ED 361 W08 Midterm Lesson Plan Part 3

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Brigham Young University, Idaho *

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361

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Biology

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May 24, 2024

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W08 Project: Midterm Lesson Plan – Part 3 Instructions 1. Complete each of the following components of the lesson plan in its assigned color .  This section of the lesson plan is broken down below into two parts, Part 3A and Part 3B. 2. To get an overview of your class and students, select the corresponding group in I-Learn according to your major:  Elementary Education Major student profiles  Secondary Education Major student profiles Part 3A: Planning for Student Needs (This will be filled in based on the class descriptions and student profiles provided on I-Learn) Reminder from the rubric: As you examine the needs of your students, seek to (a) demonstrate an awareness of special needs of students, (b) design accommodations decisions carefully planned with how to scaffold specific students’ needs, (c) use strategies to differentiate instruction to engage all learners in complex thinking, (d) employ multiple activities reinforce vocabulary growth for English Language Learners, and (e) organize instructional student groups in ways that maximize learning. A. Use the description of the class/students provided on I-Learn to identify/describe any unique characteristics/needs of students in the class. Be sure to note any necessary class-wide needs and pay specific attention to English Language Learners as well as students with special needs. What support strategies would you use with each student throughout the rest of the lesson (beyond those you have addressed in the assessment portion of the lesson plan)? For suggestions on student support strategies for individual learning needs during instruction/learning, refer to I-Learn. Based on the information provided by the instructor, my class starts in the morning following morning announcements and the students are often still sleepy and struggle to participate and respond to questions both in class discussion as well as working in groups. I have two students who are English Language Learners, Diego and Xiaowei. Diego’s first language is Spanish and even though he moved to the United States when he was 7, he often struggles with learning the material. He seems to be doing okay and many of his teachers don’t consider him to be as much of an ELL. Both of his parents can carry out a casual conversation in English and his mother can read, but his father cannot. Accommodations/supports for Diego for this or this lesson can be found in the chart below and in the timeline in Part 3B. Xiaowei's first language is Mandrin, and he moved to the United States when he was 4 years old. As a result, he was still in the process of learning Mandrin and then his parents focused on him learning English and only spoke to him in limited English. From this experience he is not proficient in English or Mandrin and struggles with his academics but has high expectations from his parents on his academic achievement. Accommodations/supports to BYU-Idaho ED 361

help Xiaowei in this lesson can be found in the chart below and in the timeline in Part 3B. Matthew is a student in my class who has a learning disability that deals with processing and perceiving information into long term memory. It takes him a while to answer questions even if he knows the answers because of his disability. He struggles with fluid reasoning and numbers as well as reading and takes a significant amount more of time than his peers. Accommodations/supports to help Kelvin in this lesson can be found in the chart below and in the timeline in Part 3B. Student Anticipated Struggle During this Lesson Accommodations/Supports Diego Falling asleep in class, writing and comprehending the material. Making sure that I am checking up on him that he is staying awake. I will also add pictures to help him connect English to the pictures. I will also have prewritten options with photographs that he will place and then explain to me why he placed them there and the meaning behind the sections they are placed in with the deeper level thinking task. Xiaowei Struggles with short answers and the deeper level thinking task. I will add pictures to help him connect English to the pictures and will give prewritten options with photographs that he will place and then explain to me why he placed them there and the meaning behind the sections they are placed in with the deeper level thinking task. Matthew Connecting ideas together and reading the materials. Allowing him extra time with time beforehand. He can also have a reader if he would prefer to help him read and review the questions as well as giving him prewritten options with photographs that he will place on the deeper level thinking assignment. Also included will be B. What do students already know/understand in relation to what will be taught? What misconceptions are they likely to have in relation to the vocabulary, concepts, and/or topic? Reminder from the rubric: Be sure that (a) critical concepts are identified with their relationships to one another and (b) knowledge of prerequisite relationships from your lesson is evident. BYU-Idaho ED 361

What Students Already Know/Understand: From the previous year they should have learned this content standard in 8 th grade: MS-LS-1.3 Students who demonstrate understanding can: Make a claim supported by evidence for how a living organism is a system of interacting subsystems composed of groups of cells. This Year: Basesd on this year they will be going over the 9th Life Science objective/standard: HS-LS-1.2 Students who demonstrate understanding can: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Supporting Content LS1.A: Structure and Function • Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS-1.2) Misconceptions likely held by students regarding the vocabulary, concepts, skills, and topic: Students are likely to mistake the order of organism and confuse multicellular organisms from single cellular organism. They will likely misuse the terms hierarchal organization as well as interchange the words, molecule, organelle, cell, tissue, organ, organ system, and organism. Part 3B: Teaching/Learning Strategies; Instructional Timeline; Materials/Use of Technology: In the table below, write out how you plan to use class time to engage students in learning. The procedures should clearly describe what students will do, what the teacher will do, and how long each lesson component is likely to take. Use the instruction models provided on I-Learn as suggestions for how you could structure time. In addition, be sure to address the introduction of the lesson, how student attention will be gained, how prior knowledge will be accessed, guided opportunities for students to practice and independent practice. What students will do… What teaching/learning strategies will be used by the teacher and how they will be used to help facilitate learning… Be sure that (a) there is evidence of clear explanation of content that includes the relevance, context, and background needed for specific lesson, (b) interdisciplinary connections are clearly established, communicated, and woven throughout the learning experience, (c) instructional strategies are outlined for teaching specific concepts, (d) learning activities are matched to instructional outcomes, (e) the lesson plan includes activities and questions for critical thinking, (f) students are required to engage in critical and/or creative and thinking and to produce original work, (g) the lesson or unit is well- structured, with reasonable time allocations, and (h) closure involves all students actively in Materials and use of technology… Detailed list/links to all materials, handouts, technology provided for both teacher/students; in italics...clear explanation of how the technology used will help students to meet their learning goals. Remember to include a variety of appropriately challenging, engaging materials and resources in the lesson that (a) extend beyond what is found at the school, (b) enhance student learning, (c) provide resources for differentiating needs of your students, and (d) include multi-disciplinary and digital tools that connect the content to local or global issues. BYU-Idaho ED 361

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assessing application and understanding of lesson. BYU-Idaho ED 361

Vocabulary will be discussed for all students at the beginning of class. For Diego and Xiaowei they will be given a physical copy of the vocabulary words along with pictures that are associated with them. For Matthew he will also be given the same list with photos, but will be given it earlier and can have a reader help him through after along with more time. Beginning class and starting on bell ringer. Introducing essential questions. Discussion of essential questions. Introducing learning objective Listen, summarize, respond to/pose questions, discuss, take notes on with template. Check in with Diego, Xiaowei, Matthew and other students to ensure they are following along. After the morning announcements have the students stand up and stretch for about 2 min focusing their body and mind. Then they will get out their notebook and start with the bell ringer prompt that is the essential questions (How can you create a family tree for plants, animals, and fungi? and Why is it important to identify a family tree for organisms?) f or the lesson (3-5 min) Re-present the essential questions (How can you create a family tree for plants, animals, and fungi? and Why is it important to identify a family tree for organisms?) and have them discuss their ideas in groups, then ask them to write their new ideas in their notebook. (2-5 min) Present and discuss learning objective (Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.) (1-2 min) Explain simple organization of what a family tree for organisms is and why it is important to have them (2-4 min) Vocabulary sheet given to those who need it during the lesson and/or before class. Daily bell ringer notebooks Video based on previous knowledge to help facilitate thinking. BYU-Idaho ED 361

Content notes will be provided to Matthew to be highlighted during the instruction from peers. Take formative assessment Check in with Diego, Xiaowei, and Matthew to explain directions clearly and add pictures to their formative assessment. Discuss overall results with the class. If needed, based on the formative assessment split into groups of who needs reteaching, more practice, and ready to move on. Complete the Deeper Level Thinking Task For Diego, Xiaowei, and Matthew I will add pictures and pre-written options of the functions. Diego and Xiaowei will come up to me and describe their reasoning. Matthew will work with a scribe and reader that will help him to process his thoughts. Students turn to a partner to explain in their own words (1) what are the steps of completing the assignment and (2) the success criteria. Class discussion on deeper level thinking Presentation of new content/skills using a PowerPoint to describe content. After each of the slides a group discussion will be held on what they mean and understand. (18-23 min) Formative assessment based on concepts presented of organization and multicellular organisms presented in class. (7-10 min) Based on performance of the formative assessment adjust the instruction and if needed split into groups base on needs. Reteaching, more practice, and ready to move on. (5-10 min) Students are to complete the deeper level thinking task by describing the different functions and then placing them on a hierarchy organization chart. (15 min) Turn to a partner and describe the Content notes for students who need it. Instructor Slides will be presented to the class. Formative assessment taken on google forms Success criteria Complete Deeper Level Thinking Task Success criteria BYU-Idaho ED 361

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Listen and discuss the extent to which the class met the goals today. Work on the reflection part of the worksheet and complete exit ticket. steps that they took to complete the assignment. (7-10 min) Discuss the correct steps of what to take and definitions that should be completed for each student. Recap with essential questions, learning objectives, and exit ticket will be turning in the deeper level thinking assignment (2 min) BYU-Idaho ED 361

ED 361 W08 Midterm Lesson Plan Part 3

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