Need Help doing Academic Vocabulary Strategies Due 12/23/18 by 10:00 PM

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Question Description

Had a tutor working on this and he just bailed on me.


Proficiency in academic language in all content areas is key to learning and achievement. Science involves a variety of academic terms essential to understanding science concepts.

Part 1

Review the Disciplinary Core Ideas from NGSS (physical sciences, life science, earth and space sciences, engineering, technology and applications of science) and choose a grade level and one Disciplinary Core Idea to identify key language and vocabulary.



Using the “Vocabulary Strategies Chart”:

  1. Identify five key academic vocabulary terms.
  2. Describe the instructional strategy you would use to explicitly teach the terms.
  3. Describe two vocabulary development activities you would implement to allow students opportunities to practice and apply their knowledge of the terms.

Part 2:

Write a 500-750 word reflection about how you could revise your 5E Lesson Plan from Topic 3 to include academic vocabulary instruction and development, including possible ways to differentiate to meet the needs of ELL and students with exceptionalities.

Use at least two scholarly sources to support your reflection.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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Vocabulary Strategies Chart Grade Level: NGSS Disciplinary Core Idea Academic Vocabulary Term Instructional Strategy (1) © 2016. Grand Canyon University. All Rights Reserved. Vocabulary Development Activities to Allow Students Opportunities to Practice and Apply Knowledge of the Terms (2) Reflection: © 2016. Grand Canyon University. All Rights Reserved. GCU College of Education 5E LESSON PLAN TEMPLATE Revised 1-5-2016 Teacher Candidate: Destiny Hunt Grade Level: 6th Grade December 9, 2018 Science Date: Unit/Subject: Instructional Plan Title Gene Inheritance I. PLANNING Lesson Summary and Focus: The lesson is based on inheritance and variation. Focus is on the life cycles and traits of organisms where the lesson tries to explain the processes organisms go through in their life cycle and the patterns that are formed when the organisms go through changes in the course of their lives, for example reproduction, birth, growth and death. The lesson tries to put more emphasis on organisms and not humans hence details on human reproduction are not essential. Instructional Materials, Equipment, and Technology: Learners need to be equipped with knowledge on flowering plants and skills on data collection which involves the qualitative data collection approach and the qualitative observations. Data collection tools include carrier bags, cameras for species photographs, forceps, scooping tools, specimen bottles. Data analysis tools include computers or digital assistance. Network connectivity, microscopes, techniques for staining to allow visualization and writing materials for records purposes. Disabled learners will have less participation in field data collection. The math performance level is average among the learners hence easier to analyze numerical data. Most of the learners have a reading performance level that is at the grade level or one year above grade level. This is very vital when it comes to the cognitive process of understanding information on inheritance. Classroom and Student Factors: National / Next generation science standards, grade 6-8 science proposed by NGSS, grade 6-8-HS-LS3 State Learning Heredity: Inheritance and variation of traits. Standards: Disciplinary core ideas. Specific Learning Targets/Objectives: Learners who exhibit a great understanding will develop a model and use it to explain why mutations (structure changes) that are located in chromosomes, how they can affect proteins, how they can result in harmful, beneficial and neutral effects on organisms’ structure. The students will apply statistical concepts and probability so as to explain variations and the distributions of various expressed traits. The students will develop a model that will describe why asexual reproduction will result in offspring that have an identical gene information but the sexual reproduction produces offspring with a genetic variation. Lesson Focus Question: How can individuals of similar species and their siblings have a difference in their characteristics? Academic Language: Key Vocabulary: Offspring, sexual reproduction, asexual reproduction, DNA, Cell, Gene, Inheritance, Variation, Replication, Mutation, Chromosome, Species, Heredity, Genetics. Instruction and Development: Students will be required to come up with a flow chart with all the key vocabularies starting from the cell all the way to the gene and a physical trait. Students will be grouped into threes or fours to aid in generation of flowcharts and mastering them. Models and diagrams will be used in processes such as mutations, asexual and sexual reproduction. © 2016. Grand Canyon University. All Rights Reserved. Summative Assessment: The students will be asked random questions on the key areas of emphasis on the inheritance topic. Presentations based on the formed groups will be conducted and questions posed to them so as to make a judgement of their worthiness. Instruction Individuals or groups will collect qualitative and quantitative data in the field and prove the theoretical comprehension into physical practice. The tests and practical results should match the theory provided in class. The student should reason quantitatively and abstractly. They should model by use of mathematics by summarizing numerical data in relation to this context. Differentiation Strategies Activities Each student should be able to explain the results obtained from the practical assessment and provide a detailed report with charts and diagrammatic explanation where applicable. All students should have written arguments based on the specific content of the topic. They should integrate visual displays and multimedia in their presentations to strengthen their claims, evidence and give a clarity of information. Assessment There should be a synthesized information from a wide range of information. Example; experiments, simulations and texts. This is to bring up a coherent understanding of various processes of resolving any conflicting information. Citing of specific text evidences so as to support analysis and any technical texts. The students should determine meaning of symbols, domain specific words, symbols , phrases and key terms as used in grades 6-8 texts and topic. II. INSTRUCTION The 5Es Engage Explore The students are made to connect their prior understanding of a cell to the topic. A question is asked like, what is a cell? One of the students will say that it is the basic structural unit of all organisms. We all know that this is the biological definition known by almost everyone. The teacher will then illustrate the cell in the topic of inheritance and variation. The teacher will let the students know that all cells have genetic information that are in form of DNA and it contains a command that aid in coding of proteins formation. The students will discuss different key vocabularies such as, gene, chromosomes and mutations. This discussion will be brought up by picking two groups and telling each group to differentiate between chromosome and genes. In case a group fails to do it correctly; the teacher can decide to explain the two concepts so as to bring the students to a common ground of understanding. The chromosome is depicted to contain a long molecule of DNA. The information and instructions for forming the characteristics of the species are carried by the DNA. The students should be told that it is not all DNA that codes protein because part of its segments is involved in structural and regulatory functions. The teacher will explain that genes are located in cell chromosomes and each pair of chromosome has two variants of each of many distinct genes. Changes to gene result to changes to proteins and may affect traits of an individual. Probing Questions Explain how genetic information contained in a cell instruct protein formation in organisms? How does information that is located in the gene result into a specific trait in individuals? In what form is the instructions that are needed so as to form a species characteristic, stored in the cells? How does mutations affect traits? © 2016. Grand Canyon University. All Rights Reserved. Explain Elaborate Evaluate Activity: The teacher will explain that the reasons why Explain how new genetic variations are offspring resemble but not identical, it is because of formed? heredity. The teacher will define heredity as a specific mechanism where traits or characteristics are passed How do the environmental factors bring an via genes from one generaration to the next. He will effect on how traits are expressed? also explain that organisms that reproduce sexually they have cells containing two variants of each of the chromosomes, of which one is inherited from each of the parents and thus resulting to a variation between the offspring and parents. The teacher will elaborate how environment play a key role in development of traits in individuals. The environment will determine how organisms function and develop. The students will then be asked questions randomly on what has been taught and those that answer correctly awarded either claps or a token of appreciation. Activity: the students will stand in front of the class How are the characteristics of a generation one by one and the teacher will tell them to answer passed to a next generation? similar question until it is exhausted then the next question. This will ensure redundant answering a How can individuals of similar species and situation that can help the students store the their siblings have a difference in their information in long term memory. The students should characteristics? also show in the images or organisms any distinguishable variation of traits. Closure: If the students are able to tell how heredity explains resemblance of offspring, the variants of each of two chromosomes of each cell in sexually reproductive species and how environmental factors affect variation of traits then they are good to go. Formative Assessment: both a take away and a sit in Continued Assessment Test covering the whole topic should be given with the teacher greatly supervising the students so as not to copy or leak any information from one another. This will ensure that all students write what they know and after marking the papers you can know the weaker students. These papers will be returned and a thorough revision one so as to make sure every student knows the correct answer of each question. © 2016. Grand Canyon University. All Rights Reserved. ...
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Tutor Answer

Ben95
School: University of Virginia

Attached.

Part 1: Vocabulary Strategies Chart
6th
Grade Level:
Growth, Development, and Reproduction of Organisms
NGSS Disciplinary
Core Idea

Vocabulary Development Activities to Allow
Academic Vocabulary Term

Instructional Strategy (1)

Students Opportunities to Practice and Apply
Knowledge of the Terms (2)
Semantic map activities are utilized whereby key

© 2016. Grand Canyon University. All Rights Reserved.

Asexual reproduction

Word game is an instructional strategy in that

terms are written on the chalk board. After that,

students are allowed to come up with individual

students are left to think of other terms that come

games from the science lesson. For asexual

to their minds. At this point, student will label

reproduction, the meaning will be given and a

names of organisms and reproduce through

list of organisms that reproduce via asexual

asexual reproduction.

reproduction and some which do not procreate
through this process.

Concept cube is whereby students are given key
Sexual Reproduction

The technology will the incorporated into

words, and they will be able to list features of the

classroom teachings where visual aids will be

vocabulary in this case, organisms that reproduce

provided. This is especially for the ELL learners.

sexually.

Students can utilize the multiple sensory

On the other hand, in word directive students are

connections to c...

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Anonymous
Excellent job

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