UDL/Design Thinking Transpiration ADI Lab Matt Korbutt

Lesson Topic: ADI Lab Day 1 Grade Level: Biology 11 Text: Glencoe Biology
How does leaf surface area affect the Unit: Plants Chapter: 23.2
movement of water through a plant?
Length of Class: General Goals:
180-250 minutes depending on student Introduce topic& tool talk
familiarity with ADI spread over several Brain storm ideas, Investigation proposal and approval,
3-4 days Process of evapotranspiration
Role H2O and CO2 in photosynthesis
Why calculating a rate (change over a period of time) of water loss is useful for making comparisons
First People Principles Competencies
Learning is holistic, reflexive, reflective,  Communicate scientific ideas and information, and perhaps a suggested course of action, for a
experiential, relational and involves patience and specific purpose and audience, constructing evidence-based arguments and using appropriate
time. scientific language, conventions, and representations
 Make observations aimed at identifying their own questions, including increasingly abstract ones,
about the natural world
 Formulate multiple hypotheses and predict multiple outcomes
 Seek and analyze patterns, trends, and connections in data, including describing relationships
between variables, performing calculations,
and identifying inconsistencies
 Construct, analyze, and interpret graphs, models, and/or diagrams
 Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
 Analyze cause-and-effect relationships
Pre-planning Reminders:
a) Print handouts (investigation proposal, lab report with prompts, argumentation session notes, peer review guide)
b) Students plant peas 3-3.5 weeks prior to lab. Move plants to greenhouse to germinate. 6-9 plants required per group (~70 plants total)
SEQUENCE Universal Design for Learning / Design TEACHER ACTIVITIES STUDENT ACTIVITIES
Thinking
Hook  Using video to engage  Evapotranspiration Video  Complete KWL
10 min introduction
Lesson  Display information in a flexible format: Inquiry Keynote  Students make relevant notes on
10 min  Introduction, Tool Talk, Plant student lab handout
30 min o The size of text, images, graphs, setup As a group students brainstorm ideas
tables, or other visual content Divide students into groups using & complete Investigation Proposal A
coloured numbered lanyards
o he contrast between
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UDL/Design Thinking Transpiration ADI Lab Matt Korbutt

background and text or image Investigation proposal phase: Encourage

student to think of different ways to test
o The color used for information total surface area
or emphasis

30 min  Use outlines, graphic organizers Set up plants in test tubes for 24 hours
 Introduce graduated scaffolds that
support information processing
strategies
Closure  Provide sample data tables Assign homework
2 min Any questions -- what did we learn
today?  Design data table to collect their
data
Assessment
a) Formative Evaluation: During approval of proposal feedback and direction are given

Lesson Topic: ADI Lab Day 2 Grade Level: Biology 11 Text: Glencoe Biology
How does leaf surface area affect the Unit: Plants Chapter: 23.2
movement of water through a plant?
Length of Class: General Goals:
180-250 minutes depending on student Process of evapotranspiration
familiarity with ADI spread over several Role H2O and CO2 in photosynthesis
3-4 days Why calculating a rate (change over a period of time) of water loss is useful for making comparisons

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UDL/Design Thinking Transpiration ADI Lab Matt Korbutt

First People Principles Competencies

Learning is holistic, reflexive, reflective,  Communicate scientific ideas and information, and perhaps a suggested course of action, for a
experiential, relational and involves patience and specific purpose and audience, constructing evidence-based arguments and using appropriate
time. scientific language, conventions, and representations
 Make observations aimed at identifying their own questions, including increasingly abstract ones,
about the natural world
 Formulate multiple hypotheses and predict multiple outcomes
 Seek and analyze patterns, trends, and connections in data, including describing relationships
between variables, performing calculations,
and identifying inconsistencies
 Construct, analyze, and interpret graphs, models, and/or diagrams
 Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
 Analyze cause-and-effect relationships
Pre-planning Reminders:
c) Print handouts (investigation proposal A, lab report with prompts, argumentation session notes, peer review guide)
d) Students plant peas 3-3.5 weeks prior to lab. Move plants to greenhouse to germinate. 6-9 plants required per group (~70 plants total)
SEQUENCE Universal Design for Learning / Design TEACHER ACTIVITIES STUDENT ACTIVITIES
Thinking
Hook  Incorporate simulations to increase  POE: capillary tubes vs straw &  POE WS
5-10 min engagement pipette
Lesson Inquiry Keynote  Collect transpiration data, measure
60 min  Provide differentiated feedback: suggest  Go over transpiration rate leaf surface area
a method for data collection (colling SA calculation  Analyze data and formulate initial
using grid paper or mass)  Direct student attention to argument (see layout on handout)
prompts/tips in lab handout

Closure  Go through next step – Exit slip: draft argument on paper or on

10 min Argumentation session expectations white board
 Exit slip
Assessment
b) Formative Evaluation: walk around ask probing questions about method and analysis. Compare to
proposal, ask about changes (why, what)

Lesson Topic: ADI Lab Day 3 Grade Level: Biology 11 Text: Glencoe Biology
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UDL/Design Thinking Transpiration ADI Lab Matt Korbutt

How does leaf surface area affect the Unit: Plants Chapter: 23.2
movement of water through a plant?
Length of Class: General Goals:
180-250 minutes depending on student Process of evapotranspiration
familiarity with ADI spread over several Role H2O and CO2 in photosynthesis
3-4 days Why calculating a rate (change over a period of time) of water loss is useful for making comparisons
First People Principles Competencies
Learning is holistic, reflexive, reflective,  Communicate scientific ideas and information, and perhaps a suggested course of action, for a
experiential, relational and involves patience and specific purpose and audience, constructing evidence-based arguments and using appropriate
time. scientific language, conventions, and representations
 Make observations aimed at identifying their own questions, including increasingly abstract ones,
about the natural world
 Formulate multiple hypotheses and predict multiple outcomes
 Seek and analyze patterns, trends, and connections in data, including describing relationships
between variables, performing calculations,
and identifying inconsistencies
 Construct, analyze, and interpret graphs, models, and/or diagrams
 Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
 Analyze cause-and-effect relationships
Pre-planning Reminders:
e) Print handouts (investigation proposal A, lab report with prompts, argumentation session notes, peer review guide)
f) Students plant peas 3-3.5 weeks prior to lab. Move plants to greenhouse to germinate. 6-9 plants required per group (~70 plants total)
SEQUENCE Universal Design for Learning / Design TEACHER ACTIVITIES STUDENT ACTIVITIES
Thinking
Intro  Don’t Yuck my Yum – differentiate b/w  Goals of argumentation session:  Groups finish whiteboards
15 min constructive/unconstructive feedback identify errors in or faulty reasoning
 Scaffolds so these mistakes can be fixed
 Show what it looks like, sample
questions
Lesson  Provide differentiated feedback: peers  Circulate through groups observing  Presenters: go through argument on
Argumentation provide constructive feedback argumentation session, ask probing white board.
session questions where needed to support  Audience: Evaluate content of
~20 min (4 x 5  Don’t Yuck my Yum dialogue claims, quality of evidence, &
min stations) justification of evidence. Ask follow
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UDL/Design Thinking Transpiration ADI Lab Matt Korbutt

 Choice: Students can choose who stays up questions (their own or samples
and presents their claim and who moves in lab handout)
around to stations  Both use argumentation session
Reflection notes page
With group (10  Scaffolds: investigation report  Meet with group (presenters/moving
min) outlines with prompts audience members) revise original
As a class (20  Teacher lead reflective discussion argument.
min) (keynote presentation) key concepts  Participate in class discussion
and next steps (investigation report)  Pick up investigation report guide
 Show different quality investigation with prompts
reports
Closure Exit Slip: Observations and inferences are Complete exit slip & hand in
5 min the same.
a. I agree with this statement.
b. I disagree with this statement.
Explain your answer, using examples from
your investigation about transpiration.
Homework: Draft lab report Assessment
Read peer review guide c) Formative Evaluation: Exit slips

Lesson Topic: ADI Lab Day 4 Grade Level: Biology 11 Text: Glencoe Biology
How does leaf surface area affect the Unit: Plants Chapter: 23.2
movement of water through a plant?
Length of Class: General Goals:
180-250 minutes depending on student Process of evapotranspiration
familiarity with ADI spread over several 3-4 Role H2O and CO2 in photosynthesis
days Why calculating a rate (change over a period of time) of water loss is useful for making
comparisons

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UDL/Design Thinking Transpiration ADI Lab Matt Korbutt

First People Principles Competencies

Learning is holistic, reflexive, reflective, experiential,  Communicate scientific ideas and information, and perhaps a suggested course of action, for a
relational and involves patience and time. specific purpose and audience, constructing evidence-based arguments and using appropriate
Connecting with land/local environment scientific language, conventions, and representations
 Make observations aimed at identifying their own questions, including increasingly abstract
ones, about the natural world
 Formulate multiple hypotheses and predict multiple outcomes
 Seek and analyze patterns, trends, and connections in data, including describing relationships
between variables, performing calculations,
and identifying inconsistencies
 Construct, analyze, and interpret graphs, models, and/or diagrams
 Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
 Analyze cause-and-effect relationships
Pre-planning Reminders:
g) Print handouts (investigation proposal A, lab report with prompts, argumentation session notes, peer review guide)
h) Students plant peas 3-3.5 weeks prior to lab. Move plants to greenhouse to germinate. 6-9 plants required per group (~70 plants total)
SEQUENCE Universal Design for Learning / Design TEACHER ACTIVITIES STUDENT ACTIVITIES
Thinking
Intro  Goals of peer review  Follow along
10 min  Go over peer review guide & sample
reports (highlight areas of strength
and improvement)
Peer Review  Scaffolds (sample reports)  Blind Peer Review: circulate to keep  As a group, every member reads
30-35 min groups on task and on time (average the same report and as a group
 Working collaboratively of 8 min per paper, 3-4 papers per they go through the peer review
group), focus on guide. For each paper, one group
 Explicit instructions/criteria to member records feedback on peer
guide students on a rubric review guide while all members
contribute feedback
20 min  Task provides active participation Forest Walk- Start Plant Identification  In groups students identify local
and exploration assignment plants (min. 4 flowering, 2 conifers,
1 fern) using app. Geet into the
park and explore off the trail and
into the park interior
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UDL/Design Thinking Transpiration ADI Lab Matt Korbutt

Closure/Homewor Final lab report (2 page max)

k Incorporate peer review feedback and
complete peer review guide author
section

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