Team+17

Team 17
Member Names:
 * Jun Yan**
 * Jinjing Zeng**
 * Yanling Shi**

Wednesday
Design Studio: Reflect on your content and pedagogy With your Partner reflect on the following questions:

What content areas do you teach? We are doing science areas, especially in biology subject.

What content strengths do you have? We are trying to engage students to understanding all the living things on the earth, thus students would like to do a further investigation on environmental and social concerns associated with a biological continuing theme.

What content do you find difficult to teach? Firstly, my chinese students, they are suffering a big trouble, which is, biology is a subject filled with various scientific language. In this case, students without any prior knowledge about bio and language barriers, they are going to give up easily during the study. It is quite hard to me and my collegue to engage my students. And also an extra work for all Bio teacher, we have to teach english firstly, then we can teach Bio professional knowledge.

What do you consider your role to be as a teacher? Teacher in the classroom, should be a leader.

What instructional methods do you use as a teacher? Doing a perfect lesson plan firstly, and good classroom management,

What are some of the persistent problems you encounter in your instruction? Some students, they are not interested in this subject, thus, they won't put effort on it. Some students reckon this subject is pretty difficult, thus, they don't have any confidence on it.

With your partner, identify possible areas of overlap. Such as Psychology, if the object of any areas is living things, is related to biology.


 * Reflection Notes:**

Thursday
Guiding Questions I. What is the compelling question you would like your students to answer? Do you have any sub-questions to engage students? it is like an opening question which can provoke students' critical thinking. sure, we need to design and organize the sub-questions to motive student to do a further research.

II. How are new literacies featured in your compelling question?

new way to think and learn to think more.

III. How will you organize or group your students for the PBI? as a science teacher, we need to let students do the PBI as following steps: firstly, find out or discover a problem/question in science area. and then do a further research on this problem with various resource. then scaffold them to design how to solve this problem by their own first hand/ sencond hand investigation. student need to perform this investigation. after their investigation, they will analysis the result or data, through this result they will do their critical thinking on this problem. Finally students figure out the way of PBI.

IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? For our student in BRS, they need to master and understand the biological knowledge, then they can set up the problem. we have descibed the lesson we need to introduce to the students as aboved.

V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? Give them some advices and some extend information about the activity. Note them what they should pay attention to, what they may ignored but are very importent for the practical activity.

VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). VIII. What technology tools will students use in creation and sharing of their PBI product? Computer,calculators,etc.
 * Reflection Notes:**

PBI Compelling Question:
Whether transgene plants are beneficial for human beings or not?

Content:
Biology What are transgene plants? How can we insert a certain gene into the genome of plants ? Which gene can be choosen? Why do we choose this certain gene? What sorts of usage for the transgene plants? What is the potential risk of the transgene plants?

Learning Outcomes for this PBI:
1 Knowledge: get more information of transgene technology. 2 Skill: How to identify the questions and locate the information through the books and the internet? How to select and analyze the information? 3 Problem solving: To get an answer of their own and to think the relationship between the human being and nature.

Method:
1 recommend some books about the transgene plants to students. 2 recommend some websites about the transgene plants to students. 3 suggest the students to search some comments about transgene plants using search engines. 4 tell the students how to write a report. 5 students should finish a report or essay regarding the question. 6 check the reports and give the comments of the reports to student. 7 discuss the questions with the students. 8 students should revise the report. 9 encourge the students to make a PPT to present and share their ideas to the others. 10 assign the students into 2 groups according to their ideas of supporting the technology or not. Then debate.


 * Assessment:**

to evaluate students, there are two types of assessments in this project:

informal assessment: oral assessment ask students some questions regarding their project check their progress of project

formal assessment: essay and presetension about their project.

here is our rubric for essay:


 * Category || 1 || 2 || 3 || 4 ||
 * Introduction || There is no clear introduction of the main topic or structure of the paper. || The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. || The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. || The introduction is inviting, states the main topic and previews the structure of the paper. ||
 * Structure || The whole essay is lack of structure. || Part of the essay is conducted with a logical structure. || Most of the essay is conducted with a logical and well structure. || The whole essay is conducted with well structure. ||
 * Resource || All sources used for quotes and facts are credible and cited correctly. || Most sources used for quotes and facts are credible and cited correctly. || All sources used for quotes and facts are credible and most are cited correctly. || All sources used for quotes and facts are credible and cited correctly. ||
 * Conculsion || There is no clear conclusion, the paper just ends. || The conclusion is recognizable, but does not tie up several loose ends. || The conclusion is recognizable and ties up almost all the loose ends. || The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at." ||

Technology Tools Used:
1 Internet: search engine. 2 Computer: images, flash and video. 3 Lab: go to lab and do some practices if possible.