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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.