A curriculum evaluation of The Chesapeake Bay, A Problem-Based Unit
A curriculum evaluation of The Chesapeake Bay, A Problem-Based Unit (Weaver, B., Adkins, J., & College of William and Mary. (1997). The Chesapeake Bay: A problem-based unit. Dubuque, Iowa: Kendall/Hunt.)
I. Introduction This unit for the Chesapeake Bay was designed specifically for the gifted and high ability learners in middle schools. The diversity of living organisms in the Chesapeake Bay as well as human impact on its ecosystem provides an opportunity for students to identify and evaluate the real-world problems it faces. The problem-based format of the unit requires students to develop and use higher order thinking skills. Students will use information given to identify the problem. They will decide what information is needed and the resources that will help them find the answers to their questions. As student learn about and evaluate the health of the Chesapeake Bay, they will develop explore the concept of systems. This concept will not be limited to the ecosystem of the bay, but will also include political and economic systems.
II. Summary of Key Concepts, Components, and Principles Three main goals of the unit are listed in the introduction of the book.
1. To understand the concept of systems
2. To design scientific experiments necessary to solve given problems
3. To learn about aquatic ecosystems
Each main goal has several specific outcomes that clearly identify the learning intentions. The taxonomy of higher order thinking skills is stated in each outcome in a logical order. Assessments for the unit are formative and cumulative. The unit provides a set of questions for each lesson to help teachers assess students’ progress and understanding of the objectives. The unit provides educators with safety precautions, materials list, lesson flow chart, glossary of terms, and suggestions on how to tailor the unit for locations other than the Chesapeake Bay. Lesson plans are organized and formatted for easy use. Each lesson plan
I. Introduction This unit for the Chesapeake Bay was designed specifically for the gifted and high ability learners in middle schools. The diversity of living organisms in the Chesapeake Bay as well as human impact on its ecosystem provides an opportunity for students to identify and evaluate the real-world problems it faces. The problem-based format of the unit requires students to develop and use higher order thinking skills. Students will use information given to identify the problem. They will decide what information is needed and the resources that will help them find the answers to their questions. As student learn about and evaluate the health of the Chesapeake Bay, they will develop explore the concept of systems. This concept will not be limited to the ecosystem of the bay, but will also include political and economic systems.
II. Summary of Key Concepts, Components, and Principles Three main goals of the unit are listed in the introduction of the book.
1. To understand the concept of systems
2. To design scientific experiments necessary to solve given problems
3. To learn about aquatic ecosystems
Each main goal has several specific outcomes that clearly identify the learning intentions. The taxonomy of higher order thinking skills is stated in each outcome in a logical order. Assessments for the unit are formative and cumulative. The unit provides a set of questions for each lesson to help teachers assess students’ progress and understanding of the objectives. The unit provides educators with safety precautions, materials list, lesson flow chart, glossary of terms, and suggestions on how to tailor the unit for locations other than the Chesapeake Bay. Lesson plans are organized and formatted for easy use. Each lesson plan