Rachel Richards
Biology
Grades
9-12
1.
TITLE OF LESSON
This
lesson fits with the standard, “Investigation and Experimentation”.
50
minute class, over the course of 1 week
2.
CURRICULUM AREA & GRADE LEVEL
Biology
9th
& 10th Grade
3.
STUDENT INFORMATION
A.
English Language Learners
1.)
Readiness Level
5
Students are EL learners, level 3
2.)
Learning Profile
Auditory,
Kinesthetic Learners
3.)
Interest
Family,
Mexican food, Soccer
B.
Students with Special Education Needs
Students
with special needs: 2
1.)
Readiness Level
First student focuses well when sitting in the front of the class. He
takes careful notes and hasn’t needed any additional support.
Second student
has mild physical disabilities regarding movement and
speech. She needs more time to speak and to get to
class on time. She has no learning disabilities.
2.) Learning Profile
2.) Learning Profile
Both
are auditory learners and also learn by working in groups.
3.)
Interests
E.
plays the clarinet in the school band and loves playing basketball.
C.
enjoys playing sports, socializing, and playing video games.
4.
RATIONALE
A.
Enduring Understanding:
Understanding
how to apply the scientific method to solve problems is essential in helping
students develop critical thinking skills. Students will learn about the
scientific method process and how to use it to formulate hypotheses, design
experiments, and infer conclusions.
B.
Essential Questions:
1. How do scientists design experiments?
2. What are the steps of the
scientific method?
3. What is the difference between a
hypothesis and a theory?
4. How can I apply the scientific method to
real-life problems to make educated inferences?
C. Reason For Instructional Strategies & Student Activities
Rationale:
All
too often, people believe what they see and hear because it’s printed in the
media or on television. Students can be taught to ask themselves, “Is that
true?”, “Why is that true?”, and “Are there other possibilities for that
explanation?” so that as they grow into adults, they will learn how to
critically reason through real-life problems, using logic and the scientific
method. Students will be able to formulate their own hypotheses based on their
observations. Then, students will be able to design a simple, controlled
experiment based on their hypotheses. Students will also be able to distinguish
between a theory and a hypothesis.
Instructional Strategies:
Provide
content with an interactive powerpoint presentation on the scientific method. I
will employ quick writes and think-pair-share periodically throughout the
presentation to engage students and check for understanding. The process will
employ a graphic organizer of key terms for the scientific method, a scientific
method worksheet, and a quick-write and discussion about the differences
between theory and hypothesis. The final product will be a quiz on the material
learned.
5. CA CONTENT STANDARD(S)
Grade
9 & 10 Biology 11d,f,&l.
11:
Investigation and Experimentation—Scientific progress is made by asking
meaningful questions and conducting careful investigations. As a basis for
understanding this concept and addressing the content in the other four
strands, students should develop their own questions and perform
investigations.
11d:
Formulate explanations by logic and evidence.
11f:
Distinguish between hypothesis and theory as scientific terms.
11l:
Analyze situations and solve problems that require combining and applying
concepts from more than one area of science.
6. ELD STANDARD(S)
Part I: Interacting in Meaningful Ways
1. Exchanging information/ideas
2. Interacting via
written English
5. Listening actively
6. Reading/viewing
closely
11.
Justifying/arguing
Part II: Learning About How English Works
1. Understanding text structure
2. Understanding
cohesion
7.
LEARNING GOAL(S) – OBJECTIVES
(Cognitive,
Affective, Psychomotor, Language Development)
After
learning about the scientific method through a presentation, worksheet, quick-write
and discussion, and quiz, students will be able to formulate their own
hypotheses based on their observations. Then, students will be able to design a
simple, controlled experiment based on their hypotheses. Students will also be
able to distinguish between a theory and a hypothesis. (Cognitive, Language
Development. Bio Stds 11d,f,l; ELD Stds Parts I, II)
8.
ASSESSMENT(S) (Identify if your
assessments are diagnostic/entry level, formative/progress monitoring or
summative)
Entry
Level—Each student will take a short “Literacy Survey” to determine their
readiness level for reading as well as their background in biology. The teacher
will use that information to differentiate the assignment and rubrics to meet
the students’ individual needs.
Formative—The
teacher will check for understanding periodically by including questions on
slides embedded in the PowerPoint presentation. Students will do a quick write,
which I will check over for understanding. In addition, I will call on three
students randomly for each question to share their answers with the class.
Summative—Students
will complete a worksheet on the scientific method, which will be peer graded
as I go over the answers in class. Students will take a quiz at the end of the
week to assess whether they have learned the key points to the scientific
method.
9.
EXPLANATION OF DIFFERENTIATION FOR ELL & STS W/ SP ED NEEDS
A.
English Language Learners
1.)
Content/Based on Readiness, Learning Profile or Interest
All
students will create flashcards encompassing 13 words about the scientific
method, which will be posted on the Word Wall. Students will take Cornell notes
on the presentation. Students will use a graphic organizer to scaffold the key
points of the scientific method. (The vocabulary provided is part of the
content).
2.)
Process/Based on Readiness, Learning Profile or Interest
Teacher
will have students pair up to support ELLs while taking notes during the
presentation and while reading the article. Students will “think-pair-share”
with their partner.
3.)
Product/Based on Readiness, Learning Profile or Interest
Teacher
instructs students to read over their worksheet answers to themselves. Then,
they will work together with their partner to peer-teach each other. Teacher
provides students with a textbook, which includes vocab words in the glossary.
Working in pairs will help ELLs to develop their oral communication skills and
utilize peer-teaching. In addition, ELLs will have extra time to finish the
quiz, if needed.
A.
Students with Special Education Needs
1.)
Content/Based on Readiness, Learning Profile or Interest
All
students will create flashcards encompassing 13 words about the scientific
method, which will be posted on the Word Wall. Students will take Cornell notes
on the presentation. Students will use a graphic organizer to scaffold the key
points of the scientific method. (The vocabulary provided is part of the
content).
2.)
Process/Based on Readiness, Learning Profile or Interest
Teacher
will have students pair up to support Spec. ED students while taking notes
during the presentation and while reading the article. Students will
“think-pair-share” with their partner.
3.)
Product/Based on Readiness, Learning Profile or Interest
Teacher
instructs students to read over their worksheet answers to themselves. Then,
they will work together with their partner to peer-teach each other. Teacher
provides students with a textbook, which includes vocab words in the glossary. Spec.
ED students will be given additional time, if needed, to complete the quiz.
10.
INSTRUCTIONAL STRATEGIES (Describe what the teacher does. Include differentiation strategies.)
A.
Anticipatory Set/Intro (30 min)
Teacher
will present a short clip from Mythbusters that asks the question: Will a
sheriff’s badge stop a bullet? Following the video, teacher will lead a guided
discussion on how the scientific method was used. Then, using PowerPoint, teacher
will present content about the scientific method. Students will take notes,
using the Cornell format, where they will write three questions in the margin
and leave room at the bottom for a summary, which they will write as a warm-up
activity the following day. Every few slides include a question. Students will
“think-share” in response to these questions to check for understanding.
B.
Instruction/Through (30 min)
After
finishing their Cornell notes on the scientific method, teacher will guide students
in creating their own flashcards of the vocab, including: cell, analyze,
hypothesis, variable, manipulate, infer, homeostasis, theory, conclude,
stimulus, experiment, observe, and metabolism. Teacher will direct students to use
the glossary in the back of their texts as well as their partner, and/or their
iphone to look up definitions. Teacher will guide students to write definitions
in their own words. Then, students will share their definitions with the class.
In addition to the vocab flashcards, students will complete a graphic organizer
to help remember the steps in the scientific method.
C.
Guided Practice/Through
Teacher
will arrange students in pairs to complete a worksheet, composed of various,
short experiments. Teacher will guide students to identify the following:
observation, question, hypothesis, experiment, results and conclusion. They
will also identify the control, control group, independent variable,
experimental group, and dependent variable. In addition to being able to use
each other as a resource, students can use their notes. I will circulate and
provide support to those who need it.
D.
Independent Practice/Through
Teacher
will administer a 20 mulitple-choice question quiz that covers the vocab, the
scientific method, and analyzing an experiment for the controls and variables.
E.
Closure
Students
will peer grade the quizzes in class. Students will share their answers to the
class, and I will review the answers and respond to student questions.
11.
STUDENT ACTIVITIES (Describe what the students do. Include differentiation activities.)
A.
Anticipatory Set/Into
After
finishing their Cornell notes on the scientific method, students will create
flashcards of the vocab, including: cell, analyze, hypothesis, variable,
manipulate, infer, homeostasis, theory, conclude, stimulus, experiment,
observe, and metabolism. They will use the glossary in the back of their texts
as well as their partner, and/or their iPhone to look up definitions. Students
will learn how to write definitions in their own words. Then, students will
share their definitions with the class. In addition to the vocab flashcards,
students will complete a graphic organizer to help remember the steps in the
scientific method.
C.
Guided Practice/Through
Students
will work in pairs to complete a worksheet, composed of various, short
experiments. Students must identify the following: observation, question,
hypothesis, experiment, results and conclusion. They will also identify the control,
control group, independent variable, experimental group, and dependent
variable. In addition to being able to use each other as a resource, students
can use their notes. I will circulate and provide support to those who need it.
D.
Independent Practice/Through
Students
will complete a 20 mulitple-choice question quiz that covers the vocab, the
scientific method, and analyzing an experiment for the controls and variables.
E.
Closure
Students
will peer grade the quizzes in class. Students will share their answers to the
class.
12.
RESOURCES (Attach
any materials needed to implement the lesson, such as a power point
presentation, graphic organizer, reading…)
Attached
is the power point presentation, graphic organizer, worksheet, and quiz.
Single Subject Lesson Design
Rubric
Design Component
& Criteria
|
Approaching
|
Meets
(includes the criteria for Approaching)
|
Exceeds
(includes the criteria for Approaching
& Meets)
|
Title, Curriculum Area & Grade Level
5%
|
Provides a title that is
related to the lesson activity
|
&
addresses the unit it belongs to and in what curriculum area and grade
|
& describes where it
fits within a unit plan.
|
Student Information
10%
|
Identify the names of the
students that need differentiation (both ELL & Students w/ Sp Ed needs)
|
&
describe each of the students readiness level, learning profile and interests
|
& includes prior
successful differentiation strategies for each student.
|
Rationale
10%
|
Describes the rationale for
teaching this lesson (big ideas,
enduring understandings, essential questions) …
|
&
addresses how the instructional strategies and the student activities are
suited to meet the standard and objective of the lesson…
|
& explains how the
assessment is a valid and reliable way to assess student learning.
|
Standards and Objectives
20%
|
Both CA Content and ELD
Standards are identified and each is addressed in an objective that contains
a condition, verb, and criteria
|
& each
objective is labeled by the type (cognitive,
affective, psychomotor or language) and the number of the standard it
addresses
|
& identifies which of
the six facets of understanding it is designed to address.
|
Assessment
10%
|
Provides an assessment for
each objective and articulates if it is diagnostic,
entry-level, formative or summative assessment
|
&
clearly communicates to students about the expectations (rubric)
|
& provides a sample of
student work.
|
Differentiation
10%
|
Describes the students differentiation
strategy for the individual students…
|
&
labels the strategy (lesson content,
process or product) and the way it addresses the students identity and
developmental needs (readiness,
interest or learning profile)…
|
& provides how the
strategy will be assessed for effectiveness and altered if needed.
|
Instructional Strategies
15%
|
Provides an into, through and a beyond
activity for lesson…
|
&
describes in detail the steps the teacher will take to implement the lesson
and any need materials (i.e. graphic organizer, ppt, model, rubric)…
|
& provides script for
teacher and times for each activity.
|
Student Activities
15%
|
Describes what the students
will do during the into, through and beyond activity of the lesson…
|
& each
activity is student centered with multiple opportunities for the instructor
to check for understanding…
|
& provides times for
each activity.
|
Resources
5%
|
All instructional materials
needed to implement the lesson are listed/described.
|
All instructional materials
that are needed to implement the lesson are provided, such as power point,
graphic organizer, sample student work, assignment rubric, quiz...
|
& all
materials listed for the unit are listed and/or provided.
|
Self-Evaluation
(10% will be deducted
if not included)
|
Provides a copy of the
rubric with the lesson plan…
|
&
highlights or circles the evaluated criteria for each lesson component…
|
& provides evidence for
each criteria marked.
|
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