Differentiated Instruction Lesson Plan EDU 723 Teaching and Learning in Inclusion Settings

Kari Robert 3.29.13

Class Description This class is a group of 32 biology students. Most students are 10th graders, with the exception of a few older students who are working to make up credits from the year before. About a third of the class is below level in reading, writing, or basic content knowledge due to struggles as English learners or a disability diagnosis. (Names have been changed to protect their identities.) Azul: has ADHD and struggles to maintain focus in the classroom, he is also described as having an other health impairment (OHI) of partial hearing loss in the right ear Saion: has a learning disability that inhibits his ability to comprehend what is read as well as other students Victor: has ADD and finds it challenging to stay organized

There is not additional help for these students during their biology class. Explanation of Instructional Decisions The students are grouped in various ways throughout the lesson. In the beginning, the lesson is focused around the whole group with opportunities for students to respond to questions presented to them from the teacher. During this time the teacher models what is expected later in the lesson. After the whole class discussion and activity the students are given the choice of working with no more than two other classmates or individually. Most often groups are prearranged so this allows them to feel as though they are in control. For the students who prefer and/or work better by themselves, the choice to work independently is given. The warm up at the beginning of the lesson is used as a pre-assessment. It enables me to see what knowledge the students already have about the content and assist in

making adjustments, if necessary, as which level the students will be working on later in the lesson.

Lesson Plan Lesson Objective Students will be able to: Relate homeostasis to the internal environment of the body Explain how negative and positive feedback loops maintain homeostasis

How it relates to the standards/applicable IEP objectives CA Science Framework Standard 9c: Students know how feedback loops in the nervous and endocrine systems regulate conditions in the body. IEP Objectives: Maintaining focus during the lesson and staying organized: Azul and Victor Oral instructions to ensure understanding: Saion Special considerations for those with disabilities Oral as well as written instructions Lesson is accessible via different modalities (visual, oral, written) Graphic Organizers Modeling Monitoring students to make sure focus is maintained Access to computers Students are given transcripts of lesson to follow along Transitions and physical movement

Procedures Beginning Students enter the classroom that is much colder than normal. The air conditioning has been turned way up. Warm Up:

o In your notebook describe how you felt when you entered the room. What has been your bodys reaction now that youve sat in the room for a few minutes? The warm up is written on the board as well as read to the class. The students are given a few minutes to respond to the questions as I move about the room to answer questions as needed. Ask students, How many of you think it is extremely cold in here? o Students respond with either a thumbs up or thumbs down Facilitate a discussion based on the students observations of their bodys responses. Ask why might some students think it isnt that cold? (Ex. they may have just run up four flights of stairs) o This opening activity is used as a pre-assessment to help determine at which level the students will access later information in the lesson o Students are activating prior knowledge as they think about how the temperature of the room affects them Write homeostasis on the board and break it down into its Greek roots: homos, meaning similar and stasis, meaning standing or stopping. o Students are familiar with the concept of Greek and Latin roots. It is a common practice for us to discuss where the words in biology come from. It helps students decode much of the unfamiliar terminology found in a science course. Continue by writing the definition and then explain to students that today we are going to explore how and why our bodies must maintain homeostasis.

Whole Group Students are introduced to the mechanisms of homeostasis o Sensor, Control Center, Communication System, and Target o Students are given a worksheet in which to fill in details about each mechanism Students watch a short video on positive and negative feedback loops within the body (http://www.youtube.com/watch?v=_QbD92p_EVs) o The video is paused at various points to clarify difficult vocabulary words or to highlight certain areas o The new vocabulary words are discussed on the spot but a list is also generated as we go for the students to refer back to if necessary o The video also gives the students alternate access to the material

o Students will also have the ability to watch this video again, at their own pace, once the laptops are brought out in the next section o A copy of the video transcript will also be available to students so they can follow along if necessary Positive and negative feedback loops are discussed using the classrooms thermostat as an example o Students are given a blank copy of the loop and fill it in as we discuss the process o This ties into our warm up activity and front loads information for students to look back on when they get to the next part of the lesson

What happens when the room gets hotter than the temperature you set it at?

76 deg. Air conditioner comes on until we reach our set point. 72 deg. Set point The heat comes on until we reach our set point.

68 deg.

What happens when the room gets colder than the temperature we set it at?

Small group/individual Students are given the choice to work in small groups (no more than three) or to work independently o Students can choose their own groups o Students are aware of the expectations for group work and are reminded to look at the class poster if they forget

Below Level Students are asked to create a graphic organizer (GO) representing an example of positive and negative feedback loops in the body A partially completed GO for both positive and negative feedback loops is given to assist students

On Level Students are asked to create a graphic organizer (GO) representing an example of positive and negative feedback loops in the body Students use the partially completed GO of a negative feedback loop as a guide to research and create their own GO using a different example The GO on positive feedback loops is also completed

Above Level Students are asked to create a graphic organizer representing an example of positive and negative feedback loops in the body Students research and complete two GO on examples of negative feedback loops on their own The GO on positive feedback loops is also completed

o At this point students also have access to the laptop computers. They are given the option of creating their graphic organizers using Kidspiration.com or another computer based format or traditional paper and pen. The computer also gives students access to the internet where they can research other examples of negative feedback loops The advanced level students are also given copies of the partially completed GO to guide them in the creation of their final product if necessary Access to the computer and various programs to create their GO gives students a chance to be creative and produce work that is more relative for them

o As the students are working on their GO the teacher circulates through the room to offer assistance where it is necessary. Since positive feedback loops are less common in the body the partially completed GO is given to students at all levels. Students will use their textbooks or the Internet to fill in this GO.

Wrap Up After students have turned in their GO they are asked to answer a reflection question as their ticket out the door. o Students are asked, What are the four components of the homeostasis mechanism and what is the difference between a positive feedback loop and a negative feedback loop? The students are asked to answer the question on a preprinted piece of paper that the teacher can collect before they leave. This offers the teacher data as to how well the students grasped what was covered in the lesson and what areas may need to be given more attention. Evaluation The students GO will be evaluated based on the following rubric: Awesome (5 pts) Content All content in GO is accurate Flow of the GO is logical and easy to follow Neat and easy to read Good (3 pts) Most content in GO is accurate Flow of the GO is mostly easy to follow with only a couple mistakes A little sloppy but mostly readable Getting There (1 pt) Content in GO is inaccurate in several areas More than two mistakes in the flow of the GO Hard to read in several places. Sloppy work.

Organization

Neatness

As stated above the ticket out the door will also be used as an evaluation piece to determine what areas may need further instruction

Reflection For the most part the lesson went well. Ive never had the ability to control the temperature in my room before and it turned out to be a great way to hook the students from the beginning. I hope I will always have control of my thermostat. Victor did well with the lesson. He didnt have any trouble staying organized with very little prompting from me. Occasionally he would check in to make sure he was on the right track, otherwise everything went smoothly. Azul, who has trouble staying focused on one thing for too long, told me personally that all lessons should be like this one. I think my heart skipped a beat. Saion had a little more trouble than the others, as there is a lot to this material, but I made sure I passed by his desk often. He chose to work alone because he says that helps him concentrate better. This is the first time I have used this lesson for homeostasis but I am pleased with how it went. I would make adjustments to some of the transitioning between the different segments of the lesson. The students had a tendency to get pretty chatty.

Positive Feedback Loop: Blood Clotting

Step 1: Vascular Spasm

Step 2: Platelet plug formation

Step 3: Coagulation

Thermal Regulation in the Body

It is really cold outside and the wind is cutting through your clothing. What happens to your body?

It is a really hot day and the sun is beating down on you. What happens to your body?

How does this reaction return the body to homeostasis?

How does this reaction return the body to homeostasis?

EXIT TICKET

What are the four components of the homeostasis mechanism?

What is the difference between positive and negative feedback loops?

EXIT TICKET

What are the four components of the homeostasis mechanism?

What is the difference between positive and negative feedback loops?

EXIT TICKET

What are the four components of the homeostasis mechanism?

What is the difference between positive and negative feedback loops?

Thermostat

76 deg.

72 deg. Set point

68 deg.

Mechanisms of Homeostasis

Sensor Function:

Control Center Function:

Example:

Example:

Target Function:

Communication System Function:

Example:

Example: