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Grade:
7th
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.
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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Grade:
7th
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:
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.
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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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Grade:
7th
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)
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.
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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Grade:
7th
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
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.
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. !
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.