Instructional Planning Guide

Grade Levels
(select all grade levels applicable)

Validity
 

The assessment measures what is intended to be measured in the content standard. Students could pass this task by truly knowing and being able to do what is asked for in the content standard.

(The rubric clearly relates to the specific content standard being covered and includes all of the skills needed to complete a quality product)
TEKS/Student Expectations:  Insert the TEKS the lesson is covering

10) Science concepts. The student knows that, at all levels of nature, living systems are found within other living systems, each with its own boundary and limits. The student is expected to:

(A) interpret the functions of systems in organisms including circulatory, digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune;

(B) compare the interrelationships of organ systems to each other and to the body as a whole

(2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to:

(A) plan and implement investigative procedures including asking questions,
(C) organize, analyze, evaluate, make inferences, and predict trends from data; and
(D) communicate valid conclusions.

(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;

(B) evaluate promotional claims that relate to biological issues such as product labeling and advertisements;

TARGETED TAKS/Department Objectives: From data and Benchmark test, what is the skill you developed.
TAKS Objectives 1 & 2

Challenge
 

The task asks students to show their “know how” on something important and challenging, not just their knowledge. (Students develop the focus of the task by building on their own experiences to determine the problem and to look for possible solutions.)
Essential Question/s or Engaging Questions
After studying the systems of the human body, students will formulate questions about the use of performance enhancing drugs by athletes and their effects on the systems such as:

1) Do all performance enhancing drugs have a negative affect on the human body?

2) How do athletes benefit from the use of such drugs?

3) Is it fair for athletes to use performance enhancing drugs?

4) Should athletic honors be taken away from athletes because of suspicion of drug use?

5) What responsibilities do athletes have towards their fans for maintaining a role model status?

6) How common is their use by high school athletes?

7) Should high school atheletes have required drug tests to test for use of performance enhancing drugs?

Feasibility

The task is worthy of the time and effort required to complete it. (The amount of time devoted to completing the task is very consistent with the complexity of the task or the embedded content standards)

Time Frame:
One week

High Level Processes
 

The task requires complex thinking skills (critical/ creative thinking, decision- making, problem solving). (Students are operating at the synthesis/ evaluation levels involving one or more complex thinking strategies (e.g., problem-solving, decision-making, scientific inquiry) involving integrated concepts and big ideas.)
Bloom's Taxonomy:
 

List or describe activities that support the selected Bloom's Level(s):
Analysis:

Students will analyze how performance enhancing drugs affect the systems of the body.

Synthesis:

Students will formulate a position about the use of performance enhancing drugs.
Students will also plan and design an awareness campaign about the use of performance enhancing drugs for the high school athletic program.

Evaluation:

Students will justify their position as they participate in a philosophical debate about performance enhancing drugs.

Pillars of Character Education:

Fairness (in Sports/Athletic Competitions)

Respect (for oneself, athletes, sports and
competition among individuals)

Responsibility (for ones actions)
Process Skills

Reliability

The assessment is likely to elicit consistent scores over time. The scores on the task will reflect true achievement of the content standard not variance in testing conditions. (The criteria are explained clearly with measurable expectations. Criteria are consistent across all dimensions, and lend themselves to self-monitoring)

Assessment(s):
Rubric Id # on RubiStar:
1383232

Rubric URL:
http://rubistar.4teachers.org/index.php?&screen=ShowRubric&rubric_id=1383232&

Create a rubric (click here). You may enter the complete URL above

Important Content
 

The task incorporates the content standard and the big ideas and essential concepts of the discipline. (The culminating task is directly related to a well- defined and articulated set of content standards and essential concepts.)

Concepts/Topics: 
Human Systems & Interactions between Systems
Drug Use and How it Affects the Body
Promotional Claims & their Validity

Authenticity

The task reflects what people might actually do in the real world- real life issues, themes, problems.
(The culminating task is relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students.)

Activities
1. Students will use technology to research and analyze performance enhancing drugs and their use by athletes worldwide.

2. Students will collaborate with local physicians and/or manufacturing companies of performance enhancing drugs about their affects on the systems of the human body.

3. Students will formulate a position about the use of performance enhancing drugs by athletes.

4. Students will justify their position as they participate in a philosophical chair debate about this issue.

5. Students will plan and implement an awareness campaign for the high school athletic program to educate fellow students about the use of performance enhancing drugs and their affects.

Clarity of Task and Assessment Criteria
 

It is clear from reading the task that the student will know exactly what they are to do to complete it, including required products and scoring criteria.  (The culminating task is clearly defined; the assessment criteria are given so that students understand the expectation of excellence throughout the process.)

Culminating Performance Task:
The culminating task has several aspects:

1) a philosophical chair debate on the topic of performance enhancing drugs and their use by athletes, in which students must justify their position as they participate in a philosophical debate by providing facts as evidence to support their position;

2) an evaluation of the philosophical chair process, in which students will state their final position after holding the debate, and justify it with at least 5 forms of evidence to support their position, as well as assess how the pillars of character education relate to the lesson and how they can be applied; and

3) the design and implementation of an awareness campaign that directly impacts fellow peers involved in the athletic program at Floresville High School.

Technology Use
 

Technology (computers, handhelds, software applications, peripherals, Internet) is used in a seamless fashion to promote student learning. (Technology use is directly connected and needed for task completion involving a broad variety of applications.)
Technology Applications /How is technology integrated into your lesson?
Possible Video Conference with experts in the field

Possible Conference Calls with experts in the field

Computer/Internet usage for research purposes, and awareness campaign design and implementation

Possible Software (students are not limited to the following list however):
MS Word
Inspiration
MS PowerPoint
Publisher
FrontPage

Technology Applications Network Click here to find many technology resources

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profile of the students

(Differentiation is clearly articulated and involves significant adjustments or alterations to the culminating task and surrounding
activities based on the interests, readiness, and learner profiles of the students.)
Differentiation:
 

Describe your method of differentiation:
Flexible Grouping: During the philosophical chair debate, students are given an opportunity to change positions/groups at anytime throughout the process as their opinion is swayed by the information presented by fellow students. Students are also allowed to select and choose to work on different aspect of the awareness campaign.

Graphic Organizers: Graphic Organizers are used for students to document their position, changes during the debate and reasons why they switched positions. They are also used to help students organize final position on the topic, as well as to plan the awareness campaign.

Interest Based Investigations: The lesson involves a topic of investigation that sparks interests. Many students have a strong interest in sports and athletes, and this topic will directly impact students here at the high school.
Differentiation Power Point