Professional Documents
Culture Documents
Elaborate-
Time Teacher Does Student Does
Teacher will prepare microscope slides with Elodea l eaves in regular Students will properly handle microscopes and draw what they
tap water and in 6% NaCl solution and will label each station. Teacher see at each station, calculate and record the total magnification,
will instruct students to draw what they see at each station, calculate and record at least 3 observations at each station. Students will
and record the total magnification, and record at least 3 observations then regroup and share their observations with the class. On their
for each. Teacher will closely monitor proper handling of microscopes worksheet, students will write down individually what they think
and ask students about what they see to monitor understanding. has happened to the Elodea c ells between the regular tap water
2 day 50
Teacher will then ask students for observations and write them on the and the 6% NaCl solution. Students will then share their thoughts
minute
board, making clear the main changes between the two slides. in their groups, and share with the teacher. In groups, students
period
Instruct students to individually write down what they think has will discuss what they think would happen if the Elodea in 6%
happened, then have them discuss in their table groups, then call on NaCl solution were returned to normal water, then discuss with
tables to share. Ask students to discuss in their groups what they the whole class. Students will then individually draw a model to
think would happen to the Elodea cells in 6% NaCl if they were put explain what they think is happening to cause the Elodea in the
back in regular water and then discuss as a class. Finally, instruct salt water to look the way they do. Students should use the
students to individually draw a model of what they think is happening information they learned from the previous day to guide their
that we cannot see that causes the 6% NaCl Elodea cells to thinking. Once students have individual models, they will come
plasmolyze. Then have individual students share their models in their together as a group to make one group model, following the
group and create one group model explaining how the 6% NaCl modeling rubric.
changed the Elodea cells, using their modeling rubric. Monitor Students will observe the differences between an egg in regular
student groups as they create their models and ask questions that solution and an egg in distilled water. Students will record starting
align with the modeling rubric to ensure that students are appropriate and ending masses and calculate a percent change. Then,
engaging in modeling. students will work in groups to create a model that explains the
Teacher will place an egg with its shell dissolved into distilled water change in the egg after being placed in distilled water, using the
for at least 24 hours in order to show students a before and after. modeling rubric. Groups will then use both their Elodea in salt
Teacher will instruct students to record the starting and ending mass water model and egg in distilled water model to create a best fit
of the egg (provided by teacher) and calculate the percent change, model to explain “Where does water go in a cell?”, using the
monitoring student understanding and ensuring accurate calculations. modeling rubric. Students will then use the rubric to provide two
Teacher will instruct student groups to create a model to explain the pieces of feedback to other groups’ models, then use the
change in the egg after placing it in distilled water, reviewing the feedback provided on their models to make revisions.
modeling rubric with students. Monitor student understanding and
group participation, perhaps having students write in different colors.
Teacher will instruct students to use both their Elodea in 6% NaCl
solution and their egg in distilled water models to create a best fit
model for “Where does water go in a cell?” Monitor student
understanding and group participation, asking questions aligned with
the modeling rubric to ensure appropriate engagement in modeling.
Give each student two post it notes and a rubric and instruct them to
use the rubric to provide feedback on other groups’ models. Allow
groups to use the feedback to revise their models afterward.
Evaluate- Vaness
Time Teacher Does Student Does
Students will actively listen to instructions
Teacher will introduce and provide directions for the CER, which will Students will individually complete a CER on “Where does water
1 day- 50 act as the unit summative assessment. go in a cell?”. Students will make a claim and explain the
minute Teacher will pass out the CER papers phenomena by using scientific evidence discussed throughout the
period Teacher will collect the CERs at the end of the paper and introduce lessons and demonstrations . Students will use drawings or
the next lesson topic, cell differentiation diagrams to help explain rationale.
Students will complete the assignment by the end of the period
Instructional Materials, Equipment, and Multimedia
- Computer with internet access
- Projector
- Powerpoint presentation with the Essential Question
-Google Chromebooks
-Elmo document camera
-Interactive SMART Board with a short-throw projector and LCD screen a
- Class set of science textbooks
- Pens, pencils, highlighters, and blank paper
- A laboratory area with sinks and equipment including microscopes, Bunsen burners, refrigerators, pipettes, and glassware
-Prepared slides showing cork, stained onion epidermis, stained dividing onion root tip cells, Elodea in tap water, and Elodea in 6% NaCl solution
-Powerpoint presentation with pictures of the cork and cork oak, onion epidermis, onion root tip, and video https://youtu.be/8IlzKri08kk
- Blank worksheet that shows three microscope circles, field of view, space for total magnification, and blank observations
-Role Chart worksheet
-Egg with shell dissolved and egg with shell dissolved placed in distilled water
- Direct Quote and Thinking Option worksheet
-News Story 1-(https://www.cbsnews.com/news/woman-dies-after-water-drinking-contest/)
-News Story 2-
(https://www.dailymail.co.uk/health/article-3260684/The-hiker-died-drinking-water-Excess-fluid-lack-food-caused-brain-fatally-swell.html).
- CER worksheets
Co-Teaching Strategies
N/A
DIFFERENTIATION
Engage-Guided notes for the Engage-Shorter Engage-Guided notes for the Engage- NA
powerpoint and partially filled in passages powerpoint and partially filled in
Role Definition Chart with a word Role Definition Chart with a word Explain-Opportunity for external
bank to fill in. Explain-Support from peers with a bank to fill in. research on a more advanced
chance to read, hear, and see model
Explain-Support from peers vocabulary words used in the Explain-Support from peers with
during interactive modeling correct context via engaging in responsibility distributed among Explore- More numbers of quotes
creation with opportunities to conversations with group members group members required on the Direct Quote and
discuss information with Thinking Options
classmates Explore-Shorter passages Explore- Less numbers of quotes
required on the Direct Quote and Elaborate- Opportunity for
Explore- Guided notes for the Elaborate- Support from peers with Thinking Options external research
powerpoint and partially filled in a chance to read, hear, and see
Direct Quote and Thinking vocabulary words used in the Elaborate- Support from peers with Evaluate- NA
Options with a word bank to fill in. correct context via engaging in responsibility distributed among
conversations with group members group members
Elaborate- Guided notes for the
powerpoint and partially filled in Evaluate- Read the assignment out Evaluate- Read the assignment out
models with a word bank to fill in. loud as needed loud as needed
Summary: The students will use prior knowledge and the principles of cell theory to construct and revise a model to explain that complex multicellular
organisms are composed of cells.
Rationale: The students’ have a variety of needs in the classroom, and in order to address them we have chosen to differentiate our instruction utilizing
multiple modalities. In the beginning of the lesson, the introductory activity involves an interactive portion where the students must use a microscope
in order to visualize the components of different types of cells. This is a non-linguistically dependent task that supports all students. The second activity
involves bridging the science classroom and the real world context of the topic. In this portion, students will analyze the news articles they are given
and interpret their own ideas in regards to the topic, but still in an brief overview format. This is a reading based task which requires additional support
for English learners, striving readers,and students with special needs. However, they also receive support via guided notes and shorter passages to
convey the same message. The subsequent discussion that will follow will be the opportunity for the instructor to elicit student responses to gauge
their primary understanding. This will be the first time the students create a model to illustrate why the excess water was responsible for the death of
the person in the news articles. The next day will take on the topic in a detailed approach by following a structured lecture based period. During this
time, students will learn about the cellular components responsible for water transfer in the cell. With this new information, students will create a
revised model using their notes. The next portion involves students sharing their ideas with all their peers in order to create a final, class model using all
of their contributions. The lesson ends with a summative assessment in the form of a CER that will help the instructor to accurately monitor their
students’ progress and understanding. Finally the lesson plan’s structure depends on the students following a routine to complete the lab successfully.
The students are accustomed to following a daily classroom routine, but this lesson specifically builds upon that by adding in a new element of time
management. The lesson has a proper beginning, middle, and end which means that the students must keep up with the pace to finish the task and
produce the correct final product, which is the revised, class model that serves as a final representation of all the students’ ideas.
Implementation: This lesson plan features many opportunities to have the students engaged in several interactive activities. The engage portion of the
lesson features the use of a microscope which integrates microscopy skills early in the unit. Strategies included: limited teacher-centered lecture,
multiple demonstrations conducted with the teacher for the students to accurately practice the method of annotation and synthesis, strategic grouping
of students, collaborative group work, group and class discussions on patterns of interaction scenarios that allow for expression of different
perspectives and experiences, directions that are provided verbally by the teacher, written directly on the students’ worksheets, and projected on the
SMART Board, and images regarding the different scenarios that are projected on the board and provided on handouts to allow students to make
connection between pictures and texts. Throughout the lesson, we will have the students repeat back directions and clarify their answers to ensure
understanding. The students will also be utilizing modeling in order to represent their ideas in an initial, revised, and finally single class model. Lastly,
the students will engage in a summative CER to allow the instructor to assess their understanding.