
following concepts:
thigmotropism, gravitropism, and
phototropism.
2. Test item: Create a Venn
diagram for the following 3
terms: thigmotropism,
gravitropism, and phototropism.
3. Given a picture of a plant
displaying a tropism, TSSBAT
discuss a mechanism which
accounts for the observed
growth pattern.
3. Test item: (Show picture of a
plant bending towards sunlight.)
Discuss a mechanism to
account for this plant’s growth
pattern.
Lesson Plans
 Alternative Conception LP: 2/27
 Microteach LP: 4/8 & 4/15
(Meet with instructor in small groups Mar 19-23;
Groups must have a draft LP at the instructor
meeting.)
Speaking of Microteaches…
 20 minute teaching examples
 Find a partner
 Sign-up sheet
 Group appointments with instructor March 17-
21