Samantha Hendel July 8, 2008 TEDU 562 Dr. Muth. Text Set

Transcription

1 Samantha Hendel July 8, 2008 TEDU 562 Dr. Muth Theme: Ocean Ecology Class: Biology/Ecology/Oceanography Grade Level: 10 th Targeted Reading Level(s): ~7-12 th grade Text Set Introduction: This text set includes eight works of nonfiction that are designed for tenth grade students in a biology class. All of the texts were chosen based on their readability about the theme of ocean ecology. Ocean ecology is meant to engage students in thinking critically about how animals/organisms relate to each other and the environment around them. Six of the texts were located at the Richmond Public Library in the teen and science sections. The remaining two items in the text set are from the Planet Earth DVD series. These texts can be used throughout the entire unit of ocean ecology and the DVDs are suitable for students of all reading levels. The text set will accompany the official text and in some cases the alternative texts are sufficient enough to substitute the official text. All of the texts encompass the Virginia Standards of Learning listed below. Ocean ecology is a subunit of the larger ecology unit which is covered in high school level biology classes. This text set will enable students of all reading levels to understand the concepts being taught in the classroom. The diversity the texts offer is crucial to students understanding and motivation to learn the material presented by the teacher. Providing students with multiple texts on different reading levels is very important in order to keep them motivated and interested in the material. Virginia SOL s BIO.5 a, b, c The student will investigate and understand life functions of archaebacteria, monerans (eubacteria), protists, fungi, plants, and animals including humans. Key concepts include: a) how their structures and function vary between and within the kingdoms; b) comparison of their metabolic activities; and c) analyses of their responses to the environment. BIO.8 The student will investigate and understand how populations change through time. Key concepts include: b) how genetic variations, reproductive strategies, and environmental pressures impact the survival of populations; c) how natural selection leads to adaptations; d) emergence of new species; and e) scientific explanations for biological evolution.

2 BIO.9 The student will investigate and understand dynamic equilibria within populations, communities, ecosystems. Key concepts include: a) interactions within and among populations including carrying capacities, limiting factors, and growth curves; b) nutrient cycling with energy flow through ecosystems; and d) the effects of natural events and human activities on ecosystems. 1. Sea Life Scientist: Have You Got What it Takes to Be a Marine Biologist? Summary: This book is a good way for students to see what a day in the life of a marine biologist consists of. It also provides students with pictures and fun facts on unique sea creatures. The protection of their habitats and the world s oceans are also discussed in this book. The glossary in the back of the book provides students with the ability to search for key terms quickly. The back of the book also includes suggested additional readings and information about the occupation of marine biologists. Rationale: I think that this book will engage reluctant readers because of the fun facts and multiple pictures. The book also provides an insider s look at how to become a marine biologist and what one should expect if one pursues that path. I feel that most readers who are reluctant exhibit this behavior because they can not see the reality of what they are being taught. This book will provide both students and reluctant readers with an opportunity to see themselves in the characters. The connection that they can establish will provide them with a personal bridge to learning. Due to the relative short length of the book and the low readability level, students should be able to enjoy this book and create the connection between the material and real life experiences. Classroom use: I do not think that this text will replace the official text. However, I do feel that it is an excellent way to show students that what they are learning in class can be applied to the outside world. This text may help with the assistance and reflection steps of PAR. This text will help build their comprehension of oceanic ecology. The reflection step of PAR will aid students in evaluating the material and extend their knowledge beyond that learned from the textbook. I feel that this book will be best suited for the students to read independently due to the easy readability level. Flesch-Kincaid Grade Level 8 th Bader This book would be appropriate for tenth grade students that may need a simpler text to explain the required material to them. The relatively short length of the book, large font size, and multiple pictures would make the book appealing to any student who is looking for an easy read on the job of a marine biologist. The ideas are expressed clearly throughout the entire book and the diction is appropriate. The concepts discussed are appropriate with tenth grade biology concepts and therefore, this book would provide excellent supplemental assistance to the required classroom textbook.

3 Reference: Thompson, Lisa (2008). Sea Life Scientist: Have You Got What it Takes to Be a Marine Biologist?. Minneapolis, MN: Compass Point Books. 2. The Life of the Seashore: Our Living World of Nature Summary: This book is a great way for students to see how shoreline communities interact with one another and the environment along the coasts of the United States. The essential ecological concepts which are taught in the classroom are emphasized throughout this book through clear descriptive language and pictures/diagrams. This book also provides an appendix in the back consisting of the locations and a map of national parks in the United States, national wildlife refuge locations, endangered species found along the seashore, and the major groups of seashore animals. A glossary is also located in the back of the book and is filled with clear and descriptive definitions. Rationale: This text is a good way to engage reluctant readers because it will allow them to bridge the personal gap between scientific concepts and reality. I feel that when students are able to relate to the material, they will develop a better understanding and respect for the surrounding environment, which in turn will promote their interest and motivate them to learn more. The locations of national parks and national wildlife refuges provided in the appendix may also motivate students to travel to some of these places and experience the shoreline ecosystem first hand. A resource such as a national park is something that I wish my teachers told me about when I was in high school. Classroom use: This text will not replace the official textbook for biology in the classroom. However, this text can be very helpful with all the steps of the PAR lesson framework. Teachers can prepare their students to understand community interactions by allowing them to read independently, listen aloud, or work with others to build enhanced background knowledge on the concept. This text will also provide assistance by helping the students build comprehension. Finally, students can definitely expand their reading experience by seeking out some of the national parks, wildlife refuges, and other locations mentioned throughout the text. If I was teaching in close proximity to any of these locations, I might try to arrange a day field trip there so my students would have the opportunity to experience these complex communities between animals and the environment first hand. Flesch-Kincaid Grade Level 11 th to 12 th Bader This book would be classified as advanced literature for tenth grade students who were seeking more in depth knowledge about marine ecology. Using the Bader Textbook Analysis Chart, this text is appropriate for tenth grade students. The vocabulary throughout the text is controlled and italicized, and students may also turn to the back of the book for a glossary. The back of the book also has an appendix which lists locations where these species can be found and descriptions of each species. The length of the book does not seem too long for a tenth grade student to handle and it is filled with labeled pictures and illustrations to aid in their understanding of the concepts. The font size is quite large so it should not be too intimidating for a tenth grade student to pick up

4 and begin reading. This is an excellent book that a teacher can use to provide assistance and more information to his/her students. Reference: Amos, William H. (1966). The Life of the Seashore: Our Living World of Nature. New York, NY: McGraw-Hill Book Company. 3. The Seashore and its Wildlife Summary: This text goes into an in-depth discussion of how communities on the seashore are able to adapt to the radical changes in tides and weather. To explain these adaptations, the author discusses the behavior and structural adaptations of both common and rare species. The geology of the seashore and the forces of wind and water are also discussed throughout the book. Finally, the book will cover the drastic effects of human interventions that have been taking place along the shoreline. This text is an excellent way to relate to the content area because it will show students how individuals in a community interact with one another and also the effects that humans and our actions have on the environment. Rationale: I think that this book will engage reluctant learners because it has more pictures than text throughout the book. I feel that a lot of students tend to pick out books with the least amount of text and the most pictures, which makes this book perfect for these students. All of the pictures have captions and are strategically placed to coincide with the text. Students will be able to relate to the text through their prior knowledge they may have developed of some species that are mentioned throughout the book. They can also relate to some of the concepts such as erosion of locations that are familiar to them. The ability to create the personal bridge to learning is important for students to accomplish in order to enjoy reading and remain motivated. This text will be an excellent addition to the classroom textbook. Classroom use: This text will not be able to replace the official text, but will be a good addition to it. This text may be better for students who are visual learners because it is filled with pictures and diagrams that coincide with the text. Using the PAR lesson framework, this text will provide aid throughout all of the steps. This text conveys key terminology and concepts in simple diction which will help students prepare for the textbook readings. It will also provide assistance by building their comprehension of the subject matter. Finally, the students will be able to reflect on their learning by extending their reading experience and retaining the concepts. I feel that this is a good text for students to use to create posters or dioramas of ecological environments. This text provides an abundance of visual aids along with text to help students formulate a better understanding of the material. Students could also use this text independently to gain a better grasp on the concepts. This is a great book for visual learners. Flesch-Kincaid Grade Level 12 th Bader I feel that the use of this book for tenth grade students is appropriate, contrary to the Flesch-Kincaid grade level readability assessment. Using the content of the whole book to assess its readability shows that this is a suitable book for tenth grade students. The book is filled with numerous pictures and diagrams, more so than text. All of the

5 information is organized and the appropriate headings/subheadings are placed accordingly. The book is appropriate in length and the text size is rather large so I think this would be appealing to students. I feel that the best thing about this book is the large amount of visual aids that it offers to students. Reference: Burton, Robert (1977). The Seashore and its Wildlife. New York, NY: G.P. Putnam's Sons. 4. The Seaside Naturalist: A Guide to Nature Study at the Seashore Summary: This book begins with an introduction to the ocean, naming the different ocean basins and the trends of human population development along the ocean shores. The author also explains what sea water consists of, and the creation of tides, currents, and waves. Next, the author provides the reader a diagram of the ocean zonation and facts about the ocean as a habitat for over 200,000 different types of plants and animals. The majority of the book discusses life in the sea. This includes diagrams of some basic food chains and information on the marine organisms. The final section in the book discusses marine communities by providing the reader with diagrams and a small amount of text to coincide with the diagrams. Each section is followed by a true/false quiz based on the pervious information. The back of the book contains a glossary, bibliography, and an index. This text will easily relate to the content area of ocean ecology because it explains not only the organisms that are present, but the environment and community interactions as well. Rationale: I think that this text will engage reluctant learners because the material is presented in a very simplistic way. The whole topic of ocean ecology is covered throughout this book. Although it may seem that the book is short and some teachers may worry that vital information is being left out, I feel that the author left only the most important facts that students must know in order to comprehend the material. This is an excellent book for students to create a personal bridge to learning because the students can use this book in the field to look for particular marine organisms. The simplicity of the drawings and the descriptiveness of the text should be sufficient enough for students to be able to identify these organisms on their own. Students will be able to share their findings with other students or family members, which will help reinforce their learning. Classroom use: This text is sufficient enough to replace the official text. It provides students with the basic concepts that they will need to learn and understand in order to continue on in marine ecology. Using the PAR lesson framework will be an easy task for any teacher because this text will help students prepare by building their background knowledge. This text will also assist them by building their comprehension of the subject material. Finally, if students use this book out in the field to identify organisms, they will not only be extending the reading experience, but they will retain the information much easier. Flesch-Kincaid Grade Level 10 th to 11 th

6 Bader The use of this book for tenth grade students is very appropriate. I feel so strongly about this that I would be comfortable substituting this text in place of the official textbook. Using the Bader Textbook Analysis Chart, this book scored excellent in every column. This is one of the main reasons why I feel that this book is very appropriate for tenth grade biology students. This book organized ideas and concepts very clearly throughout. Learning aids were provided at the end of each chapter to make sure the students comprehended the material. While some students may be intimidated by the book size, once they opened the book I think that the font size would reassure them that this book would not be too challenging. The extensive use of pictures and diagrams throughout the book make it suitable for tenth grade students and a substitute for the official textbook. Reference: Coulombe, Deborah A. (1984). The Seaside Naturalist: A Guide to a Nature Study at the Shore. Englewood Cliffs, NJ: Prentice-Hall, Inc. 5. Animal Facts: Marine Mammals Summary: This book gives brief descriptions on a few key concepts about marine mammals and their habitats. A description of marine mammals is given in the first section along with pictures and Fast Facts. The marine mammals are broken into three main families plus two additional families which contain one species of marine mammals each. Differentiating facts between marine mammals and other mammals are also discussed in the book. Marine fossils and groups of mammals that are extinct are mentioned as well. The life cycle of marine mammals, their manners, and eating habits are also discussed. Additionally, the book mentions how marine mammals are being threatened by things such as pollution and oil spills in the oceans. The back of the book contains an activity, a quiz, additional readings, a glossary, and an index. This text is related to the content area of ocean ecology because it provides information on some mammals present in the ocean, how they are being threatened by human activities, and how the mammals interact within their community. Rationale: This text will engage reluctant learners because of the low readability level. The book is very short in length and the font size is rather large. The book is filled with pictures and Fast Facts which will provide the student with quick information. This text can create a personal bridge to learning because the mammals that are discussed in the book are common mammals that are seen on television shows and movies. This book is a way to provide students with additional information on mammals that they should already have some prior knowledge about. Classroom use: This text cannot replace the official textbook of the classroom. This book would be more helpful for students who are seeking quick facts and need to refresh their memory on the subject. Using the PAR lesson framework, this book will provide students with assistance to maintain the purpose of the concepts that will be discussed in the classroom. This book can possibly be used to prepare students for the lesson, but it will not provide them with the in-depth material necessary to comply with Virginia SOL s. Due to the easy readability and short length of this text, the teacher may use this to read aloud to his/her students. This will be a good way

7 for a teacher to begin to attract attention from his/her students to become interested in the subject. Flesch-Kincaid Grade Level 5 th Bader According to the Bader Textbook Analysis Chart, this book can be used for tenth grade students even though the Flesch-Kincaid grade level readability was drastically different from tenth grade. The words and vocabulary used throughout the book were appropriate and were clearly distinguished by bold or italicized font. They can also be located in the back of the book in the glossary. The concepts discussed in the book relate to those that will be discussed in the tenth grade classroom. Pictures were found throughout the book and provided students with a visual aid. The back the book contained additional readings, an activity, glossary, and a quiz to emphasize the concepts previously discussed in the book. I feel that the size of the book is not what a tenth grade teacher would want their students selecting from the library, but I feel that as long as the information is being portrayed to the students and they understand it, you cannot ask for more than that. Reference: Hudak, Heather C. (2005). Animal Facts: Marine Mammals. New York, NY: Weigl Publishers Inc. 6. Invertebrates Summary: This book is excellent to use when teaching students about the classification of cells, organisms, natural selection, and the life cycle. The first chapter of the book provides in-depth discussion of all the topics listed above. The remaining nine chapters focus on an individual group of organisms. Facts about the organisms, their eating habits, their preferred habitats, their prey and predators, and pictures can all be found in the last nine chapters. The back of the book contains a glossary of terms that are found throughout the text. There is also a list of books that students can consult for additional reading, a list of related organizations if students wish to get involved, related internet sites, an index, and some information about the author. All of the concepts discussed in this book relate to those that would be taught in a tenth grade biology classroom. Rationale: This text may be difficult to engage reluctant learners. However, because the book is divided into chapters based on organisms classifications, it may be easier to get a reluctant learner to read a chapter which interests them. There are not as many pictures in this book compared some others that are listed in this text set, but the book length is relatively short and the font size is rather large. This text may be difficult for students to create a personal bridge to their everyday life. Some of the organisms listed in this book can be found in everyday life, but others may be new and unknown to the students. Students should definitely be able to create a bridge between this book and the concepts that they are learning in class. I feel that this book does the best job encompassing the many different concepts that are covered in a high school biology class. It will also give some students the opportunity to build upon any prior knowledge they may have concerning marine organisms, their classifications, and characteristics.

8 Classroom use: This is a very descriptive text that would be used in place of the official textbook if students are being taught about the classification of certain organisms (ones found in this book). Using the PAR lesson framework, if teachers are not covering these classifications specifically, then students will be able to use this text to reflect and extend upon what they are being taught in the classroom. This text will also be helpful to assist students because it is classified on the same reading level of the targeted class-age. Students could use this text independently or in groups. Perhaps this may be a useful book for them to use if they were doing a group project on a particular classification of marine invertebrates. Flesch-Kincaid Grade Level 10 th Bader Using the Bader Textbook Analysis Chart, this book is found to be excellent for tenth grade biology class. According to the Flesch-Kincaid grade level assessment, this book matches perfectly with the desired grade being taught. The vocabulary throughout the book is highlighted and can be found in the glossary for an additional description. Pictures are used throughout the book, but not as much compared to some other books in this text set. Each designated category and chapter in the book is separated clearly. The size of the book is appropriate for tenth grade students and the font size is big. Every picture is accompanied by a caption which coincides with the text. This book is very suitable for tenth grade students and will be an adequate substitute for the official textbook. Reference: Peterson, Christine (2002). Invertebrates. United States of America: Franklin Watts, a Division of Scholastic Inc. 7. Fresh Water Summary: This DVD places emphasis on the importance of fresh water. The interaction and dependence that all living organisms have on freshwater is highly stressed throughout this video segment. The rest of the video focuses on the location and migration of organisms in fresh water as well as other interesting facts. The videography depicts how beautiful nature is and how important it is that we protect it. Rivers, lakes, glaciers, and rainfalls are all sources that were identified to contain an abundance of fresh water. This video is reflective to the Virginia SOLs because it places emphasis on how organisms interact with one another and the environment and the importance fresh water has to all living things on Earth. Rationale: I think that this video is an excellent way to engage reluctant learners because it is not forcing them to sit down and quietly read a book. Watching a video does not require as much persuasion and forcefulness from the teachers part as reading a book would. I feel that some students are lazy and would rather be told the information than look it up for themselves. This video not only gives the students information, but it also provides them with a fascinating visual that one would only be able to see if one was out there in the wild with these magnificent animals. This video may help students create a personal bridge to learning because they may identify a new and rare species that interests them and perhaps it may motivate them to find out

9 more. This video may also spark their interest in ecology once they see how beautiful the world is around them. Classroom use: The video segment is about 40 minutes long so it will be excellent to use during class time. I do not think that this video will replace the official text, but it is certainly a good tool to use to reemphasize material they were recently taught. It is also probably a good idea to use the video as a treat to reward the students for good behavior while the teacher was teaching the material to them. The video is most evident in the reflection part of the PAR lesson framework because it extends past the reading experience. This video should be used with the entire class present and not individually, although students who are interested in the subject material should be encouraged to go out and rent more Plant Earth DVDs. Flesch-Kincaid Grade Level N/A Bader Using the Bader Analysis Chart, the quality of this DVD segment is appropriate for tenth grade biology students. The vocabulary used throughout this video is well controlled and not too advanced for high school students to understand. The videography displayed throughout the entire video segment is phenomenal. The narration that coincides with the videography is highly appropriate and provides students with a lot of facts and information that is reflective of what they will be learning in accordance with the Virginia SOLs. This documentary is very appropriate for tenth grade biology students and will serve as an adequate reinforcement of the material presented to them in class. Reference: Discovery Channel Planet Earth DVD Series (2007). Fresh Water - Disc 3. Discovery Communications, LLC. 8. Shallow Seas Summary: The segment Shallow Seas discusses the importance and the abundance of shallow seas all over the world. The interactions between organisms and the environment and with each other are highly emphasized throughout the video. The different uses of the shallow seas and the habitats they provide are illustrated in a segment based on humpback whales. The video depicts how beautiful nature is and emphasizes the importance that we need to protect it. This video correlates to the Virginia SOLs because it places emphasis on how organisms interact with one another and the environment, and the importance that shallow seas have to all living things on Earth. Rationale: I feel that this video is an excellent method to engage reluctant learners because it does not require too much effort from the students behalf. This video is a good way to provide students with information and fascinating visuals that would be difficult to see in certain locations. The narration is filled with fascinating facts and information on the ecosystems and organisms. This video may help students create a personal bridge to learning because they may be able to identify some of the species discussed in the narration. Students may also become motivated to look up more information on species that interest them.

10 Classroom use: The length of the video segment is about 40 minutes long which is appropriate to fit into classroom time. This video will not be able to replace the official text, but it is a good tool to use to reinforce students learning. It is also a good way to associate facts with the reality of the information in the wild. Students typically wonder why they are required to know specific information and this video provides an excellent answer to this question. The video is most evident in the reflection part of the PAR lesson framework because it extends past the reading experience. This video should be used with the entire class present and not individually, although students who are interested in the subject material should be encouraged to go out and rent more Plant Earth DVDs or borrow books from the library. Flesch-Kincaid Grade Level N/A Bader According to the Bader Analysis Chart, the quality of the DVD segment is appropriate for tenth grade biology students. The vocabulary used in this documentary is well controlled and appropriate for high school students. The images displayed throughout the entire video are phenomenal. The narration that coincides with the videography is understandable and provides students with a lot of facts and information. All the information provided through the video is reflective of the learning that coincides with the Virginia SOLs. This documentary is very appropriate for tenth grade biology students and will serve as an adequate reinforcement of the material taught to them in class. Reference: Discovery Channel Planet Earth DVD Series (2007). Shallow Seas - Disc 2. Discovery Communications, LLC.