LAYING THE FOUNDATION LESSON INTEGRATION

Teacher: Cara Biegler School District: Timber Lake

School 20-3

Content Area and Grade Level: Middle School Science (grades 6, 7, 8)

Laying the Foundation Lesson Description:

Provide a summary of the LTF lesson or strategy you integrated into your
classroom instruction.

Come Fly With Us: This was used as an introduction to scientific method for grades
6, 7, 8 in the fall. They completed the lab with a partner and completed the follow
questions and practice.

Penny Test Lab: This was a follow up to the introduction to the scientific method for
grades 7 and 8. They completed the lab with a partner and posted results for a
discussion.

Why Do They Call It a Periodic Table?: The 8th grade completed this after our unit on
the periodic table. It was very advanced for them, as the standards do not require
all that was included in this lab. They completed the card sort, analyzed the graph,
and used that information to help complete a chemical change lab with analyzing
data and questions as a follow up.

States of Matter: The 8th grade completed this with success. The students were in
groups of four and it was a more directed lab procedure. They collected their own
data and analyzed it independently. The 6th grade had a dry ice demonstration to
show sublimation to aid in their comprehension of that vocabulary word in their
states of matter lessons.

Caminalcules Discovery: The 7th grade completed this activity after doing a shoe
sorting and naming activity together. This took a few days to complete in class.

Picturing Life: The 7th grade used this lesson to create drawings of plant and animal
cells first. Then they used it to complete the drawings of the beetles for the beetle
races lab.

Beetle Races: The 7th grade completed the beetle races lab in two days. The first
day was for the actual races and the second day was for the graphing and lab follow
up questions.

What adaptations, if any, did you make to the lesson?

Come Fly With Us: Grade 8 completed it first and with the most independent
success. Grade 7 needed more direct instruction. Grade 6 needed to complete the
questions and practice together.
Penny Test Lab: Grade 8 grasped the concepts of controls and validity. Grade 7
struggled with determining if it was valid or not.

Why Do They Call It a Periodic Table?: I modified it and did not complete all of the
steps/questions with the class. It was quite a bit above the level of material that we
had covered in class.

States of Matter: I added a Venn Diagram to the questions. I also had them make a
concept map for the states of matter using the teacher pages for this lab the day
before. I would do the dry ice demonstration for the 6th grade again. (Halloween is a
great time to do this)

Caminalcules Discovery: I did not have them complete steps 7 and 8 this year. The
students that typically struggle had no trouble sorting and naming the bugs. The
rest of the class made it much more complicated than it was and needed more
individual help getting started with confidence.

Picturing Life: For the plant and animal cell drawings they had more direct
instruction. For the beetle drawings we reviewed and highlighted the requirements
for a biological drawing.

Beetle Races: I had them just trace and mark and then graph the total time of 45
seconds. I did not break it down into 5 second intervals.

What changes, if any, will you make if you use this lesson again?

Come Fly With Us: Next year I will have the current 6th redo it and the new 6th grade
will complete it with guidance.

Penny Test Lab: Next year I will repeat it with the current 7th grade. The current 6th
grade will complete it before the second semester this year.

Why Do They Call It a Periodic Table?: I would do the same modifications that I did
this year, but spend more time on it.

States of Matter: I would do it with the 8th grade again and I would also use the
changes I did this year. I would plan it for a day closer to Halloween. I may try it
with the 6th grade class next fall, too.

Caminalcules Discovery: Next year I would present the directions in a different way
to make it “simpler” hopefully.

Picturing Life: I would follow the procedure in the labs again.

Beetle Races: I would have a much larger area for them to work next year. Our
beetles were very active and we did not have enough open floor space to do this
easily. I would do the 5 second intervals next time because I would plan for an area
with more open space to move around in.
Evaluate student response to the activity.

For example, did the students find the lesson engaging? Challenging?

Come Fly With Us: All of the groups were engaged, and challenged to different
degrees.

Penny Test Lab: They were all engaged and focused. The 7th grade was more
challenged by far.

Why Do They Call It a Periodic Table?: Only a handful were able to transfer this
knowledge to the chemical change lab we did as a follow up. Most did not “get it.”

States of Matter: The 6th grade was awed and had many good questions and
comments. The 8th grade was totally engaged and completed the concept map, the
data, and follow up questions well.

Caminalcules Discovery: They were very engaged in the shoe sort and the
struggling students had more success with the animal sort than the majority of the
class. It was very interesting to observe.

Picturing Life: Following directions exactly was a challenge for many. They were
very engaged and excited when our bugs finally arrived (a month late!)

Beetle Races: The whole class was super engaged and told other students and
teachers about it.

Describe the form of assessment you used following the lesson (either
formative or summative):

Come Fly With Us: All partners were assessed on completing the lab activity and
each individual was assessed on the completion of the questions and practice.

Penny Test Lab: All partners were assessed on completing the lab activity and each
individual was assessed on the completion of the questions and practice.

Why Do They Call It a Periodic Table?: This assessment was the follow up activity
with transfer.

States of Matter: The groups of four were evaluated on their completion of the lab
and data collection. The individuals were assessed on their completion of the
concept map and follow up questions.

Caminalcules Discovery: The individuals were assessed on their organization and

classification of animals and how they justified their groups to me when they were
interviewed.

Picturing Life: They were assessed on their ability to follow the directions for each
drawing.
Beetle Races: They were assessed on their partner cooperation during the set up
and race. They were assessed on their individual graphs and follow up questions.

Is this a lesson you would suggest to colleagues? Why or why not?

Come Fly With Us: Yes, it is great foundation to the scientific method.

Penny Test Lab: Yes, it is great foundation to the scientific method.

Why Do They Call It a Periodic Table?: Yes, if you have an academic class with
higher order skills.

States of Matter: Yes, for sure, because they were so engaged and learned more
about the states of matter.

Caminalcules Discovery: Yes, I think it is great for 7th grade Life Science.

Picturing Life: Yes, I think it is perfect for 7th grade Life Science.

Beetle Races: Yes, it is a great math correlation for rate of speed and graphing.