Download Biology SDAIE LESSON Graphically Organizing the Human Body

Biology SDAIE LESSON
Graphically Organizing the Human Body Systems
State Standard: Grades 9-12 Biology-Life Science: Physiology 9a
Purpose:
The purpose of this lesson is to “Tap Prior Knowledge”(H-14 SDAIE Strategies) and
prepare students for graphically organizing the major systems of the human body.
Materials:
Butcher paper
Felt Pens
Anatomy and Physiology Major Systems and Principal Parts List
Anatomy and Physiology Text
A. Beginning Activity-Mini-Lecture
The purpose of the mini-lecture (G-4 SDAIE Strategies) is to clarify the principle
body systems being presented.
1. The instructor defines the principle human body systems. The teacher is very careful
at this point NOT to use any illustrations. I explained to the students that the purpose
of this activity is to Tap Prior Knowledge. In other words, the student’s main goal is to
determine what they do know and what they don’t know about the major parts of each
body system.
2.At the end of the lecture, each student is given a scrambled word list which includes a
series of major parts from each of the principal body systems.
B. Collaborative Activity
-Graphically Organizing the Principal Parts of the Major Human Body Systems
The purpose of this collaborative activity is to give the EL student an
opportunity to collaborate with their peers in a low anxiety environment.
1. The students are placed in heterogeneous cooperative groups.
2. Each cooperative group is instructed to trace a body outline
of one group member on a sheet of butcher paper. The body
outline should be traced from head to the torso.
3. The principal parts of the major human body systems are
diagramed within the body outline. The diagram will serve as a
compare and contrast diagram.
4. Each group is to complete their diagram to the best of their ability
without the use of their textbook. The goal of this activity is to
“tap prior knowledge.”
C. Closing Activity-Student Self Check
The purpose of the self check is to give the EL student a chance to determine their level of
prior knowledge.
1.Each cooperative group is instructed to refer to the reference material
and self check their diagram. This allows the EL student to reflect on their
learning.
2.In conclusion, each group will submit the KWL.
Analysis of Activity SDAIE Lesson 1
The wonderful thing about teaching Physiology to a group of High School students
is that the course truly is “All about them!” Once the students
realize that their personal body outlines were going to be graded on participation as
opposed to the percent correct, they seemed excited at the chance to demonstrate what
they knew.
In addition, cooperative grouping coupled with the kinetic activity piece--outlining
a student’s torso, and drawing the principal parts of each body system, seemed to lower
the anxiety level.
Grading on a participation basis as opposed to a percentage basis, gave the students
the opportunity to correct their answers without the dread of lost points. There was a lot
of healthy and non confrontational giggling going on as the students realized that they had
diagramed male parts on a female diagram and vice versa. All in all, the students got a
chance to grasp what knowledge they had brought into the course, and the extraordinary
amount of discovery they will receive upon completion of Anatomy and Physiology.
SDAIE LESSON 2
Graphically Organizing the Major Characteristics that Define Life
State Standard: Grades 9-12 Biology-Life Science: Cell Biology 1a
Purpose:
The purpose of this lesson is to “Tap Prior Knowledge”(H-14 SDAIE Strategies) and
prepare students for graphically organizing the major characteristics that define life.
Materials:
Construction paper
Felt Pens
Glue Sticks
Scissors
A. Beginning Activity-Mini-Lecture
The purpose of the mini-lecture (G-4 SDAIE Strategies) is to introduce the
question, “What is life?” “What characteristics truly define life?”
1.The instructor leads a “brainstorming” activity with the students and presents the
question, “What is life?” “What is the difference between living and nonliving things?”
It is explained to the students that the purpose of this activity is to “Tap Prior
Knowledge.” ( H14 SDAIE Strategies)
In other words, the student’s main goal is to determine what they do know, and what
they don’t know about the characteristics of life.
B. Collaborative Activity
-Graphically Organizing the Characteristics that Define Life
The purpose of this collaborative activity is to give the EL student an
opportunity to collaborate with their peers in a low anxiety environment.
1.The students are placed in heterogeneous cooperative groups.
2.Each cooperative group is instructed to construct a poster which
illustrates and defines 5 characteristics that are true for all
living things. The poster will serve as a compare and contrast diagram.
(H-27 SDAIE Strategies)
3.Each group is to complete their diagram to the best of their ability
without the use of their textbook. The goal of this activity is to
tap prior knowledge.”( H14 SDAIE Strategies)
C. Closing Activity-Poster Presentations
The purpose of the poster presentations is to give the EL student a chance to
determine their level of prior knowledge.( H14 SDAIE Strategies)
1.Each cooperative group is instructed to present their poster in front of
the class. This allows the EL student to reflect on their learning.
(G-6 SDAIE Strategies)
2.In conclusion, each group will turn in a KWL (H-15 SDAIE Strategies).
Analysis of Activity SDAIE Lesson 2
As soon as the students were given the opportunity to present their own ideas with respect
to what constitutes “Life,” they perked up and seemed excited about the lesson. Many of
the students were involved in the preliminary brainstorming activity, and enjoyed sharing
their ideas with their classmates.
During the poster construction, students were able to express their creativity and enjoyed
collaborating with their peers.
The lesson was concluded with each group presenting their posters to the class. In almost
every case, the students presented clear and valid ideas with respect to the characteristics
that define life. By presenting their posters in front of class, the students were able to
reflect on what they had learned.
Overall, the lesson provided an opportunity for students to “Tap prior knowledge,”
collaborate with their peers and present their ideas in a low anxiety environment.
SDAIE LESSON 3
Graphically Organizing the Connection Between the Two Processes by which Organisms
Produce Energy-Photosynthesis and Cellular Respiration
State Standard: Grades 9-12 Biology-Life Science: 1f and 1g
Purpose:
The purpose of this lesson is to compare and contrast the two processes by which
living organisms produce energy. Students will also illustrate the connection between the
two processes by graphically organizing them using a
cycle diagram.(H-27 SDAIE Strategies)
Materials:
Construction Paper
Felt Pens
Glue Sticks
Scissors
A. Beginning Activity-Mini-Lecture
The purpose of the mini-lecture(G-4 SDAIE) is to introduce the two processes by
which living organisms produce energy and show how these processes are connected.
1.During lecture both processes are defined and the connection between
the two processes is discussed.
2. At the end of the lecture, each student is given a rubric and a student
sample which outlines the criteria expected for the collaborative
activity.(G-5 SDAIE Strategies)
B. Collaborative Activity
Graphically Organizing the Connection Between Photosynthesis and Respiration
The purpose of this collaborative activity is to illustrate the connection
between energetic processes.
1. The students are placed in heterogeneous cooperative groups
2. Each cooperative is given a rubric and a student sample to use as a
guide.(G-5 SDAIE Strategies)
3. Each group is instructed to draw a cycle diagram which illustrates
the connection between photosynthesis and cellular respiration.
(H-27 SDAIE Strategies)
C.
Closing Activity-Poster Presentations
The purpose of the poster presentations is to allow the students to reflect on the
concepts presented in class.(G-6 SDAIE Strategies)
1. Each cooperative group is instructed to present their poster in front
of class.
2. Each group is expected to discuss the products and reactants of each
energetic equation and explain how the two processes are connected.
Analysis of Activity SDAIE Lesson 3
Once the students realized that they were going to be in cooperative groups and
were able to use their own creativity and ideas to present the processes of energy transfer,
the interest level increased. I happen to be a true “science nerd” and therefore find these
processes fascinating; I understand however that a majority of students will not have
similar opinions. Through this activity the student’s are able to make the information
“real” to them, understand how these processes work, define the connection between these
processes and most importantly, they have fun learning.
During the collaborative activity most students seemed excited to have the
opportunity to express their own ideas and creative flare. Most students used familiar
organisms and showed them using energetic processes, this allowed the students to make
the information more “real” to them. Drawing a cycle diagram to represent the
connection between the two processes helped the students to understand how energetic
processes relate to one another.
By presenting their posters the students were able to reflect on what they learned.
EXTRA SDAIE ACTIVITY 1
Graphically Organizing the processes of Photosynthesis and Respiration Using a Venn
Diagram(H-27 SDAIE Strategies)
State Standard: Grades 9-12 Biology-Life Science: 1f and 1g
Purpose:
The purpose of this activity is to compare and contrast photosynthesis and
cellular respiration by using a Venn Diagram.(H-27 SDAIE Strategies)
Materials:
Blank Paper
Cellular Respiration and Photosynthesis Notes
A. Beginning Activity-Mini-Lecture
The purpose of the mini-lecture(G-4 SDAIE Strategies) is to give the students
another opportunity to reinforce what they have learned with respect to energetic
processes.
1.The instructor reviews the basic principals of photosynthesis and cellular
respiration.
B. Collaborative Activity
Graphically Organizing the processes of Photosynthesis and Respiration Using a Venn
Diagram
1.The students are placed in heterogeneous cooperative groups.
2.Each cooperative group is given a scrambled word list and asked to
place the words in the proper place on their Venn Diagram.(G-4 SDAIE)
C. Closing Activity-Student Self check
The purpose of the self check is to give the EL student a chance to determine their
level of accuracy and reflect on what they have learned. (G-6 SDAIE Strategies)
1.
Each cooperative group is instructed to fill in the Venn Diagram
on the overhead and share their information with the rest of the
class. Each group adds just a little bit of information until the
diagram is completed.
Analysis of Activity Extra SDAIE Activity 1
This activity gave the students a wonderful opportunity to reinforce the information
they learned with respect to energetic processes. The students felt very comfortable with
the Venn Diagram format, and really liked being able to illustrate these complex topics in a
simple diagram.
Many students were very excited about being able to “play” teacher and write their
group answers on the overhead. Overall, the students were very supportive of one
another during the overhead presentations.
EXTRA SDAIE ACTIVITY 2
Graphically Organizing the processes of Respiration and Fermentation Using a Chain of
Events Diagram(H-27 SDAIE Strategies)
State Standard: Grades 9-12 Biology-Life Science: 1f and 1g
Purpose:
The purpose of this activity is to compare and contrast cellular respiration and
fermentation by using a Chain of events diagram.(H-27 SDAIE Strategies)
Materials:
Blank Paper
Cellular Respiration and Fermentation Notes
A. Beginning Activity-Mini-Lecture
The purpose of the mini-lecture(G-4 SDAIE Strategies) is to give the
students another opportunity to reflect on what they have learned with
respect to energetic processes.
1. The instructor reviews the basic principals of cellular respiration and
fermentation
B. Collaborative Activity
Graphically Organizing the processes of Respiration and Fermentation Using a Chain of
Events Diagram
1. The students are placed in heterogeneous cooperative groups.
2. Each cooperative group is given a scrambled word list and asked to
place the words in the proper place on their Chain of Events Diagram.
(G-4 SDAIE)
C. Closing Activity-Student Self check
The purpose of the self check is to give the EL student a chance to determine their
level of accuracy and reflect on what they have learned.(G-6 SDAIE Strategies)
1. Each cooperative group is instructed to fill in the Chain of Events
Diagram on the overhead and share their information with the rest of
class. Each group adds just a little bit of information until the
diagram is completed.
the
Analysis of Activity Extra SDAIE Activity 2
The student’s found the chain of events activity very challenging. It was like solving a
puzzle and many of the student’s really enjoyed fitting the puzzle pieces together. Some
student’s displayed a little difficulty in separating their ideas properly, however a majority
of the students felt a strong sense of accomplishment once their puzzle was put together.