Grade and Topic: 9th and 10th grade Biology Length of Lesson: 47 minutes Mentor Teacher: N/A School: Bolton High
UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA: Understand how society benefits from concepts, engineering skills, and applications of technology.
LESSON OBJECTIVE (SWBAT): Understand the characteristics of living things. Select graphic images that represent one of each of the characteristics of living things. Understand the vocabulary associated with each characteristic.
STANDARDS ADDRESSED: CLE 3210.T/E.4. Describe the dynamic interplay among science, technology, and engineering within living, Earth-space, and physical systems. CCSS.ELA-Literacy.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain- specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. ISTE-S Standards 3. Research and information fluency. Apply digital tools to gather, evaluate, and use information. b.) Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. ISTE-S Standards 1. Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. b. Create original works as a means of personal or group expression
MATERIALS: Connection to the internet to access: MS Clipart gallery http://office.microsoft.com/en- us/images/results.aspx?qu=clip+art&ex=1&origin=EC010141330 A computer, with a word processor loaded and functional (preferably Microsoft Word) A printer Paper and a pen/pencil Textbook
BACKGROUND and RATIONALE: Ideally, this lesson should be used as an enrichment lesson following an explanation of the characteristics of living things. It will help aid the teacher in evaluating students on whether or not they to understand the concepts of the characteristics of living things. This lesson will aid students ability to comprehend complex scientific terminology, and increase their vocabulary.
PROCEDURES AND TIMELINE: Introduction/ Problem Statement: Imagine this. You are a member of a local research laboratory. One afternoon, you receive a box marked, "Handle with extreme care!" You open the box, and inside you find two green slimy, blobs of material, that kind of reminds you of the movie "Flubber" that you saw as a kid, except that these masses don't seem to be moving. Each one is approximately 7 cm in diameter. You also find a note from a local farmer: "I found these jello-like things by my cow pasture, and I don't know what they are or if they are even alive! Can you tell me if they are and what I should do with them? They started showing up right after the meteor shower this Spring, there were only a few and now there's over 50!!"
As the scientist, how do you answer this farmer's question? How do you know if something is alive or not? That's what we are going to evaluate today, the 8 characteristics of life.
Procedures: Before the computer (5 minutes): The introduction of the problem statement shouldn't take more than five minutes. Afterwards, I will tell the students to get out a sheet of paper and a pen/pencil and ask them to try and recall (write down) the eight characteristics of living things. After a few minutes, I will direct them to their textbook and the page where they can find the correct charcteristics. At the computer (25 minutes): Have students open both a MS word document and an internet browser. Direct students to the MS Clipart Gallery website. Students will then create a table with three columns in MS word (I will assist as needed). In the first column, I will direct them to type the eight characteristics of living things. In the middle column, I will direct them to copy and paste their image representations of the characteristics of life. (They found these using key words as searches in the MS Clipart Gallery.) In the third column, I will direct students to write a brief rationale for why the picture represents the characteristic. I will remind them to save work frequently and check for any spelling errors, and to use either times new roman or Arial font, size 12. Then, I will direct the student to print a copy. Closure/After the computer (15 minutes): The students will discuss with their peers around them why they chose a particular picture to represent each characteristic. We will then discuss as a class whether or not the "blobs" are alive.
DESCRIPTION OF STUDENT PRODUCT AND ASSESSMENT EVIDENCE: Product: The students will turn in a printed copy of a MS word document, on which they have created a table with three columns. The left column will have a heading along the lines of "Characteristic of Living Thing", The middle column will have a heading along the lines of "Picture Representation", and the third column will have a heading along the lines of "Why I chose this picture". Following that, will be typed on characteristic per row in the left-hand column, one picture representation in the middle column, and the student's interpretation of the picture as a representation on the right-hand column. Assessment: The student's will be graded on (a) the way that the graphic images represent each characteristic of life and (b) their rationale for using the graphics. Four levels of quality will be observed: (1) Below Basic (2) Basic (3) Proficient (4) Advanced
MODIFICATIONS: For any student in which accommodations must be made, I will allow extra time to finish the assignment. they will be allowed to e-mail/save on flash-drive their characteristics and finish it overnight. Example of a Student Product for The Characteristics of Life representation assignment. The characteristics of life Picture Representation Rationale for Picture Living things are made up of units called cells
Each of these circles are individual cells, or compartments, that make up an organism. they can function to do all things an organism does, alone and without help. Living things reproduce
This picture represents a tired father with a newborn baby, proof that he is capable of reproducing, or creating more organisms. Living things are based on a universal genetic code
This is a picture of DNA, the "code" of nucleotides that all organisms are based on. Living things grow and develop
This is a picture of a plant that has grown from a seed, the increase in size from the single cell to a multicellular organism shows that it is alive. Living things obtain and use materials and energy
This picture shows a person drinking a glass of milk, to get the nutrients he needs to grow, in effect he is "using energy" from the cow that made the milk. Living things respond to their environment
All living things respond to their environment, even if they cannot physically move. These sunflowers, for example, will turn to face the sun, in effect "responding" to the sunlight. Living things maintain a stable internal environment
All living things must maintain a stable internal environment. If they do not, they do not survive. Like this person who is sick, if he does not return his temperature back to normal, he will die. Taken as a group, living things change over time
This picture represents evolution, which is the essence of things changing over time.