L4+Blouin,+Cameron

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Mr. Blouin ** **__Lesson #:4__ __Facet:__** **Perspective**
 * __ Grade Level __**** :7-8 ** **__Numbers of Days:__ 2**
 * Topic: **** Plant and Animal interaction **


 * __ PART I: __**

Students will understand that each organism is related in one way or another
 * __ Objectives __**

Students will know how to compare and contrast plants and animals in various ecosystems.

Students will be able to compare plants and animals in ecosystems and how they interact.


 * Product: Blogger **

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 learning key details on plants and animals from various ecosystems to understand how they are essential to their ecosystem.


 * __ Assessments __**

A exit ticket will be used as the students are leaving the class with a question based on the lesson of that day. The information will get reviewed in the class the next day. The students will be given back their exit ticket with a similar question as before to make sure they understand.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

The exit tickets will be returned to the students by next class with written comments on them and some may have questions to have the students dig deeper into the content.
 * Section II – timely feedback for products (self, peer, teacher) **

Individually students will be writing a blog entry that explains the differences and similarities between plants and animals of their choice. The species should be from different areas of the world and will force students to do observations and research on their species to see exactly how they are similar or different.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** The technology being used in this lesson is a website called Blogger. This website allows the students to make their own blog and allows them to share it with anyone they wish, or if it is set to a public setting anyone in the world can view it.


 * Content Areas: **
 * English ** : The students are going to be writing a blog which will need to be properly written with correct grammar.

**Geography**: The students will be researching species from different parts of the world and they will need to come up with reasons why their plants and animals may be alike or different based on the climates of the areas.

A Venn-Diagram is going to be used during this lesson. This is the perfect handout for students to use because it organizes this information perfectly. They will be comparing and contrasting their species and this diagram will allow them to organize it in a very easy user friendly way. Students will be able to work in small groups as they fill out their worksheet but each student is doing individual work.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will be able to discuss their species with their classmates to see how they are comparing and what they are comparing. This will help students develop more ideas for their own comparisons and will promote students to help brainstorm ideas. Each student though is responsible for their own work and students should not be comparing the same species as another students in the class.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * **Verbal/Linguistic**- Students will be reading and writing down information about their animals in their Venn Diagrams.
 * **Logical/Mathematical**- Students will need to analyze how their plants and animals are similar or different.
 * **Visual/Spatial**- Students will be working with diagrams while using their computers and textbooks to find their animal information.
 * **Musical/Rhythmic**- Videos playing in class covering topics like the tree of life.
 * **Intrapersonal**- Students will be writing a blog entry about their animals.
 * **Interpersonal**- They will be working in small groups as they begin to compare their plants and animals.
 * **Naturalist**- Students will be researching plants and animals both in text and on the Internet.


 * __ 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. //


 * Plan for accommodating absent students: ** Since this is an individual assignment the student will not miss much besides the content that was presented in class. They will be responsible for obtaining the notes from another classmate. The student will be expected to get the handout from online and print it out and be ready to go for the next class. They then will work on it like the rest of the class. If they miss the day where the students are working on their blogs, they can still do this at home by going to [|blogger.com]


 * __ Extensions __**

The students will be using a website caller Blogger. This website allows the user to make their own account and to blog whenever they want. The blogs can be private or shared with anyone who has a computer or portable device like a smartphone. The fact that these are so accessible to anyone is great and that someone can use any computer and still access their personal blogs. The blogs can be edited as well meaning that students are able to make their revisions whenever they please.
 * Type II technology: **

Gifted students will be doing the standard comparison between the two species of their choice plus they will be asked in their blog to explain whether or not the species would be successful if they had switched habitats with one another and explain why or why not.
 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * Laptops
 * Internet
 * Venn-Diagram
 * Pens/Pencils
 * Projector
 * Blogger accounts

// List all URL and describe. // []- An image of an example of a tree of life. The image is very basic compared to what the tree of life actually is but it is a good representation. []- This is the website that the students will be writing down their blogs on. []- This is the handout that the students will be using while they are comparing their species to one another. []- This is a incredibly valuable resource for students where they are able to study plants and animals throughout the world. Plus this site is full of rich links where students can research even further.
 * __ Source for Lesson Plan and Research __**
 * __ PART II: __**

Day 1: Day 2:
 * __ 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) //
 * Students will be asked to pick two plants or animals from different parts in the world to study (10 Minutes)
 * Present information about ways to compare plants and animals (40 Minutes)
 * Students will setup their Blogger accounts (15 Minutes)
 * Students will begin to research their plants and animals (10 Minutes)
 * Exit ticket which will cover the information from the days lesson (5 Minutes)
 * Students will continue to research their animals for the first half class (40 Minutes)
 * The remainder of class will be the students writing their blogs which will be due by the end of class (40 Minutes)

The class will be setup with two long rows tables for students to sit at which will be facing the front of the classroom. Students will understand that each organism is related in one way or another. This is something that is both fun and informative for students to do during class. They may not realize how close some animals and plants are related even though they look nothing alike and live on different parts of the world. This will explain how close everything in the world is related and they will understand how to properly compare and contrast concepts. The students will be able to pick their own plants and animals to research which will allow them to pick their favorite animals or ones they simply want to learn more about. Being able to pick their own topics to research will give students the feeling they have control over their own learning experiences and will engage them more rather then simply being told what they will be researching.
 * Where, Why, What, Hook Tailors: Linguistic, Logical, Spatial, Interpersonal, Intrapersonal **

Students will know how to compare and contrast plants and animals in various ecosystems. This is an important skill for students to be able to do as they get older and need to do even more in depth comparisons when using more than just two subjects. Being able to focus on the key points will benefit them tremendously. To present this lesson I will begin by using a powerpoint to show students examples of plants and animals but explaining them the terminology they will need to know when they do the research themselves. Examples of this will be explaining the differences in mammals, reptiles etc. and different types of plants like angiosperms and gymnosperms. After the powerpoint the students will be told to start researching their plants and animals they picked earlier. Music will be played in the background. They will be filling out their Venn-Diagram with information that they are finding. I will be walking around the room checking in with each student to follow their progress and make sure they are working. An exit ticket is going to be used during this lesson which will have a question about comparing plants and animals that the students will have to provide a written response for. This will tell me whether or not the students are grasping the information.
 * Equip, Explore, Rethink, Tailors: Linguistic, Logical, Spatial, Intrapersonal, Interpersonal, Musical **

The students will be filling out their Venn-Diagrams with research they are finding during the class period. They will need to be able to explain their findings in their blog entry that they will be typing up during the second class period of this lesson. Students will be able to compare plants and animals in ecosystems and how they interact which is something that students probably don't think of but this will be something that should be eye opening for them as they realize how closely related everything is. While students are doing their research on their animals they will be encouraged to work with their peers to help each other brainstorm ideas to compare and contrast their species. The students will need to prove they know the information and will do it by writing their blog entry which should reflect their efforts in the assignment.
 * Explore, Experience, Revise, Refine, Tailors: Linguistic, Logical, Intrapersonal, Interpersonal **

Students will be sels assessing their blogs by doing a proofread and having a classmate read it over to see if they can make any improvements before they are turned in for their final grade. This allows the student to check their own work but also to get the opinion of a peer. The students will receive feedback from myself within a few days of the blogs being turned in. They will receive their grade on paper during classtime. Students have been studying ecosystems and this one shows that even if ecosystems differ the species that inhabit these areas are still very similar to each other. 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.
 * Evaluate, Tailors: Linguistic, Interpersonal, Intrapersonal **
 * __ Content Notes __**

// List the items that need to be printed out for the lesson. // Venn-Diagram
 * __ Handouts __**


 * __ 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 blogs that clearly compares and contrasts the species they selected.


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


 * // Puppy: //** Students will be able to work with classmates as they are researching their species. This is highly encouraged and will allow students to help one another of ideas.


 * // 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 then transition into doing their own blogs which will be a great change of pace.


 * // 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 be assessed by using an exit ticket. The exit ticket will be a question that I ask during the class relating to the content and the students will simply try to answer the question. This will let me know what the students are and are not understanding currently and will allow me to reteach content if necessary or know that it is safe to move on.


 * // Summative: //** The students will be writing a blog entry about their findings when comparing their species whether it be plants or animals. The blog should describe in detail what is similar or different about each species with proper use of terminology. This will be graded based on the student's content and their grammar.


 * // Rationale: //** The formative assessment will be helpful so that I know exactly what the student's know or are struggling with. This will allow me to reteach content, move on, or to meet with individual students for extra guidance. The summative assessment will tell me what the students were able to learn about their species and tests their research skills as well as their writing skills. This will also show me how much effort they put into their assignment.


 * // 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: //** The students will be learning the content through a brief lecture during class which will be their guidance for their own research they will be doing. They will learn the proper terminology when comparing plants and animals. They will prove they have learned this information when they write their blogs.

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 compare plants and animals in ecosystems and how they interact.( ** perspective ** )


 * // 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**- Students will be reading and writing down information about their animals in their Venn Diagrams.
 * **Logical/Mathematical**- Students will need to analyze how their plants and animals are similar or different.
 * **Visual/Spatial**- Students will be working with diagrams while using their computers and textbooks to find their animal information.
 * **Musical/Rhythmic**- Videos playing in class covering topics like the tree of life.
 * **Intrapersonal**- Students will be writing a blog entry about their animals.
 * **Interpersonal**- They will be working in small groups as they begin to compare their plants and animals.
 * **Naturalist**- Students will be researching plants and animals both in text and on the Internet.

The students will be using a website caller Blogger. This website allows the user to make their own account and to blog whenever they want. The blogs can be private or shared with anyone who has a computer or portable device like a smartphone. The fact that these are so accessible to anyone is great and that someone can use any computer and still access their personal blogs. The blogs can be edited as well meaning that students are able to make their revisions whenever they please.
 * // Type II Technology: //**

This lesson incorporates every MI in one way or another. This is crucial to help students learn the materials. Every student is given the equal opportunity to learn. Having students work both individually and in small groups, filling out graphic organizers, writing their blogs, comparing species, it is all in this lesson and will be exactly what a class needs.
 * // Rationale: //**

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness Rationale: Students will need to do some critical thinking over the course of this assignment. They will need to use some observation skills as well as their skills in order to do successful research for comparing their plants and animals. b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
 * 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.**

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes Rationale: Students will need to be doing research on their plants and animal species and decide what information is key for them to compare. d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

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 internet resource called Blogger and other internet sources in order to present and learn about their plants and animal species. 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 are able to pick their own plants and animals to research which allows them to focus on content they are interested in. They will be responsible for their own work during the lesson. 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 ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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