Module 5-All exhibits

Overview of the Display/Lesson In this unit, students will learn about seven systems of the human body and how they function independently and as part of a more extensive interconnected system that works together to keep the body healthy. Particularly in this lesson, the students will learn how the human body works and review ways to keep their bodies healthy. The content will range from simple- our bodies have different parts, to complex- knowing the seven systems in the human body and how they work and connect. Students will learn about three human body systems- the skeletal, muscular, and nervous. To achieve these learning outcomes, students will use various digital resources such as Google Slides, Canva, GroupMap, TinyTap, and MakeBeliefsComix to dig deeper and further their learning of the human body. Using Google Slides or Canva, students will choose one part of their body and digitally present everything they know about it. Students will add their thinking to the class-shared KWL chart on GroupMap. Throughout the lesson, the students can add more information to the chart as we progress. This first building block lesson will prepare students for what’s to come in the following exhibit: joints and muscles.

Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Process: Throughout this lesson, students will engage in various digital and visual literacies to help further their understanding of the human body's systems and senses. Activities that will engage students are as follows: participating in our class-shared KWL chart on GroupMe, researching and compiling their information on Google Slides, collaborating with their peers, playing a game on TinyTap to check for understanding, and using MakeBeliefsComix to create a series of riddles about the body system. Students' capabilities range from struggling to advanced; therefore, the systems, strategies, tools, and activities are in place to reach all learners at their level of understanding. Product: The activities for the students will center around our two essential questions: How do parts of the body work together to keep you alive? And What parts of the body work to help bones? All learners aim to complete and present their presentations on the body part they know the most about. Mastery of these questions will help with answering their exit ticket, too. To get there, students will engage in various readings, activities, research, and collaborative conversations, all through visual and digital literacies. Will the process of getting to the product look different for each student? Yes. Will the product itself look different for each student? Yes. It shouldn’t matter how the

References Emanuel, R.; Challons-Lipton, S. Visual Literacy and the Digital Native: Another Look. Journal of Visual Literacy , [s. l.] , v. 32, n. 1, p. 7–26, 2013. DOI 10.1080/23796529.2013.11674703. Disponível em: https://research.ebsco.com/linkprocessor/plink?id=f03bdb9c-7f2f-3377-8039-2c6f 72def6 6b. Acesso em: 21 jan. 2024. Werner-Burke, N., Spohn, J., Spencer, J., Button, B., & Morral, M. (2012). Bridging the Disconnect: A Layered Approach to Jump-Starting Engagement. Voices from the Middle, 19 (4), 45-49. https://go.openathens.net/redirector/ace.edu/login?url=https://www.proquest.com/ scholarly-journals/bridging-disconnect-layered-approach-jump/docview/10114870 41/se-2

systems in the body. Overview of the Display/Lesson In this lesson, and through scientific and economic literacy, students will learn about the human joints and muscles and how they interact with other systems in the body. The content will range from simple- we have joints and muscles in our body, to complex- joints and muscles interact with other systems in our body. Students will use various resources to engage in scientific and economic literacies to achieve these learning outcomes. Those include Blooket, Kahoot!, MackinVIA, Gale in Context, Britannica in School, and ScienceFlix to dig deeper and further their learning of the human body’s joints and muscles. To start the lesson and gain engagement, students will join a class Kahoot! to gauge their prior knowledge and understanding of joints and muscles. Students will be given scenarios that could be pros or cons for our joints and muscles. Knowing how these scenarios affect a person’s health in the future will provide students with a better understanding of their health and hopefully lead to fewer health problems and risks, resulting in minimal visits to the doctor or hospital. Students will research the differences between joints and muscles in the human body using MackinVIA, Gale in Context, Britannica in School, or ScienceFlix. Students will better understand the two, their similarities, and their differences with the research they found. Knowing these will help them make sound decisions regarding their health in the future. Finally, students will participate in a Blooket, asking literal, inferential, and

Strategies for Advanced Learners: Advanced students will work around the room on their scientific and economic literacy activities. They can choose to work independently or in student-led partners. The teacher will be around for any questions, feedback, or clarity that might be needed. Advanced learners will complete all joints and muscles pro/con scenarios. They can answer each scenario with a simple yes or no but must support their answer with reasoning. I will give students a running list of topics or keywords to research the differences between joints and muscles in the human body using MackinVIA, Gale in Context, Britannica in School, or ScienceFlix. Blooket will be played with student-led partners around the room. The partners will write their own literal, inferential, and challenging questions for their own Blooket. They will play the Blooket they created and then play the others their classmates made. Standards: CCSS.ELA-LITERACY.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-LITERACY.L.3.1b Form and use regular and irregular plural nouns. CCSS.ELA-LITERACY.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

References McClay, J. K., & Shelley, S. P. (2013). Teaching Composition With new Literacies Perspectives: "We'll Test it out and Then let the Kids run With it.". Language and Literacy,15 (1),39-n/a. https://go.openathens.net/redirector/ace.edu/login?url=https://www.proquest.com/ scholarly-journals/teaching-composition-with-new-literacies/docview/1428558289 /se-2 Zucker, A. (2021). Teaching Scientific Literacy . NSTA. https://www.nsta.org/science-teacher/science-teacher-marchapril-2021/teaching- scientific-literacy

affects our ability to hear. Overview of the Display/Lesson In this critical literacy-focused lesson, students will learn about their ears and the different parts that work together to allow them to hear. The content will range from simple- we hear with our ears, to complex- our ears are composed of many parts with a cause/effect on one another. Students will use various resources and activities to engage and further their critical literacies. Those literacies include economic, digital, visual, and scientific-based to dig deeper and further learn how their ears and different parts work together to allow them to hear. Students will utilize Google Docs, Google Slides, and a class reader (printed and digital) for their activities. To start the lesson and gain engagement, students will recall that observing is a vital learning process for scientists. They will look closely at a partner’s ear and then draw the different parts of the ear that they observe and label any known parts. To check for understanding, students will complete a Google Doc and answer a series of evaluative, inferential, and literal questions. On a Google Slide, students will complete an interactive diagram where they have to label the parts of the ear and their function for us to hear. Finally, students will write a paragraph about how we hear with our ears and the seven contributing parts. Their paragraph must include a topic, supporting sentences, and concluding sentences.

Literacies Learner DI Delivery Content Level ST AV AD Content Process Product Foundational Developmental Extended Visual X X X X X X X X X Digital X X X X X X X X X Economic X X X X X X X X X Scientific X X X X X X X X X Critical X X X X X X X X X GLOSSARY Strategies for Struggling Learners: All reading(s) will be read aloud and repeated as needed so students have a firm grasp of the content, along with questions and directions. Struggling learners will participate in the same scientific, critical, visual, and digital literacy activities with modifications and guided teacher support. I will give students sentence frames when answering and completing their evaluative, inferential, and literal questions on Google Docs. I will work closely with this specific group of learners to help them better understand the questions being asked and receive instant feedback, clarification, and support if needed. Through Google Slides, students will be given an interactive diagram where they have to label the parts of the ear and their function for us to hear. Their diagram has a few labels and explanations provided to help them start, along with a word bank.

Strategies for Average Learners: Average students will participate in all scientific, economic, critical, visual, and digital literacy activities with check-ins from the teacher. Students will work in student-led partners near the teacher for quick access if support or assistance is needed. Students will answer and complete their series of evaluative, inferential, and literal questions on Google Docs with their partner. I will be readily available if students need assistance. Through Google Slides, students will be given an interactive diagram where they have to label the parts of the ear and their function for us to hear. This group of learners will have a blank diagram but will be provided with a word bank of all terms used to label their diagram. Strategies for Advanced Learners: Advanced students will work around the room on their scientific, economic, critical, visual, and digital literacy activities. They can choose to work independently or in student-led partners. The teacher will be around for any questions, feedback, or clarity that might be needed. Advanced learners will complete all evaluative, inferential, and literal questions independently or with their partner on Google Docs. Afterward, the pair will create their own series of evaluative, inferential, and literal questions for another pair of advanced learners to answer.

Through Google Slides, students will be given an interactive diagram where they have to label the parts of the ear and their function for us to hear. This group of learners will have the same diagram as the average learners but with no word bank provided. CCSS.ELA-LITERACY.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. CCSS.ELA-LITERACY.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-LITERACY.L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. CCSS.ELA-LITERACY.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

Process: Throughout this lesson, students will engage in various scientific, economic, critical, visual, and digital literacy activities to help further their understanding of the human ear and the different parts that work together to allow them to hear. Activities that will engage students include looking closely at a partner’s ear, drawing the different parts of the ear that they observe, and labeling any known parts. Answering evaluative, inferential, and literal questions on Google Docs, completing their interactive diagram on Google Slides to check for understanding. Students will collaborate with their peers to complete specific tasks. Advanced learners will create their own series of evaluative, inferential, and literal questions for their same-level peers to answer. Students' capabilities range from struggling to advanced; therefore, the systems, strategies, tools, and activities are in place to reach all learners at their level of understanding. Product: The activities for the students will center around our two essential questions: How do parts of the body work together to keep you alive? What are some ways blind and deaf individuals communicate? All learners aim to succeed in completing their drawing, answering their evaluative, inferential, and literal questions, and completing their interactive diagram. Mastery of these questions will help students write a paragraph about how we hear with our ears and the seven parts that contribute. Their paragraph has to include a topic, supportive, and concluding sentences. To get there, students will engage in various readings, activities, tasks, and collaborative conversations, all through scientific, economic, critical, visual, and digital

literacy. Each student will be exposed to tier 1 learning, but accommodations and differentiated instruction will be provided to ensure each student feels successful throughout the lesson. Foundational Level: Each student will participate in the same opening activity. Before this lesson, students had traveled through the human body, starting with the building blocks of the human body, making their way through the understanding of joints and muscles, and now ending with hearing and parts of the ear. Each student will participate in the same opening activity. This engaging and interactive activity will help students lay the groundwork for the rest of our lesson. It will also help the teacher gauge the students’ background knowledge and guide the instruction. I will give varying levels of support during the foundational level. Developmental Level: At this level, students’ learning is continuing to develop. To check for understanding, students will complete a Google Doc and answer a series of evaluative, inferential, and literal questions. This task will further their experience and knowledge of the parts of the human ear and how those parts work together to help us hear. Students will work independently, in pairs or small groups, near the teacher, or with direct teacher support. How they process and demonstrate their learning depends on the support needed to succeed.

Extended Level: Students at this level can expand their knowledge by working through the foundational and developing levels. They will work with partners or independently to complete all evaluative, inferential, and literal questions on Google Docs. Afterward, the pair will create their own series of evaluative, inferential, and literal questions for another pair of advanced learners to answer. Extending their learning will allow students to engage in the same topic but with a different approach and at a level of understanding that will challenge their thinking.

References Shulsky, D. D., Baker, S. F., Chvala, T., & Willis, J. M. (2017). Cultivating Layered Literacies: Developing the global child to ... - eric . Department of Education. https://files.eric.ed.gov/fulltext/EJ1167861.pdf Vasquez, V. M., Janks, H., & Comber, B. (2020, July 13). Key Aspects of Critical Literacy: An excerpt . National Council of Teachers of English. https://ncte.org/blog/2019/07/critical-literacy/