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Sciatto.Foldable.LP

Sciatto.Foldable.LP

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Published by: dsciatto on Apr 02, 2011
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04/02/2011

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Week 2: FridayMarch 11, 2011
This lesson is designed for 10 
th 
grade biology students 
Michigan Content Expectations:B1.1C
- Conduct scientific investigations using appropriate tools and techniques(e.g., selecting an instrument that measures the desired quantity—length,volume, weight, time interval, temperature—with the appropriate level of precision).
B1.2D
- Evaluate scientific explanations in a peer review process or discussionformat.
B2.1A
– Explain how cells transform energy (ultimately obtained from the sun)from one form to another through the processes of photosynthesis and
respiration
. Identify the reactants and products in the general reactionof photosynthesis.
B2.5D
– Describe how individual cells break down energy-rich molecules toprovide energy for cell functions.
B3.1A
– Describe how organisms acquire energy directly or indirectly fromsunlight.
B3.1B
- Illustrate and describe the energy conversions that occur duringphotosynthesis and
respiration
.
B3.1C
– Recognize the equations for photosynthesis and
respiration
andidentify the reactants and products for both.
B3.1D
– Explain how living organisms gain and use mass through the processesof photosynthesis and respiration.
Objectives:
 
Students will adapt the reactants, products and overarching themes forrespiration into a foldable.
 
Students will prepare the film canisters for data collection on Monday.
 
Students will explore the structure of a stem using prepared slides in thelab, “Leaves, Stems and Roots.” (
ELL students 
)
 
Students will discuss the lab, “Leaves, Stems and Roots” while challengingthe misconceptions that plants exist for our use.
Resources
:
 
Students will need:
o
 
Lab books
 
Analysis questions for “Leaves, Stems and Roots” 
o
 
Microscopes
(ELL students) 
 
o
 
Prepared slides
(ELL students) 
 
o
 
Lab protocol
(ELL students) 
 
 
 
Teacher will need:
o
 
PowerPoint: “Leaves, Stems and Roots”, “Chapter 8” 
o
 
Film canisters
 
WI fast plant seeds
 
Beaker with water
o
 
Foldable
 
Blank paper
 
Colored pencils
Safety
:There are no safety concerns for this lesson.
Opening
:Greet students, take attendance.
Instructional Flow:1
st
hour:
 
Discuss sauerkraut
o
 
Talk through 3 questions, have students complete an entrance slip
 
Introduce Part B of “Leaves, Stems and Roots.” Instruct students to goback to the lab and begin working.
o
 
Slides will already be placed on each stage
 
Students will complete analysis questions 1-3, 5, 7-9 in their lab books
2
nd
- 5
th
hours:
 
Discuss sauerkraut
o
 
Have students answer 3 questions on an entrance slip
 
Discuss “Leaves, Stems and Roots” 
o
 
Emphasize that plants do not ‘work for us’, but we can benefit fromthem. Discuss all analysis questions.
 
Collect lab books
o
 
Grade procedure questions and completion of analysis questions
 
Explain film canister set up
o
 
Have one person from each lab group set up a canister beforebeginning the foldable
 
Explain foldable
o
 
Draw a diagram of the foldable on the board
o
 
Write out the grading expectations on the board
o
 
Demonstrate how to fold the paper.
 
Send students back to the lab to work on their foldable for the remainderof class
 
Closure
:
 
(ELL Students) 
Remind students that their analysis questions are due onMonday. Also inform them that we will discuss Part C of the lab when wediscuss the analysis questions.
 
(Hours 2-5) 
Remind students that their foldable, if unfinished, will be dueon Monday
Assessment
:
 
The entrance slips completed by hours 2-5 will be graded for completion.In hour 1, the entrance slips will be graded to see if students retained theanswers we discussed as a class. In hours 2-5, I am looking to see if students are making the connection between sauerkraut and cellularrespiration.
 
The lab books will be graded on the procedure questions only. Theanalysis questions will be informally assessed as we discuss them in class.Students will get points for having these questions completed in their labbooks.
 
The foldable will be graded on Monday. The checklist I will use for thisare the same expectations given to the students in class.
Modifications:
 ELL students will be completing Part B of “Leaves, Stems and Roots” today. The other classes completed the lab on Thursday. This is plannedto give ELL students some time with the microscopes, although stillkeeping them on track to take notes on Monday. Lab books for ELLstudents will be collected on Monday.
Rationale:
 This lesson is designed to wrap up cellular respiration (hours 2-5) and thelab, “Leaves, Stems and Roots,” for all classes. I will discuss Part C of “Leaves, Stems and Roots” using a PowerPoint on Monday with them toensure that all material has been covered. All classes will be prepared totake guided notes on Monday, as well as analyze the data collected fromthe film canisters.
Annotation:
This was a successful lesson. Throughout the day, I altered my instruction; however, there seemed to be enough variety and activities to keep students interested for the duration of the hour. Students were engaged and there were minimal behavior problems. Some students got really excited when they we given the liberty to be creative, with some drawing broken eggs (for bonds breaking) and chickens crying out of a broken egg (chicken= energy,tears= water)! 

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