Buffy

Weather Unit Plan--Authentic Learning What: Develop an authentic task for the unit you are writing Why: Development of a task that will enable students to meet standards expectations and transfer it into practice. How/Where: Using the authentic task development guidelines, make revisions to your unit plan. Begin clarifying your task that is authentic in nature to guide learning outcomes and your unit summary. Extend: How could authentic task be aligned to other units or content standards?

Authentic Learning:

I will try do more authentic learning activities by incorporating more real world questions and how it relates to the basic fundamental concepts of our science units. For example, How does pollution of Earth's resources link to the question of "Is there Life out there beyond Earth"? This will go with our astronomy unit.

It will require students to make connections between topics that seem to not be related at all.

Students will start to think more for themselves and become more of researchers and collaborators instead of vocabulary note taking experts.

This authentic learning questioning technique will encourage students to think out-side-of-the-box, create their own questions based off the first leading questions, and use prior knowledge to create possible solutions to real-world problems.

Buffy's journey... as edited by Charlie and Jason, My classroom taxonomy includes the following higher-order thinking skills: 1. Recalling 2. Understanding 3. Analyzing 4. Evaluating 5. Creating 6. Inferring 7. Collecting/Displaying 8. Critiqueing 9. Persisting 10. Managing Impulsivity 11. Metacognition 12. Applying past knowledge 13. Thinking/Communicating with clarity and precision 14. Listening 15. Thinking Flexibly 16. Striving for accuracy 17. Questions and problem posing 18. Gathering dat through all senses 19. Creating, imagining, and innovating 20. Responding with awe 21. Taking responsible risks 22. Thinking interdependently 23. Remaining open to continuous learning

Many of these thinking skills will be needed for an upcoming lesson on diseases. Students will have to create a brochure about a disease. The brochure will cover the cause, symptoms, type of disease, prevention methods, know cure, and hypothesized cure. Students will be taught the basic terminology about diseases first in order to help them start the project.