L5+Blouin,+Cameron

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. BLouin **__Lesson #5:__ __Facet: Empathy__**
 * __ Grade Level __**** : 7-8 ** **__Numbers of Days: 3-4__**
 * __ Topic: Plant/Animal Interaction __**


 * __ PART I: __**

Students will understand that each ecosystem has unique properties such as plants and animals
 * __ Objectives __**

Students will know critical details to how plants and animals survive and interact with one another.

Students will be able to consider what makes each organism necessary in an ecosystem


 * Product: Google Doc. **

Maine Learning Results Content Area: Science and Technology Standard Label: E. The Living Environment Standard: E2 Ecosystems, Grade Level Span: Grade 6-8 Students examine how the characteristics of the physical,non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and how the flow of matter and energy affect organisms and the ecosystem of which they are part. Performance Indicators: b and c..
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** Students will be able to see why plant and animals are dependent on one another


 * __ Assessments __**

An index card summary is going to be used during this lesson. At the end of a class the students will receive an index card which they will be asked to write down things they learned in class that they found interesting, things they want to learn more about either through questions or their own research, or things they found were unclear that needs to be reviewed during class. This is a great self-reflection piece for students and informs me of what they are learning or need to have reviewed.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

The students will receive written feedback regarding what they had written down the previous class. If a large portion of the class wrote about the same idea then we will have a class discussion
 * Section II – timelyfeedback for products (self, peer, teacher) **

This is a online word processing application that is extremely helpful for both the students and myself. The students will be writing an essay which discusses the importance that four species have on their ecosystem plus describe what that species role is. They will need to explain what would happen if this organism no longer performed its task in nature. The essay should be anywhere between 2-3 pages in length.
 * __ Summative (Assessment of Learning): Google Doc. __**

This is a online word processing application that is extremely helpful for both the students and myself. This program allows students to work in groups where everyone can type on the document simultaneously to maximize their word. They can share the files with whoever they wish as well. They will be required to share the document with me so that I can see what the students are working on and can watch during class to make sure they are on task based on how much writing they are putting into their document. I can also provide written feedback on the document so the students know things they must correct or expand on etc.
 * __ Integration __**
 * Technology: **


 * Content Areas: **

English:This is a writing heavy assignment and students will need to make sure they are writing properly.

For a graphic organizer the students will be given a four column chart. The point of this graphic organizer is so the students can find four species and then explain what makes that organism so important. The students will be expected to research different types of organisms such as microorganisms, plants, mammals, amphibians, etc.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

The students will be placed in small groups. The students will be able to pick their groups to work with. The max size for a group will be four students. They will be expected to compare organisms and find out what makes them so crucial to their ecosystems. These groups the students are working with will later be their group to write their essays. Each student though will be required to write their own essay.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * **Verbal/Linguistic**- An essay will be typed about the how the plants and animals interact with each other.
 * **Logical/Mathematical-** There will be comparisons of plants and animals.
 * **Visual/Spatial**- The graphic organizer will provide a good visual as students sort out their information on their plants and animals.
 * **Intrapersonal**- Students will be writing an essay on their plants and animals.
 * **Interpersonal**- Students will be working in groups as they are comparing their plants and animals.
 * **Musical/Rhythmic**- There will be background music playing as the students are working in their groups.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

If a student is absent during this lesson than they will be expected to get the four column chart off of the class wiki and contact a classmate about what we are doing in class. The student can contact me as well if needed. When they are back in class I will place them in a smaller group so they can immediately jump into what the class is doing. This student will then work with the assigned group for their iMovie presentation.
 * Plan for accommodating absent students: **


 * __ Extensions __**


 * Type II technology: ** The students will be using a program called iMovie which allows the students to make their own video recordings and compile them into a video. This program has great video editing and picture effects that the students can use to enhance their videos. Plus the videos can be easily shared with anyone the students wish too. This is a type II technology because of how interactive it is for students to use and how easy it is to share with anyone they wish.

For gifted students some extra work is going to be added. While they are researching what makes each organism crucial to an ecosystem they will also be required to find another organism that is similar in how they are necessary to an ecosystem from another part of the world. This will have them make more connections and have a deeper understanding of the content.
 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * laptops
 * internet
 * projector
 * handouts
 * pen/pencils
 * whiteboard markers
 * Google Doc.
 * Microscopes

// List all URL and describe. // []- Quite possibly the only resource the students will need. This is one of the richest resources I have ever found. Information on plants and animals from around the world are covered here and a description of all of them are provided! []- A great pdf that explains roles that organisms play in ecosystems. This is especially helpful for the students when they are describing the roles of the organisms in their ecosystem. []- Another good handout that explains the role of organisms. This is more reading based like a book compared to the other sources which are more bulleted based.
 * __ Source for Lesson Plan and Research __**

Day 1: Day 2: Day 3:
 * __ PART II: __**
 * Talk about cells and use microscopes (20 Minutes)
 * Reviewing information from the previous lessons that the students will need for their paper. (45 Minutes)
 * Explain the paper the students will be writing in the next few classes (15 Minutes)
 * Hand out the graphic organizer and have students pick their organisms (20 Minutes)
 * Students setup their Google Drives for their papers (10 Minutes)
 * Students begin researching their organisms (45 Minutes)
 * Index card summaries (5 Minutes)
 * Students resume working on their research and papers (50 Minutes)
 * Peer Review with a peer (20 Minutes)
 * Question period if students need guidance on their papers (10 Minutes)
 * Students will do the rest of their paper for homework and turn in next class.

For this lesson the classroom will be set up in rows. This way the students will be able to communicate with their neighbors in a quiet manner that will not be distracting to others as they work on their paper. // Students will understand that each ecosystem has unique properties such as plants and animals. Students examine how the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and how the flow of matter and energy affect organisms and the ecosystem of which they are part. // Students need to realize that the only reason why humans exist is because of the smaller organisms in the world. Small cellular structures started it all. To get the students hooked into the assignment I thought it would be neat for them to see how something smaller than the eye can see is the reason why their is life on our planet. I will show and talk about cells and how they are simply necessary for life. I would then like to have microscopes setup in the class so that the students can look at cells. I would have both plant and animal cells for the students to see.
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //
 * Where, Why, What, Hook Tailors: Kinesthetic, Logical, Visual, Linguistic, Naturalist, Interpersonal, Intrapersonal **

Students will know critical details to how plants and animals survive and interact with one another. They will understand how crucial organisms as small as plankton are vital. The students will learn this through class discussion and resources on the Internet using their laptops. The students will be given a four column chart to help organize their information. The students will pick four organisms that they wish to study and write down one in each of the columns. They then will record the information they find about their organisms in those columns for reference when they begin to write their papers. A resource that will be key for the students as they do this assignment is []. This site has endless amounts of information for the students to use when researching their organisms. Students will be allowed to talk to one another as they are researching their organisms. Students will be allowed to listen to music on their headphones as they research their organisms.
 * Equip, Explore, Rethink, Tailors: Interpersonal, Intrapersonal, Logical, Visual, Musical **

The students will show that they have learned the content as they write their papers. The students should show that they are masters of their organisms in their papers as far as what makes them so vital to an ecosystem and what unique characteristics each has. It will be expected that the students are showing evidence of where they got their information regarding the organisms as well and will need to be documents in a works cited page at the end of paper. Students will be able to consider what makes each organism necessary in an ecosystem.The students will be typing up their papers individually but it will still be encouraged that the students are talking with each other as they are researching and typing to help each other with ideas or if students have questions they can help one another. Index card summaries are going to be done in the class where students can write down things they learned or what they want to learn more about. These will be turned in to me and I will provide written responses back to the students. They can then use that information in their papers if it helps them.
 * Explore, Experience, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Linguistic, Visual, Musical, Logical **

The students will be able to self-assess their papers using a rubric that will be provided for them before they start writing. This will give them a guideline to follow as they are writing which outlines the requirements the paper needs. They will also be doing peer-reviews of other students papers. This will allow students to get feedback from their peers so that they can make further improvements to their papers. When the papers are turned in I will grade them using the same rubric and these will be returned to the students within 2-3 days. There will be a chance for students to do revisions to improve their grades which will be required to do as homework. This assignment connects to the previous lessons since it is incorporating what the students had previously learned.


 * Evaluate, Tailors: Intrapersonal, Logical, Lunguistic, Interpersonal **

Lesson 5 Content Notes- Each ecosystems possesses unique plants and animals that have adapted to thrive to the conditions. Great examples of adapting to the ecosystem can be shown through birds. Their beaks can clearly explain what types of foods are available. The Galapagos islands are great examples of an ecosystem with unique characteristics. Comparisons of animals from various ecosystems around the world will need to be done. Great examples to compare are mammals from deserts to those that live in the tundra. Notice how their fur may be different or how they have to stay close to water resources. An arctic fox and a coyote are a great comparison tool. Both are small mammals that rely on predation, yet what makes them different is key. Or for plants, a comparison of the arctic willow found in the tundra and the creosote of the desert can clearly define how the two plants are similar but different at the same time. Students will know how to properly compare plants and animals from different parts of the world. They will be able to describe in detail what makes their plants and animals similar and different. The lesson is based mainly on students exploring the content themselves with guidance from myself. They will be comparing animals in a variety of ways. It will be expected that they are analyzing the animals limbs. Do they have similar limbs in both structure and in quantity etc. They will need to know what type of animal they are comparing as well. For example they will need to know if the animal is a mammal, amphibian, reptile, bird etc. Then knowing characteristics of each such as mammals have fur and mammary glands. Amphibians can live in both water and on land. A reptile lays eggs and is cold blooded, and a bird has feathers, lays eggs, and have hollow bones. For plants they will need to compare what type of plant they are. They could be angiosperms which are plant producing plants like an apple tree. There are gymnosperms which have exposed seeds and no flowers such as a fern or pine tree. Monocots have only one cotyledon which is the embryonic part of the leaf which is responsible for growth while dicots have two cotyledons. An example of a monocot is corn and a dicot example is beans. If students wish they can talk about the cellular components of cells in plants where they may find that the structures differ in different climates in the world. But, this would be far exceeding expectations but may be a challenge given to some students.
 * __ Content Notes __**

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**
 * Graphic Organizer
 * Rubric


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**


 * // Clipboard: //** This lesson will meet the clipboard learning style by allowing them to logically plan out their graphic organizer and writing out their paper that clearly compares and contrasts the species they selected


 * // Microscope: //** Microscopes will be able to research and decide what information is important to present in their paper. The graphic organizer displays the information in a very logical way that will be appropriate for them.


 * // Puppy: //** The students will have the chance to work in groups to help each other improve their paper. This is something that is important to students who are puppies. They need positive interaction from their peers.


 * // Beach Ball: //** For the beach balls this lesson will allow them to do various activities which is important to how they learn. They will be working both individually and in small groups for the graphic organizers and their papers that will keep their work exciting.


 * // Rationale: //** Overall this lesson will allow each learning style an equal opportunity since the lesson incorporates main points that each learning style needs in order to succeed.


 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**


 * // Formative: //** The students will have to fill out an index card at the end of the second class. This card will allow the students to write down things they learned in class that day. They will write down what they want to learn more about, or questions they may have. This information could be useful for them as they write their papers.


 * // Summative: //** The students will be writing a paper using Google Drive. The paper will be about four different organisms and how each organism is key in their ecosystem and what effects may occur if they were to be removed. It will be expected that they compare four different types of organisms such as mammals, plants, amphibians, etc. They will then be graded using a rubric.


 * // Rationale: //** The formative assessments will help the teacher monitor how the class is doing with the content being presented. The summative assessment will be the proof that students are understanding the content.


 * // Rationale: //**
 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**


 * // Content Knowledge: //**

Students examine how the characteristics of the physical,non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and how the flow of matter and energy affect organisms and the ecosystem of which they are part.
 * // MLR or CCSS: //**
 * Maine Learning Results **
 * Content Area ** : Science and Technology
 * Standard Label ** : E. The Living Environment
 * Standard ** : E2 Ecosystems,
 * Grade Level Span ** : Grade 6-8
 * Performance Indicators ** : b and c..


 * // Facet: //** Students will be able to consider what makes each organism necessary in an ecosystem ( ** empathy ** )


 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**


 * // MI Strategies: //**


 * **Verbal/Linguistic**- An essay will be typed about the how the plants and animals interact with each other.
 * **Logical/Mathematical-** There will be comparisons of plants and animals.
 * **Visual/Spatial**- The graphic organizer will provide a good visual as students sort out their information on their plants and animals.
 * **Intrapersonal**- Students will be writing an essay on their plants and animals.
 * **Interpersonal**- Students will be working in groups as they are comparing their plants and animals.
 * **Musical/Rhythmic**- There will be background music playing as the students are working in their groups.


 * // Type II Technology: //** Google Drive is a online word processing application that is extremely helpful for both the students and myself. This program allows students to work in groups where everyone can type on the document simultaneously to maximize their word. They can share the files with whoever they wish as well. They will be required to share the document with me so that I can see what the students are working on and can watch during class to make sure they are on task based on how much writing they are putting into their document. I can also provide written feedback on the document so the students know things they must correct or expand on etc.


 * // Rationale: //** This lesson incorporates a large variety of MI's meaning that most of the students will be able to use their stronger intelligence as they are learning the information. There are moments of working individually, in small groups, using graphic organizers, listening to music, and having visuals for the students to look at.

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes Rationale- The students will be able to do some self-reflection during this lesson. They will be grading their own paper by using a rubric and will have the chance to collaborate with their peers in class to help improving their paper. d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments Rationale- Students will be learning about organisms from all over the world and will be working with myself and their peers. This will expose students to organisms from around the world and this can be done by working with their peers or by looking information up on the Internet. //**Rationale:**//

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity Rationale- The students will be using a microscope to learn about cells at the beginning of this lesson. This will show students how to use a microscope as well as how small cells actually are. b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress Rationale- Students will be able to do research of their own organisms using computers and will type out their information in a Internet cloud storage program called Google Drive. Students will be responsible for their own paper and will assess their own work using a rubric. c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

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