STEM 434 Instructional Lesson Plan Lesson Overview Lesson Author: Caitie Bernadowski Date: Anytime Grade Level: Fifth Grade Subject Area: Science and Health Time Allotment: Approximately four, sixty-minute sessions Short Description: In this lesson, students will explore animal and plant cells using microscopes. Following this exploration, students will compare and contrast the similarities and differences between animal and plant cells. Then, this lesson culminates with students investigating and communicating how water and a healthy environment is essential to life by creating a story, documentary, song, campaign, television health notice, or newspaper article and sharing their creation with the class. Standards State Curriculum Standards met in this lesson: Science SOL 5.5 The student will investigate and understand that organisms are made of one or more cells and have distinguishing characteristics that play a vital role in the organism’s ability to survive and thrive in its environment. Key concepts include a) basic cell structures and functions; b) classification of organisms using physical characteristics, body structures, and behavior of the organism; and c) traits of organisms that allow them to survive in their environment. 5.2 The student will demonstrate responsibility for developing personal health habits and practicing behaviors that promote an active, healthy lifestyle. t) Describe the consequences of an unhealthy environment. Instructional Outcomes:  The student will draw, label, and describe the essential structures and functions of plant an animal cells.  The student will design an investigation to make observations of cells.  The student will compare and contrast plant and animal cells and identify their major parts and functions.  The student will describe the consequences of an unhealthy environment on plant and animal cells. Enduring Understandings – Big Ideas              Living things are made of cells. Cells carry out all life processes. Cells are too small to be seen with the eye alone. By using a microscope, many parts of a cell can be seen. Though plant and animal cells are similar, they are also different in shape and in some of their parts. Plant cells tend to be rectangular, while animal cells tend to be spherical or at times irregular. Water is essential to life. Plant and animal cells need water to survive. Thus, water is a critical component of a healthy environment for living things. Focus – Essential Questions How are animal and plant cells alike? How are animal and plant cells different? How might you prove that an organism is made of one or more cells? Why is water essential to life? How might an unhealthy environment that lacks water affect plant and animal cells? To what extent is water essential to human life? How might you describe a healthy environment for cells? Procedures Generate specific learning activities facilitating the principles and components of the Learning Cycle model. Lesson Set/Launch Engage and Elicit Phase:  Invite the students to come to the front of the classroom and have a seat on the carpet with their science journals and a pencil. If desired, students who sit at the front of the classroom may remain at their desks.  Once all students are settled, share with them that they are going to view a short video. Explain that the video will have a series of questions, and as they watch the video, they should be thinking of potential responses to the questions based on the information presented.  Using the LCD projector and main computer at the teacher’s station, play the video Cellerella for the students. The YouTube link for Cellerella is included in the Resources section of this lesson plan.  After students watch the video, ask the students to turn to a partner to discuss their responses to the questions posed throughout the video. Encourage students to write or illustrate their initial responses in their science journals, reflecting upon what they might already know about cells. If needed, play Cellerella a second time, so students can confirm and expand upon their initial responses.  Before and after students view the video, it may be helpful to read the questions aloud and write them on the white board at the front of the classroom. For reference, below are the main three questions posed throughout the video. 1. How are animal and plant cells different? 2. How are animal and plant cells alike?    3. How might you prove that an organism is made of one or more cells? After students have had the opportunity to share their thoughts and responses with a partner, invite students to share their ideas with the class. Call on students one at a time to share their responses to the questions posed, praising students for effective hand raising and for sharing their ideas with the class. When students share their responses, encourage them to provide evidence from the video to support their ideas. As students share their ideas, invite students to add to their initial thoughts and observations from the video. In addition, whenever students share and discuss specific vocabulary related to cells write these terms on the white board for students’ reference. Rationale: The teacher will share the following rationale with the students. All living things are made up of cells. The flowers in our class garden and the vegetables and fruit we eat at lunchtime are all made up of cells. Not to mention, our class pets, animals at the zoo, and each of us are made of cells, too. Therefore, cells are a key part of our everyday life! With this in mind, there are certain things that plant and animal cells need to survive. How might you describe a time when you were very thirsty or dehydrated? How might you describe a plant that you forgot to water? These examples help reveal how water is essential to life and a critical component of a healthy environment for all living things. The health of our cells and how we feel is dependent on our consumption of an appropriate amount of water. Techniques and Activities: Explore Phase:  Prior to beginning the explore phase, ensure that students’ investigation stations are set up and ready. Place a compound microscope at each investigation station along with a slide that contains a prepared plant or animal cell sample. In addition, place colored pencils, markers, and/or crayons at each station for students. The number of investigation stations will depend on the number of students in the class.  For this section of the lesson, students will be placed into research teams that consist of four students of varying ability levels. Each student will be assigned a specialist role for their research team. Please view the “Investigation Specialist Badges” document for additional information. These specialist badges will be printed, laminated, and available to each of the research teams at their investigation stations. If students are not familiar with these specialist roles, then review each of the roles and their corresponding descriptions with the class before students begin exploring.  Pose the question “How might you prove that an organism is made up of one or more cells?” again to the students. Call on students one at a time, praising students for raising their hands and for sharing their ideas with the class. Based on the students’ responses, it should be confirmed that students could design an investigation using a microscope to prove that an organism is made up of one or more cells.  Now, invite student research teams to go to an investigation station, bringing their science journals and pencils with them. When they arrive at their station, ask each student to assume one of the specialist roles for the investigation.      Although how to use a compound microscope has been discussed prior to this lesson, it may be beneficial to review with students several elements of microscope safety. Below are a few notes about microscope safety to discuss with the students:  Always use both hands to carry a microscope, positioning one hand at the base of the microscope and one hand at the arm of the microscope.  If the microscope has a light, always turn off the light and unplug the microscope when finished.  If the microscope uses a mirror, always direct the light towards the specimen as opposed to yourself or others to protect everyone’s eyes.  Handle all microscope slides and samples with care, disposing of slides as directed when finished.  Wear protective eyewear and gloves as directed by the instructor.  Refrain from touching the microscope lenses.  Carefully use the coarse and fine adjustment knobs, ensuring that the lens is not touching the slide. At this time, students will have the opportunity to use microscopes to investigate prepared plant and animal cell slides with their research teams. As students investigate, they will record their observations in their science journals. Specifically, students will be asked to include colored illustrations and diagrams of the plant and animal cell samples in their journals. Additionally, students will be encouraged to write about and describe their observations, noting whether they believe the cell sample they are exploring is a plant or animal cell. Allow students to investigate and record their findings at each station for at least fifteen minutes, adjusting the time students have to explore the samples as needed. Be sure that students have enough time to record and illustrate their observations at each station. After approximately fifteen minutes have passed, instruct students to move to the next investigation station. Students will rotate through each of the investigation stations to explore all of the plant and animal cell samples. As students explore the plant and animal cell samples using the microscopes, the teacher will circulate the classroom, visiting each of the research teams and posing the following questions. Note that these questions are meant to propel students deeper into their investigation and formatively assess students’ understanding at this point in the lesson. While posing these questions, the teacher will take note of students’ responses using a clipboard. These notes will be helpful during the explain phase. o How might you describe this cell sample? o Why might this cell sample be a plant cell? o Why might this cell sample be an animal cell? o How are plant and animal cells different? o How are plant and animal cells alike? o How might you prove that an organism is made of one or more cells? o How do you think this cell sample would look if it lacked water? o How do you think this cell sample would look if it contained more than enough water? After the research teams have explored each of the samples at the investigation stations, provide directions to facilitate the clean-up process. Have all students who were assigned the role of Equipment Specialist lead their research team in wiping or cleaning the microscopes as needed and returning them to the microscope storage shelf. Equipment Specialists will also ensure that their research team places all of the colored pencils, markers, and/or crayons back in their respective baskets and carefully places each of the sample plant or animal slides in a plastic Ziploc bag. Once all materials are put away and investigation stations cleaned, direct all students to wash their hands. Explain Phase:  At their desks, ask students to turn to a new page in their science journals.  Ask the students how they might represent their findings to compare and contrast plant and animal cells. Call on students one at a time, praising students for effective hand raising and for sharing their ideas. If not directly stated by a student, guide the class towards the use of a Venn diagram, reminding them that Venn diagrams allow us to compare and contrast the similarities and differences between two things.  On the white board, the teacher will draw a Venn diagram, labeling the left circle “Plant Cells” and the right circle “Animal Cells”. Direct the students to draw an identical Venn diagram in their science journals. If needed, have printed copies of the “Plant and Animal Cells Venn Diagram” available for students. Students may use this as an outline and then cut and paste it into their science journals. The “Plant and Animal Cells Venn Diagram” document can be found in the Resources section of this lesson plan.  Invite students to sit with their research teams at an investigation station and complete the plant and animal cells Venn diagram, encouraging them to include as many similarities and differences as they can based on their exploration. Encourage students to use color and diagrams to explain and represent the similarities and differences between plant and animal cells. During this time, students are using illustrations, charts, and scientific reasoning to explain the results and observations from their investigation. Give research teams at least twenty minutes to work on their Venn diagrams.  After students have had the opportunity to work on their Venn diagrams with their research teams, ask students to return to their desks.  Now, give students the opportunity to share their observations and findings from the investigation with the class, describing the similarities and differences between plant and animal cells. Call on students one at a time, praising students for effective hand raising and for supporting their ideas with evidence from their investigation.  At this time, students will add to or modify their Venn diagrams based on the class’ discussion. A class Venn diagram will also be created on the front white board for students’ reference.  As students share their findings, the teacher will introduce and reinforce key vocabulary and science terminology regarding the cell structures and their functions for plant and animal cells. Below are key cell parts and their functions for reference. Note that there are other parts of cells that could be discussed or explored further. 1) Cell Wall – provide additional protection and support for plant cells; often stiff and rigid; animal cells do not have a cell wall. 2) Cell Membrane – regulates what comes in and out of the cell; found in both plant and animal cells. 3) Cytoplasm – gel-like substance that all of the cell organelles are situated in; the cytoplasm is primarily composed of water; found in both plant and animal cells. 4) Vacuole – stores materials and water for the cell; found in both plant and animal cells; plant cells have a large central vacuole, and animal cells have several small vacuoles.   5) Chloroplast – cell organelle that is used to complete the process of photosynthesis; contains a green pigment called chlorophyll that facilitates the process of photosynthesis; found only in plant cells. 6) Mitochondria – cell part that packages energy from food to power the cell; found in both plant and animal cells. 7) Nucleus – cell part that controls all functions and contains the DNA of a cell; found in both plant and animal cells. Students will continue to be encouraged to include colored diagrams and pictures in their Venn diagram to illustrate the similarities and differences between plant and animal cells. The teacher will model this by including pictures of plant and animal cells in the class Venn diagram on the white board. At this time, the students will also use evidence from their investigation to support whether each cell sample was a plant or animal cell. Throughout the explain phase and construction of the Venn diagram, the teacher will pose the following questions. o How are plant and animal cells different? o How are plant and animal cells alike? o How might you prove that an organism is made of one or more cells? o Why are each of a cell’s parts important? o How might a cell and its parts look or feel if they lacked water? o How might a cell and its parts look or feel if they have too much water? Elaborate and Extend Phase:  Referring back to the engage phase of this lesson, ask how the similarities and differences between plant and animal cells were communicated in the video. Call on students one at a time, praising students for effective hand raising and for sharing their ideas.  Reinforce that the video, Cellerella, shared the similarities and differences between plants and animals cells using a story.  Inform the students that they will now have an opportunity to create a story, documentary, song, campaign, video, television health notice, textbook pages, or a newspaper article to communicate how water is essential to life, describing the consequences of an unhealthy environment for cells. Students will be encouraged to design their projects with the perspectives of a cell in mind. If desired, students may demonstrate their learning in another way upon approval from the teacher. Students may complete this performance-based assessment with their research team, a partner, or independently.  Students will receive a copy of the “Water is Essential to Life – Project Blueprint” to help guide their thoughts as they begin developing their product. The teacher will read over this project blueprint with the students and review the role, audience, format, and task of the assignment. While discussing this project blueprint, a digital copy will be projected on the white board using the LCD projector.  Next, the “Water is Essential to Life!” rubric will be shared with the class, so all students are aware of the expectations for their products. Project the “Water is Essential to Life!” rubric on the whiteboard at the front of the classroom using the LCD projector. In addition, have printed copies available for students’ reference. The “Water is Essential to Life!” rubric can be found in the Resources section of this lesson plan.  Once all elements of the rubric are explained and reviewed with the class, students will begin developing their products.   Laptop computers, computers at the classroom computer stations, and tablets will be available for students throughout the creation process as well as other art materials. During this phase, the teacher will be available to answer students’ questions. The teacher will also inform students that they will have the opportunity to present their final products to the class. Lesson Closure: Evaluate Phase:  As students finish, they will complete the self-evaluation section of the rubric. When it is their turn to present, they will turn in their rubric to the teacher so the instructor’s evaluation can be included. Students will also turn in their “Water is Essential to Life! – Project Blueprint” prior to presenting.  Once all students have finished, they will have the opportunity to present their final products to the class.  Students’ creations will be evaluated based on the elements and criteria outlined in the “Water is Essential to Life!” rubric. Additional comments from the instructor will also be included at the bottom of each student’s rubric.  After each student presents, the teacher and students will have an opportunity to ask the presenter questions about their product. Questions that the teacher might pose to students are below. o How might you describe the consequences that an unhealthy environment can have on plant and animal cells? o How might specific parts of a plant or animal cell be affected by an unhealthy environment that does not have enough water? o Why is water essential to life?  During presentations, the teacher will encourage students to write and record any questions or additional thoughts they might have in their science journals.  Once all students have presented, the teacher will pose the following questions to the class. o How are animal and plant cells alike? o How are animal and plant cells different? o How might you prove that an organism is made of one or more cells? o Why is water essential to life? o How might an unhealthy environment that lacks water affect plant and animal cells? o To what extent is water essential to human life? o How might you describe a healthy environment for cells?  During and following the class discussion, encourage students to write any of their responses or additional questions in their science journals. Assessment/Evaluation: Throughout this lesson, formative assessment of the students will take place through the teacher’s observations. If and when students encounter challenges learning the concepts, the teacher will adjust instruction to accommodate the needs of the students. At the beginning of the lesson, students’ observations of how animal and plant cells are alike and different will be noted through their responses and the teacher’s observations. Additionally, students’ observations and illustrations included in their science journals will be examined to determine students’ understanding of the concepts presented. Students’ records and notes during the animal and plant cell exploration activity using the microscopes along with their explanations of how animal and plant cells are alike and different will also be examined. Specifically, students will be assessed on their ability to compare and contrast the similarities and differences between animal and plant cells using a Venn diagram. During this lesson, students’ final products and corresponding presentations that communicate how water and a healthy environment are essential to the life of a cell will be assessed. For this performancebased assessment, students will have to create either a story, documentary, song, campaign, video, television health notice, textbook pages, or a newspaper article to communicate how water is essential to life, noting specifically how water is a critical component of a healthy environment for cells. When students present their products to the class, they will be assessed on their ability to explain why water is essential to life and why water is key to a healthy environment for living things. Also, students will indicate at least five ways in which a plant and animal cell would be affected if they did not have enough water. Students’ ability to distinguish these details throughout their creation will be assessed. For more information about how students will be assessed, please reference the “Water is Essential to Life!” rubric. For this lesson, students will receive positive and constructive feedback from the teacher periodically. Students will receive feedback on their final product from the teacher as well as their peers when they present their product to the class. On students’ “Water is Essential to Life!” rubric, they will be able to self-evaluate their performance as well as receive an evaluation from the teacher. The comments section of the rubric will give the teacher an additional opportunity to give the students descriptive written feedback on their work. The notes, explanations, illustrations, and graphics included in students’ science journals will be examined by the teacher. Students will receive feedback from the instructor on this work through sticky-note comments placed in their journals. Student Products: After completing this lesson, students will have completed extensive records of their work and exploration of animal and plant cells in their science journals. The observations, explanations, descriptions, illustrations, charts, graphs, and sketches included in students’ science journals will help portray their understanding of plant and animal cells, their cell parts, and how they are similar and different. In addition, students will create a Venn diagram to compare and contrast plant and animal cells during the explain phase of this lesson. Students’ ability to compare and contrast plant and animal cells will serve as a product of their learning from the investigation. Lastly, students’ final products communicating why water is essential to life at the cellular level will be an artifact of this lesson. The teacher will be able to assess student’s products as well as their presentations to evaluate their mastery of the concepts concerning plant and animal cells, including the different cell parts and their corresponding functions, how plant and animal cells are similar and different, and why water is essential to cells, life, and a healthy environment. Supplemental Activities: Remediation Interactive Website #1 – Sheppard Software’s Cell Games http://www.sheppardsoftware.com/health/anatomy/cell/index.htm For students who are in need of extra practice and review of the instructional concepts presented in this lesson, Sheppard Software’s Cell Games is a recommended interactive website. Through this site, students have the opportunity to investigate models of plant and animal cells further. The site takes students through a tutorial of plant and animal cells as well as their cell parts. Then, students are able to play the cell identification game to assess their understanding of the cell parts found in plant and animal cells. Overall, students in need of remediation can visit this website to practice and reinforce the similarities and differences between plant and animal cells. Remediation Interactive Website #2 – Science Up Close: Comparing Plant and Animal Cells http://www.harcourtschool.com/activity/science_up_close/510/deploy/interface.swf A second interactive website recommended for remediation purposes is Science Up Close: Comparing Plant and Animal Cells. Through this site, students are able to explore models and simulations of plant and animal cells. Students have the opportunity to click on the different cell parts to see them up close and learn more about their functions. This site also displays colorful pictures and examples of where students might find each of the different cell types. To assist struggling readers or visually impaired students, this site also has a read-aloud option. When students select the read-aloud option, the text is narrated and the images presented are described. Ultimately, this would be another interactive website to help reinforce the concepts about plant and animal cells presented during the lesson. Extension Interactive Website – Centre of the Cell https://www.centreofthecell.org/learn-play/games/what-is-a-cell/ This website allows students to witness the importance of cells to the human body. Students could use this website to extend their understanding of how cells need a healthy environment to function properly. In particular, this interactive website highlights how water is essential to the life of a cell. Using this website, students can also explore different types of cells in the human body and what happens to cells if they are harmed. In all, this interactive website gives students opportunities to expand upon the material presented during the lesson by presenting additional information on how animal and plant cells need water and a healthy environment. Adaptations for Special Learners: To assist special and diverse learners, printed copies of the Investigation Specialist Badges, the Plant and Animal Cells Venn diagram, and the “Water is Essential to Life!” rubric will be available along with highlighters to help students distinguish important aspects of the lesson. Throughout the lesson, the teacher will be circulating the classroom, observing students’ progress and answering any questions. If there is a particular part of the lesson or concept that is causing students confusion or difficulty, the teacher will review and clarify topics that are presenting difficulties to the entire class so individual students are not singled out. The central performance-based assessment and evaluation part of this lesson, creating a product to communicate how water is essential to life, cells, and a healthy environment, accommodates English language learners (ELL) as well as students with dyslexia, dyscalculia, and dysgraphia. Students have several options for how they express their understanding of the lesson concepts, many of which require minimal reading and writing. Furthermore, the way in which students choose to demonstrate their learning gives them the opportunity to work at their ability and creativity level. Students have the choice to be as elaborate and intricate with their final product as they would like as long as all of the elements outlined in the rubric are met. This enables students of varying ability levels to design their final product using a medium they are most comfortable with. For example, gifted students might choose to create an extensive newspaper article or documentary whereas students who need additional support may choose to create a song or video within their comfort zone. Students who finish their final products early will have the opportunity to use the computers to access the interactive extension website. Additionally, gifted students may have the opportunity to explore more animal and plant cell samples using the microscopes and share their findings with the class. Those students who are in need of extra support and review of the lesson concepts will have the opportunity to use the computers to access the interactive remediation website. All handouts have also been designed with bolded words, color, graphics, and illustrations to accommodate ELL students as well as students with dyslexia, dyscalculia, and other disabilities. ELL students will also be paired with a peer and their research team to assist with any reading or writing aspects of the lesson. If additional support is needed, material will be read to these students by the instructor after directions are given to ensure they understand the lesson activities. To accommodate students with visual impairments, all of the handouts and documents projected on the main board will also be printed and available. Prior to printing, the font size can be increased in order to assist these students. Students who are hard of hearing will be able to tape record the lesson, so they can listen back to it later at a louder volume. The classroom and scientific investigation stations will also be arranged in such a way that provides students with physical and mobility disabilities with plenty of space to maneuver. Differentiated Instruction: For visual learners, the Plant and Animal Cells Venn diagram and “Water is Essential to Life!” rubric will be displayed on the white board using an LCD projector when they are discussed and used during the lesson. Additionally, printed copies of these documents will be available to students for their reference. The needs of visual learners will also be met when students view Cellerella in the engage phase of the lesson and create illustrations throughout the explore phase and explain phase to depict animal and plant cells. This lesson is further differentiated for visual learners when students have the option to choose how they demonstrate their learning during the performance-based assessment task. The exploration activity where students are exploring plant and animal cells using microscopes will accommodate kinesthetic learners because they will be actively involved and completing hands-on activities as well as rotating around the classroom to each investigation station. The needs of kinesthetic learners will also be met when students are designing their final product. Virginia Standards of Learning for Health are incorporated throughout this lesson. During the entire lesson, the teacher will pose questions about why students might think water is essential to the structure and function of cells. In addition, the teacher will pose questions related to the ways in which water is a key part of a healthy environment. Specifically, in the extend and elaborate phases of the lesson, students are tasked with creating a product that communicates how water is essential to the life of cells and a healthy environment for living things. This hands-on, performance-based assessment task requires students to attend to detail when crafting their final product since they must be able to identify and explain how water is essential to life, cells, and a healthy environment in their work. Students’ products for this section of the lesson are also authentic to the real world since stories, documentaries, songs, campaigns, videos, television health notices, textbook pages, and newspaper articles are all constructed by individuals in real life. The products of this lesson are also differentiated when students have the opportunity to choose how they represent their learning. Students are able to choose between making a story, documentary, song, campaign, video, television health notice, textbook pages, or a newspaper article to describe the consequences of an unhealthy environment, which lacks water, on plant and animal cells. Additionally, students have the option of creating their product with their research team, a partner, or independently. Rather than having the students remain in one area during the explore phase of this lesson, research teams will rotate around the classroom to explore the animal and plant cell samples. This will allow students to stand and move around, which benefits students with attention deficit hyperactivity disorder (ADHD) as well as students who have difficulty paying attention from their desk. The lesson environment will also be differentiated when students have the opportunity to view Cellerella from the front carpet, complete their Venn diagram at the classroom investigation stations, and design their final product at classroom computer stations or other areas of the classroom using the laptop computers and tablets. During the explore phase of this lesson, students will be grouped by mixed ability levels and assigned specialist roles. This cooperative grouping arrangement gives students an opportunity to assume responsibility for specific tasks throughout the investigation and support one another through their various roles. The content of this lesson is differentiated when students who are ready to extend their learning are able to complete the online, interactive extension activity and/or explore new, different animal and plant cell samples using the microscopes. Similarly, those students who are in need of additional support will be able to review the concepts presented in this lesson through the online, interactive remediation activity. The process of this lesson is also differentiated through the use of many varied assessments, including teacher observations, students’ responses to questions posed, students’ observations, graphs, charts, and illustrations in their science journals, and the performance-based assessment task. Resources Materials and resources needed for this lesson. 1. Students’ science journals 2. Pencils 3. Colored pencils, crayons, and/or markers 4. Highlighters 5. White board 6. Dry erase markers 7. Compound microscopes 8. Prepared animal and plant cell slides with slide covers 9. Ziploc bags 10. Safety goggles 11. Gloves 12. Paper towels and/or disinfectant wipes 13. Teacher clipboard with loose-leaf paper 14. Art supplies – chart paper, poster board, glue, scissors, and construction paper 15. Printed, laminated copies of the “Investigation Specialist Badges” – a set of four badges for each research team 16. Printed copies of “Plant and Animal Cells Venn Diagram” 17. Printed copies of “Water is Essential to Life! – Project Blueprint” 18. Printed copies of “Water is Essential to Life!” rubric Technology resources needed for this lesson 1. LCD Projector 2. Main computer at teacher’s station 3. Class set of laptop computers 4. Class set of tablets 5. Computers at classroom computer station 6. Tape Recorder 7. Electronic copy of “Investigation Specialist Badges” 8. Electronic copy of “Plant and Animal Cells Venn Diagram” 9. Electronic copy of “Water is Essential to Life! – Project Blueprint” 10. Electronic copy of “Water is Essential to Life!” rubric Web Addresses needed for this lesson: 1. Cellerella YouTube video link https://www.youtube.com/watch?v=nl6mp8BCCsA 2. Remediation Interactive Website #1 http://www.sheppardsoftware.com/health/anatomy/cell/index.htm 3. Remediation Interactive Website #2 http://www.harcourtschool.com/activity/science_up_close/510/deploy/interface.swf 4. Extension Interactive Website https://www.centreofthecell.org/learn-play/games/what-is-a-cell/ Investigation Specialist Badges Plant Cells Animal Cells Water is Essential to Life! – Project Blueprint Name _____________________________________________ Date ________________________ Role – You are a biologist! Audience – Your audience is the local community. Format – You choose! Circle how you would like to express your understanding. Story Documentary Television Health Notice Song Newspaper Article Campaign Video Textbook Pages Other: ___________________________ Approved by Teacher _____________ (teacher initials here) Task – Now that you have investigated and compared and contrasted plant and animal cells, create a product that communicates to your local community the relationship between water, a healthy environment, and cells. Below are questions to think about and answer in your product. o Why is water essential to life? o How are cells affected when they do not have enough water? o How are cells affected when they have too much water? o How is water specifically essential to cell parts found in plant and animal cells? o Why is water a key aspect of a healthy environment? Planning Notes: Water is Essential to Life! – Rubric Name ______________________________________ Date ________________ Category Expert Scientific Tools All appropriate and Technologies tools and Final Product Scientific Communication Scientific Concepts and Related Content technologies (reference materials, microscope, computer, tablet, etc.) were used with accuracy to gather and synthesize data for product. Student skillfully uses selected medium to highlight how water is essential to a healthy environment for living things, specifically at the cellular level. Product is captivating and engaging. Student’s explanations and responses throughout presentation are detailed and clear. Product describes five ways in which plant and animal cells would be affected by an unhealthy environment that lacks water, referencing how specific parts of the cells would be impacted. Scientific terminology is Practitioner Apprentice Novice Effectively used some tools and technologies to gather and synthesize data collected for product. Only minor errors are evident. Attempted to use appropriate tools and technologies to gather data and develop product. However, some information was incomplete or incorrect. Appropriate tools and technologies were not used to gather data and develop product. Student uses selected medium to share how water is essential to a healthy environment for living things, specifically at the cellular level. Product keeps the attention of most individuals. Student attempts to use selected medium to share how water is essential to a healthy environment for living things, specifically at the cellular level. Product keeps the attention of few individuals. Student’s explanations and responses throughout presentation are a little difficult to understand, but include critical components. Product describes three ways in which plant and animal cells would be affected by an unhealthy environment that lacks water, referencing how some parts of the cells would be impacted. Scientific terminology is Student’s product does not share how water is essential to a healthy environment for living things, specifically at the cellular level. Product does not keep the attention of the audience. Student’s explanations and responses throughout presentation are clear. Product describes four ways in which plant and animal cells would be affected by an unhealthy environment that lacks water, referencing how specific parts of the cells would be impacted. Scientific terminology is used Student’s explanations and responses throughout presentation are difficult to understand and are missing several components. Product does not describe how plant and animal cells would be affected an unhealthy environment. Scientific terminology is not used throughout the product, and student’s understanding of how water is essential to plant Self-Evaluation Teacher Evaluation Project Blueprint Comments: precisely and appropriately used to highlight why water is essential to life, specifically at the cellular level. Product clearly represents students understanding of how water is essential to plant and animal cells. to highlight why water is essential to life, specifically at the cellular level. Product closely represents students understanding of how water is essential to plant and animal cells with only minor errors. used sometimes to highlight why water is essential to life. Product represents students understanding of how water is essential to plant and animal cells with several errors. and animal cells is not evident throughout the product. All parts of the Project Blueprint are complete and turned in. Most of the Project Blueprint is complete and turned in. A few parts of the Project Blueprint are complete and turned in. Project Blueprint is not complete or turned in to instructor. Instructional Lesson Plan This interactive lesson plan is designed for use by emerging educators. The template will expand as information is added. Please, delete given directions in each section, rename and save file prior to submitting toOverview your instructor. Lesson Lesson Author: L. Pond Date: Dec. 2010 Grade Level: 4th Subject Area: Science Time Allotment: Two or three 50 minute class sessions Short Description: Students will explore, discover, and demonstrate understanding of concepts related to open/closed series circuits. Standards State Curriculum Standards met in this lesson: Go to the state curriculum standards VDOE and select the grade content/level appropriate standards that are being met in this lesson. Copy and paste here. Standard 4.3 The student will investigate and understand the characteristics of electricity. Key concepts include a) conductors and insulators; b) basic circuits open vs. closed within a series circuit c) the ability of electrical energy to be transformed into heat, light, and mechanical energy; d) historical contributions in understanding electricity. Instructional Outcomes: Identify each instructional objective (learning outcome) for this lesson. These are observable, measurable outcomes that students should be able to demonstrate and that you can assess. Remember that activities are not learning outcomes. • apply the terms insulators, conductors, open and closed in describing electrical circuits. • differentiate between an open and closed electric circuit. • use the dry cell symbols (–) and (+). • create and diagram a functioning series circuit using dry cells, wires, switches, bulbs, and bulb holders. Focus Clearly state the essential knowledge of the standard framed as enduring understandings. This is a goal, not an objective. List the big ideas or concepts that you want them to come away with, not facts that they must know, see Curriculum Frameworks at VA Dept. of Ed. o A continuous flow of negative charges (electrons) creates an electric current. The pathway taken by an electric current is a circuit. Closed circuits allow the movement of electrical energy. Open circuits prevent the movement of electrical energy. o Electrical energy moves through materials that are conductors (metals). Insulators (rubber, plastic, wood) do not conduct electricity well. o In a series circuit, there is only one pathway for the current, but in a parallel circuit there are two or more pathways for it. o Electrical energy can be transformed into heat, light, or mechanical energy. o Benjamin Franklin, Michael Faraday, and Thomas Edison made important discoveries about electricity. Focus Essential questions address the heart of the discipline, are framed to provoke and sustain students’ interest. Generate leading questions that you may ask students to get them to understand the big ideas. Possible questions stems: How… (process), Why…(cause and effect), To what extent…(measure of degree), Which… , What convinced you…, How might we prove… o How do we know that a continuous flow of negative charges (electrons) creates an electric current, and that the pathway taken by an electric current is a circuit? o How do we know that electrical energy moves through materials that are conductors (metals)? Insulators (rubber, plastic, wood) do not conduct electricity well. o Why among conducting materials, does energy pass more or less easily because of the material’s resistance? o Why in a series circuit, is there only one pathway for the current, but in a parallel circuit there are two or more pathways? Procedures Lesson Set: The activities in this section capture the students’ attention, stimulate their thinking and help them access prior knowledge. (i.e.- KWLH; discrepant event; inquiry-based question/activity; free write; reading from a piece of literature; demonstration; 4-question strategy activity, etc.). Describe your lesson’s Engage & Elicit Phase: • Discrepant event---demonstrate “Static Surprise”: charge a balloon (potential energy, build-up of electrons) and bring near the copper prongs of a small fluorescent bulb, prompt students to make observations (bulb flickers), pose questions to elicit prior knowledge about static and static electricity, discuss how the electrons move to the prongs (kinetic energy, electricity, electrons on the move) cause heat energy to light the bulb (transfer of energy) Rationale: Describe how you will relate this lesson to previous learning and to real-life experiences, to explain the importance of the learning to the students. (requires student involvement) In our everyday lives we use current electricity to turn on our TV’s, lights, and even charge our cell phone’s battery. Electricity is a form of energy that allows us to light bulbs, cool food, hear sounds and move objects because it can be changed to different forms. Have you ever wondered why… when you turn your lights off in your room the lights in other rooms stay lit? Electricity, electrons on the move, follows closed pathways. Today we will explore electricity circuits. Techniques and Activities: In developing science lessons remember that students are to be actively involved in the inquirylearning process. Develop student-centered activities which implement the Learning Cycle principles and components. List the step-by-step activities in sequential order as they occur in the lesson. Identify the phase of the learning cycle. Be sure to clearly identify what is to take place in the lesson. Include a variety of teaching strategies (methods). Activities are to be student-centered; e.g. design investigations, pose problems, solve problems, construct models, explore open-ended questions, support solutions with evidence, measure, infer, predict, interpret. Include the opportunities students will have to expand and solidify their understanding of the concept and/or apply it to a real-world situation. List any independent activities. (note: there may be more or fewer steps than listed below) Engage: • Hold an Orb ball in your hand, then touch prongs with a finger from each hand, have students make observations, pose questions (magic or science?, why does the ball light? Why does it go off?) Invite two students, then four, then eight, until the entire class forms a circle (circuit) and “energizes” the orb ball; ask 2 students to not touch (ball goes off); pose questions (when does orb ball light? Not light? Why do you think this happens? What do you think is in the orb ball? Why might it have two metal prongs on the outside? Does electricity move through our bodies? Why?) Explore: • Pair students • Distribute Ziploc bags that contain a D battery, 1 flashlight bulb (wrapped in a paper towel), 2 wires (approx. 15 cm. long) per student pair. Place masking tape at each group table to secure exposed wire to battery • Challenge students to “light the bulb” using two different pathways (circuits) • • Circulate, prompt with hints, remind students of science safety procedures (wires will get hot), pose questions (why does bulb light using that pathway vs. …?) Allow ten to fifteen minutes for exploration Explain: • Draw a bulb, battery, and wire model (bulb-metal tip, support wire filament, support wire to soder knob, battery with +/- terminals, and wire from negative to soder knob) , demonstrate with arrows how the electrons flow along closed pathway/circuit; use terms such as circuit, closed circuit, electrons, negative, positive, chemical energy, electrical energy, heat energy, light energy, load • Illustrate the second pathway (soder knob on + and touch wire at metal tip) • Direct students to illustrate and label circuits • Read the booklet “Who Turned on the Lights” (historical connection) with whole class Explore and/or Extend: • Form cooperative groups (4 per group), assign specialist roles • Direct student groups to study the circuits on the “PathFinders” lab worksheet, have students predict which they think will light, prompt students to identify the independent variable, dependent variable, and control (circuit A) of the investigation • Distribute Ziploc bags with battery, bulb and wires • Direct students to construct and test each circuit; have students compare and contrast circuits (How are they alike? Different?) • Exit Ticket or Science Process Log Prompts: How did the “PathFinders” investigation demonstrate that a continuous flow of negative charges (electrons) creates an electric current, and that pathway taken by an electric current is a circuit? Explain why it is necessary to have closed circuit to “light” the bulb? Illustrate 2 different circuits that you would like to test that were not on “PathFinders” lab sheet. Evaluate: Performance Task Assessment--- “Hidden Paths” • Generate student groups per ability (3 per group), direct students to choose specialist role • Read directions---steps 1-5 to students • Distribute materials and “Hidden Path” cards (cards differentiated per complexity of hidden circuit) • • • • Remind Procedure Specialist to reread the directions prior to completing the task Circulate, remind students of science safety procedures, offer minimal assistance as this is an assessment task Distribute chart paper: Use illustrations, labels, and scientific reasoning to show your solution. Pose questions as student groups present (elicit terms/concepts related objectives; how did you determine circuitry; which problem-solving skills did you use? Which process skills did you use?); allow each group to open their hidden circuit to determine if solutions were correct Lesson Closure: How will you close the lesson, summarize the lesson content, relate the lesson to future lessons, and actively involve the students? Develop reflective questions that you will pose during the closure. Describe how you will actively involve the students during the debriefing of the lesson and/or student presentations. (continued from above) • Distribute chart paper: Use illustrations, labels, and scientific reasoning to show your solution. • Pose questions as student groups present (elicit terms/concepts related objectives; how did you determine circuitry; which problem-solving skills did you use? Which process skills did you use?); allow each group to open their hidden circuit to determine if solutions were correct • Why was it possible to have two paths between letters and numbers on hidden path cards? How might that explain circuitry in our homes or school? Assessment/Evaluation: Describe the evaluation process that you will use to measure whether the students achieved the instructional objectives. Describe the criteria for achievement, and performance level. Describe how you will assess that students have learned. Describe your methods for monitoring student progress. The criteria should directly align to the instructional objectives and standards. Describe your plan for providing feedback to your students. • • • • • • • • Pre-assessment activities (Static Surprise), (Orb Ball) Illustrations Constructed circuits Prompt Responses (Exit Ticket/Process Log) Feedback/Correction/Hints during investigation Questions posed by students Student Responses Cooperative group roles performance • Performance Task Assessment Rubric Student Products: Describe artifact/s or products students will create as a result of the lesson. How will these performance products allow you to assess conceptual understanding and/or mastery of procedural skills? (The following are examples of performance tasks/products: Participate in a debate; Use evidence to solve a mystery; Infer the main idea of a written piece; Propose and justify a way to resolve a problem; Design a museum exhibit; Apply rules to particular situations; Draw a picture that illustrates what's described in a story or article; Conduct a poll on consumer preferences, display results graphically, state conclusions; Critique a performance or a work of art; Design an experiment, build a model. ) • Group presentation • Constructed circuits • Completed data charts • Illustrations • Process log entries Supplemental Activities: Extensions are activities for students who grasped the concepts quickly and need a deeper challenge. Do not just give the students more of the same activity. You want to explore the concept in more depth and add a new dimension. Remediation activities include methods to reteach the learning for students who need more instruction/practice. Electrical Conductors interactive activity to reinforce conductors vs insulators (closed circuits necessary to light the bulb) Changing Circuits interactive activity challenges students to discover what happens when you make changes to the circuit (make lights dimmer, make lights brighter, etc.) Adaptations for Special Learners: Describe how you will adapt the instructional learning strategies for learners with special needs- learners with disabilities, ESL students, and gifted learners. Differentiated Instruction: In what ways have you adjusted your lesson to meet the unique needs of learners? Describe how your lesson is adjusted by content, process, products and/or environment based on readiness, interests, and/or learning styles? (Examples: tiered tasks, flexible grouping, cooperative learning, use of multi- modality strategies, authentic assessments, anchoring activities, jigsaw, process logs, think-tac-toe…) Performance Assessment Task---Hidden Circuits with an aligned rubric Tiered by complexity Flex grouping per ability Flex grouping per heterogeneous groups… Investigative/Inquiry/Use of 5E model for teaching and learning Interactive sites Multi-modal--- readings, illustrations, charts, Embedded varied process/thinking skills (classify, sort, illustrate, predict, observe, tested, integrated design process, integrated art, integrated technology, diagraming) On-going assessments Varied teacher questions posed Exit Ticket Integrate Health--- cooperative learning, dangers of lightning…. Cooperative group Roles… • • • • • • • • • Tiered Performance Hidden Paths Assessment Human Circuits auditory, visual , kinesthetic, interpersonal Cooperative Group activities with expert roles Inquiry-based student centered activities (constructivism) Exit ticket assessing understanding Self-discovery opportunities Science Process Log Many varied assessment strategies Varied resources Resources List all materials (textbooks, maps, crayons, scissors, student whiteboards, research guides, etc.) technology resources (computers, printer, scanner, internet connection, cameras, projectors, etc.) and web addresses that are needed for this lesson. If you are using copyrighted materials, you must include author, date, city and publisher. Materials and resources needed for this lesson. 1. 2. 3. Technology resources needed for this lesson 1. 2. 3. Web Addresses needed for this lesson: 1. 2. 3. Lesson Plan adapted from … Science Lesson Plan for STEM 433/533 This interactive lesson plan is designed for use by emerging educators. The template will expand as information is added. Please, delete given directions in each section, rename and save file prior to submitting to your instructor. Lesson Overview Lesson Author: Date: Grade Level: Subject/Topic Area: Habitat/ Living Systems Time Allotment for overall lesson: The lesson plan might span 50 minutes, 90 minutes, a few days etc. e.g. (3) 45 minute class blocks Concept Statement – In order to survive, animals need air, water, food, and shelter (protection from predators and the environment); plants need air, water, nutrients, and light. Every organism has its own way of making sure its basic needs are met.Discuss how your lesson plan involved posing questions, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments and explanations. 1. Write a rationale statement summarizing WHY students need to learn the important concept(s) of the lesson. Do not describe the lesson plan activities in your concept, but instead demonstrate your deep knowledge of the fundamental science concepts included in your lesson plan and how what you intend to do will build students’ critical thinking and active engagement in science. Describe how you will relate this lesson to previous or future learning and to real-life experiences, to explain the importance of the learning to the students. For example, “It is critical for students to understand the steps in a scientific investigation because it is the foundation upon which scientific inquiry is built. Understanding these steps will encourage students to individually participate in investigations with decreasing amounts of teacher guidance, which will increase the students’ overall science literacy and confidence for doing science.” Safety Concerns and Interventions1. Describe the possible safety concerns, applicable safety rules, the appropriate precautions, and the appropriate student behaviors expected. Include a plan for in case of an accident. Include any possible food allergies. 2. Create a separate parent letter pertaining to the lesson, securing permission for students to participate, and explaining any safety concerns. Standards State Curriculum Standards met in this lesson: SOL 4.5- The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the nonliving components in the ecosystem. Key concepts include b) Organization of populations, communities, and ecosystems and how they interrelate; d) Habitats and niches. SOL 4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) Distinctions are made among observations, conclusions, inferences, and predictions; e) Predictions and inferences are made, and conclusions are drawn based on data from a variety of sources; m) Current applications are used to reinforce science concepts. Focus Clearly state the essential knowledge of the standard framed as enduring understandings. This is a goal, not an objective. List the big ideas or concepts that you want students to come away with, not facts that they must know, see Curriculum Frameworks at VA Dept. of Ed. Essential Questions Essential questions address the heart of the discipline, are framed to provoke and sustain students’ interest. Generate leading questions that you may ask students to get them to understand the big ideas. Possible questions stems: How… (process), Why…(cause and effect), To what extent…(measure of degree), Which… , What convinced you…, How might we prove… • • • • To what extent are living organisms dependent on other living organisms and their nonliving surroundings for survival How might we investigate the interactions between and among living organisms and their nonliving surroundings? What convinced you that shelter can be living and nonliving Why do habitats of living organisms, such as forests, grasslands, rivers, and streams change, why do habitats change from season to season Vocabulary Lesson Plan Objectives List the lesson plan objectives. These are generated from the state standards and essential knowledge/skills. The objective should be measurable, what will the students be learning, and doing The goal is for students to actively apply their learning…not just memorize science facts…so create objectives that demonstrate this. In order to meet this standard, it is expected that students will • classify objects as to whether they are living or nonliving. • describe the basic components of an animal habitat (food, water, shelter or cover, and space). • classify the parts of an animal’s habitat as living or nonliving. • construct and interpret simple models of different kinds of habitats, including a forest and a stream. • predict and describe seasonal changes in habitat and their effects on plants and animals, for example, how trees change through the seasons and how animals respond to changes in the seasons. • describe how animals are dependent on their surroundings, for example, how squirrels and other animals are affected by the loss of forest habitat. • describe how scientists use the study of fossils to show past weather/climate conditions and environmental characteristics. Engage & Elicit Phase: Techniques and Activities: Phases of the lesson: Student activities/ learning anticipated student activities and key questions reactions or responses Teacher’s response to Evidence of Student student reactions/ Things Understanding to remember (and time allocation) ENGAGE: Students will select an animal native to Virginia EXPLORE: 1. Where does the animal live? Students begin talking about their favorite animals and need to view a chart listing animals found in VA Teacher generates interest in native Virignia animals and encourages student curiosity. Students discuss what they Students talk about their basic Teacher asks questions and Students consider their basic needs already know and what they want to find out. needs and compare that to their 2. What does the animal eat? EXPLAIN Students will be given reliable website choices to visit to gather listens to student interaction. animal. Students need to take notes on Teacher assists students Students record the as information information they are finding on needed. they find and their current understandings. the web-sites. information about their animal. ELABORATE: Students will: Students will write a rough draft Teacher provides students with Students make connections 1) Give a physical description of the and need teacher feedback before adequate time to draw basic needs. habitat. 2) Describe your animal and making a final copy. information they gathered. EVALUATE: Students will each Students will need work time and Teacher interview students as a Students demonstrate that they complete an acrostic poem about possible help with spelling means of assessing their understand that animal have their animal and its home using the developing understanding. met through their habitats. New letters of the word Student work is graded with a questions may arise or a desire rubric. to learn about additional between animal habitats and conclusions from the what it needs to live HABITAT. EXTEND: Students draw the basic needs and that they are animals animal’s home or habitat and compare it to where people live. Lesson Closure: How will you close the lesson, summarize the lesson content, relate the lesson to future lessons, and actively involve the students? Develop reflective questions that teacher will pose during the closure. Describe how you will actively involve the students during the debriefing of the lesson and/or student presentations. How does this lesson transition into the next science lesson? Assessment/Evaluation: Describe the evaluation process that you will use to measure whether the students achieved the instructional objectives. Describe the criteria for achievement, and performance level. Describe how you will equitably and fairly assess that students have learned. Describe your methods for monitoring student progress. The criteria should directly align to the instructional objectives and standards. Describe your plan for providing feedback to your students. Develop final evaluation as an alternative assessment/project, etc. with aligned rubric. This final evaluation does not have to be a separate lesson plan attached, even if it will span the length of one class period (i.e a formal lesson assessment). Be sure to articulate your assessment plan for students with exceptionalities. Student Products: Describe artifact/s or products students will create as a result of the lesson. How will these performance products allow you to assess conceptual understanding and/or mastery of procedural skills? (The following are examples of performance tasks/products: Participate in a debate; Use evidence to solve a mystery; Infer the main idea of a written piece; Propose and justify a way to resolve a problem; Design a museum exhibit; Apply rules to particular situations; Draw a picture that illustrates what's described in a story or article; Conduct a poll on consumer preferences, Display results graphically, State conclusions; Critique a performance or a work of art; Design an experiment, Build a model. ) Supplemental Activities: Extensions are activities for students who grasped the concepts quickly and need a deeper challenge. Do not just give the students more of the same activity. You want to explore the concept in more depth and add a new dimension. Remediation activities include methods to reteach the learning for students who need more instruction/practice. (consider generating activities incorporating interactive sites/simulations) Adaptations and Accommodations for Special Learners: Specifically describe instructional interventions, adaptations, accommodations, remediation plans, and supplemental activities for students with disabilities, giftedness, language barriers, physical needs and/or how to meet the needs of the military child. Differentiated Instruction: In what ways have you adjusted your lesson to meet the unique needs of learners? Describe how your lesson is adjusted by content, process, products and/or environment based on readiness, interests, and/or learning styles? Include how your lesson’s learning activities integrates curriculum across disciplines specifically: Physical Education or Health. You may also cross-integrate with other content areas. (Examples of DI: integration across curriculum and/or disciplines, tiered tasks, flexible grouping, cooperative learning, use of multi- modality strategies, authentic assessments, anchoring activities, jigsaw, process logs, think-tac-toe…) Resources List all materials (textbooks, maps, crayons, scissors, student whiteboards, research guides, etc.) technology resources (computers, printer, scanner, internet connection, cameras, projectors, etc.) and web addresses that are needed for this lesson. If you are using copyrighted materials, you must include author, date, city and publisher. You must also attach any supplemental materials that you create. Use a bulleted list to indicate the supplies needed. Be specific and include quantities. Indicate how much of each item is needed for (a) the teacher, (b) the individual students, (c) each group of students, and (d) the whole class. Materials and resources needed for this lesson. • • • Technology resources needed for this lesson • • • Web Addresses needed for this lesson: • • •