Daily Lesson Plan

Lesson Date: 12/1/14

Grade:

7th

Subject: Science & Technology 7 IB

Lesson/Unit Title: Unit 3: Micro life; Week 1 Lesson 1

Learning Objectives:
Students will link prior knowledge about organ systems and organ and relate them to tissues and cells.
Students will identify the correct levels of organization: from cells to organisms.

Context: Students just finished the previous unit on body systems and are beginning the third unit on
micro-life, which includes cells for both multi-cellular and uni-cellular organisms. This lesson will link the
organism from the organ systems to cells by introducing the organization of living things, and that cells
are the basic unit of life. Cells will be introduced in greater detail using the Bill Nye video and unicellular
organisms, such as bacteria, will be introduced afterwards to preface the next lesson.
Materials:
Bill Nye the Science Guy DVD- Cells
Handout with Bill Nye Questions - see Instructional Materials
Class Notes on Levels of Organization- see Instructional Materials
3 Videos from YouTube:
Levels of Organization: http://www.youtube.com/watch?v=ZRFykdf4kDc
Levels of Organization Song: http://www.youtube.com/watch?v=q1PGPGXhycs
Introduction to Cells: https://www.youtube.com/watch/?v=gFuEo2ccTPA
Board with Document Camera

Standards:
CA Next Generation Science Standards
LS1.A: Structure and Function
All living things are made up of cells, which is the smallest unit that can be said to be alive. An
organism may consist of one single cell (unicellular) or many cells (multicellular). (MS-LS1-1)

In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems
are groups of cells that work together to form tissues and organs that are specialized for particular body
functions. (MS-LS1-3)

Instructional Sequence:
1. Welcome Back from Thanksgiving Break (5 minutes)
As a transition from vacation mode back to school mode Ill quickly ask how students breaks were and
if any of them went out of town, saw a good movie, or did something interesting. They will listen to their
classmates respectively and may volunteer to the class what they did- even if they slept in and stayed
home they are welcome to contribute.

2. Levels of Organization Notes & Videos (20 minutes)

In order to link the last unit, organ systems, to this one on cells, students will form a graphic organizer
using arrows to demonstrate the relationship between cells, tissues, organs, organ systems and
organelles- see Instructional Materials for notes. Students will be prompted to recall some information
about organs and organ systems from the previous unit. I will give the analogy of cells as pixels, and
together they make one big picture- the organism, and Ill ask them if they have their own analogy to
compare cell to. Next, they will watch a video titled Levels of Organization displayed on the Promethean
board that reviews what we just wrote for notes, but provides clear pictures and coherently narrates the
relationships between cells, tissues, organs and organ systems.

3. Levels of Organization Dance (5 minutes)

Students will stand up at their seats and will follow the instructions for the steps of the dance. I wont
show the video Levels of Organization Song itself, but I will act it out and have them follow my lead.
Then they will sing along and do the moves of the dance which will help them remember the order of the
levels of organization. The steps of the dance as follows:

Atom: Stick out a fist!

Molecule: Put 2 fists together!
Cell: Hold up 1 finger!
Tissue: Hold up 4 fingers!
Organ: Hold up hand !
Organ system: Run finger up the arm!
Organism: Run hands down each side of body !
Population: Hold arms out at sides !

4. Bill Nye DVD- Cells & Note Taking (30 minutes) !

Students will then retrieve their laptops and open Microsoft OneNote, and they will answer questions that
are addressed in the Bill Nye video that discusses cells. As I am waiting for the laptops to load, I will
show the video Introduction to Cells on the Promethean board before Bill Nye is started. Once the Bill
Nye video is started, it may be paused for students to share their answers with their groups, or with the
class. Before they leave, they will quickly write the levels of organization from memory as an exit slip that
will be collected for informal assessment. This will be an individual task, but they may sing the song in
their head to remember. !

Assessments: Students will be informally assessed from their exit slip: which asked them to list the
levels of organization of life on paper. Since the main objective of this lesson was to learn the relationship
between cells and organ systems, this quick assessment will show me if they understood the concept and
can accurately list the order of the levels of organization. Depending on how they do, I may have them
repeat the song to me at the beginning of the next class. Refreshing their memory on the melody and
hand movements may also help them remember the order more clearly.

Academic Language: Some content specific words that will appear in this lesson include cells, tissues,
organs, organ systems, organisms, unicellular, and multicellular. Students have learned about organisms
in unit 1 and have learned to quickly recite that an organism is any living thing. They have also
encountered the organ systems from the previous unit. Therefore, cells, tissues, multicellular and
unicellular are new words. In this lesson, I explained that tissues in this context are not thin pieces of
paper that we wipe our noses with, but groups of cells that have the same function. In addition, I
explained cells in this context are not jail cells or cell phones, but the smallest unit of life. Lastly, they will
be introduced to the terms unicellular and multicellular. First I will ask them what they think the word
means just by hearing it. I will then dissect the word into its parts- the prefix and the root. Most students
will know Uni = one and multi = many. Therefore, unicellular means an organism with one cell, and
multicellular is an organism with many cells. Within this discussion at the end of the class, I will ask
students for an example of each, and if they dont, I will mention bacteria.

Language Functions: As a class, students will reflect on what they already know about diseases,
bacteria and viruses, and be able to compare what they know to what their classmates may know about
viruses and bacteria. The video and the notes will then reinforce or correct their prior knowledge on the
subject.

Differentiation:
For English language learners, those hard of hearing, and for visual learners, closed captioning will be
provided on the Bill Nye video, as well as the Youtube videos. In addition, the levels of organization are
presented visually, audibly, and kinesthetically. The dance will benefit the students with ADHD in two
ways: they will learn the steps by moving and adding a song to the order, and they will have a chance to
stand up and move out of their desk and reset their attention span. The students enrolled in the GATE
program will be called on and asked to contribute to the discussion, and to further their thought process
and they can help lead the discussion.

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Daily Lesson Plan

Lesson Date: 12/2/14

Grade:

7th

Subject: Science & Technology 7 IB

Lesson/Unit Title: Unit 3: Micro life; Week 1 Lesson 2

Learning Objectives: Students will simulate the spread of disease using a model and will predict the
results of the simulation graphically as well as verbally. They will also be able to understand how the
simulation is a representation of the real-life phenomenon of the spread of disease in populations.

Context: Now that the students have transitioned from the body systems to cells, they will first learn
about the simplest forms of life: unicellular organisms. They will also be introduced to the most notorious
yet important organism that is either detrimental or essential to our survival: bacteria. First, students will
be able to experience a simulation of how diseases spread using a kinesthetic model that will generate
data. Second, they will generate and analyze a graph of the class data and explore the effectiveness as
well as the implications of the experiment in both a class discussion and in collaborative analysis
questions guided by the textbook.

Materials:
SEPUP. (2005). Science and Life Issues. Lawrence Hall of Science, University of California at Berkeley.
Published by Lab-Aids, Inc., Ronkonkoma, NY & Materials provided by text include:
Handout of 6 Graphs and Procedure* (see Instructional Materials)
Distilled water
8 place cards labelled Home, Shopping Mall, Music Store, Arcade, Football Game, Movie Theatre,
School Dance, and Fast Food Restaurant
1 bottle of sodium carbonate solution
9 dropper bottles labeled Disease indicator (contains phenolphthalein solution)
16 9 oz plastic cup containing saliva- 2 of them with sodium carbonate
35 SEPUP trays
35 droppers
35 Student Sheet 30.1 Tracking the Disease
Promethean board with Document Camera
Class set of 34 laptops with OneNote
Discussion Notes- see Instructional Materials
Standards:

Next Generation Science Standards (NGSS):

MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a
successful solution, taking into account relevant scientific principles and potential impacts on people and
the natural environment that may limit possible solutions.

CA- California Common Core State Standards (2012)

Subject: Science
Grade : Grade 7
Content Area: English Language Arts
Strand: Speaking and Listening Standards
Domain: Comprehension and Collaboration
Standard: 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and
expressing their own clearly.

Instructional Sequence:
1. Introduction and Demonstration of Simulation (10 minutes)
Ill probe students to remember some of the scientific models they simulated earlier in the year and will
ask what the purpose is and what components make a good model. These concepts include only testing
one variable and having a large sample size. Next, I will ask students how diseases are spread (both
contagious and non-contagious) and how we can catch diseases. I will also ask them if some diseases

are more contagious than others and how that could be. Ebola may be brought up by the students within
this discussion, and they will be asked what they have read from earlier in the semester. A flow chart (see
Instructional Materials) will be used as a visual for the students, who may write it down. Lastly, before
moving onto the lab, I will ask about the spread of disease- can diseases ever go away, and how do they
stop spreading? Vaccines, immunizations and cures may be brought up in this part of the discussion.

2. Prediction of Results (10 minutes)

Next, I will display the handout from the textbook of six graphs on the document camera and ask the
students to explain what is happening in each graph in terms of the spread of disease (example: if graph
is a straight horizontal line, no more cases are occurring). I will then ask the whole class to vote on which
graph they predict will be the closest to what will happen in the simulation we are about to do and why.

3. Procedure and Testing for Disease (25 minutes)

Students will receive a data sheet, a SEPUP tray that is already filled with saliva and a dropper that they
will use to exchange saliva with a partner. The sodium carbonate will act as the disease, but the students
will not know who has it mixed in their saliva solution. Of the nine cups that will be sent to the tables,
only two of them will have the sodium carbonate in them. However, this will not be shown until the
indicator is added. Before the lab begins, I will demonstrate with Mr. Wood the proper way to exchange
saliva with a partner. The steps include:
1. Fill a dropper full of your saliva from cup A
2. Hovering over your partners cup, drop 10 drops into their cup B. Your partner will then do the same
with their saliva from cup A into your cup B.
3. Make sure to pay attention to the place card: it will tell you how many partners you must exchange
saliva with. The movie theatre, for instance, requires two partners. Therefore, you will repeat the
same procedure using the same cups.
4. You will then return to your seat and pour the majority of your saliva from cup A into cup B. The sea
procedure will be repeated for day 2, except you will draw from cup B and drop into cup C, and from
cup C to cup D for day 3.
Each student will meet at a different place card- which will represent a movie theater, restaurant, etc. The
lights will be turned on and off to simulate the days. Students will then randomly go to another location
and exchange saliva with another student. This will be repeated twice to simulate three days. Once the
students have filled Cups B, C, and D- they will add 2 drops of the indicator to determine if and when they
got sick. They will then fill in their data sheet, making sure to record where they were on each day and
whether or not they were sick (if the water in the designated cup turned pink).

4. Collection and Analysis of Data (10 minutes)

Students will then be asked by raising their hands to indicate if their water had turned pink on designated
days. I will start with day 0, then move onto day 1, etc. I will use the document camera to show me
writing in the numbers into the class data table for the students to see. Once the data has been collected,
we will calculate the percentages of people infected for each day. A quick discussion asking what the
data is telling us will occur so the students will be primed and ready to work on the analysis questions.

5. Begin Analysis Questions in Pairs (Time Permitting; 5-10 minutes)

Students will then work with a partner that is sitting next to them and work on the analysis questions from
page C7 of Science and Life Issues on a piece of notebook paper. Even though they are working with a
partner, they must turn in their own paper. The questions are:
1. Use your graph of the class results to answer: the following questions. What happened to the number
of people infected with the disease over time? How does this compare to your initial prediction?
2. Think about how the infectious disease was spread from person to person in your community. If you
were trying to avoid catching the disease, what could you do? Use evidence from this activity to
support your answer.
3. Imagine that you are the director of the health department in the town where this disease is spreading.
It is your job to help prevent people from getting sick. Explain what you would recommend to try to
prevent more people from getting infected. What are the trade-offs of your recommendations?
4. What are the strengths and weaknesses of this model for the spread of infectious diseases?

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Assessments: The students will turn in their analysis questions the next day which will be assessed for
content, completion and the amount of critical thought that they put into the assignment. In other words,
their work will be graded on whether or not they completed all of the questions, if they used complete
sentences answered the question fully, and if they answered the questions with evidence from the
simulation. Since more time is needed to complete the questions, these questions will serve as the
assessment for both lesson #2 and #3.

Academic Language:
Students will use words that are of scientific discipline, such as evaluate, predict, initial prediction, model,
simulation, and evidence. They have some experience using these words earlier in the semester with
previous activities. Earlier in the year, they have used a model and are familiar with the concept, but may
be reminded of the uses and purpose. English learners may need to be reminded that this use of the
word model is different from the term runway model, or posing for a picture modeling.

Differentiation: Since there is a heavy writing component for the assessment, students will be able to
work in pairs when answering the analysis questions. English learners have already been seated next to
a GATE student so they may have some assistance when collaborating, and the GATE student can apply
their knowledge by helping their fellow student understand the concept. However, they will still turn in their
own paper so I may individually assess each student.

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Daily Lesson Plan

Lesson Date: 12/3/14

Grade:

7th

Subject: Science & Technology 7 IB

Lesson/Unit Title: Unit 3: Micro life; Week 1 Lesson 3

Learning Objectives: Students will collaborate and analyze the graph and data generated from the
simulation. They will compare our model to real life diseases, including the current Ebola outbreak and
the Black Plague from the Middle Ages. Lastly, using evidence from their data, they will determine
whether or not their prediction was correct.

Context: This lesson is set on a minimum day and so this session is only 45 minutes long, and will
primarily serve as a run-over lesson from the simulation. We will expand on the analysis questions, and
once the students have had time to formulate their own opinions from evidence, we will have a class
discussion about the results and how this is representative or misrepresentative to real life occurrences of
diseases.

Materials:
Class set of 34 iPads with Immunity Game Application installed
1 graph of Plague occurrence, 1 graph of recent ebola outbreak
Textbook: SEPUP. (2005). Science and Life Issues. Lawrence Hall of Science, University of California at
Berkeley. Published by Lab-Aids, Inc., Ronkonkoma, NY
Promethean Board and Document Camera
Graphing Paper and Rulers

Standards:
Next Generation Science Standards:
Analyze and interpret data to determine similarities and differences in findings. (MS-ETS1-3)

CA- California Common Core State Standards (2012)

Subject: Science
Grade : Grade 7
Content Area: English Language Arts
Strand: Speaking and Listening Standards
Domain: Comprehension and Collaboration
Standard: 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and
expressing their own clearly.

Instructional Sequence: (45 minute session)

1. Set Up Graphs (10 minutes)
I will first hand out half sheets of graph paper and rulers to the students as they enter the classroom and I
will instruct them to take out their data sheet from the day before. Using the document camera, I will
demonstrate how to set up their line graph for their lab. Ill ask the students some questions while I make
the graph, such as which is the x and y axes and what makes a good graph. I will plot the first data point
on Day 0 and they will do the rest on their own.

2. Review/Finish Analysis Questions from Simulation (10 minutes)

If they didnt finish the analysis questions, students will retrieve their laptops and finish their questions and
submit it on MyBigCampus. Students who have finished may review their answers to refresh their
memory on the activity. They will also answer an analysis question that will be based on the graph that
they had just made.

2. Class Discussion of Results and of Simulation (20 minutes)

As in lesson 1, my role will simply be a discussion facilitator and probe the students with more questions
or to ask them to explain their reasoning in greater detail. When there is a pause in discussion, I will

simply summarize what the students have discussed and make sure they agree with the class
conclusions. One main point that I may bring up if the students dont is that the model didnt account for
recovery and deaths from the disease. I will bring this point up when we discuss the graphs.
3. Analysis of Class Graph and Graphs of Other Diseases (5 minutes)
I will then display a graph that one of the students will volunteer to bring up, of the class results of our
simulation and ask the students if they too made a similar looking graph. I will ask the students to
analyze the graph and explain it in terms of the disease- how quickly is it spreading? Are there any
recoveries? What factors might cause the quick spread? Next, I will show a graph of the black plague
and of the current outbreak of the ebola virus and ask them to analyze those graphs as well. I will ask
how our graph compares to those two graphs. Lastly, I will show the page of six graphs and ask them
which one our graph most closely resembles and what everyone had predicted. To conclude the
discussion, I will ask if what happened in our simulation happens in real life. Most likely, the students will
answer no and I will ask them to explain their reasoning. I will guide them towards the graph on the paper
that most accurately describes the course of diseases- which is the bell curve graph. The bell curve
matches the black plague graph and I will ask what this graph means and why this one is the one that
happens in real life.

4. Immunity Game on iPad (Time permitting)

Lastly, if the discussion runs quick, students will retrieve their iPads and be instructed that they will now
be assigned to play as the immune system in the human body, and they will experience first-hand what
our bodies do to fight these diseases that we just discussed. The first couple levels will be demonstrated
via AppleTV on my iPad and students may play along on their own iPads. They will then have time to
progress through the levels.

Assessments: All students will turn in their analysis questions and this will serve as a formative
assessment. The students will also be informally assessed during the class discussions. On my
ClassDojo application, I will track which students contribute to the discussion and what they contribute
(such as asking a question, adding some new information to the discussion, or adding onto something
one of their classmates said).

Academic Language: This lesson will be filled with academic language that is beyond the level of most
of the students within the Immunity application. These are mostly the names of the different cells in the
immune system, such as macrophage, lymphocyte, etc. They will not be assessed on these words, but
they I will explain what some of those words are. The game also has the name of the cell next to the
picture of each cell, so they will be able to associate the name with some of the cells they will be
activating in the game. Some words that are specific to the discipline include trends, analyze, recover,
and rate. The students will be asked what the word trend means in this context as opposed to the other
meaning of trend that refers to a popular fad. They also will be asked if they have used rate in their
math class and how it is used in the context of the graph. It will also be discussed how to differentiate a
quick and a slow rate in the graphs.

Language Functions: Students will be prompted to analyze the graph that was generated from the class
simulation. They will be asked to explain in words what the graph is telling us. The aspects they will
include in their analysis are trends and patterns, the rate of infection, and the rate of recovery/deaths.
They will also analyze the differences between our model graph and graphs of actual diseases, such as
the plague and ebola.

Differentiation:
Since students have only made graphs from excel and not by hand, I want to demonstrate how to
properly make a graph and set a standard for what I am looking for when they make graphs. Once again,
students will collaborate with a partner and they may help each other formulate answers, just as long as
they turn in their own work.

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Daily Lesson Plan

Lesson Date: 12/4/14

Grade:

7th

Subject: Science & Technology 7 IB

Lesson/Unit Title: Unit 3: Micro life; Week 1 Lesson 4

Learning Objectives: Students will utilize good research skills and learn about a disease assigned to
them. They will also learn about disease prevention and can apply what they learn about their specific
disease to more common illnesses such as the common cold and the flu. Lastly, they will apply their
graph interpretation and analysis skills that they practiced from the prior lesson, in order to study
characteristics of their given disease, such as how contagious, rare, or deadly it is, just by studying the
graph.

Materials:
Videos from smithsonian.Org:
What is the Difference Between Viruses and Bacteria? http://www.smithsonianmag.com/videos/
category/ask-smithsonian/ask-smithsonian-whats-the-difference-betwe/?no-ist

The Trillions of Microbes We are Made Of http://www.smithsonianmag.com/science-nature/microbesthe-trillions-of-creatures-governing-your-health-37413457/

Class Set of 35 iPads with KeyNote Application and WiFi access
Promethean board with Apple TV
Handout for Research- See Instructional Materials

Context: Now that students have learned the nature of how diseases spread, they will become an expert
on a disease assigned to them. They will answer five essential questions about the disease using
credible online resources and report it in a 1-2 page poster using the KeyNote application. Part of their
project will include a graph showing the occurrences over time, and they will indicate characteristics of the
disease from the graph: such as contagiousness, mortality rates, and possibly recovery rates. They will
design their research into the poster and everyone will display them like an art exhibit. The students will
then explore the Hall of Diseases exhibit and learn about various diseases.

Standards:
CA- California K-12 Academic Content Standards
Subject : Science
Grade : Grade Seven
Area : Investigation and Experimentation
Standard b: Use a variety of print and electronic resources (including the World Wide Web) to collect
information and evidence as part of a research project.

Instructional Sequence: (2 hours)

1. Opening Discussion on Diversity of Diseases (10 minutes)
I will facilitate a quick class wide discussion on the diversity of diseases and so the students can see
which diseases have actually affected the families and friends of their classmates. To clear up
misconceptions, I will ask the class if a virus is an organism, and will review the characteristics of an
organism. Since viruses cannot reproduce by themselves and need a host, they are not technically an
organism. However, bacteria are unicellular organisms that infect multicellular organisms and reproduce
inside the host. Parasites are unicellular or multi-cellular organisms that use the energy and shelter of a
larger organism - the host to reproduce, and this is what gets the host sick. Lastly, I will ask students if
all diseases are infectious, like the one we modeled in our experiment, and we will review some
noninfectious diseases and how people can develop those.

2. Videos (5 minutes)
Students will watch two videos from smithsonian.org on the Promethean board called What is the
Difference Between Viruses and Bacteria? that explains the difference between viruses and bacteria.
Afterwards, we will make a T chart on the board showing the differences between the two- students will
volunteer to write a characteristic on either side of the T chart. Next, they will be shown a video that

shows that we are dependent on trillions of bacteria. Within the video, it is mentioned that antibiotics can
be harmful to the good bacteria in our bodies, and students will discuss whether or not they support
antibiotics to their partner, and can contribute to a brief class wide discussion on how they feel about
antibiotics. !

3. Assignment of Diseases to Research (45 minutes) !

Using a glossary in the Science and Life Issues Textbook, I will randomly assign a disease to each
student for them to research to answer the following questions:!
1. What causes the disease? !
2. What are the symptoms of the disease? !
3. How is the disease spread?!
4. How can it be prevented?!
5. What is treatment for those infected?!
and lastly, they will find a graph of the occurrence of the disease to explain how rare, deadly, and
contagious their disease is. Students will then receive their iPads and be instructed to use only
kidshealth.org or webmd.com to get their information, but may get pictures and their graph from a google
search. They will receive a handout that has all the questions listed, and they will use this time to write all
their information down so they can organize it for their project. They will also sketch a graph that they find
for part 2 using the graph. I will monitor their work and answer any questions that they may have. This
will be an individual project and will be formally assessed. !

4. Immunity Game Break (10 minutes) !

To serve as a quick break, I will instruct students to stop what they are doing and open an application
called Immunity. Using Apple TV, I will play through the first few levels of the game and explain to them
how to play. The game explains the directions as the player progresses through the levels, but if the
students overlook the instructions, they will get frustrated. I will set a timer on my phone for ten minutes
so that we do not get too carried away with this game. Students may return to the game if they finish early
on their project. !

5. Mini-Research Project on Disease (40 minutes)!

After the ten minutes are up, I will instruct students to put their iPads facedown and using AppleTV, I will
display my iPad on the Promethean board and show the students how to use KeyNote. They will make a
1-2 page digital poster that answers the five questions about their assigned disease with the graph of
occurrence. I made an example on Pellagra so they may have a visual example- see Instructional
Materials for the sample work. While I have their attention, I will show them how to add text boxes,
pictures, and how to change the fonts, etc. I will then let them continue working and I will monitor their
work and answer questions about KeyNote and what I am expecting from them. !

6. Hall of Diseases Exhibit Walk (10 minutes) !

Students will put their Keynote in Play mode and set their iPad on their desk and they will walk around
and look at everyone elses posters, like you would an art exhibit. Students will be encouraged to read
their fellow classmates information about diseases, and they will be reminded to keep criticism to a
minimum. Once they have read all the projects, they may return to their seat and will be instructed to
save their poster under their name and period. !

Assessments: The mini-research project will serve as a summative assessment for the lesson segment
since it will display how much the student was able to explain about the origin of the disease (parasite,
virus or bacteria). In addition, they will also use evidence from research about treatment and prevention
of the disease. Lastly, they will also find a graph that illustrates the occurrence of the disease, and using
the analysis skills from lesson #2, they can be able to narrate the contagiousness of the disease as well
as the recovery rate. *See Instructional Materials and Assessments for the research organizer handout.

Academic Language:
Occurrence, recovery, bacteria, viruses, prevention, treatment, trends/patterns.

Students have seen occurrence and recovery and will have used those words in the discussion during
the simulation, as well as in the analysis questions. This assessment will then determine whether they
are able to comfortably and accurately use those words in the context of the disease they are assigned.
Students will also revisit bacteria, since it was the topic of discussion in the previous periods, but they will
be introduced to viruses, and the misconception that they are living things will be debunked and explored.
Students may or may not be familiar with the terms prevention and treatment and they can be easy to
confuse. I will emphasize that prevention is what you can do before you get an illness and treatment is
what you do once you have a disease, and that in order to remember, prevention comes first
alphabetically. Therefore, prevention comes before treatment. Lastly, students will revisit the terms
trends/patterns that they used for the simulation and they will be able to put those concepts to practice
using a graph of their assigned disease.

Differentiation:
Since it would not only benefit my English learners and students with IEPs, I decided to give all the
students an outline to write their research on so that it may organize their thoughts and also for the sake
of time preservation. Students will be able to ask me or my master teacher any questions and I will walk
around and read what the students are writing. If I notice that any student is lagging or putting inaccurate
information, I will lead them to the correct information or have them reread that section of the article. If
they are having trouble understanding something they read, I will rephrase it or explain in using real life
examples. For my visually impaired students, I will make sure they know how to zoom in on the iPads so
they may have an easier time making their poster. They may also use their headphones to listen to
narrated articles that are provided on kidshealth.org and webmd.com. Since we are working on a single
task for a prolonged amount of time, I will let my two students with ADHD occasionally get up and stretch
if they need to or play the immunity games for five minute intervals every twenty minutes so they may
have a break and be able to refocus their attention.