Education Commons^™

Prokaryotic And Eukaryotic Cells (6th Grade), Samantha Bos

Understanding by Design: Complete Collection

This unit is meant to provide a concrete and hands-on approach to introducing cells and differences between prokaryotic cells (cells without a nucleus), and eukaryotic cells (cells with a nucleus). Certain organelles and their functions are introduced, although this is covered much more in depth in 7^th grade; the unit is based on the TEKS (Texas Standards).

The conclusion of the unit is a fun lab in which students practice using the scientific method as well microscopes to collect data. Students will be expected to apply their knowledge to identify the eukaryotic and prokaryotic cells provided on the slides. …

Ap Chemistry: Bonding And Intermolecular Forces (11th-12th Grade), Carrie Duesing

Understanding by Design: Complete Collection

This unit is designed for Advanced Placement Chemistry as a review and extension of topics introduced in first year chemistry. Students will review the different types of bonds and intermolecular forces to help them make predictions about the properties of materials and analyze data and draw conclusions. In class, students will utilize this information to better understand how they can predict the properties of materials and how scientific data help us understand properties and interactions of materials.

The unit culminates with an inquiry lab where students are tasked with deducing the type of bonding in a sample of a solid …

Improving Elementary Mathematics And Science Teaching And Learning: Lessons From A School-University Partnership, Patricia J. Norman, J. Nordine

Education Faculty Research

The challenges of teaching elementary mathematics and science, particularly in urban settings, have been well documented. While evidence exists that sustained professional development in mathematics and science can promote inquiry-oriented instruction and bolster student achievement, little has been written about the particular challenges associated with offering differentiated professional development through school-university partnerships. This paper examines the impact on student achievement and teacher practice when university teacher educators launched a 3-year science and mathematics professional development initiative in grades 3-5 at one of the university's elementary partner school campuses. Our intention was to create a ''constructivist'' professional learning initiative where the …