Courtney Cremeans

ASSURE Draft
A Analyze Learners
My learners will be in a 6th grade science class, varying in ages from 11-12. These
students will be both female and male, having a variety of cultural backgrounds.
Each student learns in a unique way and have their own intelligence area, as
according to Gardners new 9 different intelligences. I will strive to cater to each
learning style the classroom contains because of the different ways individuals
perceive, interact, and respond to a learning environment. Some of the children
have been placed in an advanced placement courses and others have had learning
assistants in the past, so I want everyone to feel challenged at the same time not
feel overwhelmed and give up. This is a very diverse group of students in a very
vulnerable time of their lives beginning, going through, or havent quite hit puberty.
This is their first year not being confined in a single classroom for 8 hours. I will only
see each class for a 50 minute time period each day and I have 7 science classes.
Some students are very active and play sports, but other students do not
participate in any physical activity outside of what is required of them in physical
education. Some of the classes complain about being hungry in class, due to not
getting enough to eat at home. Each student has their own definition of what a
comfortable temperature may be, and this varies from season to season so I allow
each student to have a jacket in class.

S- State Objectives
SC.O.6.2.1 demonstrate the interrelationships among physics, chemistry, biology,
earth and environmental science, and astronomy.
SC.O.6.2.2 use pictures to show cyclical processes in nature (e.g., nitrogen cycle,
carbon cycle, or water cycle).
SC.O.6.2.3 classify living organisms according to their structure and functions.
SC.O.6.2.4 compare the similarities of internal features of organisms, which can be
used to infer relatedness.
SC.O.6.2.5 examine how abiotic and biotic factors affect the interdependence
among organisms.
SC.O.6.2.6 construct models of plant and animal cells and compare the basic parts
(e.g., cytoplasm, cell wall, cell membrane, nucleus, or chloroplasts).
SC.O.6.2.7 compare growth cycles in different plants (e.g., mosses, ferns,
perennials, biennials, woody plants, or herbaceous plants).
SC.O.6.2.8 predict changes in populations of organisms due to limiting
environmental factors (e.g., food supply, predators, disease, or habitat).

SC.O.6.2.9 analyze the ecological consequences of human interactions with the

environment (e.g., renewable and non-renewable resources).

S- Select methods, Media, and Materials

-I will prepare the powerpoints and smartboard slides for each day.
-test
-ipad apps
-cell making materials
-various plants
U- Utilize Media and Materials
Day One: (SC.O.6.2.1) To cover the interrelationships among different aspects of
science, I plan to let the students get in groups to not only mingle with one another
and build relationships, but to brainstorm together. The goal is to demonstrate the
interrelationships, so they will explain what that means to them, and examples of
this, such as professions. I will pre-assign these groups to ensure there isnt any bias
and no one will feel left out. I will ask them to present what they came up as a
group. This also allows me find out which students are talkative, backward, leaders,
and quiet. This will also allow me to assess how knowledgeable the class as a whole
is about science and where they are in their learning journey.
Day Two: (SC.O.6.2.7 and SC.O.6.2.4) To compare the growth cycles in different
plants like mosses, ferns, perennials, biennials, woody plants, and herbaceous
plants, I would first display what each of these plants look like. I would do this by
displaying these plants on the smart board. After this I would explain that each plant
has a growth cycle and depending on the plant type and display this as well on the
smart board. I would then show them each in person to pass around the class and
observe the different leaves, buddings, flowers, woodiness, and greenness for them
to speculate what growth cycle they are in . This will allow them to compare the
similarities of the external of the organisms. They will then get a worksheet with the
different growth cycles and place the plants in it and describe the likelihood of the
different plants in the same growth cycle.
Day Three and Four:(SC.O.6.2.2) Since the classroom just learned the growth cycle
of different plants, this makes it easier for them to understand cyclical processes in
nature, like the nitrogen cycle, carbon cycle, or water cycle. This will be displayed
via their individual iPads on an app that goes through these cycles interactive. Once
that is individually covered, I am going to go through this as a class and explain how
these affect the plants. Also, this affects animals and us as well and I would want to
make sure the students understand this as well. I will have different areas labelled
in the room of the different steps in each cycle. The students will move to the
different areas of the room by step. This will be repeated for each cycle. Because
there are three different cycles they must differentiate, I want to ensure each is

understood and covered thoroughly so I will stay on this for two days. On the
second day, this will all be reiterated to ensure all of the cycles are crystal clear and
can be explained by each student. I will give them a blank worksheet with just
spaces for the cycles steps to be filled in and this will be turned in and graded.
Day Five: (SC.O.6.2.5 and SC.O.6.2.8) The different abiotic and biotic factors will be
identified now, because the students can understand the cycles, being nonliving
and an abiotic factor, and can lead us into living biotic factors that affect plant life.
Because the biotic and abiotic factors can predict changes in populations of
organisms, we can discuss how they are limited and the interdependence of them.
This will be a lot of information, but simple concepts that will be presented through
a slideshow. I will explain this as a real life example such as the show Survivor,
explaining food supply, predators, disease, and habitat, being limiting factors that
could result in a mortality, how organisms depend on each other, or movement.
Day Six: (SC.O.6.2.3 and SC.O.6.2.5) Since this is a Monday, and I do understand
that two days has passed and the students will need refreshed. The terminology will
be reintroduced by asking each person to get in a pair. Each pair will be given a
word, such as limiting factors, to define and give examples of in front of the class to
get the class back to thinking about the concepts of ecology. Last weeks emphasis
was placed on plants, but this week we are starting to introduce a larger picture:
living organisms besides plants-animals. First, we will bring attention to how these
two seemingly different organisms are similar and respond to biotic and abiotic
factors interdependently. This is reintroducing what they have learned, introducing
something new, and bringing them together!
Day Seven: ( SC.O.6.2.6 and SC.O.6.2.4) The internal features of the two discussed
organisms, animal and plants, will be shown through the smartboard and copied
down on paper by each student. We will then use this information to infer
relatedness. The class will be split in half, to design either animal or plant cells. I
want the class to individually brainstorm how they could construct models of plant
and animal cells. They can use whatever items they choose and they will get a
game plan of supplies they will need to construct it. This will be presented to me at
the end of class and they will be responsible for bringing the items in, or telling me
what supplies they need for me to bring in.
Day Eight: ( SC.O.6.2.6 and SC.O.6.2.4) The class will be responsible for utilizing
their classroom time, or as homework, to construct the cells to be graded. By
splitting the class in half, the one half of the class can work on their own and then
compare the basic parts (e.g., cytoplasm, cell wall, cell membrane, nucleus, or
chloroplasts) to the opposing cell they did not work on. I will assign a partner to
each student with the opposing cell and they will record differences in the two cells.
Day Nine: (SC.O.6.2.9) We will analyze the ecological consequences of human
interactions with the environment as far as renewable and non-renewable resources
are concerned. I will make a PowerPoint displaying the ways human interactions
harm the environment. I will read off what I have done just throughout the day to
think of the ways my interactions with the environment have ecological
consequences to introduce this topic and challenge the students to raise their hands

every time they hear something with a consequence. I would ask them to write
down changes that could be made to benefit the environment. We will then review
all of the topics from plants, animals, and humans and the interactions. This will all
be reinforced to study individually for half the class and then the last of the class
will be used to emphasize what to study from book, slides or apps to refer to, and
what the test may be like tomorrow.
Day Ten: (ALL) Each of the objectives will be reiterated, through means of a test.
They will have time to ask any questions at the beginning of the class and then after
that all of the class time will be devoted to them taking the test.

R- Require Learner Participation

I require lots of group discussion when using powerpoint, group work, and the
smartboard. They must be interactive in their learning experience. I also want them
to develop more responsibility of time management and thinking independently,
such as their design of their animal and plant cell.

E- Evaluate and Revise

Evaluation will be done after each day and especially after the test. I want to make
sure Im not covering the material too fast for the students to even grasp. I also
want them to start taking responsibility for their own learning, whether that means
reading or meeting with me outside of the classroom to ask questions. I encourage
office hours and questions throughout class. Questions let me know who is
understanding, who gave up, and who is trying to understand, which can be an
indicator to slow down. If everyone excelled on the test, I know the material was
covered at a good speed. If there was a majority of missed questions on a certain
topic, I know I needed to be more thorough in the discussion of that particular topic.