Download Class - Murray State University

Week 4, Class 1 (Chapter 2 – Topic: What is Matter?)
LENGTH OF CLASS: 60 minutes
BRING TO CLASS: (Students) BIO101 textbook; (Instructor) Critical Terms List –
Chapter 3
LEVEL OF PROFICIENCY: Advanced
GOALS:
1. Students will be able to pronounce critical terms from BIO101 accurately.
2. Students will be able to summarize passages from the BIO101 textbook
accurately.
3. Students will be able to write supporting sentences for a topic sentence to partially
create a paragraph concerning topics in the BIO101 textbook.
OBJECTIVES (Students will be able to):
1. Pronounce orally, during ESL110 class, critical biological terms as found in boldfaced type in chapter 2 of the BIO101 textbook with 80% accuracy.
2. Read passages aloud to the ESL110 class from chapter 2 of the BIO101 textbook
that contain critical terms with 80% accurate pronunciation of the critical terms.
3. Summarize passages in chapter 2 of the BIO101 textbook with 80% accuracy.
4. Write supporting sentences for a given topic sentence of a potential paragraph
concerning topics in chapter 2 of the BIO101 textbook with 80% accuracy.
RATIONALE:
[Activity #1 – Group pronunciation of critical terms] Students need to be able to
pronounce critical terms from BIO101 for listening (understanding the instructor)
and speaking (asking and answering questions in BIO101 class). Pronouncing
them as a group encourages each student to attempt pronunciation and become
familiar with the strong (stressed) and weak syllables of English pronunciation.
[Activity #2 – Individual pronunciation of critical terms] This activity combines
individual practice pronouncing words separately and within sentence context.
[Activity #3 - Reading for the main idea] This activity allows students to express
ideas about meanings of biology textbook passages. It is designed to give students
support and confidence in summarizing content from the BIO101 textbook.
[Activity #4 - Reading for the main idea] This activity allows students to express
ideas about meanings of biology textbook passages with classmates and work to
develop consensus about those meanings. It is designed to give students support
and confidence in summarizing content from the BIO101 textbook.
[Activity #5 – Writing paragraphs] This activity continues a series of lessons each
week that teaches a core element of writing – writing a paragraph that contains a
topic sentence, supporting sentences, and a concluding sentence. This activity
continues the topic by helping students write supporting sentences to accompany
provided topic sentences of potential paragraphs concerning topics in the BIO101
textbook.
ACTIVITY (INCLUDING PROCEDURES OF THE PRESENTATION OF EACH
TIME
ACTIVITY)
[Opening] Instructor will list on the board the difficult terms named by students last
5 min
week as well as any terms the instructor determined students had particular problems
with during last week’s class and lead the class in pronouncing them.
1) Instructor will write bold-font terms from chapter 2 of BIO 101 textbook on the
board with stressed syllables marked and class will practice pronouncing them
together.
10
min
Instructor will distribute handout of critical terms (bold font in textbook) and context
sentences from BIO101 textbook chapter 2. Students will be encouraged to mark the
stressed syllables in their own word list as instructor marks the words on the board.
Each student will be encouraged to pronounce the terms in unison with the class. If
anyone wants a term repeated, the instructor will do so or will ask for a volunteer to
do so.
2) Students will group into pairs and take turns reading sentences from the handout
aloud to each other that contain the terms.
10
min
Instructor will ask students to form groups of two. They will take turns reading aloud
the context sentences given for terms in the handout, listening carefully for accurate
pronunciation of the critical terms (bold font). The instructor will walk around room
listening to pronunciations and making corrections as needed. Instructor will make
sure each student reads multiple sentences.
3) Students will summarize in writing in their own words a designated passage from
the BIO101 textbook chapter studied last week in BIO101 class.
Instructor will give each student a piece of paper with a page number and passage
(usually one paragraph) to read. In the blank space at the bottom of the page, each
student will write a one (or two) sentence summary of the passage. All students will
be given time to read and summarize his/her passage.
10
min
4) Each student will exchange his/her paper with another student, read that student’s
paper, and then discuss with each other the similarities and differences in their own
thinking with what the other student wrote.
After giving all students time to read and summarize their passages, the instructor
will ask students to exchange papers with another student. Each student should read
the passage designated on the paper and read the summary written by the other
student. Then, students should take turns discussing similarities and differences of
what they think the summary should be with the person who wrote the summary. The
10
min
instructor will walk around the room listening and reading the summaries and adding
suggestions and corrections as needed.
5) Instructor will project onto the board a topic sentence (concerning a topic in
chapter 2 of the BIO101 textbook) and lead the class in brainstorming supporting
sentences that would be appropriate for a paragraph containing the topic sentence.
[Closing] Instructor will ask students to name particular terms from the chapter that
seem most difficult to pronounce. Instructor will make a list of these for review next
week. A list of next week’s critical terms (chapter 3) will be distributed and
homework assignment made.
10
min
5 min
ASSESSMENT:
1. As a group, students will pronounce critical terms from chapter 2 of the BIO101
textbook with instructor giving accurate pronunciations as needed and students
repeating pronunciation. Instructor will mark a sheet for each term and whether
the class was able to pronounce it accurately.
2. Each student will read aloud at least one passage from chapter 2 of the BIO101
textbook that contains a critical term, with the instructor marking a sheet showing
accuracy for each student.
3. Each student will summarize a passage in chapter 2 of the BIO101 textbook, with
the instructor marking a sheet for each student on the accuracy of the explanation.
4. Students, as a class, will determine the supporting sentences to accompany
provided topic sentences of potential paragraphs concerning topics from chapter 2
of the BIO 101 textbook, with the instructor marking a sheet of participation for
each student.
BACKUP and CONTINGENCY PLANS:
If there is extra time, the class will be asked about any terms from their biology
class last week (may not have been bold-font critical terms) that gave them problems
with pronunciation. These terms will be written on the board and stressed syllables
marked. The class will practice pronunciation.
HOMEWORK:
A list of next week’s critical terms (chapter 3) will be distributed and students will
mark the stressed syllable in each, using any resource for help.
SELF-EVALUATION OR REFLECTION IF ANY:
Did the activities hold the attention and interest of students? Did all students
participate during the class group activity (#1)? Were there students who seemed to
have particular trouble pronouncing the terms? (These may be asked if they want to
meet for individual work.) Were there specific terms that gave most students trouble?
(These may need to be discussed with the BIO101 instructor, so s/he can stress them.)
Critical Terms in Context from Chapter 3
BIO101 Textbook (pages 34-37 only)
Campbell, N., Reece, J., Taylor, M., & Simon, E. (2008). Biology: Concepts & Connections (5th
ed.). San Francisco: Pearson.
#
1
2
Term
organic
compounds
hydrocarbons
3
carbon skeleton
4
isomers
5
functional groups
6
hydrophilic
7
hydroxyl group
8
carbonyl group
9
carboxyl group
10 carboxylic acids
11 amino group
12 amines
13 phosphate group
14 macromolecules
15 polymers
16 dehydration
reaction
17 hydrolysis
Context (with page #)
“Carbon-based molecules are called organic compounds.” (p. 34)
“Methane and other compounds composed of only carbon and hydrogen
are called hydrocarbons.” (p. 34)
“The chain of carbon atoms in an organic molecule is called a carbon
skeleton.” (p. 34)
“Compounds with the same formula but different structures are called
isomers.” (p. 34)
“In an organic molecule, the groups of atoms that usually participate in
chemical reactions are called functional groups.” (p. 35)
“This polarity tends to make the compounds containing these groups
hydrophilic (water-loving) and therefore soluble in water – a necessary
condition for their roles in water-based life.” (p. 35)
“A hydroxyl group consists of a hydrogen atom bonded to an oxygen
atom, which in turn is bonded to the carbon skeleton of a molecule.” (p.
35)
“A carbonyl group is a carbon atom linked by a double bond to an
oxygen atom.” (p. 35)
“A carboxyl group consists of a carbon double-bonded to an ozygen
and also bonded to a hydroxyl group.” (p. 35)
“Compounds with a carboxyl groups are called carboxylic acids.” (p.
35)
“An amino group is composed of a nitrogen atom bonded to two
hydrogen atoms.” (p. 35)
“Organic compounds with an amino group are called amines.” (p. 35)
“A phosphate group consists of a phosphorus atom bonded to four
oxygen atoms.” (p. 35)
“On a molecular scale, many of these molecules are gigantic; in fact,
biologists call them macromolecules.” (p. 36)
“Cells make most of their large molecules by joining smaller organic
molecules into chains called polymers (from the Greek polys, many and
meros, part).” P. 36)
“Cells link monomers together to form polymers by a dehydration
reaction, a reaction that removes a molecule of water.” (p. 36)
“To digest these substances and make their monomers usable, a cell
carries out hydrolysis.” (p. 36)
18 carbohydrate
19 monosaccharides
“The name carbohydrate refers to a class of molecules ranging from
the small sugar molecules dissolved in soft drinks to large
polysaccharides, such as the starch molecules we consume in pasta and
potatoes.” (p. 37)
“The carbohydrate monomers (single-unit sugars) are monosaccharides
(from the Greek monon-, single, and sacchar, sugar).” (p. 37)