unit 1 day 1: lesson and assessment plan · web viewunit 1 day 1: lesson and assessment plan....

TC Name: A. BryantSubject Area & Grade Level: Biology 10th Number of Students in Class: 25

UNIT 1 DAY 1: LESSON AND ASSESSMENT PLANCurriculum Standards

SB1. Obtain, evaluate, and communicate information to analyze the nature of the relationships between structures and functions in living cells.

a. Construct an explanation of how cell structures and organelles (including nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, Golgi, endoplasmic reticulum, vacuoles, ribosomes, and mitochondria) interact as a system to maintain homeostasis.

SB1.aISTE Technology Standard

1. Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

A. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve b. them and reflect on the learning process itself to improve learning outcomes.

B. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways..

Mode of InstructionOnline SynchronousLearning Objective/Goal(s)

I can compare and contrast prokaryotic and eukaryotic cellsI can explain the concept of homeostasis as it applies to stability and change (include examples).I can explain how the various cell structures and organelles work together as a system. I can construct an explanation of how cell structures and organelles interact as a system to maintain homeostasis in organisms (using specific examples).

Formative & Summative AssessmentFormative assessment:Diabetes video questions:

a. What is diabetes?b. Do you and anyone you know have diabetes?c. What questions do you have about diabetes?

Ameoba Sisters Video Questionso In your own words, describe homeostasis. o Give two examples of how the human body maintains homeostasis

Hierarchy Sort

1. Students will describe the structure and function of the following organelles: Homeostasis , cell, nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, Golgi body, endoplasmic reticulum, vacuoles, cytoplasm

2. Rank the organelles on how important they are to cell’s structure and function. For example, if the lysosome is the most important, you would list that first, and if the cell wall is the least important that would be last. (There is no right or wrong, this is your opinion)

MIDDLE AND SECONDARY EDUCATION


Example:

1. Lysosome2. Chlorosplasts3. Nucleus4. Cell membrane

3. Explain why you rank the organelles in the order that you did using at least 3-5 sentences.

Differentiation, Modification(s), & Accommodation(s)

For students with IEP’s and 504 plans. Students will be sent to a breakout room with the co-teacher to re-watch the Ameoba Sisters Video in slower motion and review the questions. Students will be grouped based upon their initial answers to the questions about the diabetes and Ameoba Sisters’ video. These students will be given additional time to answer and turn in video questions. ESOL students will watch the video(s) in Spanish and questions will be Spanish as well.

Instructional Strategies & Learning Tasks to Support Diverse Learners’ NeedsIntroduction or Student Spark (10 Number of minutes)

Phenomena:

Teacher will show you tube video of news clip about diabetes among African Americans and answer the following questions in nearpod:

https://www.youtube.com/watch?v=ZYGtFP_Vz4k1. What is diabetes?2. Do you and anyone you know have diabetes?

What questions do you have about diabetes?Body ( 40 Number of minutes)

Intro to cells and homeostasis.

Teacher will show video clip of Ameoba Sisters on homeostasis and answer the following questions in nearpod:

https://www.youtube.com/watch?v=Iz0Q9nTZCw41. In your own words, describe homeostasis. 2. Give two examples of how the human body maintains homeostasis.

Hierarchy Sort (Formative)assessment) (Students will answer questions on word document in its learning)

1. Students will describe the structure and function of the following organelles: Homeostasis, cell, nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, Golgi

body, endoplasmic reticulum, vacuoles, cytoplasm2. Rank the organelles on how important they are to cell’s structure and function. For

example, if the lysosome is the most important, you would list that first, and if the


https://www.youtube.com/watch?v=Iz0Q9nTZCw4

https://www.youtube.com/watch?v=ZYGtFP_Vz4k


cell wall is the least important that would be last. (There is no right or wrong, this is your opinion)

Example:

1. Lysosome2. Chlorosplasts3. Nucleus4. Cell membrane

3. Explain why you rank the organelles in the order that you did using at least 3-5 sentences

Closure ( 10 Number of minutes)

Ticket out the door Using 2-3 sentences, explain how diabetes is an example of homeostasis in nearpod.

Facilitation & Safety We will begin the lesson by introducing the standard, element, learning goal(s), vocabulary, and

essential questions. Next, we will watch a youtube video news clip about the prevalence of diabetes in the African American

Community. Students will engage in discussion by answering questions about the video in nearpod. Next, students will watch an Ameoba Sisters video on homeostasis then engage in discussion about what

they learned about homeostasis from the video. Students will then be instructed to go to it’s learning to complete the hierarchy sort assignment. For the closing, students will be given a nearpod code to complete the ticket out the door.

Layered Texts and Other Materialshttps://www.youtube.com/watch?v=ZYGtFP_Vz4k


ReferencesSettlage, J., Southerland, S. A., Smetan, L., & Lottero-Perdue, P. (2018). Teaching science to every child:

Using culture as a starting point. 3rd Ed. New York, Routledge. National Academies of Sciences, Engineering, and Medicine (2017). Seeing Students Learn Science:

Integrating Assessment and Instruction in the Classroom. Washington, D.C: The National Academies Press.



https://www.youtube.com/watch?v=ZYGtFP_Vz4k


UNIT 1 LESSON 2 : LESSON AND ASSESSMENT PLANCurriculum Standards


c. Construct arguments supported by evidence to relate the structure of macromolecules (carbohydrates, proteins, lipids, and nucleic acids) to their interactions in carrying out cellular processes. (Clarification statement: The function of proteins as enzymes is limited to a conceptual understanding.)

SB1.c. 1. Students leverage technology to take an active role in choosing, achieving, and demonstrating



competency in their learning goals, informed by the learning sciences. A. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve b.

them and reflect on the learning process itself to improve learning outcomes.B. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

1B


·I can relate the structure to function of the main macromolecules: proteins (including enzymes), lipids, carbohydrates, nucleic acid.· I can analyze data to construct an explanation of how pH and temperature affect the function of enzymes.

Formative & Summative AssessmentOpening activity assessment questions:

1. Do you ever read the nutrition label on any of your food or snacks?2. What is in your favorite food or snack?3. How many grams of protein, carbs, and lipids are in your snacks?4. Do you ever read the nutrition label on any of your food or snacks?5. What is in your favorite food or snack?6. How many grams of protein, carbs, and lipids are in your snacks?7. What do these nutrition labels mean?8. Let’s compare the nutrition labels in the United States and Europe.

Work PeriodCheckpoint/assessment questions from Gizmo’s Enzyme Case Study Closing: Kahoot!

https://create.kahoot.it/user-reports/live-game/e8db628f-82f0-4236-92e5- f01358429759/2ade1743-19b7-43bc-8f96-78d20eb2aa04/1600956825425

Differentiation, Modification(s), & Accommodation(s)Students who finish the case study activity before the 20 minute checkpoint, will continue working on the activity.Students who are still working will review the questions and activities with the teacher at the 20 minutes checkpoint mark.

Instructional Strategies & Learning Tasks to Support Diverse Learners’ Needs

ELL students will have the activity in Spanish . Introduction or Student Spark (10 Number of minutes)

Students will analyze the nutrition label of their favorite snack or food. Students will answer the following questions about the nutrition label.

9. Do you ever read the nutrition label on any of your food or snacks?10. What is in your favorite food or snack?11. How many grams of protein, carbs, and lipids are in your snacks?12. What do these nutrition labels mean?13. Let’s compare the nutrition labels in the United States and Europe.

Body (40 Number of minutes)



Students will engage in a Gizmo’s interactive lesson on Enzyme activityEnzyme Case Study https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&InteractiveCaseID=5&ResourceID=3034

The case study is an interactive case study about Claire, a great dane, who is displaying symptoms of appetite loss and being extremely tired. Students will collect data, see how enzymes play a role in digestion, answer checkpoint questions, and make a hypothesis and diagnosis about Claire based on the symptoms and lab results. The activity lasts about 40 minutes. Teacher will assess student understanding 20 minutes into the activity by reviewing checkpoint questions from the case study.

Closure (10 Number of minutes)

Macromolecules/Enzymes:Kahoot!


Students will complete macromolecules chart for homework

https://www.usatestprep.com/modules/worksheet/worksheet_view.php?id=508&testid=1740

Facilitation & Safety

1. Teacher will instruct students to find a nutrition label in their home and analyze the nutrition label by answering the following questions.

2. Teacher will share her screen and direct students to it’s learning to access and answer the questions. Teacher will set timer for 7 minutes and have students upload document with questions back into it’s learning.

3. Students will engage in discussion answering the following questions. Do you ever read the nutrition label on any of your food or snacks? What is in your favorite food or snack? How many grams of protein, carbs, and lipids are in your snacks? What do these nutrition labels mean? Let us compare the nutrition labels in the United States and Europe.

4. Next, teacher will share screen and direct students to Class Link, then the Gizmo’s app to access the Enzymes Case Study. Teacher will go through the case study and give students a preview of what to expect will going through the activity.

5. Students will work on the case study for 20 minutes. 6. After 20 minutes, teacher will instruct students to stop where they are in the activity and

assess student understanding by reviewing checkpoint questions given in the case study. 7. After assessing student understanding, students will be given another 20 minutes to

complete case study. The remainder questions will be reviewed during the next class. 8. For the closing, students will be instructed to join a Kahoot! Game review about

macromolecules and enzymes. Students will be reminded to recall the macromolecules they found on the nutrition label from the opening activity.



https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&InteractiveCaseID=5&ResourceID=3034



Using culture as a starting point. 3rd Ed. New York, Routledge. National Academies of Sciences, Engineering, and Medicine (2017). Seeing Students Learn Science: Integrating Assessment and Instruction in the Classroom. Washington, D.C: The National Academies Press.

UNIT 1 LESSON 3: LESSON AND ASSESSMENT PLAN


1. Construct arguments supported by evidence to relate the structure of macromolecules (carbohydrates, proteins, lipids, and nucleic acids) to their interactions in carrying out cellular processes. (Clarification statement: The function of proteins as enzymes is limited to a conceptual understanding.)

SB1.c.ISTE Technology Standard





B. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways..

1.B.

Mode of InstructionOnline Synchronous Learning Objective/Goal(s)

I can develop a claim supported by evidence to relate the structures of macromolecules to their functions and interactions in carrying out specific cellular processes.

I can construct an argument supported by evidence to relate the structure of macromolecules to their interactions in carrying out specific cellular processes.

Formative & Summative Assessment

Discussion Questions:

What are the two types of digestion? Where does chemical digestion starts? Where does most of chemical digestion take place? What structure found in the small intestines responsible for helping nutrients get into the blood stream?

https://www.amoebasisters.com/uploads/2/1/9/0/21902384/video_recap_of_biomolecules_v.2_by_amoeba_sisters.pdf

Differentiation, Modification(s), & Accommodation(s)For the body of the lesson, lower level students will work on the macromolecule chart with the teacher. Other students who do not require accommodations will watch the Ameoba Sisters Video and complete the video handout on their own. All materials will be given to students in Spanish and English. Instructional Strategies & Learning Tasks to Support Diverse Learners’ NeedsIntroduction or Student Spark (10 Number of minutes)Video on Digestion:https://youtu.be/PBgRqiOjG1U

Discussion Questions:

1. What is digestion?2. What are the two types of digestion?3. Where does chemical digestion starts?4. Where does most of chemical digestion take place?5. What structure found in the small intestines responsible for helping nutrients get into the blood stream?

Body ( 40 Number of minutes)

Review Homework: Macromolecules chart Watch Ameoba Sisters Video: Biomolecules https://www .youtube.com/watch?v=YO244P1e9QM Review/Complete video handout


https://www/


https://www .amoebasisters.com/uploads/2/1/9/0/21902384/video_recap_of_biomolecules_v.2_by_amoeba_sisters.pdf

Closure (10 Number of minutes)

Review EnzymesNearpod:https://app.nearpod.com/presentation?pin=53A73C3E09B58F8ABC29DD2B5944F7FE-1

Facilitation & Safety As students log into the class session and the teacher is taking attendance, the teacher will share her

screen instructing students to go to it’s Learning to access the questions for the digestion video. After attendance has been submitted, the teacher will share her screen and show students the digestion

video. Teachers will remind students to have their questions available to answer while the video is playing.

After the video is done playing, teacher and students will engage in a discussion about the questions from the video.

Students will then be directed to it’s learning to complete the macromolecules chart For co-taught classes and Students who require accommodations, the co-taught teacher or

paraprofessional will have those students join another session to review the chart. Other students will watch the Ameoba Sisters Video and complete the handout on their own. The teacher and students will engage in a discussion about the video handout. Students will then be directed to it’s learning to complete the macromolecules chart.

For the closing, all students will return back to the main session to answer review questions in nearpod. Teacher will share her screen so that students can join the nearpod using a code.

Layered Texts and Other Materials


Using culture as a starting point. 3rd Ed. New York, Routledge. National Academies of Sciences, Engineering, and Medicine (2017). Seeing Students Learn Science: Integrating Assessment and Instruction in the Classroom. Washington, D.C: The National Academies Press


https://www/


UNIT 1 LESSON 4 : LESSON AND ASSESSMENT PLANCurriculum Standards


d. Plan and carry out investigations to determine the role of cellular transport (e.g., active, passive, and osmosis) in maintaining homeostasis.

SB1.d. ISTE Technology Standard



B. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

1.B.




I can ask investigative questions to determine how the three forms of cellular transport maintain homeostasis using specific examples.

I can design and carry out investigation to determine how cellular transport occurs and its function in maintaining homeostasis in the cell.

I can use models (diagrams, drawings, etc.) to differentiate between the main forms of cellular transport:

o Osmosis o Diffusion and Facilitated Diffusiono Active Transport

I can explain the role of the cell membrane in regulating cellularprocesses (active, passive, and osmosis).

Formative & Summative Assessment

What factors do you think caused the student's death? What do you think was happening to his body cells? How do you know how much water you should drink in a day? What questions do you have about the video Complete Video Handout

https://www.amoebasisters.com/uploads/2/1/9/0/21902384/video_recap_of_cell_transport_by_amoeba_sisters.pdf

Differentiation, Modification(s), & Accommodation(s)

Students who are not able to conduct the lab will watch a video on egg osmosis. https://www.youtube.com/watch?v=SrON0nEEWmo All learning material will be available in Spanish for ELL learners. Students who require accommodations will be able to join a breakout room with the co-taught teacher to watch

the Ameoba sisters video again and review the video handout. Instructional Strategies & Learning Tasks to Support Diverse Learners’ NeedsIntroduction or Student Spark (10 Number of minutes)

Review SBd. Essential questions, learning target, and vocab Watch video on teen who dies from drinking too much water. https://www.youtube.com/watch?v=jeiHmGTn_X8#action=share What factors do you think caused the student's death? What do you think was happening to his body cells? How do you know how much water you should drink in a day? What questions do you have about the video? Egg Osmosis Lab: Instruct students to soak an egg in vinegar overnight. Ask students to take a

picture of the egg, upload it into in its learning and to describe what they observed using the following key terms hypotonic, concentration gradient, increase.

Body (40 Number of minutes)

o Tell students to recall how cell organelles work as a system to maintain homeostasis.



o Watch Ameoba Sisters Video: Cell Transporthttps://www.youtube.com/watch?v=Ptmlvtei8hw

o Complete Video Handouthttps://www.amoebasisters.com/uploads/2/1/9/0/21902384/video_recap_of_cell_transport_by_amoeba_sisters.pdf


Create a hashtag that sums up homeostasis as it refers to cellular transport. Egg Osmosis Lab: Instruct students to soak an egg in vinegar overnight. Ask students to take a

picture of the egg, upload it into in its learning and to describe what they observed using the following key terms hypotonic, concentration gradient, increase.

Facilitation & Safety

As students join the live session and attendance is being taken, the teacher will share her screen instructing students to go to it’s learning and review the questions about the video of the teen passing away from drinking too much fluids.

After attendance is taken, the teacher will share her screen and show the video of a news clip about a teenager dying after drinking 4 gallons of water and Gatorade during and after football practice.

The video clip is only 1 minute and 30 seconds, therefore the teacher will instruct students to pay close attention to the video.

After the video is over, teacher will give the students 5 minutes to answer the questions. After the time is up, teacher will engage students in a discussion by reviewing the questions and exploring the questions they had about the video.

Next, teacher will tell students to recall how organelles works as a system to help the cell maintain homeostasis.

Then the teacher will share her screen and use the Ameoba Sisters Video on cell transport to directly teach the students about the different mechanisms of cellular transport. Teacher will also assess student understanding by asking checkpoint questions throughout the video.

Once the video is over, teacher will instruct students to go to it’s learning and complete the video handout.

Students will be given 20 minutes to complete the handout, once time is up, teacher will review the handout with the students to assess student understanding.

For the closing, teachers will have students create a hashtag that relates to cellular transport. For homework, teacher will instruct students to place one egg in a cup of white or apple cider

vinegar and leave it in the cup overnight. Teacher will remind students that the egg becomes very fragile after soaking overnight so they must

be extremely careful handling the egg the next day.


Using culture as a starting point. 3rd Ed. New York, Routledge.

National Academies of Sciences, Engineering, and Medicine (2017). Seeing Students Learn Science: Integrating Assessment and Instruction in the Classroom. Washington, D.C: The National Academies Press



UNIT 1 LESSON 5: LESSON AND ASSESSMENT PLANCurriculum Standards


b. Develop and use models to explain the role of cellular reproduction (including binary fission, mitosis, and meiosis) in maintaining genetic continuity.

SB1.b.ISTE Technology Standard1. Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.


B. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

1.B.




I can define the process and role of cellular reproduction. I can list and explain the ways in which cellular reproduction occurs. I can use models to explain how mitosis occurs at the cellular level.

Formative & Summative AssessmentStudents will explore the concept of cancer and cellular division. After students have reviewed the chart, they will answer the

following questions to assess their understanding of the chart. What is the relationship between cancer and cells? What does the chart and video suggest about humans, elephants, and cancer? What does the video suggest about the P53 gene?

As the teacher directly instructs students about the cell cycle using the Ameoba Sisters Video. Teacher will ask students the following questions to assess their understanding of the cell cycle.

1. What causes cancer?2. How many cells are reproduced at the end of the cell cycle?3. Are these cells identical?4. What phase of the cell cycle does the cell spend the majority of it’s time?5. List the phases of cell division in order.

For the closing, student will answer the following questions to assess their understanding about cell division. 1. How many more cells does elephants have than humans?2. Why did scientists predict elephants would be an extinct species? 3. What is keeping them alive?

Students will label a diagram of mitosis in a self-paced Nearpod session. Students will also describe how confident they feel about cell division. https://share.nearpod.com/SSMSy6jA4ab

Differentiation, Modification(s), & Accommodation(s)Students with accommodations and level 1 and 2 students will join a separate teams meetings with the co-teacher to watch the Ameoba Sisters video on cellular reproduction and answer checkpoint questions. Level 1 and Level 2 students will be identified based on the unit pre-assessment. All resources and materials will be posted on the it’s learning page so students are able to go back review all the materials covered in class.

Instructional Strategies & Learning Tasks to Support Diverse Learners’ NeedsIntroduction or Student Spark ( 10 Number of minutes)

Elephants and CancerAsk students to analyze the chart. After about one minute, allow students to ask questions about the chart and share their observations. file:///C:/Users/abryant/Downloads/elephant_cancer.webp

After discussing the chart, students will watch the following video about elephants and cancer. https://www.cnn.com/2018/08/14/health/elephant-cancer-zombie-genetics-study/index.html

Ask students the following questions about the video:What is the relationship between cancer and cells?What does the chart and video suggest about humans, elephants, and cancer?What does the video suggest about the P53 gene?

Body (40 Number of minutes)Teacher will use Ameoba Sisters Video as mode of direct instruction to teach students about cellular reproduction via mitosis. Teacher will stop and ask students checkpoint questions to assess understanding.https://www.youtube.com/watch?v=QVCjdNxJreE



6. What causes cancer?7. How many cells are reproduced at the end of the cell cycle?8. Are these cells identical?9. What phase of the cell cycle does the cell spend the majority of it’s time?10. List the phases of cell division in order.


Ticket out the door. Students will answer the following questions in the chat box. Then complete a self-paced nearpod. In the near pod, students are asked to label a diagram of mitosis with the correct labels. They are also asked to describe how well they know the process of cell division. https://share.nearpod.com/SSMSy6jA4ab

4. How many more cells does elephants have than humans?5. Why did scientists predict elephants would be an extinct species? 6. What is keeping them alive?

Facilitation & SafetyWhile the teacher is taking attendance, she will show students the chart about cancer in elephants and humans. Students will use this time to analyze the chart and make observations. After attendance has been taking, the teacher will ask the students to share their thoughts about what they saw in the chart. After about 10 minutes of verbal discussion, the teacher will show the video of the CNN news clip about the prevalence of cancer in elephants and humans. Students may ask to re-watch the video because it is only 1 minute and 30 seconds and requires them to read captions. After the video, the teacher will engage the students in a verbal discussion by asking them do they have any other questions after analyzing the chart and watching the video. The teacher will ask other probing questions like; What is the relationship between cancer and cells? What does the chart and video suggest about humans, elephants, and cancer? What does the video suggest about the P53 gene? After engaging the students in discussion about elephants and cancer, she will then explain to the students they will watch an Ameoba Sisters Video about the cell division cycle and cancer. Students with accommodations and level 1 and level 2 students will be instructed to leave the main session and the co-teacher will call them into another teams meeting to watch the video and answer checkpoint questions. The teacher will stop the video periodically to ask students the following questions to assess their understanding; What causes cancer? How many cells are reproduced at the end of the cell cycle? Are these cells identical? What phase of the cell cycle does the cell spend the majority of it’s time? List the phases of cell division in order. For the closing, the teacher will display the following instructions on her screen for students to complete the ticket out the door. In the chat box, answer the following questions; How many more cells does elephants have than humans? Why did scientists predict elephants would be an extinct species? What is keeping them alive? After answering the questions, join the self-paced Nearpod session using the code ABCDE. Label the diagrams according to the correct phase of mitosis. Layered Texts and Other Materials

1. Write a detailed (bulleted) list, including authors, of all the materials/resources/links/technology needs for this lesson.

2. Attach all instructional support handouts, presentations, citation/copy of texts, etc. and assessment items. ReferencesSettlage, J., Southerland, S. A., Smetan, L., & Lottero-Perdue, P. (2018). Teaching science to every child:

Using culture as a starting point. 3rd Ed. New York, Routledge.

National Academies of Sciences, Engineering, and Medicine (2017). Seeing Students Learn Science: Integrating Assessment and Instruction in the Classroom. Washington, D.C: The National Academies Press


unit 1 day 1: lesson and assessment plan · web viewunit 1 day 1: lesson and assessment plan....

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