Science Standards and Backwards Mapping

Beginning with the end in mind

"To begin with the end in mind means to start with a clear understanding of your destination. It means to know where're you going so that you are better understand where you are now so that the steps you take are always in the right direction."  

Stephen Covey, The Seven habits of highly effective people.

Let's start talking about what do Backward Mapping means and its importance;

Backward Mapping is a framework used to improve curriculum design in order to develop and deepen student's understanding; without building courses "backward" from key tasks, big ideas and performance standards, there are no clear priorities.

By thinking of the assessment upfront, we ensure greater alignment of our goals and therefore teaching is focused on:

1. The desired results

2. Determine acceptable evidence

3. Plan learning experiences and instructions

The standards that I have used in my Unpacking standards and Backward mapping are The American Education Reaches Out (AERO) Common Core Plus standards and Next Generation Science Standards (NGSS)  to assist in the implementation of the new science standards and to aid in the development of the new science curriculum framework. 

Using organizational tools such as Rubicon Atlas in order vertically and horizontally arrange curriculum; which has helped me in separating it into its components; the standards, Objectives, assessments and activities.

You can find more information here about the Framework for K–12 Science Education using NGSS. 

Standard: Develop and use a model to illustrate, compare and explain the different cell structures and provide specific functions. 

Why I chose this standard for developing DNA structure and Replication Unit?

Using models in experimental contexts to practice science; models are tools to find out about the causal relations that hold between certain facts or processes and it is these relations that do the explanatory.
This standard supporting students as they develop the required skills, understandings, and mindsets to ensure that students are engaged, motivated to keep on, and developing key skills.

Proficiencies that indicate what students will be able to do or should achieve to meet the standard when they finish this unit:

• Apply and use cell model effectively by collaborating with other peers 

Explain that all organisms are composed of cells, and that many organisms are single- celled (unicellular), (e.g., bacteria, yeast). In these single- celled organisms, one cell must carry out all of the basic functions of life.

Observe and describe (e.g., drawing, labeling) individual cells as seen through a microscope targeting cell membrane, cell wall, nucleus, and chloroplasts.

Compare and contrast plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, cytoplasm, chloroplasts, mitochondria , vacuoles).

Explain the functions of the cell (e.g., growth, metabolism, reproduction, photosynthes is, response).

Explain that within cells, many of the basic functions of organisms (e.g., extracting energy from food and getting rid of waste) are carried out. The way in which cells function is similar in all living organisms.

Assessments that will help to know if students are meeting the standard:

1. Cell Tour Performance Test Exhibition:

Utilizing the classroom cell model (the model utilizes the entire area of the classroom) and serves as a tour guide to the room-cell model

2. Cell Movie Trailer Dramatization: 

Students are assigned 3-4 cellular structures which they use to make a movie trailer for the "The Really Big Cell Movie!"

3. Cell Structure Quiz:

Written quiz on 2-3 cellular structures

4. Chapter Multipass Homework:

Multipass notes for chapter 3 including written summaries of the sections.

5. Chapter Multiple Choice Test:

Multiple choice test on cell structures and functions

6. Chapter Free-Response Test; Written Test:

A written and diagramming test on cells, cellular structures and their functions.

Learning experiences or activities to be used to help students meet the standard

1) Students read the Chapter and take Multipass notes for the entire chapter.

2) Classroom Cell Model Assignment: Students diagram, label, and explain the functions of the different cell structures using the Classroom Cell Model and the textbook.

3) Cell Movie Trailer: Students work in pairs creating a Cell Movie trailer using 2-3 cell structures that they are assigned.

4) Cell Microscope Lab: Students observe cells and single celled organisms using a microscope; diagramming the cells and visible cellular structures.

5) Students collaborate with peers and share their scientific ideas through group work.

AERO(NGSS) provide learning opportunities which encourage students to use their imagination and to investigate and actively and explore or apply their learning in real world context.

What I believe that this backward mapping help us to get students more deeply interested in courses/units, more involved, more engaged and help teachers create courses and units that are focused on the goal (learning) rather than the process (teaching).

Using Standards Backward mapping to find innovative effective ways of engaging students in the unit by using strategies to foster critical thinking, reflection and creative thinking developing skills such as problem solving, team work and communication.  

References:
1. The Backwards Design by Jaime Espinosa. Retrieved from
http://www.slideshare.net/jaimeo/the-backwarddesign on December 6,2016.

2. AERO Next Generation Science Standards Progressions by Performance Expectations. Retrieved from  http://www.projectaero.org/aero_standards/science-standards/2016-Science/Progressions.pdf on December 6,2016.

3. Rubicon Atlas, Honors Biology. AERO Standards and NGSS. Retrieved from https://www.google.com/urlq=https%3A%2F%2Faisjed.rubiconatlas.org%2FAtlas%2FBrowse%2FView%2FMap%3FBackLink%3D4958%26CurriculumMapID%3D685%26YearID%3D   on December 5,2016































References:
1. The Backwards Design by Jaime Espinosa. Retrieved from
http://www.slideshare.net/jaimeo/the-backwarddesign on December 7,2016.
2.