English as a Second Language Lesson Plan

SIOP Lesson Plan Template: Science Name: Amanda DiMaso, Whitney Powell, Kylie Ford Grade/Class: 4th period 7th grade Science class with Guzinsky 11:30-12:25 room 208 Date: Taught October 28th, 2013 Content Objectives (SOLs): LS.12 The student will investigate and understand that organisms reproduce and transmit genetic information to new generations. Key concepts include a) the structure and role of DNA; b) the function of genes and chromosomes Language Objectives (WIDA): Level 3: Listening: Use learning strategies described orally Identify everyday examples of content-based concepts described orally Speaking: Retell/rephrase ideas from speech State big/main ideas with some supporting details Ask for clarification Writing: Produce short paragraphs with main ideas and some details Materials and Resources: Per group, unless done as demonstration (depending on Ms. Guzinskis input) 1 resealable plastic bag Strawberries (fresh or frozen) 2 teaspoons of dish detergent 1 teaspoon of salt cup of water 2 plastic cups (One cup will be used for the filtering apparatus below) Filtering apparatus: coffee filter and plastic cup Ice cold 90 percent rubbing alcohol 1 wooden popsicle stick or plastic coffee stirrer Rubber bands

Science Safety: Wear safety goggles Students will need to be informed to be careful with materials, do not put near eyes or mouth. No materials are dangerous to touch. Links to Student Experience and Learning: Students will be able to see and feel DNA. This makes a complicated concept real and concrete for students who are just beginning to learn about what DNA is. Students will work on listening and note taking through use of a Prezi and a graphic organizer. Key Vocabulary: DNA (deoxyribonucleic acid) nucleotide protein double helix genotype phenotype organisms reproduce transmit genetic (genes) generations chromosomes demonstrated reaction visible precipitate extract

SIOP Features (Check all that apply) Preparation: Scaffolding: _X__Adaptation of content ___Modeling _X__Links to background __X_Guided practice _X__Links to past learning ___Independent practice _X__Strategies incorporated ___Comprehensible input Integration of Process: Assessment: ___Reading _X__Writing _X_Speaking _X__Written _X__Listening _X__Oral Application: __X_Hands-on __X_Meaningful __X_Linked to objectives __X_Promotes engagement _X_Individual _X__Group Group Options: ___Whole class __X_Small groups ___Partners ___Independent

Lesson Sequence (what teacher will do, what students will do, key concepts and process)

DNA Lesson Plan Virginia SOL: LS.12 The student will investigate and understand that organisms reproduce and transmit genetic information to new generations. Key concepts include a) the structure and role of DNA; Language Objectives (WIDA): Level 3: Listening: Use learning strategies described orally Identify everyday examples of content-based concepts described orally Speaking: Retell/rephrase ideas from speech State big/main ideas with some supporting details Ask for clarification Writing: Produce short paragraphs with main ideas and some details Objective: Given a hands on activity where they will be able to touch actual DNA, students will be able to think concretely about DNA and then learn the basic structure and function of DNA through completion of a graphic organizer. Materials: 1 resealable plastic bag Strawberries (fresh or frozen) 2 teaspoons of dish detergent 1 teaspoon of salt cup of water 2 plastic cups (One cup will be used for the filtering apparatus below) Filtering apparatus: coffee filter and plastic cup Ice cold 90 percent rubbing alcohol 1 wooden popsicle stick or plastic coffee stirrer Rubber Bands

Safety: Wear safety goggles when working with chemicals. DO NOT ingest anything from the lab the alcohol is poisonous. Students will need to be informed to be careful with materials, do not put near eyes or mouth.

 No materials are dangerous to touch. Engage: 10 Minutes (5 minutes for start of class routine and introductions) Ask students a warm up question about DNA: Is DNA located in your body? Where? Answer the question and give students the opportunity to ask questions before we start. (Students should have already been introduced to the concept of DNA. If not, spend about a minute or two explaining what DNA is in easy to understand language). Explore: 20 Minutes Perform Strawberry Smoothie Demonstration/Lab Materials (per person) 1 resealable plastic bag Strawberries (fresh or frozen) 2 teaspoons of dish detergent 1 teaspoon of salt cup of water 2 plastic cups (One cup will be used for the filtering apparatus below) Filtering apparatus: coffee filter and plastic cup Ice cold 90 percent rubbing alcohol 1 wooden popsicle stick or plastic coffee stirrer Rubber Bands Procedure **Pass out one procedure sheet per group (basic language for ELL students) found on last page of this lesson plan. 1. Put the strawberry into the plastic bag, seal it and gently smash it for about two minutes. 2. Completely crush the strawberry. This starts to break open the cells and release the DNA. 3. In a plastic cup, make your DNA extraction liquid: mix together 2 teaspoons of detergent, 1 teaspoon of salt and cup of water. 4. Add 2 teaspoons of the DNA extraction liquid into the bag with the strawberry. This will further break open the cells. 5. Reseal the bag and gently smash for another minute (Avoid making too many soap bubbles). 6. Place the coffee filter inside the other plastic cup. 7. Open the bag and pour the strawberry liquid into the filter. You can twist the filter just above the liquid and gently squeeze the remaining liquid into the cup. 8. Next, pour down the side of the cup an equal amount of cold rubbing alcohol as there is strawberry liquid. Do not mix or stir. You have just isolated the DNA from the rest of the material contained in the cells of the strawberry.

9. Within a few seconds, watch for the development of a white cloudy substance (DNA) in the top layer above the strawberry extract layer. 10. Tilt the cup and pick up the DNA using a plastic coffee stirrer or wooden stick. Ask students: What appeared after the reaction? DNA Why did the DNA become visible? Cells were broken open and DNA reacted with alcohol to clump and form a precipitate. Do you think you can extract DNA from any cell using this method? Why? Yes, because DNA is in all living cells. Student Interaction: Give gloves to the students and place paper towels down on the desks. Take a small sample of the precipitated DNA around to each table, allowing the students to touch and observe the sample. Explain: 10 Minutes Briefly go through Prezi presentation to discuss the structure and function of DNA. http://prezi.com/gqhh_8bmslov/?utm_campaign=share&utm_medium=copy Students will follow along with the Prezi by taking notes on the graphic organizer Take questions for last 5 minutes of class.

Graphic Organizer:

The Chemical Code: DNA

Elaborate: Homework Students will have a take home activity sheet with critical thinking questions about the structure and function of DNA. Homework Sheet:

The Chemical Code 1) What is pictured here? What 3 things make this? DNA. It is made up of sugar, nitrogenous bases, phosphates 2) What would you call the shape in the picture? Twisted ladder, called a double helix. 3) Does this exist in your body? If so, where? Yes, it exists in the nucleus of every cell in my body BONUS: If this does exist in your body, what do you think it codes for? It codes for everything the cell needs to live, grow, and divide to make new cells.

Evaluate: Homework Students will be evaluated based on their effort and answers to the homework. One point will be assigned per problem. Answers should be complete, 1-3 short sentences or bulleted answers, and should reflect students best effort (teacher will evaluate what best effort means for each ELL student on a case-by-case basis).

Lab instruction sheet to be handed out to the student groups (1 sheet per group). Strawberry and DNA Smoothies What you need: 1 plastic bag Strawberries DNA Extraction Liquid (2 teaspoons of dish soap, 1 teaspoon of salt, cup of water) 1 plastic cup Coffee filter

 Ice cold rubbing alcohol 1 wooden stick or plastic straw 1 Rubber Band Safety: Do not put anything in your mouth. The rubbing alcohol is poisonous. Wear your safety goggles. Do not put anything near your eyes or mouth. Directions: 1. Put the strawberry into the plastic bag. Close the bag. 2. Smash the strawberry for two minutes. BE GENTLE! Make sure every part of the strawberry is smashed. 3. Find the DNA Liquid. This liquid breaks the cells open so we can get the DNA out. 4. Put 2 teaspoons of the DNA Liquid into the bag. Close the bag again. Gently smash the strawberries for one minute. Try not to make a lot of bubbles! 5. Get a plastic cup. 6. Put the coffee filter paper inside the cup. Copy the teacher. 7. Open the bag. Pour the strawberry mix on the filter. Dont spill. 8. Wait until all of the strawberry mix is inside the cup. 9. Now squeeze the filter over the cup. This makes all the extra liquid go into the cup. 10. Find the cold rubbing alcohol. This will make the DNA bunch up. 11. Look at how much strawberry mix is in the cup. Try to get the same amount of cold rubbing alcohol. 12. Pour the cold rubbing alcohol down the side of the cup with the strawberry mix. DO NOT STIR IT UP. Copy the teacher. 13. Wait a few seconds and watch the liquid. Watch for cloudy stuff to form on the top. This cloudy stuff is the DNA! 14. Tilt the cup to the side but dont spill. Pick up the DNA with a plastic coffee straw or wooden popsicle stick.

ESL Reflection In my science methods class we were assigned to create an English as a Second Language (ESL) lesson plan. Before creating a plan or even choosing a topic we were able to go to a local middle school in Southwest, Virginia. At the middle school we had the ability to observe an English Language Learners (ELL) class, with only six students, which were all on WIDA level one. Throughout this class we saw tons of repetition and hands on observations. The students were learning about the title, main idea, and setting of a story. Honestly, it was shocking that middle school students were just learning what the title of a book was! Even as an education graduate student I was never aware that ESL students needed to begin at that basic of a level. Then, we had the opportunity to observe a science class with predominately ESL students. In the science classroom, students ranged from WIDA level one to three. This classroom was packed with thirty students, a teacher, four aids, and three graduate students. There was barely enough room to scoot around the outskirts of the classroom. The teacher Ms. J* was extremely charismatic. That particular day, students were learning about the history of Cell Theory, which for most, including myself is boring and tedious. However, Ms. J made it so interesting for her students. First, she made students watch a Ted-Ed video and asked them just to pay attention but not write anything down. Next, she handed out graphic organizers and told students they were going to break down the video as they watched it again. Throughout the video when difficult concepts became present, she would stop the video and ask her students, How can we make this simpler? or How can we use less words? to break it down. In addition, she would cross out the complicated stuff on the SMART board while watching the video, and would write down what the students were telling her. Additionally, Ms. J made students say all the scientists names in funny voices and statements. For example, Rudolph Virchow she made the students say, Rudolph the red nose Virchow, and Robert Hooke in a pirate voice with a hook. Students were not afraid to participate because they all sounded funny and were not concerned or embarrassed of their native tongue. With our observations, the two other graduate students and myself headed back to Virginia Tech constantly throwing ideas out for our lesson plan on DNA for the next week. We were excited, and could not wait to get started. We sat down together and drafted the lesson plan centered around L.S. 12 which states, The student will investigate and understand that organisms reproduce and transmit genetic information to new generations, with a primary focus on the structure and role of DNA and the function of genes and chromosomes. We finished our lesson plan and sent it to our ESL advisor, which quickly shut down our plan and stated, Everything is too complex. DNA as you know is a confusing topic for English speaking middle schoolers to understand, and we were even more worried about introducing it to ELL students. However, with the help of our advisor we were about to simplify our lesson and introduced a quick laboratory experiment that extracted DNA from a strawberry. One of the hardest parts of teaching this lesson was the lack of knowledge about the students. Although we had the opportunity to observe the class, it was only once for 50 minutes. Throughout our lesson, we did not know students names and it was awkward

having to call on someone by the color of their shirt or simply pointing at them. However, I do believe that we created a strong lesson plan that was effective for the students. This lesson plan met INTASC 2 by understanding individual and cultural differences within the cultures of students in the classroom. By using a fruit that all students were familiar with, it enabled all learners to meet high standards. In addition, the lesson met NSTA 3A by using a variety of strategies on students. Throughout the lesson, we had a hands-on lab experiment, visual aids through the use of a Prezi, and a graphic organizer so students wrote down information presented. In addition, we decided to use a presentation on the SMART board and graphic organizers because we knew that the students were already familiar with these types of materials. * Name changed for privacy!