CURRICULUM GUIDE
Nicole Loomis
SED 720 ñ Spring 2003
ARTICLE REVIEWS
Article #1: Osborne, Jonathan. Science
Without Literacy: a ship without a sail? Cambridge Journal of Education,
Jun2002, Vol. 32 Issue 2, p203, 16p
Summary: Reading, writing, and
argument are central to the conception of science. People interact with science
through texts, newspaper and news reports, and published journal articles. The
focus on activities in the science classroom is based on proving existing
theorems, and can actually weaken studentsí conception of science if these
experiments fail. Science is a discourse with extensive vocabulary, and
students should be educated in constructing meaning around these words and
concepts. The current system fails to create a majority of critical consumers
of science, thus students should focus on reading, writing, and critical
analysis of science.
Significance: Osborne calls for reform
of the current science curriculum - a shift in paradigm from teaching based on
activities with ìrightî outcomes to teaching based on text, vocabulary,
discourse, and critical analysis.
Literacy Connection: This
article connects science to basic and academic literacy, recommending that
science teachers decrease their reliance on activities with predicted outcomes
and increasing interaction between students and the text or other scientific
documents. Science is described as a set of discourses in which students must
navigate meaning of both new words and familiar words with new meanings.Ý
Article #2: Fradd, Sandra-H.; Lee, Okhee; Sutman,
Francis-X.; Saxton, M. Kim. Promoting Science Literacy with English Language
Learners through Instructional Materials Development: A Case Study. Bilingual
Research Journal v25(4) Fall 2001. p479-501.
URL: http://brj.asu.edu/v254/pdf/ar5.pdf
Ý
Summary: Research has not
sufficiently studied the effects of instructional materials on the acquisition
of science by English Language Learners. This paper presents research findings
of three research projects funded by the National Science Foundation from 1992
through 2000 - the SGER Project, the Promise Project, and the Science for All
Project. The SGER Project focused on fourth graders who were either bilingual
in Spanish or Haitian Creole, or spoke mainstream US English. Students were
paired with teachers of the same gender who spoke their first language.
Materials included hands-on activities and rubrics for both oral and written
assessments. Findings emphasized the importance of culturally and
ethnolinguistically congruent communication. Students in focus classrooms
outperformed those in regular classrooms on paper-and-pencil tests. The Promise
Project was a three-year study with fourth grade students (Haitian, Spanish,
and English speakers) in four inner city schools. Researchers encouraged
teachers to integrate inquiry-based techniques into their classrooms. They
later interviewed teachers and discerned three major roles that teachers played:
nurturers and caregivers, advocates and representatives of studentsí cultures,
and learners with their students. The Science for All project worked with all
fourth grade students in thirty classrooms in seven inner city schools for
three years. The researchers helped teachers develop inquiry based teaching
materials, and encouraged scaffolding to promote inquiry. They found that once
teachers got used to the new materials, they were better able to promote
student engagement in scientific inquiry.
Significance: Many science teachers are
intimidated by the thought of changing their traditional teaching methods.
These research projects have worked closely with teachers of ELLís, helped them
to develop and use classroom materials to promote inquiry-based activities, and
results have been positive. With this type of support, it is likely that more
teachers would change their teaching methods in this manner.
Literacy Connection: This
article focuses on scientific literacy - the knowledge of the processes and
discourses of science - in English Language Learners (ELLís). At the fourth
grade level, this means getting used to the ideas of asking questions, forming
hypothesis, and testing them. The language of science can be daunting to
students who have not yet mastered the English language, and the students
studied (inner city, Hispanic, Haitian) have traditionally performed at low
levels in science. The teachers in these projects shifted to an inquiry based
approach, and their students showed improvements on tests.
Article #3: Hindelang,
Mary. Improving Literacy through Innovative Professional Development for
Teachers. ENC-Focus v8 n3 2001.
URL: http://www.enc.org/features/focus/archive/literacy/document.shtm?input=FOC-002075-index
Summary: This article details the
benefits of rigorous professional development of science teachers through
cooperation with K-12 Master Teachers, university faculty, and experts. The
Educatorsí Science and Mathematics Institute Series (ESMIS) occurs during the
summer at Michigan Technological University (MTU). Teachers become students,
and learn techniques, the latest research, and ideas from experts and peers.
Sections focus on a variety of areas, including content, pedagogy, and reading
critically and writing across the curriculum. ESMIS focuses on building the
mathematical and science literacy of K-12 teachers, so they can in turn help
build literacy in their students. All participants are required to present a
session on one of their best teaching ideas. All units are showcased on a
website for the general public. In addition to working in groups and learning
new ideas and content, teachers form lasting bonds with other teachers and with
university faculty.
Significance: Hindelang presents an
excellent model for professional development of K-12 teachers, incorporating
shared peer experiences, access to university faculty, and presentation of original
ideas. Teacher preparation programs change continuously, and it is imperative
that all teachers engage in professional development to keep them abreast of
the latest ideas, theories, and content for their subject areas. The model
ESMIS presents is outstanding in achieving all of these goals.
Literacy Connection:
Science teachers are encouraged to increase their own literacy levels in
science and mathematics, so that they can in turn help to increase literacy in
their students.
Article #4: Goodnough, Karen. Multiple intelligences theory:
a framework for personalizing science curricula. School Science and Mathematics
v101(4) Apr 2001. p.180-93.
Summary: Recent calls for reform
in science education have emphasized increasing science literacy in all
students - making science accessible to all students and giving all students an
opportunity to attain high levels of science literacy. This involves
understanding the nature of science and the interplay among science,
technology, society, and the environment while developing skills in scientific
inquiry and problem solving. This article recounts the experiences of a private
high school science teacher who focused on using Multiple Intelligence (MI)
theory to personalize his science curriculum for a class of 13 students in a
unit on space and astronomy. He believed this method allowed him to make
science accessible to all of his students and fostered increased scientific
literacy in his classroom. The article briefly overviews MI theory, the 8
multiple intelligences, and describes the teacherís methods and experiences
with this unit. The teacher designed a series of 10 lessons, gave the students
a guide to the unit at the beginning to set expectations, and included a
variety of assessment forms. Each class activity or projects engaged several of
the multiple intelligences. Students showed high levels of participation and
engagement, increased learning for ESL students, and most students showed
marked improvement on all forms of assessment except tests.
Significance: Goodnough presents an
inspiring example of how science teachers can incorporate MI theory into their
unit and lesson plans to create alternative assessments, increase student
involvement, and make science accessible to all students.
Literacy Connection: By
incorporating MI theory into his unit plans, this teacher was able to increase
science literacy in his students.
Article #5: Hooker-Topping, Donna; McManus, Roberta Ann.Ý A
Culture of Literacy in Science. Educational Leadership, Nov2002, Vol. 60
Issue 3, p30, 4p, 2c
Summary: This article details the
culture of literacy in one middle school science teacherís classroom. She
supports literacy with posters, a library of science-related books, magazines,
and newspapers, and silent reading time (for any type of reading). She takes
time during class to help students learn how to tackle science texts and how to
take good notes. She provides a variety of primary source documents of varying
difficulty, and provides reading guides, pre-teaching, and other literacy
strategies as necessary to help her students access this material. She shares
reading experiences with students, and this creates a strong bond. Students who
would normally act out with other teachers respect and listen to this teacher.
Significance:Ý Hooker-Topping and McManus discuss the benefits of a classroom
culture of literacy in science class. Some teachers balk at the extra time this
takes in class, but they argue that this time is well spent, and the Standards
are better met through these techniques.
Literacy Connection: This
teacher uses a variety of techniques to help students comprehend difficult
readings while encouraging reading for pleasure. Students are exposed to a
variety of genres - texts, web pages, newspapers, comedy, and fiction. Students
build both academic and basic literacy in this classroom, and they truly enjoy
reading.
Article Reviews - Lesson
Critiques - Original Lesson Plans - Resources
LESSON PLAN CRITIQUES
Lesson #1 - Forest Fires
URL: http://school.discovery.com/lessonplans/programs/forestfires/
Summary: This lesson focuses on the benefits and hazards of fire in
nature. It involves class brainstorming about the positive and negative effects
of fire, explanation of surface fires and how they relate to Ecology, and
brainstorming about the causes of fire and ways to put fires out. The class is
then split in half, and students work in small groups to create a public
service poster, television spot, or brochure on either the dangers of
accidental forest fires or the benefits of prescribed burns.
Positive Points: The lesson plan provides
extensive information on standards and benchmarks, suggested reading and links,
a vocabulary list with pronunciation, adaptations for younger students,
discussion questions, and evaluation/assessment.
Development Points: The standards listed are not specific to
California.
Adaptation for my Classroom: I would include some video footage of
forest fires and prescribed burns in this activity. Groups would be
self-selected.
Lesson #2 - Body Systems:
Surviving Extremes
URL: http://school.discovery.com/lessonplans/programs/survivingextremes/
Summary: This lesson engages students in light research about the
dangers of extreme activities such as deep sea diving and high-altitude
climbing. The plan includes links to sites about diving and climbing, and
students are encouraged to search the Internet and write a ìhealth and safetyî
column for an extreme adventure magazine on either diving or climbing. Students
share their results with the people who wrote about the other topic, and
compare them. The whole class comes back together to discuss the safety
recommendations for both activities, and how they are similar or different.
This all relates back to various body systems and how they are impacted by
extreme activities.
Positive Points: Incorporates the use of
video and computers in the classroom. Students learn about various body systems
through the course of this activity. Creativity is encouraged.
Development Points: This might not be relevant for inner city
students who may have no experience with deep sea diving or high altitude
climbing.
Adaptation for my Classroom: In the case that there is no computer
in the classroom, the information on diving and climbing should be printed and
photocopied for students to use.
Lesson #3 - AIDS Lab
URL: http://student.biology.arizona.edu/sciconn/immunology/immunology.html
Summary: This lesson describes a lab in which students play out the
transmission of HIV through promiscuity. One student is ìinfectedî, and all
others are not. Each student has mock ìintercourseî with three different
students by pouring test tube fluid into another personís, then splitting the
liquid (exchange of bodily fluids). They write down whom they had intercourse
with and replace the test tube. This goes through three rounds, and the teacher
pours an indicator into the solutions to determine who is infected at the end.
Students trace back the infection to figure out who the originally infected
person was. They compare this to the graph of current deaths due to AIDS and
see the link.
Positive Points: Addresses safety and classroom management
concerns. Ties the activity back to reality.
Development Points: The lesson plan does not include any standards.
Adaptation for my Classroom: This activity relates more to a Health
class than a Biology class, but it is still relevant. Per California law, parents
should be notified in writing 15 days prior to this lesson, and should have the
opportunity to remove their children from this activity if they choose.
Lesson #4 - Candy DNA and
Replication
URL: http://www.accessexcellence.org/AE/ATG/data/released/0185-EllenMayo/index.html
Summary: Students are given candy pieces and encouraged to build
DNA models, complementary strands of DNA, and then simulate replication.
Students can eat their models at the end of class.
Positive Points: A fun and creative way to
satisfy some of the Genetics standards. Lesson emphasizes the importance of
washing hands and surfaces before and after this activity, especially if they
plan to eat their models.
Development Points: The lesson could include more discussion
questions and follow-up activities.
Adaptation for my Classroom: Some students may not be able to eat
candy, or there may be school district restrictions on giving students candy.
An alternative set of materials should be provided for diabetics or other
students who canít eat sugar. Students should not eat the candy until they are
about to leave my classroom.
Lesson #5 - Wooly Worm Lab
URL: http://www.accessexcellence.org/AE/ATG/data/released/0310-BettyAnnWonderly/index.html
Summary: Students participate in a ìworm huntî at the beginning of
class. Pieces of yarn in several different colors are distributed around the
classroom (or schoolyard), and students have 5 minutes to collect as many as
they can (simulating the actions of a predator in a feeding frenzy). Students then
take their pieces back to the lab, count the number of each color, and fill in
a table to determine the Chi Square values and compare them to the standard Chi
Square table. Students answer discussion questions based on their data.
Positive Points: Activity gets students
moving and involved at the beginning of class. Higher order math (probability
and statistics) is involved. Good discussion questions are included.
Development Points: Needs to address standards.
Adaptation for my Classroom: This activity would probably work best
with an AP Biology class, or at least a class that has had the appropriate math
course to cover probability and statistics. If there were no schoolyard, yarn
pieces could be distributed around the cafeteria or the classroom.
ORIGINAL LESSON
PLANS
LESSON PLAN #1: Banteng Cloning
|
Name of Teacher:
Nicole Loomis
|
School:
TBD
|
Date:
4/21/03
|
|
Grade Level:Ý 9-12
|
Subject: ELD -
Intermediate
|
|
Unit Theme/Topic: Current
Events
|
|
Lesson Title/Topic: Banteng
Cloning
|
|
Expected Student
Learning Outcomes:
|
Based
on your expectation, what will students know and were able to do as a result
of this lesson?Ý (Be specific).
- Students will
understand the vocabulary in the article
- Students will answer
comprehension questions about the article, using complete sentences with
appropriate punctuation, capitalization, and spelling
- Students will form
an opinion about the reason for the cloning of this animal and defend
their position in a class debate
|
|
CA Academic
Standards Addressed:
|
Which
California Academic Content and
Performance Standards will the lesson address?
- Apply knowledge of
English phonemes in oral and silent reading to derive meaning from
literature and texts in content areas.
- Understand and
follow simple written directions for classroom related activities.
- Write legible,
simple sentences that respond to topics from language arts and other
content areas (e.g. math, science, history/social science).
|
|
Materials Used:
|
What
instructional materials and equipment/supplies are used in this lesson?Ý
- Enough copies of CNN Science Article (see attached)
http://www.cnn.com/2003/TECH/science/04/09/clone.bantengs.reut/index.html
- Enough copies of instructions/question handout (see attached)
- Dictionaries (English, L1-English if possible)
Board and writing utensil
|
|
ÝÝÝÝÝÝÝÝÝÝ
ÝLesson Outline: (Opening/Do
Now/Anticipatory Set; Major Activities; Transitions, Review; Closure)
|
|
Time:
5 min
5 min
10 min
15 min
5 min
10 min
10 min
|
Teacher Actions:
Welcome students. Hand
out instruction/question sheets and ask students to write their name, date,
and class period at the top, and review the instructions silently. Take
attendance
Ask students to repeat
the instructions for reading the article. Call on one student to give the
instructions in his/her own words. Ask if the class has any questions about
the instructions. Answer any questions.
Hand out the article.
Instruct students to read the article silently, and fill in the sheet with a
list of what they think are the 10 most important words to know in order to
understand this article. Walk around and answer questions as they arise.
Ask students to stop
reading and raise their hands to offer words they did not know. Write words
on board. Ask if any other students know the meaning of the word, and write
it down. If no student knows, assign a student to look it up and read the
definition to the class.
Instruct students to
get in groups of 4 to answer the questions on the back of the sheet. Have
students read the instructions aloud together, and ask if they have any
questions. Answer any questions.
Walk around and check
on each groupís progress. Answer questions as they arise.
Ask students to stop work
and review the questions as a class. Call on each group in turn to answer one
of the questions.
|
Student Actions:
Get settled. Write name, class period, and date
on worksheet.
Read instructions silently.
Repeat first set of instructions aloud together.
One student summarizes instructions in his/her
own words.
Students ask questions about the instructions.
Get article and read silently. Write down words
they do not know on the handout.
Stop reading and raise hands to offer words they
think are important.
Raise hands to offer definition of words they
know.
If nobody knows the word, one student will look
it up and read the definition.
Get in groups of 4 (self selected). Read the
instructions for the questions section, and ask questions if necessary.
Re-read the article and answer the questions in
complete sentences. Ask questions if necessary.
Stop work and review questions as a class. Each
group will offer the answer to one of the questions.
|
|
Monitoring &
Assessment:
|
How will the teacher monitor student learning during
this lesson?Ý How will student work be
assessed?
Vocabulary
and question worksheets will be collected and assessed. Teacher will monitor
group work, and points will be given for class participation during the
vocabulary and question discussions.
This
is an interactive lesson. The teacher will have an opportunity to monitor
progress while walking around during silent reading and group activities in
addition to the whole class portions.
|
|
Modifications
to address
individual students
learning needs:
|
How are instructions modified to ensure that all
students meet learning outcomes?
Instructions
are clearly written, students are asked to read them and given a chance to
summarize them and ask questions about them.
Different
students may have differing levels of vocabulary, and the vocabulary exercise
caters to all levels. Students who know the definitions can offer them to
help students who do not know, and the dictionary is used as a last resort.
Dictionary, reading aloud, and listening skills are practiced when a
definition is offered or a word is looked up.
Students
are asked to work in small groups to answer the questions, which allows for
discussion. More advanced students can help those students who may be
struggling. The questions themselves also cover a wide range of level, from
basic to more abstract.
|
|
Follow-up
activities
and homework:
|
How will the teacher follow up this lesson with homework
or other extension activities?
The
next dayís activity will be an in-class debate about the issues surrounding
this cloning article. Students will be asked to decide which side they agree
with, and the teacher will lead a debate. Students on each side will be
allowed to discuss their opinions and write down their arguments before the
debate begins.
|
|
|
|
|
|
|
|
Literacy Aspect
This lesson was designed for ELLís. Students
are required to read a current science-related news article, identify and translate/define
words they do not know, and answer basic questions about the content of the
article. Students are expected to form an opinion on the issue of cloning
bantengs in preparation for a class debate on the following day.
Baby
Clone of Endangered Wild Cattle Euthanized
Wednesday, April 9, 2003
Posted: 12:02 PM EDT (1602 GMT)
![One of the cloned bantengs, a species of wild cattle found in Asia that is endangered, rests in Iowa.]()
One of the cloned bantengs, a species of wild
cattle found in Asia that is endangered, rests in Iowa.
WASHINGTON (Reuters) -- One
of a pair of cloned bantengs, a rare species of Asian cattle, has been
euthanized because it was abnormally large, its creators said on Wednesday.
The banteng calf was born twice the normal size, a common cause of
death in cloned animals, said Dr. Robert Lanza of Massachusetts-based Advanced
Cell Technologies.
"The second animal we euthanized yesterday," Lanza said
in a telephone interview. "A banteng should only be 40 pounds (20 kg). The
first calf weighed 40 pounds (20 kg) but the second was 80 pounds (36 kg),
almost twice what is normal."
Despite this, the larger calf looked healthy at first. "It
was snuggling and then it took a nosedive. The vets at the zoo decided for
humane reasons that it should be euthanized," he said.
The two bantengs were cloned from the San Diego Zoo's "frozen
zoo," a project launched before anyone knew whether cloning would work.
Bantengs, enormous cattle that once thrived in the dense forests of Indonesia,
Myanmar, Malaysia, and elsewhere in Southeast Asia, are now endangered.
The zoo, working with cloning leader ACT, hoped to resurrect a
male that died in 1980 without ever breeding. They want to use his genes to
breathe new life into the inbred gene pool of captive bantengs, Lanza said.
The experiment, a collaboration including ACT, the San Diego Zoo,
Iowa State University and Trans Ova Genetics, worked in part because bantengs
are closely related to domestic cattle, said Lanza. They cloned frozen cells
from the long-dead banteng using cow eggs, and used a domestic cow as the
surrogate mother.
Cloning is fraught with problems and Lanza said the calf's
abnormalities did not come as a surprise.
"You don't ever know with cloned animals -- the first few
days are crucial," Lanza said.
The process of cloning can lead to an abnormal placenta -- the
organ that nourishes a developing embryo and fetus. Many cloned animals have
been born large, and this in turn can lead to fatal heart conditions and
failures of other organs.
"It not uncommon at all in cloning. It is called large calf
syndrome," said Lanza.
It is also one of the reasons that most cloning experts are
reluctant to ever try cloning a human being.
Wildlife groups have spoken out against the experiment, saying the
best way to preserve a species is to save or resurrect its environment and
allow breeding populations to re-establish.
"Until the threats that caused a species to become endangered
in the first place -- poaching, habitat loss, loss of prey base -- are
addressed, creating animals in the lab doesn't solve the problem," said
Jan Vertefeuille, a spokeswoman for the World Wildlife Fund.
But Lanza said this was not the intention of the zoo,
which wanted to preserve captive populations of bantengs. "The goal here
wasn't to get a clone per se but to get the genes back into the
population," he said.
Science
Article Questions & Class Debate
READING
Please read the article
silently.Ý Fill in the table below with
a list of the 10 words you think are most important for understanding this
article.Ý If you know the definitions,
write them next to the words.
QUESTIONS
Get in groups of four.Ý Answer the following questions about the Science
Article.Ý Use complete sentences with
correct punctuation, capitalization, and spelling.
- What
are the source and date of this article?
- What
is a banteng, and where does it live?
- What
does it mean to be an endangered animal?
- What
company cloned the banteng?
- Why
was this animal euthanized?
- What
group spoke out against the experiment?Ý
Why?
- What
was the goal for this cloning experiment?
CLASS DEBATE
Which of these statements do you agree with?
- Endangered
animals should not be cloned until their native habitat is restored and
they can survive in the wild.
- Endangered
animals should be cloned so that zoos can increase the genetic diversity
in their captive populations.
When the debate begins, pick A or B and sit on that side of
the room.
Lesson #2: ÝLethal Alleles in a Gene Pool
Grade Level: High school life science/biology
# Students: 30
Time Period: 90 minutes
Larger Unit of Instruction: Evolution
Science Content:
Some recessive alleles are lethal when an organism inherits
2 copies. Organisms born with 2 copies of the recessive allele will die before
they can reproduce, thus removing those recessive alleles from the gene pool.
In a given population over time, the recessive allele will decrease in
frequency, but it is unlikely that the allele will ever fully be extinguished
from the gene pool of that population. The model used in this class assumes a
population with no immigration or emigration.
Concepts from BSL, CSS, and NSES:
- Students
know why alleles that are lethal in a homozygous individual may be carried
in a heterozygote and thus maintained in a gene pool.
(CSS.Biology.9-12.7b)
- Formulate
explanations by using logic and evidence. (CSS.I&E.9-12.1d)
- Natural
Selection leads to organisms that are well suited for survival in
particular environments... When an environment changes, the survival value
of some inherited characteristics may change. (BSL.5F.9-12, p. 125)
Materials and References:
- Fill
15 paper bags with 50 green and 50 red M&Mís (or green and red
marbles, for students who canít have sugar).
- Pre-test
the number of generations it will take before the lethal allele stabilizes
in the population (probability worksheet in Excel, using Hardy-Weinberg
equation)
- Create
and photocopy activity instructions, data collection, and graph sheets.
- Colored
pencils for graphing
- Computer
and projector or TV
- Computer
model depicting lethal allele frequency over 100, 1000, and 10,000
generations.
Lesson Sequence
|
Time
|
Teacher
|
Students
|
|
|
Reviews what students know about alleles:Ý one allele is inherited from each parent,
dominant versus recessive alleles, etc.
|
- offer what they know about alleles
|
|
10 min
|
Tells students the story about the population of red and
green grasshoppers. Historically, they have lived in a field with both green
and red grasses, so there has been no selective advantage to being green or
red. Both types exist and interbreed freely. The allele for red is dominant,
and green is recessive, but the green and red alleles exist in equal
frequencies. Suddenly, the green grass gets blight, and thereís only red
grass in their field. Now the birds can see the green grasshoppers much
better, and eat them before they get a chance to reproduce.
Ask students how many generations they think it will take
to get rid of the green allele in this population of grasshoppers.
|
- listen
ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ
ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ-
respond with hypotheses
- write down hypothesis on data collection sheet
|
|
10 min
|
Distributes activity instructions and data collection
sheets. Has students read instructions. Questions students about the
procedure.
|
- read instructions
- respond
- confirm understanding of procedure
|
|
30 min
|
Distributes bags of M&Mís (or marbles) to pairs of students.
Monitors and encourages activity.
|
- wash hands with soap and water if working with M&Mís
- pull out pairs of M&Mís (or raisins) and record the
number of organisms that are homozygous dominant, homozygous recessive, and
heterozygous
|
|
10 min
|
Announce that time is up and collect the materials.
Lead class discussion about results:
- How many of you found that the lethal allele disappeared
in 5 generations? 7? 10?
- They didnít disappear? Well, thenÖ how many recessive
alleles were left after 10 generations? (write these on the board)
- Do you think we just need to go through more
generations?
|
- return materials and sit down at seats
- respond with results for each pair
- respond
|
|
10 min
|
Show students computer model of allele frequency after
100, 1000, and 10,000 generations. Explain that a recessive lethal allele
like this one can be carried in a population by the heterozygotes, and may
never fully disappear.
|
- watch
- confirm understanding
|
|
10 min
|
Ask students if they expect that the lethal allele will
ever disappear from the population.
Assign homework paragraph:
- Re-assess your original hypothesis in light of the
results we saw, and explain the reason for any discrepancy.
|
- respond
- record assignment in assignment books
|
Assessment Outcomes:
As a result of this lesson, students will be able to ñ
- Re-assess
(in a 40-50 word paragraph) their initial predictions about whether a lethal
allele will ever completely disappear from the gene pool, and why.
- Answer
an essay question on the unit test about whether a recessive lethal allele
will ever disappear from the gene pool.
Evaluation and Grading:
- Class
notes, data collection, and graph sheets will be credited via science
journal check.
- Homework
paragraph (outcome 1)
- Unit
test essay question (outcome 2)
Literacy aspect
Students must utilize listening skills and take notes during
the story. Students must correctly place data on the data tables and create a
graph, and write a paragraph re-evaluating their hypotheses.
Lesson #3 - Enzymes Lab
Grade Level: High school life science/biology
# Students: 28
Time Period: 90 minutes
Larger Unit of Instruction: Cell Biology
Science Content:
Enzymes are proteins that catalyze (speed up) biochemical
reactions in the cell.Ý Enzymes are not
used up in the reaction, and once they finish catalyzing one reaction, they
become available to catalyze the next reaction.Ý Enzymes are proteins, which fold in a certain way to form a
certain structure.Ý The reaction takes
place at a site in their structure called the active site, which binds the
substrate to enable the reaction.Ý The
extent of the effect of enzymes depends on several factors, including the
concentration of substrate, the concentration of the enzyme, and the presence
of inhibitors.Ý Increased substrate and
enzyme concentration will raise the reaction rate up to a certain point, called
Vmax, at which all of the enzymesí active sites are full, and the
reaction cannot go any faster. As the substrate concentration decreases, the
reaction rate slows as it becomes more difficult for the enzyme to find
substrate molecules to bind.Ý
Based on Skills and Content from BSL, CSS, and NSES:
- Students
know enzymes are proteins that catalyze biochemical reactions ... (CSS
Life Science 1b)
- Formulate
explanations by using logic and evidence. (CSS I&E 1d)
- Most
cell functions involve chemical reactions...Ý Both breakdown and synthesis are made possible by a large
set of protein catalysts, called enzymes...Ý (NSES, Content Standard C - The Cell)
Assessment Outcomes:
As a result of this lesson, students will be able to ñ
- Based
on the results of the laboratory activity and reading in the text, explain
the effects on the reaction rate catalyzed by ìtoothpickaseî of increased
time, increased enzyme concentration, competitive inhibitors, and
denatured enzymes (homework questions).
Evaluation and Grading:
- Homework
questionsÝ (Outcome 1)
Materials, Equipment, and References:
This lab was adapted from one found online:
http://www.accessexcellence.org/AE/ATG/data/released/0166-PeggySkinner/index.html
Things to do before class:
- Prepare
trays of materials for each of the 7 groups: 380 flat wooden toothpicks,
20 plastic toothpicks, and one roll of tape
- Create
and make 28 photocopies of lab handout (see attached)
- Create
2 transparencies: 1 of lab procedure and 1 with 7 data tables
- Arrange
tables/desks so that groups of 4 students can work easily together (Lab-3)
- Perform
the lab procedure to get expected results and duration of the activity
Management:
- 28
students, 7 groups of 4, one group at each set of tables/desks
- Roles
within groups: toothpickases, counters, recorder (Lab-3)
- Materials
& Equipment
- pass
out 4 handouts with instructions and data tables to each table group
- distribute
protective eyewear, and explain that all students must wear them during
the entire lab
- distribute
trays of materials after reviewing instructions
- keep
a dustpan and brush handy for toothpick spills and clean-up (Lab-8)
- Misbehavior
- Students who do not wear protective eyewear, use toothpicks in a manner
other than that described in the instructions, or otherwise misbehave will
be restricted from the lab activity.
Lesson Sequence
|
Time
|
Teacher
|
Students
|
Notes
|
|
25 min
|
PRE-LAB
|
Ý
|
|
|
|
Give each student a toothpick, and instruct him or her to
lay it on his or her desk/table and put their hands at their sides. Begin the
PPT Presentation. Explain that this is the compound
toothpick, and our goal is to break it into two units of half-toothpick.
toothpick Æ 2
half-toothpick
Ask students:
…
How long it will take for this reaction to proceed?
…
What we could do to speed this reaction up?
…
How exactly would we break them?
…
What part of our hands would we use?
|
- put toothpick on desk and keep hands to side
- listen
- answer questions
- forever - they donít break themselves
- we could break them
- we would use our hands
- show how they would break the toothpicks with
forefingers and thumbs
|
Pre-1
Pre-4
|
|
|
Today we will learn about the action of enzymes. You just
become the enzyme ìtoothpickaseî, and catalyzed the reaction of breaking the
toothpick. That reaction could not have taken place without your help.
|
- listen
|
Pre-2
|
|
|
Hand out lab sheets. Instruct students to write their
name, date, and class period at the top of the sheet, then read the procedure
silently, and look up when they are done.
|
- write name, date, and class period on sheet
- read procedure silently, and look up when done
|
Lab-1
|
|
|
In this lab, we will test the effects of various things on
how fast you can do the job of breaking toothpicks.
Your only materials will be your hands, some toothpicks,
and tape.
|
- listen
|
Pre-2
Pre-3
|
|
|
Review lab procedure on the overhead.
You will work in your groups of 4, and each person will
take on the role of toothpickase, counter, timer, or recorder, as detailed in
the procedure. You should rotate roles in each case. In the event that
someone in your group is unable to perform the role of toothpickase, counter,
or recorder, that person should be allowed to perform whatever function they
can.
There are 4 cases in this lab. In Case A one toothpickase
will break toothpicks for 4 different periods of time. In Case B, two
toothpickases will break toothpicks for 4 different periods of time. In case
C, one toothpickase will break a combination of wooden and plastic toothpicks
for 30 seconds. In Case D, one toothpickase with forefingers and thumbs taped
together will break toothpicks for 30 seconds. In each case, toothpickase
should be sure to break the toothpicks in the same way each time. Timers will
time each case. Counters will count out the toothpicks for each case, and
after the toothpickases do their breaking, they will count how many
toothpicks were broken for each time period for each case. Recorders will
record the information in the data table and calculate reaction rates.
When your group is finished, the timer, counter, and
toothpickase should clean up while the recorder enters your groupís data on
the transparency at the front of the room. If you finish early, you should
start the homework questions.
Are there any questions about the procedure?
|
- listen
- confirm understanding
- ask questions
|
Lab-1
Lab-3
Lab-4
Lab-6
Pre-5
Pre-6
Pre-7
Post-3
Lab-5
|
|
|
Because it is possible that a splinter could fly into your
eye while breaking toothpicks, all students must wear protective eyewear during
this activity. Any students found without protective eyewear will be forced
to sit out for 5 minutes.
Standard lab rules apply today. Any student caught using
these materials in a manner other than that described in the procedure will
be forced to sit out for 5 minutes.
Do you all understand the consequences of behaving in an
unsafe way during this lab?
|
- listen
- acknowledge and accept consequences of unsafe behavior
|
Pre-8
|
|
45 min
|
LAB
|
|
|
|
|
Hand out trays to each table group. Instruct students to
begin the lab as soon as they have their tray.
Monitor group participation and behavior
Direct clean-up and collect trays with remaining materials
Direct students to record their groupís data on the
transparency at the front of the room
|
- get tray of materials and start procedure
- clean up
- record group data on the transparency at the front of
the room.
|
Lab-2
Lab-7
Lab-2
Post-3
|
|
20 min
|
POST-LAB
|
|
|
|
|
Remind students to take notes in their lab notebooks
What was the purpose of this lab?
|
- take notes
- describe purpose of lab
|
Post-1
|
|
|
What different cases did we experiment with in this lab?
|
- identify 4 cases
|
Post-2
|
|
|
Here is the overhead with all of the groupsí data
(get any data that is missing)
Which group had the fastest and slowest reaction rates for
Case A?
What was the effect of having 2 toothpickases in Case B?
What do you think this simulates?
What was the effect of putting twist-ties into the mix in
Case C? What do you think this simulates?
What was the effect of taping together toothpickases
thumbs and forefingers? What do you think this simulates?
|
- read data
- identify fastest and slowest groups
- rate doubled
- increased enzyme concentration
- decreased rate
- competitive inhibitor
- decreased rate
- denatured enzyme
|
Post-3
Post-4
Post-5
Post-6
|
|
|
Can you think of any other ways we could have affected the
reaction rate of toothpickase?
|
- offer possibilities (scatter toothpicks around instead
of sitting in a pile, etc.)
|
Post-7
|
|
|
So, what have we learned about enzymes through this lab?
|
- describe what they have learned (enzymes speed up reactions,
they bind the substrate at the active site, various factors can affect the
reaction rate)
|
Post-8
|
Literacy aspect
Students receive hands on
experience with the phenomena of enzymes and catalysis, which provides a framework
when they read the text. Students are asked to map concepts from the text with
what we did in the lab. The homework questions include short and long answer
writing questions. Students must correctly record data in a data table, and
make observations based on aggregated data.
TOOTHPICKASE LAB
PURPOSE
In this lab, you will simulate the activity of the enzyme
ìtoothpickaseî, which catalyzes the reaction of breaking toothpicks into two
smaller products. You will measure the effects of various variables on the
action of ìtoothpickaseî.
MATERIALS
- 300
flat wooden toothpicks
- 20
plastic toothpicks
- 1
roll of Scotch tape
- Protective
eyewear for each group member
HYPOTHESIS
What do you expect will be the effect of the following factors
on the rate of this reaction? (Rate is calculated by the number of toothpicks
broken divided by the amount of time spent breaking them.) Write your
hypotheses in your lab notebook.
a)
increasing the time one toothpickase had to break toothpicks
b)
two toothpickases working together to break toothpicks
c)
adding plastic toothpicks
d)
taping the thumb and forefinger of toothpickase
PROCEDURE
Case A
- Assign
roles to the people in your group:
- 1
toothpickase
- 1
counter
- 1
timer
- 1
recorder
- Counter
will count out 4 stacks of 40 wooden toothpicks (one for each time trial).
- Toothpickase
will break as many of the 40 toothpicks in the stack as possible in each
of the time periods described in the data table (0 sec, 10 sec, 30 sec, 60
sec). Timers will monitor each time period and call START and STOP as
appropriate. Counters will count how many toothpicks were broken.
Recorders will record the data in the data table, calculate rates, and any
observations they think may be relevant.
Case B
- Assign
roles to the people in your group:
- 2
toothpickases
- 1
counter
- 1
recorder/timer
- Counter
will count out 4 stacks of 40 wooden toothpicks (one for each time trial)
- The 2
toothpickases will break as many of the 40 toothpicks as possible in each
of the time periods described in the data table (0 sec, 10 sec, 30 sec, 60
sec).Ý Timers will monitor each
time period and call START and STOP as appropriate. Counters will count
how many toothpicks were broken.Ý
Recorders will record the data in the data table, calculate rates,
and any observations they think may be relevant.
Case C
- Assign
roles to the people in your group:
- 1
toothpickase
- 1
counter
- 1
timer
- 1
recorder
- Counter
will count out 20 wooden toothpicks and 20 plastic toothpicks.
- Toothpickase
will break as many of the toothpicks as possible in 30 sec. Timers will
monitor the time period and call START and STOP as appropriate. Counters
will count how many toothpicks were broken. Recorders will record the data
in the data table, calculate rates, and any observations they think may be
relevant.
Case D
- Assign
roles to the people in your group:
- 1
toothpickase
- 1
counter
- 1
timer
- 1
recorder
- Timer
will wrap a piece of tape around the thumb and forefinger of each hand of
toothpickase.
- Counter
will count out one stack of 40 toothpicks
- Toothpickase
will break as many of the toothpicks as possible in 30 sec. Timers will
monitor each time period and call START and STOP as appropriate. Counters
will count how many toothpicks were broken. Recorders will record the data
in the data table, calculate rates, and any observations they think may be
relevant.
CLEAN-UP
1.
Throw away broken toothpicks
2.
Return trays and tape to the front table
3.
Return protective eyewear to box
DATA
Enter the number of toothpicks broken in each case. Calculate
the reaction rates: 
All students in the group should copy this data into their
table so they have it while working on the homework questions.
|
Time
(sec)
|
Case A
1 Toothpickase
|
Case B
2 Toothpickases
|
Case C
Toothpicks and
Twist-ties
|
Case D
Taped
Toothpickase
|
|
|
# broken
|
Rate
|
# broken
|
Rate
|
# broken
|
Rate
|
# broken
|
Rate
|
|
0
|
|
|
|
|
|
|
|
|
|
10
|
|
|
|
|
|
|
|
|
|
30
|
|
|
|
|
|
|
|
|
|
60
|
|
|
|
|
|
|
|
|
Record any observations you think may be relevant:
Case A:
Case B:
Case C:
HOMEWORK QUESTIONS
Answer these questions in your lab notebook, on the same page
as your hypotheses for this lab. Be sure to answer these questions in complete
sentences.
- Draw
a graph with lines for cases A and B, with Time on the x-axis and Rate on
the y-axis. Include a legend.
- What
effect did the following have on the reaction rate?
a)
increasing the time one toothpickase had to break toothpicks
b)
two toothpickases working together to break toothpicks
c)
adding twist-ties
d)
taping the thumb and forefinger of toothpickase
- Were
the results different from your hypotheses? If so, how were they
different, and how can you explain these differences?
- Read
the chapter on enzyme action in the text. Fill in the following table with
the definition of each term, and the part of this lab that represented it.
|
TERM
|
DEFINITION
|
LAB REPRESENTATION
|
|
enzyme
|
|
|
|
substrate
|
|
|
|
reaction time
|
|
|
|
active site
|
|
|
|
competitive inhibitor
|
|
|
|
denatured
|
|
|
|
enzyme concentration
|
|
|
Lesson #4 - Introduction to
Eukaryotic Cells
|
Name of Teacher:
Nicole Loomis
|
School:
TBD
|
Date:
4/14/03
|
|
Grade Level:Ý 9-12
|
Subject: Biology
|
|
Unit Theme/Topic: Cell Biology
|
|
Lesson Title/Topic: Intro to
Eukaryotic Cells
|
|
Expected Student
Learning Outcomes:
|
Based on your expectation, what will students
know and were able to do as a result of this lesson?Ý (Be specific).
- Students will know the vocabulary associated with eukaryotic cell
anatomy, including names of sub-cellular structures and their functions.
|
|
CA Academic
Standards Addressed:
|
Which California
Academic Content and Performance Standards will the lesson address?
CA SCIENCE CONTENT STANDARDS: Life Science
- 1a. Students know cells are enclosed within semipermeable membranes
that regulate their interaction with their surroundings.
- 1e. Students know the role of the endoplasmic reticulum
and Golgi apparatus in the secretion of proteins.
- 1g. Students know the role of the mitochondria in making
stored chemical-bond energy available to cells by completing the
breakdown of glucose to carbon dioxide.
- 1j* Students know how eukaryotic cells are given shape and
internal organization by a cytoskeleton or cell wall or both.
|
|
Materials Used:
|
What instructional materials and
equipment/supplies are used in this lesson?Ý
Board and writing
instrument, 30 photocopies and 1 transparency of ìThe Cellî page of The
Anatomy Coloring Book, overhead projector, colored pencils, L1
translation dictionaries (one per group of 4)
|
|
Lesson
Outline: (Opening/Do
Now/Anticipatory Set; Major Activities; Transitions, Review; Closure)
|
|
Time:
5 min
15 min
5 min
25 min
5 min
|
Teacher Actions:
Attendance. Have students pass out worksheet. Instruct students to
write their name, date, and period number on the top, and then scan the page
for the big picture.
Lead class discussion about the page.
…
What is this page
about?
…
What is the
picture of?
…
What are cells?
Where do we find them? How would we look at them?
…
What are some
words on this page that we donít know yet? (write on board)
…
What do these
words mean? (write on board)
Arrange students in groups of 4, allowing students with the same L1
to sit together. Hand out a set of colored pencils to each group. Using the
overhead to demonstrate, instruct students to color in the name of each
structure, and then color it in on the picture.
Monitor and encourage. Instruct more advanced students to help less
advanced students in their groups.
Collect colored pencils. Instruct students to finish this assignment
at home if they do not finish in class, and let them know that it will be
collected tomorrow for a grade.
|
Student
Actions:
Settle down. Pass out worksheets.
Write name, date, and period number at top of sheet. Scan sheet.
Raise hands and answer
questions.
Get in groups of 4,
with L1 speakers if possible. Listen to instructions. Confirm understanding.
Color in names and
structures. More advanced students help less advanced students.
Finish as homework if
not completed in class.
|
|
Monitoring
&
Assessment:
|
How will the teacher
monitor student learning during this lesson?Ý
How will student work be assessed?
Students will receive points for class
participation in the discussion, and for positive work in their groups.
Finished pages and translation lists will be collected and graded.
|
|
Modifications
to address
individual
students
learning
needs:
|
How are instructions
modified to ensure that all students meet learning outcomes?
This page is pretty dense, but the coloring helps
students to associate words with pictures. The translation list helps
students understand the vocabulary in their own language. Group work with
fellow L1 speakers will also help slower students keep up.
|
|
Follow-up
activities
and
homework:
|
How will the teacher
follow up this lesson with homework or other extension activities?
Next class there will be a PPT presentation on
organelles, and students will build models of cells with readily available
materials.
|
|
|
|
|
|
|
|
Literacy aspect
The Anatomy Coloring Book provides a one-page
synopsis of everything related to the parts of a cell. There is an image to color,
vocabulary words, and definitions. This provides students with a hands-on
activity, which should help them to remember the cell parts and their
definitions. This lesson was designed for ELLís, and includes various
techniques to make this dense text accessible to them.
Lesson
#5: Organelles
Grade Level: High school life science/biology
# Students: 28
Time Period: 90 minutes
Larger Unit of Instruction: Cell Biology
Science Content:
Cells are made up of structures called organelles, which
carry out cellular processes such as respiration, storage of genetic material,
protein synthesis, transport, packaging, and distribution, waste disposal. All
cells are bound by a semipermeable membrane, which controls what goes into and
out of the cell. All cells contain cytoplasm and a cytoskeleton, which
contributes to the shape of the cell, holds organelles in place, directs
mitosis, and helps some cells move. Animal cells are slightly different from
plant cells in that plant cells contain chloroplasts, one large vacuole, and
have cell walls.
Concepts from BSL, CSS, and NSES:
- Students
know cells are enclosed within semipermeable membranes ... (CSS 1a)
- Students
know the role of the endoplasmic reticulum and Golgi apparatus in the
secretion of proteins. (CSS 1e)
- Students
know the role of the mitochondria in making stored chemical-bond
energy available to cells by completing the breakdown of glucose to carbon
dioxide. (CSS 1g)
- Within
every cell are specialized parts for the transport of materials, energy
transfer, protein building, waste disposal, information feedback, and even
movement... (BSL, 5C Grades 9-12)
- Cells
have particular structures that underlie their functions. Every cell is
surrounded by a membrane that separates it from the outside world. Inside
the cell is a concentrated mixture of thousands of different molecules
which form a variety of specialized structures that carry out such cell
functions as energy production, transport of molecules, waste disposal,
synthesis of new molecules, and the storage of genetic material. (NSES
9-12 C: The Cell)
- Plant
cells contain chloroplastsÖ (NSES 9-12 C: The Cell)
Materials and References:
- Laptop,
projector, and screen
- PowerPoint presentation
- Class
set of textbooks
- 10
bowls
- 10 empty
milk cartons
- 5
skeins of yarn, different colors
- 3
bags cotton polyfill
- 15
super-bounce balls
- 2
jars peppercorns
- Glue
- 3000
toothpicks
- 4
rolls masking tape
- 150
small Styrofoam balls
- 10
markers, different colors
- 1
roll aluminum foil
- 45
bobby pins
- 100
rubber bands
- 100
balloons
- 3
bags different colored Easter grass
Lesson Sequence
|
Time
|
Teacher
|
Students
|
|
10 min
|
Welcome students and take attendance. Review prior material
about cells (all living things are made up of cells, there are prokaryotic
cells and eukaryotic cells, there are many different kinds of cells, cells
are generally very small and must be viewed under a microscope). Introduce
the concept that even cells are made up of smaller parts that do work inside
of the cell. These parts are called Organelles.
|
- go to seats
- share what they remember about cells
|
|
15 min
|
Warn students that there will be a quick quiz at the end
of the presentation, and they should take notes.
PowerPoint presentation on
Organelles
Use Quick Quiz to review material from presentation
|
- listen and watch
- take notes
- raise hands to answer questions to Quick Quiz
|
|
5 min
|
Hand out project instructions/rubric: build a model of a
plant or animal cell, using materials provided (see attached). Explain to
students that they will form groups of 4, and with any materials available in
the classroom, they are to build a model of either a plant or animal cell.
All organelles must be included, and must be labeled. The key must be filled
out to include the name, function, and material used for each organelle.
Explain that they can use their notes or the textbook to find the function of
each organelle. Confirm that students understand the instructions, and answer
any questions that arise.
|
|
|
2 min
|
Instruct students to begin the project by forming groups of
4. If any students appear left out, assign them to a group. Direct students
to the materials provided, but state that any materials in the room are fair
game, including anything they might have with them. Tell students that they
have 45 minutes to complete the task.
|
|
|
45 min
|
Monitor and encourage
|
|
|
13 min
|
Tell students to stop work. Have the presenter from each
group present for 1-2 minutes: show their cell, point out each organelle, and
explain why they used that material. If there is not sufficient time to
finish the presentations, they will be done the next day in class.
When students finish, display the models and keys in a
prominent area.
|
|
Assessment Outcomes:
As a result of this lesson, students will be able to ñ
- Build
a model of a plant or animal cell.
Evaluation and Grading:
- In-class
project: Work together to build and present a model of a cell (including
all organelles) from readily available materials, label all parts, and
include a key with organelle name, function, and material chosen to
represent that organelle. (Outcome 1)
Literacy aspect
Students will begin to master vocabulary related to cell
biology. Models, pictures, and analogies are used to help students learn the
material.
Ý
RESOURCES
|
Resource
|
Summary
|
Positive Aspects
|
Development Areas
|
Adaptation to my
classroom
|
|
Exploratorium
Tools for Teaching
|
The Exploratorium has a variety of resources for
educators, including field trips, hands-on activities, professional
development, and book reviews.
|
Professional development aspects are key in keeping
Science teachers up to date on the latest research in both science and
education. Hand-on activities can enhance the classroom experience for
students, and field trips can help students integrate the concepts they have
been learning in class with the real world.
|
|
I would attend professional development sessions, plan
field trips for my students, and use the hands-on activities to promote
learning in my classroom.
|
|
The
Biology Project
|
The Biology Project was developed by the University of
Arizona, and bills itself as ìan online interactive resource for learning
biology.î It contains several modules related to high school biology,
including biochemistry, cell biology, genetics, molecular biology, and human
biology. Each module contains some combination of interactive problem sets on
each topic. If students get an answer wrong, they are brought to a tutorial
page on that topic.
|
Several of the modules are offered in English and either
Spanish or Portuguese, which would be extremely useful for teaching English
Language Learners.
Tutorials are rich in graphics and examples.
|
Not all subjects are covered, and the second language is
not available on all modules. In addition, the second language is not
consistent - some modules are offered in Spanish, and some in Portuguese.
|
The quiz/tutorial format could be used as a form of
alternative assessment for students if there were access to enough computers.
Students could work in pairs (supervised), and print out their final score.
This could also be a resource for Spanish or Portuguese speaking ELLís during
some units.
|
|
Access
Excellence Activities Exchange
|
The Activities Exchange provides links to a variety of
partners and resources with activities, graphics, games, and the latest
research findings. Activities-to-go is a searchable database of science
activities for middle and high school classrooms. Teachers are able to post
activities, and anyone can adapt the ideas for their classrooms.
|
This is an excellent resource for finding activities,
graphics and games to promote understanding of a variety of concepts.Ý The database is indexed by grade level,
keywords, and National Science Education Standards.
|
Activities are not edited, and sometimes show up as
duplicates or without appropriate index fields (grade level, etc.)
|
Many of the activities included here fit well into a high
school biology classroom, and provide insights and ideas on how to make
concepts more concrete to students through hands-on activities.
|
|
Discovery.com
School
|
This site has several sections, including teacher tools and
lesson plans. Teacher tools include puzzle makers, online quiz capabilities,
worksheet generators, and a way to create and store lesson plans online.
Lesson plans are categorized and searchable by grade level, subject/topic,
and keywords.
|
Teacher tools are useful in creating crossword puzzles,
quizzes, lesson plans, and worksheets. The worksheet section is very good -
you can create various types of vocabulary-based worksheets, or they have
several pre-made worksheets on a variety of topics.
Lesson plans are presented in a standard format, and
include a vocabulary section. Some lesson plans even include sound clips to
help students pronounce new vocabulary. Lesson plans suggest assessments and
grading, further reading, adaptations and extensions.
|
There are a lot of ads, and the site often indicates
programming that may be suitable for the classroom. Lesson plans do not cover
all topics, and sometimes focus specifically on tying to Discovery Channel
programming. There is a Standards section in each plan, but since standards
vary from state to state, this is not always useful for California teachers.
Some Teacher Tools are not available unless you create an
account and log in.
|
Some of the lessonÝ
plans, worksheets, puzzles, and quizzes would be useful, especially as
backup material. Discovery also makes some great educational videos, filled
with drama and suspense, which might engage students more than traditional
videos.
|
|
SCORE Science
Website
|
Includes links to collaborative projects, frameworks, and
standards specific to California, and lessons and activities that tie
directly to the standards. There are 20 lessons and activities that relate to
9-12 Life Science, which include online lessons, activities, mysteries,
contests, dissections, and projects. Each lesson includes both student and
teacher sections, and suggestions for assessment.
|
All of the activities are fun, engaging, varied, robust,
and they tie to California standards. There is an interactive frog
dissection, complete with graphics, videos, and narration, which provides an
alternative for students who request permission to abstain from dissections.
|
Navigation goes several layers deep, and it is possible to
get lost in the site. There are no clear navigation buttons back to the
activities list from the individual activities.
|
The activities presented here are very robust, and I would
consider using all of them in my classroom. I especially like the frog
dissection alternative.
|