models of teaching portfolio...distance, displacement, speed, average velocity, instantaneous...

MODELS OF TEACHING PORTFOLIO

Submitted by

Andrea Coleman-Rankin

to

Dr. Dawn Wilson

In partial fulfillment of the requirements for

EDUC 6330: Teaching Methodology for the Professional

July 30, 2015

2

Table of Contents

Purpose and Objective 3 Model 1: Inductive Thinking Model 4 Example: Whose Fault is it Anyway? (Phy) Model 2: Scientific Inquiry Model 9 Example: Mysterious M&M’s (Chem) Model 3: The Picture Word Inductive Model 14 Example: Ecology: Biomes and Organism Adaptations (Bio) Model 4: Concept Attainment Model 19

Example: Characteristics of Matter: Chem/Phy Changes (Chem) Model 5: Synectics Model 24 Example: Human Body: Circulatory/Immune Systems (Bio) Model 6: Memorization Model 27

Example: Heath Transfer: Conduction/Convection/Radiation (Phy) Model 7: Advance Organizer Model 31 Example: Comparison of Kingdoms (Bio) Model 8: Group Investigation Model 34 Example: Investigation Nuclear Accidents (Phy) Model 9: Direct Instruction Model 40 Example: Genetics: Dihybrid Crosses Model 10: Explicit Instruction Model 44 Example: Cell Cycle: Mitosis (Bio)

3

Purpose and Objective of Portfolio EDUC 6330: Teaching Methodology for the Professional

Purpose: The purpose of this portfolio is to demonstrate how various teaching models

presented in this course can be utilized to develop secondary science lesson plans with

the goal of providing effective and engaging activities for students.

Objective: The specific objective of this portfolio is to demonstrate the use of various

teaching models in my role as a secondary science teacher. The following lesson plans

were designed for my use in teaching secondary Biology, Chemistry, and Physics. They

are intended to serve as a resource for myself and other teachers that highlight numerous

ways to impact students and help them build on their reservoir of knowledge and skills.

These methods have proven to be highly effective teaching tools by equipping students

with ways of learning that will provide them with the ability to succeed in the classroom

and beyond.

4

Lesson 1: The Inductive Thinking Model

Lesson Title: Whose Fault is it Anyway?

Targeted Grade Level: 11th grade

Subject: Physics

Lesson Goals: The learner will explore the concepts of speed, distance, and motion as

they take on the role of accident investigators in this project based learning activity.

Students will use investigative techniques and their knowledge of physics to determine

who is at fault in a car accident.

TEKS:

(4) Science concepts. The student knows and applies the laws governing motion in a

variety of situations. The student is expected to:

(A) Generate and interpret graphs and charts describing different types of motion,

including the use of real-time technology such as motion detectors or photogates;

(B) Describe and analyze motion in one dimension using equations with the concepts of

distance, displacement, speed, average velocity, instantaneous velocity, and acceleration;

Lesson Objectives:

• Use investigative techniques to determine who is at fault for a car accident

• Graph the data they uncovered at the scene of the accident and describe motion as

represented by their data.

• Calculate the distance a car traveled upon braking and running into the car in front

of them.

• Correlate stopping distance with speed.

5

• Explain how seatbelt and airbags work and why they minimize forces on a person

in an accident.

Materials/Resources Needed:

• Each group of 4-5 will need a copy of the “Whose Fault is it Anyway?” Student

Materials Handout which consists of: Scene I and II Accident Statements, Crime

Scene Documents (Overview Diagram and Notes and Potential Graphs to

represent reaction time and stopping distance), a Whose Fault is it Anyway? Box

Chart (Facts, Questions, Hypotheses, Learning Issues), and a Rubric.

• Computer or other device such as an iPad

• Presentation software such as PowerPoint, Prezi, or Google Slides

• Scratch Paper, Pen/Pencils

• Calculator

Lesson Components:

Phase I: Identify the Domain

The teacher will guide students in learning how physics applies to every day life by

watching the video “Understanding Car Crashes: It’s Basic Physics!” As students watch

the videos, they will complete the video worksheet that serves as an advance organizer of

the content presented in the video.

Phase II: Collect and Enumerate Data

After finishing the video and worksheet, the teacher assigns students to groups of four or

five and distributes a copy of the Whose Fault is it Anyway? Scene I and II Accident

Statements and copies of the questions listed below. Students are then instructed that

they will use the information from these accident statements and the answers they

6

generate to the questions as a guide to help them determine who is at fault in an auto

accident.

Questions for after scene 1

1. What type of information will the police officers need in order to reconstruct the accident and decide if one of the drivers should be cited?

2. What information will the officers already know, what measurements will they need to make, and what data will they need to gather?

3. If Torri had been traveling at a constant speed of 30 mph, what can you say about the forces on the car?

4. What factors influence how quickly a driver can come to a stop? 5. Who do you think is responsible for the accident?

Questions for after Scene 2

1. From the various accounts of the police officers, the two drivers and witnesses, what do we know that is fact in this case?

2. If Torri is truly innocent, what kind of evidence will the Estudiantes have to use to prove her innocent?

Phase III: Examine the Data

The teacher will instruct the students to closely examine Scene I and II Accident

Statements and to answer the corresponding questions provided for Scene I and II as they

read through each set of information. Once sufficient time has been provided for the

examination of data and answering of questions, students will be directed to discuss

within their groups various possible categories into which information obtained from the

accident statements might be placed, as well as the reasoning used to determine each

member's decision (formative check).

Phase IV: Form Concepts By Classifying

After each group member has been given time to time to express his or her thoughts

regarding categorization, the teacher will direct students to determine the four most

important labels to be used in categorizing the accident information. Next, group

7

members will work together to physically group the information obtained from the

accident statements and Scene I and II questions in accordance with the four labels they

developed by completing the Whose Fault is it Anyway? Box Chart (formative check).

One to two members of each group will be in charge of completing the box chart. The

remaining group members will serve as group presenters and will prepare to share the

group’s labels and data sets listed in their box charts with the class.

Phase V: Building Hypotheses and Generating Skills

Once each group has presented, the teacher will lead the students in discussing

similarities and differences between each group’s labels and data sets. Finally, he or she

will present a previously created box chart displaying the four correct categories of

“Facts”, “Hypotheses”, “Learning Issues”, and “Questions”. The teacher will then

discuss with the class how their labels compare to this chart. Next, students will take

time to sort their data sets into the categories of “Facts”, “Hypotheses”, “Learning

Issues”, and “Questions”. The teacher will also discuss with students how this

information can be used to draw conclusions about who is at fault for the accident.

Students will then be given the Crime Scene Documents and asked to develop a

hypothesis that states that Torri is either at fault or not at fault for the accident and why.

Either stance is correct as long as groups use facts to back up their positions. If facts are

not present, the teacher will clarify misconceptions by overviewing the proper

components of hypotheses and offering examples (reteach).

Phase VI: Consolidate and Transfer

Finally, students will synthesize information by using the four categories to write about

the domain. The teacher will instruct students to use the four categories and subsequent

8

data sets to produce a third scene that completes the story using presentation software

(PowerPoint, Prezi, Google Slides). Using their generated hypothesis and the information

they gathered/calculated, the group is to demonstrate who was at fault for the accident by

assuming the role of an accident investigator testifying in court. Groups will present their

findings to the class and assessment will be based on the quality of the third scene (rubric

provided) as well as the ability to interpret the data from the scene of the accident

(summative evaluation).

Modifications Suggested for English Language Learners:

• Formula Charts

• Increased pictorial representations of concepts

• Partial explanations/reference guides in student’s native language

• Grouping of ELL students with other students who have a greater understanding

of the English language and the ELL student’s native language

9

Lesson 2: The Scientific Inquiry Model

Lesson Title: Mysterious M&M’s


Subject: Chemistry

Lesson Goals: In this activity, students will explore the concepts of identifying and

controlling variables, designing an experiment, physical/chemical properties, and

dissolving (solubility). This goal will be facilitated as they see what happens when an

M&M is placed in water and compare their results with other lab groups.

TEKS: (2) Scientific processes. The student uses scientific methods to solve investigative

questions. The student is expected to:

(B) Know that scientific hypotheses are tentative and testable statements that must be

capable of being supported or not supported by observational evidence. Hypotheses of

durable explanatory power which have been tested over a wide variety of conditions are

incorporated into theories.

(E) Plan and implement investigative procedures, including asking questions, formulating

testable hypotheses, and selecting equipment and technology, including graphing

calculators, computers and probes, sufficient scientific glassware such as beakers,

Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and

burettes, electronic balances, and an adequate supply of consumable chemicals.

(H) Organize, analyze, evaluate, make inferences, and predict trends from data.

(I) Communicate valid conclusions supported by the data through methods such as lab

reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-

10

based reports.

(4) Science concepts. The student knows the characteristics of matter and can

analyze the relationships between chemical and physical changes and properties.

The student is expected to:

(A) Differentiate between physical and chemical changes and properties.

(10) Science concepts. The student understands and can apply the factors that

influence the behavior of solutions. The student is expected to:

(B) Develop and use general rules regarding solubility through investigations with

aqueous solutions

Lesson Objectives:

• The learner will observe, investigate, and ask pertinent questions as they conduct

this investigation.

• The learner will organize, evaluate, make inferences, and predictions about the

data they obtain during this lab.

• The learner will recognize that the number of M&M’s, the color, the type of

liquid the M&M’s are placed in, and the temperature of the water are variables

that can be changed to do new experiments.

• The learner will identify physical properties of M&M’s such as size, shape, color,

texture, and different colored layers on the inside

• The learner will identify size, shape, and temperature of water as factors effecting

solubility.


Each group of 4-5 will need the following:

11

• 1 M&M • 1 White plastic or foam dessert plate • Room-temperature water • Crayons or colored pencils • Bucket or large bowl • Paper towels • Goggles • Specimen containers of oil and water, Alka-Seltzer and water, corn starch and

water, and a rock and water.

Each student will need:

• Student Activity Sheet

Lesson Components:

Phase I: Pose Area of Investigation

Students will enter class and find a variety of specimen containers consisting of oil and

water, Alka-Seltzer and water, cornstarch and water, and a rock and water. The teacher

will ask students to explore the specimens by looking at, swirling, and stirring each

container. He or she will also encourage students to write down notes related to what

each student observes. After students have had time to investigate each specimen, the

teacher will ask students to share their observations about what was occurring in each

container and a class discussion will be held. The teacher will then pose the following

area of investigation: “What do you think would happen to an M&M if you placed it in

water?” The teacher will then explain that it is the responsibility of students in today’s

lab to uncover the answer to this question through observation, investigation,

hypothesizing, and interpretation of data.

Phase II: Students Structure the Problem

Students will be placed into lab groups of 4-5 students and asked to read the introductory

story on Activity Sheet 1.1 and then describe what they observe after examining an

12

M&M closely. Students should describe observations such as size, shape, color, texture,

and different colored layers on the inside of the M&M’s. The teacher will then explain to

students that their descriptions of M&M’s are all properties of M&M’s. Next students

will begin to explore the problem by placing an M&M in a dish of water and observing

what happens. Once students have taken the time to record their observations, they will

compare their results with the class. The teacher will ask students what they noticed

about the movement of the color from their M&M? Student responses should describe

the color coating of the M&M dissolving in a circular pattern around the M&M. Students

may also mention the white streaks in the water from the sugar coating. When comparing

class results, students should also notice that other lab groups obtained similar results.

Phase III: Students Identify the Problem in the Investigation

Based upon student investigation, observation, discussion, and consideration of each

group’s results, students should come to the conclusion that because the water makes the

color coating come off of the M&M and mix into the water, the water is dissolving the

sugar and color. Also, because the colored coating on M&M’s dissolves in a similar

pattern each time one is placed in water, this is a characteristic property of the M&M

coating.

Phase IV: Students Speculate on Ways to Clear Up Difficulties

After students have arrived at the above conclusions, they will work in their lab groups to

write questions they could investigate for each of the variables listed on their Student

Activity Sheet. Students should write at least one question to investigate for each

variable. The teacher will remind students that they have tested one M&M of a certain

color in a plate of water that is at room-temperature. The number of M&M’s, the color,

13

the type of liquid the M&M’s are placed in, and the temperature of the water are all

variables that can be changed to do new experiments. After each group has finished,

student questions will be compiled on chart paper and discussed. After analyzing the list

of questions, the class will choose one question for each variable. Students will then

vote on the question they like best and conduct an investigation as a class on that

question.


• Increased pictorial representations of concepts




14

Lesson 3: The Picture Word Inductive Model

Lesson Title: Ecology: Biomes and Organism Adaptations


Subject: Biology

Lesson Goals: In this activity, the learner will recognize that organisms residing in

various biomes exhibit different variations and adaptations that enable them to survive in

that ecosystem.

TEKS:

(12) Science concepts. The student knows that interdependence and interactions

occur within an environmental system. The student is expected to:

(B) Compare variations and adaptations of organisms in different ecosystems

Lesson Objectives:

• The learner will be able to name and explain characteristics of the world’s major

biomes.

• The learner will be able to explain and provide examples of variations and

adaptations of organisms in different biomes.

• The learner will be able to explain why a certain organism exhibits an adaptation

according to the biome in which they are found.


• Pictures of the world’s biomes and organisms

• Copies of student generated sentences

• Smartboard/Whiteboard/Overhead

• Pen/Pencil

15

• Notebook paper

Lesson Components:

Phase I: Select a Picture

The teacher will show students different pictures of biomes and organisms without labels.

Example Biomes

Example Animals/Plants

Phase II: Students Identify What They See

In each of the pictures, the teacher will ask students to identify and describe what they

see.

16

Phase III: Students Provide Words for What They See

The teacher will ask students to label the different parts of the biome/organism pictures.

As the students provide labels for what they see, the teacher will draw lines from the

picture to the word.

Phase IV: Teacher Led Review of the Picture Word Chart

The teacher will then lead students in reading the labels out loud on each of the Picture

Word Charts making sure to emphasize characteristics of each word so that students gain

a greater understanding.

Phase V: Students Classify Words and Share Categories

Students will categorize the labels according to similarities so they can see what they

have in common.

Ex: Students would see that the labels for fish and an aquatic environment have water in

common.

Phase VI: Add Words to the List

After identifying similarities, students will use these similarities to add to the lists by

identifying the biome they think each of the organisms lives in.

Phase VII: Students Generate Titles For Their Picture Word Charts

Students will now generate Biome titles for their picture word charts (Aquatic, Desert,

Forest, Tundra, Grasslands, Rainforest)

Phase VIII: Teacher Models Writing Sentences About the Pictures

The teacher will now model writing sentences about the picture word charts.

Ex: Cacti reside in the desert because of their thick skin, which retains water.

17

Ex: The tundra biome is very cold and windy. Plants, like mosses adapt by growing low

to the ground to escape these winds.

Phase IX: Students Generate and Share Sentences

Students will now be placed in groups of 4-5 to generate and share their own sentences

directly related to each of the picture word charts. The teacher will record sentences from

each group on the smart board as well as hand out copies to students.

Phase X: Students Classify Shared Sentences

Students will now classify the shared sentences by identifying which sentences belong to

each of the corresponding picture word charts.

Phase XI: Teacher Models Putting Categories of Sentences into Paragraph Form

The teacher now models putting the categories of sentences into effective paragraphs.

Ex: Grassland biomes are large, rolling terrains of grasses, flowers and herbs. The roots

of prairie grasses extend deep into the ground. This helps these plants to absorb as much

moisture as they can and to prevent animals from pulling their roots out of the ground and

killing the plant. Prairie grasses also have narrow leaves. This decrease in surface area

prevents water loss.

Phase XII: Students Write or Dictate Paragraphs.

Students will use the teacher example as a guide to develop their own paragraphs about

each of the biome picture word charts and the animals/plants that live there. Students

must include adaptations of animals/plants and how those adaptations help those

organisms to survive in that particular biome.



18

• English to students’ native language translations of vocabulary



19

Lesson 4: The Concept Attainment Model

Lesson Title: Characteristics of Matter: Physical Changes


Subject: Chemistry

Lesson Goals: In this activity, the learner will recognize that matter can go through

various changes that include changes in shape or size (physical changes) and changes that

result in the formation of a new substance (chemical changes). By understanding this

concept, students will be able to categorize and form a definition of physical changes.

TEKS:

(4) Science concepts. The student knows the characteristics of matter and can

analyze the relationships between chemical and physical changes and properties.

The student is expected to:

(A) Differentiate between physical and chemical changes and properties.

Lesson Objectives:

• Students will recognize that matter can undergo various changes (physically

(changes in size) or chemically (bread baking).

• Students will know the definition of a physical change.

• Students will be able to identify physical changes in contrast to other

characteristics of matter such as chemical changes.


• Slips of Paper

• Container for slips of paper

• Pen/Pencil

20

• Smart Board/White Board/Projector

• List of examples/non-examples

Lesson Components:

Phase I: Presentation of Data and Identification of Concept

1. Teacher presents labeled examples.

The teacher presents labeled positive and negative examples to the class.

Positive Examples Negative Examples Attributes Ice Melting Burning wood Breaking a piece of chalk Digesting food Dying wool Rotting bananas Cutting paper Dissolving salt in water Water condensing on a window

Baking bread

2. Students compare attributes in positive and negative examples.

The teacher will discuss with the class the following example questions to get

students thinking about attributes of each of the positive and negative example

pairs. Once students have identified attributes, the teacher will write them in the

third column of the table.

• What do you notice about the example and non-example pair? • What are the characteristics of both? • What is the difference between ice melting and burning wood? Breaking a

piece of chalk and digesting food? • Students might also notice that the examples contain verbs that end in –

ing. The teacher might ask what this suggests about these examples?

3. Students generate and test hypotheses.

Students (individually) will be allowed 4-5 minutes to look at all of the words and

to write down some possible categories/concepts that could fit all of the

examples.

4. Students state a definition according to the essential attributes.

21

The teacher will next ask students (individually) to write a definition for their

category that will fit all of the examples. Once they have developed their

definition, students will be allowed to form groups of 4-5 to collaborate. One

student from each group will then be asked to present their ideas to the class.

Categories and definitions will be recorded on the smart board.

Phase II: Testing Attainment of the Concept

1. Students identify additional unlabeled examples as yes or no.

Students will be presented with the following unlabeled sample examples and

asked to reply “yes” if they are an example and “no” if they are a non-example.

Example “Yes” or “No” Dicing potatoes Chair rusting Grilling a hamburger Spoon tarnishing A lake freezing in winter Crushing a can

2. Teacher confirms hypotheses, names, concepts, and restates definitions

according to essential attributes.

The teacher will now ensure that the category and concept definition are correct.

If they are incorrect, he/she will ask guiding questions in order to facilitate

revision of the category and concept definition. For example, if students think the

category is chemical changes vs. physical changes instead of the reverse, the

teacher will ask what is involved in breaking something, melting something, or

evaporating something versus what is involved in burning something, dissolving

something, or baking something. The teacher will then restate the correct

definition according to essential attributes.

22

3. Students generate examples.

Each student will be given two slips of paper. The teacher will direct students to

write one positive example on one slip and one negative example on the other.

Students will then place their slips into a container at the front of the room. The

teacher will then read each slip and see if students can correctly categorize each as

a “positive example” or “negative example”. The example or non-example will

then be placed on the board under the correct category.

Phase III: Analysis of Thinking Strategies

Students will be asked to analyze the strategies they used to attain concepts using the

following outline and sample questions.

1. Students describe thoughts

2. Students discuss role of hypotheses and attributes.

3. Students discuss type and number of hypotheses.

Sample Questions

• What patterns did you use to attain concepts?

• Did you focus on concepts or attributes?

• Did you focus on one concept/attribute at a time or several at once?

• After what word did you feel you knew the category?

• Were there any words that you were surprised about? Did the category

definition help to clarify those words?

• Was it hard to come up with your own word and categorization?



23

• English to students’ native language translations of vocabulary



24

Lesson 5: The Synectics Model

Lesson Title: Human Body Systems: The Circulatory and Immune Systems


Subject: Biology

Lesson Goals: In this activity, the learner will be able to describe the functions of both

the Circulatory and Immune Systems. The learner will also be able to explain how these

systems interact with one another in the human body.

TEKS:

(10) Science concepts. The student knows that biological systems are composed of

multiple levels. The student is expected to:

(A) Describe the interactions that occur among systems that perform the functions of

regulation, nutrient absorption, reproduction, and defense from injury or illness in

animals

Lesson Objectives:

• The learner will recognize that the circulatory system regulates the transport of

blood (which carries oxygen and carbon dioxide) from the lungs to the various

tissues of the body.

• The learner will recognize that the immune system is a network of cells,

tissues and organs that work together to attack any pathogens that try to

enter your body.

• The learner will be able to explain that the components of the immune system that

fight off pathogens such as white blood cells, travel throughout the body in the

blood stream via the circulatory system.

25


• White board/Smart board/Projector

• Pen/Pencil

• Paper

Lesson Components:

Phase I: Description of Present Condition

The teacher will ask students to describe what they know about the circulatory and

immune systems. As the students describe each system, the teacher will write main

points on the overhead or white board.

Phase II: Direct Analogy

The teacher will ask students to come up with analogies for the different parts of each

system. The teacher will then ask the class to select an analogy for each system that best

describes the function of one of its main components. Students will then be asked to

individually describe it in further detail on their own sheet of paper. After adequate time

has been given for this task, students will be asked to share their descriptions with the

class. The teacher will check for understanding as students share their details and clarify

any misconceptions.

Examples of analogies may include:

Circulatory System Immune System Arteries and veins in the circulatory system are like major highways because they carry the blood throughout our bodies.

White blood cells in the immune system are like books in a library because they contain the information and knowledge needed to fight off pathogens.

Blood in the circulatory system is like UPS for our body cells because it delivers the packages (O2) and removes the wastes (CO2) from our cells.

Pathogens are like robbers because they want to steal resources from your body.

26

Phase III: Personal Analogy

Students will now “become” the analogy they selected for each system in Phase II by

personalizing and elaborating on it. Students will be asked to accomplish this task by

comparing the entire circulatory and immune systems to real life examples.

Phase IV: Compressed Conflict

The teacher will now ask students to analyze the components of their analogies in Phase

II and III, select several compressed conflicts, and then choose one.

Ex: The arteries and veins are major highways, while capillaries are minor side streets.

Ex: White blood cells are good, while pathogens are bad.

Phase V: Direct Analogy

The teacher will now ask students to create and select another direct analogy based on

their compressed conflicts. The students will then be asked to explain the differences

between their analogies.

Phase VI: Reexamination of the Original Task

The teacher will finally ask students to write a summary of their analogies for the

circulatory and immune systems. In this summary students will also be asked to include

how they think the systems interact and work together in the human body based on the

information obtained from completing this activity.





27

Lesson 6: The Memorization Model

Lesson Title: Heat Transfer: Conduction, Convection, and Radiation


Subject: Physics

Lesson Goals: In this activity, the learner will commit to memory the different types of

heat transfer (conduction, convection, radiation), their definitions, and examples.

TEKS:

(6) Science concepts. The student knows that changes occur within a physical system

and applies the laws of conservation of energy and momentum. The student is

expected to:

(F) Contrast and give examples of different processes of thermal energy transfer,

including conduction, convection, and radiation

Lesson Objectives:

• The learner will be able to explain and provide examples of conduction,

convection, and radiation.

• The learner will be able to visualize the processes of conduction, convection, and

radiation by creating an interactive image of each process using the app

ThingLink.

• Using their created interactive images as a guide, the learner will be able to

identify other example images as exhibiting conduction, convection, and

radiation.


• White board/Smart board/Projector

28

• Pen/Pencil

• iPads with ThingLink App

• Types of Heat Transfer Worksheet

Lesson Components:

Phase I: Attending to the Material

The teacher will introduce students to the following information.

Type of Thermal Energy Transfer

Description and Example

Conduction -The process by which heat or electricity is directly transmitted between two parts of a stationary system, caused by a temperature difference between the parts. Ex 1: Holding M&M’s in your hand will cause them to melt as the heat from your hand is transferred to the M&M. Ex 2: Heat will transfer from a hot burner on the stove into a pot or pan.

Convection -The transfer of heat by the circulation or movement of the heated parts of a liquid or gas. Ex 1: Steaming cup of hot tea - The steam exhibits heat being transferred into the air. Ex 2: Hot air balloon - A heater inside the balloon heats the air and the air moves upward. This causes the balloon to rise because the hot air gets trapped inside.

Radiation -The process in which energy is emitted as particles or waves. Ex 1: Thermal radiation Ex 2: Microwaves, radio waves

Phase II: Developing Connections

The teacher will make the above material more familiar by linking each concept to

example images.

29

Type of Thermal Energy Transfer

Example Image

Conduction

Convection

Radiation

Phase III: Expanding Sensory Images

The teacher will then ask students to use their iPads to find their own images of

Conduction, Convection, and Radiation (one image per type of heat transfer). After

students have been given time to find their images, the teacher will then explain that

students are to use their images in the app ThingLink to create an interactive visualization

of each concept that will aid in the memorization of these concepts. Students may add

images, clip art, or videos to their interactive descriptions of each type of heat transfer as

long as their selection enhances their original image.

Phase IV: Practicing Recall

30

After students have finished their heat transfer interactive images, they will use their

creations as a memory aid to practice recalling the concepts of conduction, convection,

and radiation as they complete a Heat Transfer Worksheet. In this worksheet, students

must create their own definitions of each of the three types of heat transfer and identify

various pictures and written descriptions of conduction, convection, and radiation.



• Native Language to English Dictionary provided.



31

Lesson 7: The Advance Organizer Model

Lesson Title: Comparison of Kingdoms


Subject: Biology

Lesson Goals: In this activity, the learner will be able to compare characteristics of

taxonomic groups through the use of a graphic organizer.

TEKS:

8) Science concepts. The student knows that taxonomy is a branching classification

based on the shared characteristics of organisms and can change as new discoveries

are made. The student is expected to:

(C) Compare characteristics of taxonomic groups, including archaea, bacteria, protists,

fungi, plants, and animals.

Lesson Objectives:

• The learner will collect information on the six taxonomic kingdoms through the

use of a Screencast and Cornell Notes.

• The learner will create a graphic organizer using Popplet Lite, Mindomo, or

Inspiration to organize attributes of one of the six kingdoms (Archaea, Eubacteria,

Protista, Fungi, Plantae, and Animalia).

• The learner will use their graphic organizers, as well as information from

classmates’ graphic organizers to draw conclusions about various kingdoms.


• Pen/Pencil

• Paper

32

• Video Projector

• iPads with Popplet Lite, Mindomo, or Inspiration Apps

• Kingdoms-Classification Cornell Notes

Lesson Components:

Phase I: Presentation of Advance Organizer

The teacher will explain to students that in this lesson they will be using graphic

organizers to organize and compare characteristics of the six kingdoms. Next, he/she will

introduce students to the use of graphic organizers as advanced organizers by explaining

that graphic organizers or concept maps are a pictorial way of constructing knowledge

and organizing information. He/she will also clarify that these tools help students to

convert and compress seemingly fragmented information into a structured, simple-to-

read, graphic display. The teacher will then display several examples of graphic

organizers using the apps Popplet Lite, Mindomo, or Inspiration. Lastly, the teacher will

prompt student awareness of prior knowledge by showing students pictures of different

organisms and asking students to identify what kingdom they belong to in addition to

providing applicable reasons for their choice.

Phase II: Presentation of Learning Task or Material

The teacher will present the lesson material by having students watch a screencast on the

following six kingdoms: Archaea, Eubacteria, Protista, Fungi, Plantae, and Animalia. As

students watch the presentation, they will take Cornell Notes that will serve as a reference

for the later assigned activity. Throughout the screencast, the teacher will pause when

necessary to point out important pieces of information, to clarify concepts, or ask higher

order questions.

33

Phase III: Strengthening Cognitive Organization

The teacher will then break students up into groups of 4-5 and assign each group a

kingdom. Groups will be asked to create a graphic organizer that summarizes the

following major attributes of the new learning material: Domain, Kingdom, Examples,

Cell Type (prokaryote or eukaryote), Cell Walls, Number of Cells (unicellular or

multicellular), Nutrition (autotroph or heterotroph), motility (how do they move-non-

motile, cilia, flagella, etc), and means of genetic recombination (conjugation, fertilization,

meiosis). As groups work on their graphic organizer, the teacher will facilitate active

learning by asking students to describe how the new material relates to the organizer.

After groups complete their graphic organizers, they will present their creation to the

class. Following group presentations, students will further strengthen cognitive

organization by selecting two kingdoms (one that contains simpler organisms (i.e.

Eubacteria) and one that contains more complex organisms (i.e. Animalia). Students

must then write a paragraph explaining what conclusions can be drawn about kingdoms

that contain simple organisms compared to more complex ones.






34

Lesson 8: The Group Investigation Model

Lesson Title: Investigating Nuclear Accidents


Subject: Physics

Lesson Goals: In this activity the learner will investigate how we can learn from nuclear

accidents and make nuclear power plants safer.

TEKS:

(8) Science concepts. The student knows simple examples of atomic, nuclear, and

quantum phenomena. The student is expected to:

(D) Give examples of applications of atomic and nuclear phenomena such as radiation

therapy, diagnostic imaging, and nuclear power and examples of applications of quantum

phenomena such as digital cameras.

Lesson Objectives:

• Identify the types of causes of nuclear accidents (human factors, acts of nature,

technological/design).

• Identify the effects of two major nuclear power plant accidents (Chernobyl and

Fukushima).

• Propose recommendations to minimize the change of accidents at nuclear power

plants.


• Pen/Pencil

• Paper

• Video Projector

35

• Classroom computers, laptops, or iPads

• Accident Investigation Chart (1 per student)

• Chernobyl and Fukushima Resources Handout

Lesson Components:

Phase I: Students Encounter Puzzling Situation.

The teacher will engage students and introduce the lesson by having students watch the

following introductory videos on Chernobyl and Fukushima.

Inside Chernobyl

-Students will watch first 10-12 minutes.

Fukushima Nuclear Disaster

-Students will watch the first 10-12 minutes.

Phase II: Students Explore Reactions to the Situation.

After showing students the videos, the teacher will explain that even in a highly regulated

industry, such as the nuclear power industry, accidents can still occur. Human factors,

faulty designs and acts of nature have all played a role in the nuclear power accidents that

have occurred to date, but these can be minimized. The teacher will also explain to

students that after each accident, accident investigators went to the sites to determine the

cause or causes of the accident. The teacher will then ask students the types of causes

they think accident investigators would have been looking for when they visited

Chernobyl and Fukushima and interviewed eyewitnesses after the nuclear accidents.

Students will be given time to consider this question and discuss it with classmates.

Student responses should include things such as:

• Structural failures

36

• Equipment failures

• Human error/operation errors

• Technical failures (e.g., computer errors)

• Natural disasters

Phase III: Students Formulate Study Task and Organize for Study (Problem

Definition, Role Assignments, etc.).

The teacher will now explain to students that they will be divided into groups and that it

is each group’s mission to act as accident investigators for one of the two major accidents

(Chernobyl or Fukushima). They will use the Internet and the Chernobyl and Fukushima

Resources Handout to complete the BLM-Accident Investigation Chart. Once this chart

has been completed, students will use this information to create an interactive

presentation of at least 8 slides (using PowerPoint, Prezi, or Google Slides) outlining the

causes of the accident and the effects it has had on the environment and society.

Presentations must include animations, videos, text, and images. After the problem has

been defined, the teacher will be responsible for dividing students into groups of 4 and

assigning a job to each group member.

Possible job descriptions include:

Job 1: Internet Researchers (all members)

• Your group’s objective as Internet researchers is to sift through the web sites in

the Chernobyl and Fukushima Resources Handout and locate the required

information to complete the BLM-Accident Investigation Chart. Each member of

your group is responsible for locating and completing a certain portion of the

BLM-Accident Investigation Chart (portions listed below). Your research will

37

not only be used to complete this chart, but to create your group’s interactive

presentation.

Group Member 1: Complete “Describe the Accident, Was a design flaw part of the cause? Explain.”

Group Member 2: Complete “Were structural failures a part of the cause? Explain, Were equipment failures a part of the cause? Explain.”

Group Member 3: Complete “Was operator error a part of the cause? Explain, Was a natural disaster a part of the cause? Explain.” Group Member 4: Complete “Based on what you have read, do you think this accident could have been prevented?”

Job 2: Presentation Organizers (all members)

• Your group’s objective is to take the information in the BLM-Accident

Investigation Chart and organize and create your group’s interactive presentation.

Group Member 1: Complete slides 1-2 Group Member 2: Complete slides 3-4 Group Member 3: Complete slides 5-6 Group Member 4: Complete slides 7-8

Job 3: Presenters (All Members)

• All members are responsible for presenting a portion of your group’s presentation.

During this phase, the teacher will also present students with a timeline for creating their

project that includes specific checkpoints. In addition, he/she will remind students to

utilize the list of resources on the Chernobyl and Fukushima Resources Handout in order

to be more efficient with their time. Finally, the teacher will outline the ways in which

individual student and group performance will be assessed by presenting each student

with a copy of the rubric.

Phase IV: Independent and Group Study

38

During this phase, students will be given sufficient time to analyze their required roles

through discussion and collaboration with group members. After groups have organized

their thoughts and developed a game plan, students will begin researching and

constructing their presentation, while reporting their progress at the intervals previously

delineated by the teacher.

Phase V: Students Analyze Progress and Process.

After the teacher has concluded that enough time has been given for independent and

group study, he/she will offer students time to evaluate their final products in terms of the

original goal. Groups will work together to decide whether or not their final presentation

adequately reflects the causes and effect of the Chernobyl or Fukushima Nuclear Power

Accidents. Students will refer to their rubrics as they evaluate their presentations. After

group analysis has been completed, groups will take turns presenting their findings to the

class. At the end of each group presentation, each group must come up with one question

to ask the group presenting their project.

Phase VI: Recycle Activity.

During this phase, the teacher will take advantage of the skills learned during this activity

by presenting students with a new problem for their investigation. Students will be told

of a scenario in which plans for building a nuclear power plant next to the school are

being proposed to the school board next month. Groups must argue for or against this

plan, making sure to back up their stance with facts.




39



40

Lesson 9: The Direct Instruction Model

Lesson Title: Genetics: Dihybrid Crosses


Subject: Biology

Lesson Goals:

In this activity, the learner will be able apply Mendelian Genetics principles as they

predict the possible outcomes of various genetic combinations (dihybrid crosses).

TEKS:

(6) Science concepts. The student knows the mechanisms of genetics, including the

role of nucleic acids and the principles of Mendelian Genetics. The student is

expected to:

(F) Predict possible outcomes of various genetic combinations such as monohybrid

crosses, dihybrid crosses and non-Mendelian inheritance

Lesson Objectives:

• The learner will be able to predict the gametes in a dihybrid cross using the FOIL

method when given the parental phenotypes or genotypes

• The learner will be able to determine the genotype and phenotype of offspring

when given the parental phenotypes or genotypes.


• Pencil/Pen

• Paper

• Smartboard/Overhead

• Guinea Pig Dihybrid Cross Activity

41

• Genetic Crosses that Involve 2 Traits HW

Lesson Components:

Phase I: Orientation

1. The teacher will introduce the content of the lesson by asking students questions

related to their personal physical characteristics.

Ex: “Have they ever wondered why you have blue eyes? Brown eyes? A certain

hair color?”

2. The teacher has students review previous learning by having them answer

questions related to their experiences.

Ex: “Have you ever been told you look more like your mom? Your dad? Why

do you think this is?”

3. The teacher will establish lesson objectives by explaining that after completing

this lesson, students will be able to explain the above questions thoroughly as they

learn how to predict gametes from parental genotypes/phenotypes using the FOIL

method and determine the genotypes/phenotypes of offspring produced by these

parents.

4. The teacher will establish procedures for the lesson by explaining to students that

they will accomplish the above objectives through use of visual representations,

teacher-led practice, semi-independent practice, and independent practice.

Phase II: Presentation

The teacher will explain/demonstrate the concept of dihybrid crosses by showing students

a picture of a punnet square and reviewing its components.

42

Phase III: Structured Practice

The teacher leads the group through step-by-step practice examples such as the

following. .

Ex: A pea plant that is heterozygous for round, yellow seeds is self fertilized, what are the phenotypic ratios of the resulting offspring? Step 1: Determine the parental genotypes from the text above, the word "heteroyzous" is the most important clue, and you would also need to understand that self fertilized means you just cross it with itself. RrYy x RrYy Step 2: Determine the gametes. This might feel a little like the FOIL method you learned in math class. Combine the R's and Ys of each parent to represent sperm and egg. Do this for both parents

Gametes after "FOIL" RY, Ry, rY, ry (parent 1) and RY, Ry, rY, ry (parent 2) Step 3: Set up a large 4x4 Punnet square, place one gamete set from the parent on the top, and the other on the side

43

Step 4: Write the genotypes of the offspring in each box and determine how many of each phenotype you have. In this case, you will have 9 round, yellow; 3 round, green; 3 wrinkled, yellow; and 1wrinkled green Phase IV: Guided Practice

Students will now practice dihybrid crosses semi-independently by working through the

Guinea Pig Dihybrid Cross Activity. While students are working, the teacher will

circulate the room, monitor student practice, and provide feedback to students.

Phase V: Independent Practice

Finally students will practice dihybrid crosses independently by completing the Genetic

Crosses that Involve 2 Traits Activity.






44

Lesson 10: The Explicit Instruction Model

Lesson Title: Cell Cycle: Mitosis


Subject: Biology

Lesson Goals: The learner will engage in a literacy strategy for developing and recalling

vocabulary using contextual information, producing definitions in their own words, and

creating visuals to recall the terms related to mitosis.

TEKS:

(5) Science concepts. The student knows how an organism grows and the importance of

cell differentiation. The student is expected to:

(A) Describe the stages of the cell cycle, including deoxyribonucleic acid (DNA)

replication and mitosis, and the importance of the cell cycle to the growth of organisms

Lesson Objectives:

• Students will learn how to develop a conceptual understanding of cell cycle

(mitosis) terminology through the use of explicit instruction.

• Students will read and synthesize textbook information using a strategy that

involves a Triple Entry Vocabulary Chart.

• By completing the Triple Entry Vocabulary Chart, students will be able to

visualize and create personal connections to deepen understanding of how to

define and retain new material and vocabulary.

• Students will write to synthesize their learning about the process of mitosis.


• Pen/Pencil

45

• Paper

• Overhead/Smart Board

• Triple Entry Vocabulary Chart Template

• Triple Entry Vocabulary Chart

Lesson Components:

Phase I: Teacher Modeling/Explanation of Strategy

1. The teacher will introduce the topic of Mitosis by showing students the following

video clips from Khan Academy.

https://www.khanacademy.org/science/biology/cellular-molecular-biology/mitosis/v/interphase https://www.khanacademy.org/science/biology/cellular-molecular-biology/mitosis/v/mitosis

2. After watching the video clip, the teacher will ask students to recall the key terms

from the video that are critical to understanding this process. Students should

generate the following terms: Mitosis, Interphase, Prophase, Metaphase,

Anaphase, Telophase, and Cytokinesis.

3. The teacher will now explain to students that they will be reading about these

terms in their text and completing a Triple Entry Vocabulary Chart.

4. The teacher will introduce the Triple Entry Vocabulary Chart by showing students

a template on the overhead/smart board.

5. The teacher will then model to students how to correctly complete their chart by

using the word Mitosis as an example.

The teacher will say/explain:

46

• Look at the page in the chapter where mitosis is introduced. In the first

column, jot down the page number and the sentence that has the term mitosis.

• Read any surrounding sentences, picture captions, or diagram explanations to

further understand the meaning of the word.

• Explain what clues you see in the text explanation that helps you write a

definition of the term in your own words. “In my own words” means in words

that you can understand.

• Jot a phrase that helps you connect with the meaning of the word. Draw a

picture that helps you recall the definition.

Word in Context Definition in My Own Words

Picture, Memory Aid, Phrase

(P. 282) Mitosis is the process in which a cell duplicates its chromosomes to generate two identical cells.

Mitosis happens when a cell divides perfectly to form two new cells that are exactly alike.

Connection: I think of bread dough rising, and the one ball becomes two when I divide the ball of dough into two balls.

Graphic:

47

Phase II: Student Guided Practice

The teacher will engage students in guided practice by competing the triple entry

vocabulary chart for the terms Interphase and Prophase. During guided practice he/she

will remind students to:

• Begin by locating the text explanation and recording it in the left column.

• Writing a definition in one’s own words means it must be paraphrased while still

retaining the same meaning as the text definition.

During guided practice the teacher will also

• Encourage students to Turn and Talk about how they would define the word

before asking for suggestions about how to fill out their sample entry.

• Encourage students to create their own memory aids and share in small groups or

with the whole class.

• Invite two students to add the two words, definitions, connection phrases, and

pictures to the Triple-Entry Vocabulary Chart on the board.

Phase III: Student Independent Practice

The teacher will now explain to students that they will complete the rest of their Triple

Entry Vocabulary Chart on their own for the terms Metaphase, Anaphase, Telophase, and

Cytokinesis. After enough time has been allotted for students to complete these four

terms, the teacher will ask various students to come up to the smart board and add their

words, definitions, connection phrases, and pictures to the Triple Entry Vocabulary

Template. The teacher will also discuss with students how this strategy has helped them

to better understand these complicated terms.

Phase IV: Student Understanding of Material

48

To end the lesson, the teacher will ask students to show their understanding of the process

of mitosis by asking students to use their own definitions from their Triple Entry

Vocabulary Chart to complete a half page quick write.




