Biology Partnership Symbiosis Lesson Plan Construction Form

Transcription

1 Biology Partnership Symbiosis Lesson Plan Construction Form Identifying Information: Erin Brack Breakfast Point Academy Greta Draayom Roulhac Middle School Velvet Gilchrist North Bay Haven Charter School Rebecca Kildow Breakfast Point Academy Cheri Wroblewski-Breakfast Point Academy Rachel Kuhne-Gadsen County Marilyn Samson-Gadsen County Title: Symbiosis Length: 2-55 minute classes Level: Grade 7 Motivation: Day 1: Teacher will present the standards and content limits for this lesson on the SMART board. No discussion will take place at this time. (2 minutes) Students will then take a paper pencil Pre-Test Assessment. (15 minutes) Upon completion of the assessment, the teacher will put the following pictures up on the SMART board and will ask the students How do these two organisms relate to each other? (5 mins.) After the class discussion of the bird and the crocodile, the teacher will present to students the following video, (3 minutes) (5 minutes) This discussion will lead into the lesson for today.

2 Day 2: At the door, the teacher will give each student a card showing two organisms. They are told to go to the corner of the room that applies to the relationship on the card. Cards listed on the corners are mutualism, predation, parasitism, competition, and commensalism. Once in their location, students are to discuss with their same group peers, why they think that they are in the correct place. Students are asked by the teacher What other relationship could you represent? Students will stand at this location until further directions as a formative assessment. (5 minutes) Needed Materials & Set-Up: Day 1 Symbiosis Motivation Materials: Standards and content limits Symbiosis PowerPoint (See attached) Paper for foldable Pencil Whiteboard Dry erase markers Seating chart (attached) Teacher computer SMART Board to show interactive power point and online video (or equivalent equipment) Students will remain in groups for discussion Teacher created scale of foldable (attached) see lesson for directions Copy of pre-test for each student (attached) Day 1 Set Up: Students will be seated working in groups of 4. For whole group discussion, students will need to position themselves to see the front to the classroom for the video (see seating chart attached). Four desks can be moved together forming a pod or students can be grouped together in 4 s at their table. (Make groups fit you class size. A group of three will also work.) This will help struggling students to follow instruction and quickly ask clarifications and help from group mates. Table set-up can vary as long as each member in each group will have access to the materials.

3 Virtual QAR website resource: As a community resource the students will be using teacher selected web sites with I pad QAR reader: o o Day 2 Symbiosis Material: SMART board Paper Pencil Timer or clock Whiteboard Dry erase markers Teacher computer SMART board for reference to interactive power point Student to be given 1 card showing two organisms upon entering classroom for station card activity. Symbiotic relationship Cards (attached) used twice Classroom station layout (attached) Post Test (attached) Graphic organizer (attached) Vocabulary word and directions sheet (attached) I pad for scanning QAR codes Video review Day 2 Set Up: Students will use symbiotic cards to find the correct location to stand by using their picture cards to match the pre-positioned vocabulary word on the perimeter of the classroom. Students will return to their seat from the 5 stations and remain in the same pods (groups) as day 1 to complete the foldable group activity. The teacher will be circulating among groups assisting. (attached) Transition Methods Counting back from 5 method- Teacher says 5 and begins to count backwards and students begin to listen and remain quiet as they notice and wait for further instruction. Ex: 5, pause 4, pause 3 and so on.

4 I say You Say method- The teacher will say class, class, class Student will say yes, yes, yes until all students have been redirected and on task Eyes on Me method- Teacher raises arm and hand in the air while counting aloud and using fingers to demonstrate one, two, three and then say; eyes on me (the teacher) to capture the students attention. Outcomes Dimensions of K-12 Science Education Standards: Dimension 1 Scientific & Engineering Practices 1. Asking questions and defining problems 3. Constructing explanations and designing solutions Dimension 2 Crosscutting Concepts: 1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them. 2. Cause & effect: Mechanism and explanation 3. Structure & Function 4. Stability and change Dimension 3- Life Sciences Content Literacy Standards: Reading Standards: Science & Technical Subjects - Integration of Knowledge & Ideas Speaking & Listening Standards: Comprehension & Collaboration Next Generation Sunshine State Standards: C.7.L.17.2 Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism C.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. LA The student will listen to, read, and discuss familiar and conceptually challenging text. Florida Common Core: LACC.7.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. LACC.7.SL.2.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. LACC.7.RI.1.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Specific Learning Outcomes: After the completion of the lesson, 90% of students will increase content knowledge as determined by pre-test/post-test scores. (knowledge, comprehension, application, synthesis, and evaluation) After the conclusion of the lesson, 90% of students will successfully complete the culminating activity. (synthesis)

5 At the conclusion of Day 2, 70% of students will correctly respond to a randomly selected exit slip question. (Exit Slip questions are listed in Question section of lesson plan.) (evaluation, analysis, and synthesis)

6 Instructional Strategies Behavior: Modeling, Cooperative Learning, Vocabulary Learning Cognitive: Summarizing and Note taking, Conversations, Brainstorming Application/Process: Advance Organizers, seeking out answers to questions Other: Identifying similarities and differences, Cooperative Learning, providing feedback Day 1 (50 minutes): Pre-Test Assessment (10 minutes) (application) Motivation activity (10 min) (behavior, cognitive, other) Students will take out a piece of blank paper. They will fold the paper vertically in half, like a hot dog, and create a foldable with 5 sections labeled as below: (cognitive) Mutualism Predation Parasitism Competition Commensalism The teacher will create a large scale foldable along with the students on the SMART board so that students can follow along and spell the vocabulary words correctly. (5 minutes) (cognitive, process, behavior) On the back of the foldable, students will draw what they think that each of the words means using a pencil. (5 minutes 1 min per word) (other) Teacher will use the 123 eyes on me transitional strategy. Students will add notes to each set of the foldable as they listen to and interact with the teacher created Power Point. (15 minutes) (cognitive, application and other) Once the foldable has been created, students are to modify their pictures to meet the actual notes that they took during the lesson. This will serve as a reflection as well as formative assessment. (5 minutes 1 min per word) (behavior) Day 2 (50 minutes): Motivation activity (5 min) (behavior, cognitive, other) Students are to go back to their cooperative learning groups. (table groups) They will be given 5 cards with a variety of symbiotic relationships shown on them. They are to work in small group on establishing the relationships of 5 cards. As they identify them, students will fill out the graphic organizer that was created for them. (10 minutes)

7 (behavior, cognitive and application) Teacher will use the I say, You say strategy for transition. Next, students will be separated into 5 groups. Each group of students will be given a vocabulary word (commensalism, mutualism, parasitism, predation, competition) as well as a sheet of directions. As a community resource, we will be using the internet. They are to scan the QAR code from their specialty and be able to answer the key questions about their relationship. (10 minutes) (behavior, cognitive, application, other) o What does it mean? o What is the best example that you can tell others? o What advantages, if any, does this relationship have to each living organism involved? o What disadvantages, if any, does this relationship have to each living organism involved? Once time is up on the timer, students will get quiet using the 5, 4, 3, 2, 1, counting backwards transitional strategy to get students focused. Student groups will be called upon, one at a time and will share the answers to their vocabulary term and take questions from other groups. (2 minutes per group 10 minutes) (other) Students will watch the following video for review and for refocus. (5 minutes) (other) Students will take post-test assessment. (10 minutes) (application)

8 (Foldable for Day 1 to go with power point to print if students do not create their own) Commensalism Mutualism Parasitism Predation

9 Competition Day 2: Students are to complete this graphic organizer with the picture cards from the attachment file to this lesson. Identification of Commensalism, Mutualism, Parasitism, Predation and/or Competition Description of the card or picture What kind of relationship is this? How do you know?

10 Questions: 1. Based on what you know about predator-prey relationships, how would you explain the importance of predators to a prey population? Justify your answer with an example. (Evaluation) 2. Can you predict the outcome to a population of field mice if hawks disappeared? Explain and justify your answer. (Synthesis) 3. Compare and contrast the way food or energy is exchanged in these symbiotic relationships: mutualism, parasitism and commensalism. (Analysis) 4. What is the symbiotic relationship between a bee and a flower? Explain and justify your answer. (Analysis) 5. Why do you think competition exists between populations within a community? Explain and justify your answer. (Analysis) Reflection:

11 Formative assessment (Pre-test/Post-test) is attached. The teacher will provide feedback to students by having individual conferences with students regarding Pre-test/Post-test scores. After students draw pictures to represent each of the relationships on the foldable, students will be given immediate feedback through the Power Point about these relationships. Students will have time to reflect and change pictures if necessary while the teacher circulates to provide feedback and answer questions. When students are working in groups to complete the QAR activity, they will receive peer feedback as they are answering questions about the assigned relationship. The teacher will circulate and answer any questions students still may have about any of the relationships. The five questions in the section Questions will be distributed on exit slips to evaluate student progress. Exit slip information will be evaluated and returned to students. Safety: Before the whole class activities begin, reiterate to the students the importance of observing the Laboratory Safety Rules. Remind the students of the general safety rules and procedures that were discussed at the beginning of the school year and during the execution of previous labs. Specifically, remind the students of the following: A. Read and follow instructions and procedures carefully. B. No eating or drinking while working on the activity or throughout the lesson so that you can focus on your work and that no time is wasted. C. Keep the work area clear of all materials except those needed for your activity. D. Return all unused materials, markers, pens, and other materials to their appropriate containers. E. Clean up your work area before leaving. Transformative: A. ELL Student (ESOL) Teach vocabulary using flash cards or personal glossary Native language translation dictionary Monitor comprehension Extra time to complete assignments Peer assistance with instructional activities-symbiotic relationship foldable Modified written instructional materials inserting native language Limit number of problems/questions according to proficiency Visual images to complete charts-teacher created example

12 B. ESE students Monitor comprehension Extra time to complete assignments Assistive technology-if needed Ask higher level questions and use thinking skills strategies frequently Assistance with instructional activities using kinesthetic activities with manipulates (i.e., foldable construction, color pencil,) Promote cooperation with small groups Encourage use of graphic organizers, KWL, drawings Teach with visuals-charts, videos, interactive power point etc. C. Intensive level students Monitor comprehension Use simple vocabulary in directions and instructions (i.e. find highlighted terms) Extra time to complete assignments Use kinesthetic activities with manipulates (i.e.; computer, poster board, symbiotic foldable construction, color pencils) Encourage use of graphic organizers, KWL, drawings Assistance with instructional activities Teach with visuals-charts, videos, etc. Utilize: Strengths: Using the motivational video will help students practice media literacy and critical viewing skills. This will serve as springboard for student action and interaction. Students will be working in small groups therefore; they have partners that they can collaborate with. Using the foldable and graphic organizer will help the students to organize, remember, review, and learn many kinds of information. They encourage students to use their creativity in a kinesthetic learning environment while reinforcing important thinking and communication skills. Exposing students to vocabulary words is also a good point in this lesson to deeply and fully understand the concept. The Power Point Presentation and the Video are effective tools for students engagement.

13 Powerful strategies are used to redirect the students attention like 123-Eyes on Me, I say You say and Counting back from 5. Scanning QR Code is very powerful integration of technology in getting information about advantages and disadvantages of relationship to each living organism. Rubrics are provided to define expected answer on PRE/POST TEST Question 9. They help students more clearly understand what Superior, Sufficient, Below Expectation and Far Below Expectation work looks like and thus, allows them to visualize proficiency targets to strive for. Challenges: Challenges presented in this lesson are based on teacher observation throughout the review activities and student assessment data from the pre-test and post-test. - Time is a big challenge. Some students will spend more time than others, specifically when they are doing the group activity. The teacher must be conscious of the time and facilitate the activities accordingly. - Although students are given a briefing for each activity, they are likely to forget directions. A written copy of directives must be provided for students. The teacher needs to encourage students to read directions provided for them. - Classroom Management- Science is interactive. Noise is expected. When students are excited and engaged, they tend to create organized chaos especially when using technology like IPAD. The teacher needs to ensure that control is maintained and the purpose of the lesson remains evident. Re-teaching Remediation and re-teaching opportunities will be incorporated into future lessons. If at least 80% of the students are unable to obtain at least an 80% average on the Post Test, a review of the topic Symbiosis would be suggested. The teacher may use educational videos such as Brain Pop, Khan Academy, Crash Biology, You Tube, and Educational Portal to assist students to master the benchmarks. Re-teaching can take place through the use of Bell Work/Bell Ringer or by using remediation stations when doing group directed instruction for other lessons. The teacher should encourage students to ask questions and receive clarification during class time and after school. Seek the support of the parents.