Macromolecule Quiz

Using the visual examples students experimented with in a lab students will need to identify the macromolecule using appropriate vocabulary in complete sentences.

Example:

What macromolecule is this and what is its monomer?
(hold up bread, oil, and egg for each of 3 questions)

Rubric

1: Wrote a macromolecule (not the correct one).
2: Wrote macromolecule correctly but no monomer.
3: Wrote macromolecule and monomer (monomer wrong).
4: Wrote correct macromolecule and monomer but with wrong spelling.
5: Wrote correct macromolecule and correct monomer with correct spelling.

Initial Data for Macromolecules:
Teacher
Advanced
Proficient
Partially Proficient
Non Proficient
Olson
24
64
20
3
Funk
56
20
24
2
Bell
75
60
15
3
Percent
42%
39%
16%
3%

Performance Behaviors
  • Pefect spelling & Answers
  • Answers writting in correct columns.
Inferences
  • Students had notes
  • Students could remember lab from day before
  • Students listened to direction.
Obstacles
  • Students wrote in wrong boxes
  • Students were flip flopping monomers and macromolecules.
Inferences
  • May have been some instructional error
  • Students have trouble determining the difference between macromolecule and monomer.
  • Students forgot notes
  • Students were distracted


Smart Goal:
The percentage of biology students scoring proficient or higher in macromolecules will increase from 81% to 95% by the end of September as measured by the unit assessment administered on September 24th.


Instructional:
1. Graphic Organizers
2. Guided Notes
3. Word Wall

Resources: Proceses:
1. Construction Material 1. Cut and Paste Activity
2. Powerpoint Notes 2. Quiz
3. Paper
4. Time
5. Scissors


IF the teacher is explicit in instruction THEN the percentage of students proficient or above will increase.

IF...teacher behaviors THEN...student behaviors
1. Good classroom management (redirecting students, participation mandatory) 1. Will be better listeners (not distracted, quietly working)
2. Models behavior and expectations 2. Will complete their tasks
3. Explicitly models instruction 3. Will comprehend material (writing inside the box not outside)


UNIT 3 SMART GOALS

The percentage of biology students scoring proficient or higher in Ecology will increase from 25% to 45% by the beginning of December as measured by comprehensive quiz administered on December 3rd.
FINAL DATA
Teacher
Advanced
Proficient
Partially Proficient
Non Proficient
Olson
77
51
10
7
Funk
80
44
12
4
Bell
102
70
19
5
Percent
54%
34%
8.5%
3.5%


Instructional Strategies:

1. Continue with Graphic Organizers DIFFERENTIATE for 3 levels
2. Assign students to WIN program when work is missing
3. Add more labs!
4. TDA for vocab. emphasis and writing and using.
5. Increasing riggor

UNIT 4-5 SMART GOALS

The percentage of biology students scoring proficient or higher in DNA Structure and Replication will increase from 17% to 60% by March 2nd as measured by a summative assessment given as a quiz on February 25th.
Pre-Assessment Data
Teacher
Advanced
Proficient
Partially Proficient
Non Proficient
Olson
8
36
100
4
Funk
4
12
116
12
Bell
10
30
192
60
Percent
3.8%
13%
70%
13.2%


If teacher models chunking the text, then students will be better able to chunck out text
If teacher uses student friendly text and language, then students will be able to better access text
If teacher relates text to background knowledge & real world examples, then students will be able to better connect and be energized about text.

Post-Assessment Data


Teacher
Advanced
Proficient
Partially Proficient
Non Proficient
Olson
56
28
36
24
Funk
56
32
28
12
Bell
60
45
40
35
Percent
38%
23%
23%
16%