Updated 10/3/1811:48 PM

Danielson Aligned Lesson Plan for a MS Grade 6 STEM UNIT

Primary Subject Area and Grade Level: List the primary content area for this lesson. List the beginning
and ending grade levels for which this lesson is appropriate.
General Science (Life Science): 6th —8th grade

Interdisciplinary Connections: Provide a listing of the subject area(s), in addition to the primary subject
area that is incorporated in this lesson.
(1a: Demonstrating Knowledge of Content and Pedagogy)
Science Technology Engineering Mathematics
Lesson Duration: State the approximate time frame for this lesson.
(1e: Designing Coherent Instruction)
60 minutes

Relevance/Rationale: Consider how your outcomes and plan will engage students cognitively and build
understanding. Why are the lesson outcomes important in the real world? How is this lesson relevant to
students in this class (interests, cultural heritages, needs)?
(1b: Demonstrating Knowledge of Students)
Investigating how diseases spread between people and how viruses infect cells.
Engages and exposes the students to engineering design process to foster skills such as creativity and
collaboration.
Emphasize the benefits and limitations of using models in solving a societal problem.
Outcomes/Objectives: What will students know and are able to do as a result of this lesson? Outcomes
should be written in the form of student learning and suggest viable methods of assessment. For teachers of
English language learners: What language objectives will be addressed?
(1c: Setting Instructional Outcomes)
SWBAT (1) Define what a virus is (2) Create a virus model (3) Explain the different levels of disease
outbreaks
Language Objective: Students will explain how viruses spread and infect our bodies by creating a virus
model to show how it infects our bodies.
Content Standard(s) and/or Common Core Learning Standard(s): For example: (CCSS) 4.NBT.3 Use
place value understanding to round multi-digit whole numbers to any place. Content area teachers should
include appropriate English Language Arts Common Core Standards for Content Areas, if appropriate, in
addition to content standards.
(1c: Setting Instructional Outcomes)
Next Generation Science Standards (NGSS)
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells; either one cell or
many different numbers and types of cells
MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a
successful solution, taking into account relevant scientific principles and potential impacts on people and the
natural environment that may limit possible solutions.
Literacy Standards
CCSS.ELA-LITERACY.RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate
summary of the text distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RST.6-8.7: Integrate quantitative or technical information expressed in words in a
text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or
table).

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I Can (Unit):
Explain how a virus infects cells. Explain that a pandemic is an occurrence in which a contagious disease
quickly spreads worldwide
Do Now (Essential Question):
1. What is a virus?
2. How do viruses spread?
3. How does it infect our bodies?
Use of Formative Assessment to Inform Planning: Describe your student’s current levels of understanding
of the content related to the outcome for this lesson. What are some of the indicators that let you know
that these outcomes and the lesson activities represent the appropriate amount of cognitive challenge for
all students?
(1f: Designing Student Assessments)
Would ask diagnostic questions such as what does it mean if a video goes viral? (If the responses points the
time as an important factor, number of views etc., then I know they understand criteria, can observe trends,
patterns etc.)
Writing Prompts (Activity worksheets/ Video response etc.), More specifically Stop and jot: This gives me
time to pan the room and access student level of understanding.
Verbal Signs (Thumbs up, show of hands/ think and share outs)
Class Information: Describe any unique characteristics of the class (considerations may include: special
needs, language levels, learning styles, etc.). Describe how other adults (paraprofessionals, volunteers, co-
teachers, resource teachers, etc.) will support student learning, if applicable. Also include any other
circumstances an observer should know about.
(1b: Knowledge of Students)
From my initial observations of the 6 students in the class I noticed that two are more verbal and quick to
respond, one is quiet but responds to questions when called upon, one appears to be a crowd person, one
seemed distracted but does get engaged for short periods and one not so verbal but does volunteer is there are
no initial responses to questions.
Overview: Provide a brief overview of the lesson. The overview should provide the observer with a
description of the lesson’s content and how it relates to the larger unit. Include prerequisite knowledge
required to meet lesson outcomes and relationship to future learning.
(1a: Demonstrating Knowledge of Content and Pedagogy)
The lesson is to introduce a challenge they would be working to solve throughout the entire unit: Engineering
a Pandemic Response. This lesson starts by investigating how diseases spread and how virus infect cells. The
activity with the virus and cell models they will create establishes the benefits of models and also emphasizes
limitations of these in their engineering challenge which consider steps to prevent outbreak from becoming a
pandemic. At the end of the unit students will be able to present what they learnt about virus outbreaks and the
Engineering Design Process by showcasing the work they have done.
Technologies and Other Materials /Resources: List all materials, handouts, resources, and technology tools
that are needed by the student or the teacher to execute the lesson. Technologies may include hardware,
software, and websites, etc. Materials and resources may include physical resources (e.g. books,
manipulatives, supplies, equipment, etc.) and/or people resources (e.g. guest speakers, librarian, etc.).
(1d: Demonstrating Knowledge of Resources)
Videos https://www.youtube.com/watch?v=Hr7jjlZI6NA;
http://eie.org/outbreak
Activity work sheets
Class Poster, Notebook
Virus kit (Balloons, scissors, tape, punches, ribbon, coffee stirrers, cups (20oz), Velcro dots and strips, snow
tube, UV glow powder, UV flashlight) CDC news bulletin)
Material safety: The UV range of this flashlight is labeled type A.*
I will instruct the students not to:
1. Point the beam at the faces of other students.

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2. To avoid prolonged or repeated exposure to the beam (i.e. pointing at parts of their body).

Grouping Strategy: Describe how you will group students to facilitate learning of the outcomes of this
lesson. What is the rationale for the grouping strategy?
(1e: Designing Coherent Instruction)
Groupings would be heterogeneous. Two split up the earlier two that were very verbal (appear to be close
friends), I will use a lettering system A for Amazing, B for Brilliant, C for Capable to split them into 2 groups
of three for their group work.
Background Terminology, Prior Knowledge and New Academic Vocabulary: What pervious knowledge
does this lesson expand on? What key terms are essential to understand this content? What new key terms are
essential to develop and extend students vocabulary in this lesson (use, ability and support)?
(1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)
Students have familiarity with the cells. Some concept of engineering and technology. General and safe
hygiene practices. Some knowledge of public health institutions (Hospitals, Government Agencies etc.)
Lesson Procedures (Mini Lesson and Student led activities): The procedures should clearly describe the
sequence of learning activities and should identify where and how all materials, technology tools and student-
created technology products, and reproducible materials/handouts are utilized in the lesson. Describe the
lesson sequence:
 How will the lesson launch?
 How will the material be presented?
 What questions will be posed to the students? What are the expected responses?
 How and when will the teacher model?
 What opportunities will there be for guided practice, group work and individual practice?
 How and when will you monitor student understanding throughout the lesson?
 What opportunities will there be for reflection and closure? Include approximate time allocations for
each portion of the lesson and standards that it follows. Be very precise when explaining the teacher
and student tasks during the learning activities.

(1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction)
Teacher Action Student Action
A: DO NOW/ENGAGE Students receive texts #1 (News bulletin) and #2
I will distribute 2 texts that students would and ask a (Outbreak meter)
volunteer to read text #1 (or read as a class) Students would be responding to questions about
After reading, students will have 30-45 seconds to reflect the text to find out what they understand

Would ask students prompting question: Cold call/Card During Cold Call/Share Out…
shuffle Student Responses:
The bulletin informs us…. (about a disease, call
1. What does the bulletin tell us? to engineer a response etc.)
2. What is a virus? Can you give examples? They make us sick, it’s a disease etc.

To encourage students thinking ask what it means if a

video goes viral.

Perform an activity with ultra-violet (UV) glow powder.

Students are performing the activity
The UV activity will facilitate students to make and then
Students will be testing their predictions
test their predictions by locating areas of the room
stained with the powder (observations they make).

I will inform the students that I accidently spilled some

of the UV glow powder on the counter earlier in the

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day and touched it while you cleaned up. (Students will make predictions and then they will
I will turn off the lights so that the room is as dark as explain their findings.
possible and hand students the UV flashlight. Sentence starters will be provided in the
worksheet.)
I will ask:
What did the UV glow powder represent in the first
activity? Students are writing the answers in their notebook.
Where do you think you will see the powder from my
hands? Why?

I will remind students to reflect on this exercise to

explain what the glowing areas indicate? In their worksheet they will fill in the blanks
1. How do viruses spread?
2. How does it infect our bodies?

How could you prevent this virus from spreading from

one person to another?

B: EXPLORE
Teacher will play a 2 min segment of the video on
Viruses. Teacher will explain In their worksheet they will fill in the blanks for
Teacher will ask students to answer the previous this section. Share their answers and discuss
questions with new information from video.
At this point teacher and students will review vocabulary
words.

C: Explain
Teacher will play the rest of the video and ask questions In their worksheet they will fill in the blanks
Why do you think it’s easier to spread diseases now?
How does it get into our bodies and into our cells?

D: Elaborate (Culminating questions)

The teacher will model through diagram (see student
notes p.5) what they would be doing: Create a model
virus. They will be given 10-15 minutes to complete this
I would be circulating the class and asking questions and
scaffolding so that students can successfully build their
models
After the 15 minutes:
Students answer the following questions:
1. Why do you think models are needed to
investigate viruses?
(Balloon, Lollipop, flat disc etc)
2. After completing your model, list the materials
you used. Why did you choose these specific
materials to create it?
3. After completing your model, what prediction
can you make about it infecting the model cell?
4. After connecting to the model cell, was your
prediction accurate? Why and why not?

Students silently put their materials away –

Students walk silently to their desks.
Students wait to be cold-called
Students point to / refer to posters or visual
E: Reflection

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Teacher ask formative questions supports as needed to provide correct responses.

Offer Precise Praise for student performance Choral response in filling out word activity sheet.
Cue students to put reading materials away and return to Watch virus song video
their desks.
Quick Cold Call review of the key points:

Differentiation and Accommodations: Describe how you will differentiate instruction for a variety of
learners, including students will special needs, English Language Learners, and high achieving students to
ensure that all students have access to and are able to engage appropriately in this lesson. Be specific.

(1e: Designing Coherent Instruction)

I will include visuals and various rephrasing techniques. I will ask students to describe in their own words
what is happening.
I will also deliberately not take the first hand(s) that are raised in response to a question. I will give more time
or “until I see x number of hands raised” before I call on the first hand I saw.
Differentiation and Tiered Instructional Strategies
☐Materials at varied readability ☐Flexible use of time ☐Use of contemporary
levels ☐Video/audio notes (visual/verbal technology
☐Supplementary materials based on learners) ☐Flexible grouping
student interest ☐Graphic organizer ☐Learning contracts
☐Varied teaching modes ☐Jigsaw ☐Literature Circles
☐Anchor activities (Sponge ☐Problem Based Learning ☐Socratic Seminar
activities) ☐Stations ☐Think, Pair, share
☐Compacting ☐Learning contracts ☐ Workshop Model
☐Tiered activities ☐Cooperative learning ☐Models of tasks at different
☐Portfolios ☐Self-Assessment levels
☐DOK Questioning ☐Peer Assessment ☐Cubing
☐Accountable Talk

Assessment Criteria for Success:

 How and when will you assess student learning throughout the lesson (formative)?
 How will you and your students know if they have successfully met the outcomes?
 What is the criteria for mastery of the lesson outcome(s)?
 Describe any (formative and summative) assessments to be used.
(1f: Designing Student Assessments)
Would ask diagnostic questions such as what does it mean if a video goes viral? (If the responses points the
time as an important factor, then I know they can observe trends, patterns etc.)
The UV activity will help students test their predictions by or through the observations they make. Can
explain their choices.
Writing Prompts (Activity worksheets/ Video response etc.) Verbal Signs (Thumbs up, show of hands/
think shares: collaborative learning) Exit slip

Criteria for mastery is that SWBAT:

Explain basic concepts through diagrams, writing text and orally using the appropriate vocabulary.
Explain central ideas contained in an article by integrating quantitative or technical information expressed in
words and/or visually (e.g., in a flowchart, diagram, model, graph, or table).

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Anticipated Difficulties: What difficulties or possible misunderstanding do you anticipate that students may
encounter? How will you prevent them from occurring?
(1a: Demonstrating Knowledge of Content and Pedagogy)
Possible questions that may arise: How do we know the structures of the viruses? Why is it that some viruses
can’t be treated? How are the drugs made and tested?

I will explain the role of mutations, infection rates, limitations of models that engineers/scientist make, and
clinical trials etc.

Reflections, Summary and Homework: List at least three questions you will ask yourself after the lesson is
taught. What information is the student taking away from the lesson, how can the important information
be reinforced? What at home assessment will you use to know that the student understood the lesson?
(4a: Reflecting on Teaching)
Three questions to ask myself are the following:
Can they explain what features of their model virus have in common with the real virus? Did I alter my
instructional plan as I taught the lesson? Why? What additional assistance, support, and/or resources would
have further enhanced the lesson? If I had the opportunity to teach the lesson again to the same group of
students, would I do anything differently? What? Why? To reinforce the lesson objectives I would have them
do as extra point to write a paragraph that shows the similarity of their class work to any of the following
movies: The walking dead, Contagion, Resident evil, or The planet of the apes.

* The UV-A LED flashlights and “black lights” evaluated to date by APHC (Prov)’s Nonionizing
Radiation Program (NRP) pose some risk, but would not cause injury during normal use. The safety
limits would only be exceeded if prolonged or many repeated exposures occurred.