LESSON PLAN 2

SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE R​ evised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at ​www.sscphandbook.org​.

Name CWID Subject Area

Ashwini Chawla
Elise Johnson Biology
Vaness Crook
Class Title Lesson Title Unit Title Grade Levels Total Minutes
CP Biology Water in Body Systems Homeostasis 9th 7, 50 min. periods
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
CCSS.ELA-LITERACY.SL.9-10.5
HS-LS1-2: Develop and use a model to illustrate​ ​the hierarchical
Make strategic use of digital media (e.g., textual, graphical, audio, visual,
organization​ ​of interacting systems​ ​that provide specific functions within
and interactive elements) in presentations to enhance understanding of
multicellular organisms.
findings, reasoning, and evidence and to add interest.
Lesson Objective(s) Evidence
Meeting the objective goals and receiving proficient scores on the formal
Students will research the hierarchical organization of multicellular
assessments.
organisms and refine their models to show relationships between
interacting components of a body system and the different levels within
Progress monitoring using students’ completed diagrams and initial
the system.
diagrams.
Students will apply their knowledge of interacting body systems and
Final summative model connecting knowledge of feedback loops and the
feedback loops to create a model explaining the regulation of the amount
regulation of the amount of water in the body through the main body
of water in the body.
systems discussed.

Safety 21st Century Technology

There are safety considerations to take into account with the blood We are at the adoption and adaptation phases of integrating technology
filtering demonstration. Caution must be taken when using glassware like for learning. In the adoption phase, we direct students to specific online
beakers. For instance, the “unfiltered blood” should be swirled together or resources that they will use to gather content information and to engage
otherwise mixed properly and safely in the glassware. Students must know in self-assessment through Google Forms. In the adaptation phase, we
that they cannot, under any circumstances, ingest any components of the encourage student choice and independence by having them create a
demonstration. Teacher will not leave the demonstration materials Google Slide and present it with Screencastify as well as independently
available for students when they are being supervised. find reliable sources of content information. The students are then at the
active and collaborative phases of using technology for learning. They use
Chromebooks to look at online resources for content information but
they also collaborate to create a Google Slide and present it. Additionally,
students are independently creating initial and revised models indicating
the directional flow of water in the body and the organ systems that
facilitate it. This is achieved through the use of external research.
Students will use ChromeBooks to strengthen their skills in reading and
annotating an article on the​ ​hierarchical organization of a major body
system from the cellular to the organismal level. Students will apply their
knowledge and then transfer it by revising their model over the course of
the lesson.
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
● Warm-up
● Immediate feedback
● Assess students’ prior questions related to
through
knowledge of the body system function ● Will inform teacher if
group/individual
hierarchical and organization of class has
discussion
organization of multicellular comprehended the
EL ● Immediate through
multicellular organisms. materials discussed
student indication of
organisms. ● The teachers will through
comprehension
● Check for prior assess students’ demonstration.
(red/green index
knowledge of body comprehension of
cards)
systems, specifically lecture material by
 those related to the having students ● Review and scoring of
anchoring activity indicate their worksheet
(dealing with water understanding with
balance in the body colored index cards.
i.e. digestive, renal). ● Ask students to make
predictions during
demonstrations.
● Monitor student
engagement,
comprehension, and ● Informal assessment
critical thinking ● Teacher will monitor
● Monitor student and engage with each
discussions and group as they discuss
comprehension of the essential question
introduced materials and their answers
● Assess student ● Teacher will ask ● Immediate-Group/indi ● Will inform teacher if
understanding of students to explain vidual discussion class has
PM
major function of the their answers and ● Review and scoring of comprehended the
renal and digestive rationale worksheet materials discussed
systems, including ● Teacher will monitor
their main organs student completion of
● Assess students’ digestive and renal
synthesis of system diagrams as
understanding water’s well as the combined
path through the body diagram with the
using all three body circulatory system.
systems discussed.
● Determines students’
abilities to apply their ● Students will work as a
knowledge of group to create and ● Informs teacher of
feedback loops to the critique a model content that needs to
● Graded based on
S regulation of the explaining how be retaught or skills
modeling rubric.
amount of water in the feedback loops that need to be
blood. Also assesses regulate the amount refined.
students’ scientific of water in the blood.
modeling skills.
FOCUS OF INSTRUCTION
Instructional Strategies
Engage​- In order to activate and assess prior knowledge, we begin with a warm-up question that is fairly broad and accessible to students of all levels.
Students will use their Google Chromebooks to read and annotate an article on the ​ hierarchical organization of a major body system from the cellular
to the organismal level. ​By having students discuss their ideas with partners before sharing with the class, students can practice their speaking and
listening skills and feel safer sharing after having rehearsed their thoughts. The teacher ​will hand out images of cells, tissues, organs, system, and
organismal and have the students work in their groups to organize them from simple to complex.

Explore​- Throughout the lesson, we will ensure that students are grouped into groups of 4 based on varying strengths and needs and will monitor
group dynamics and make changes when appropriate. Additionally, we will assign roles to individual group members when necessary in order to
promote and strengthen students’ collaboration skills. In order to monitor understanding and comprehension, we will have the students repeat back
directions and explain their answers in both whole class discussion and individual or group discussion. We will also use warm-up questions with
discussion to activate and assess students’ prior knowledge of the content. We will also have students fill in blank diagrams of the body systems using
multiple modes of presentation through articles, videos, animations, and demonstrations. Additionally, we will have students use modeling and Google
Slides with Screencastify to explain the movement of water through body systems.

Explain​- Students will individually and collaboratively engage in the epistemic practice of modeling. Students will create a revised model with the renal
and digestive system to depict the directional and conceptual flow of water in human body then add the flow of water in regards to the circulatory
system.Because of the students’ diverse learning and literacy needs, we utilized multiple modalities and differentiated instructional strategies to
support the different learning styles. Strategies included: limited teacher-centered lecture, strategic grouping of students, collaborative group work,
group and class discussions on patterns of interaction scenarios that allow for expression of different perspectives and experiences, directions that are
provided verbally by the teacher, written directly on the students’ worksheets, and projected on the SMART Board.

Elaborate​- Students will exercise many opportunities to practice their speaking, listening, and collaboration skills as they work together in groups to
revise their representative model by incorporating the element of feedback loops, as several organ systems work to facilitate the flow of water and also
oxygen in the body. The students will learn about the examples of feedback mechanisms, such as thermoregulation, and also the balance of water,
sodium, and oxygen levels. They will then transfer this knowledge and apply it to constructing a revised model that now encompasses more information
beyond directional flow, and rather focuses on the organ systems responsible for the complex process that is the balance of water intake.

Evaluate​- We will continue to have students work in groups to strengthen their collaboration, speaking, and listening skills. The groups will be creating
a model that connects their knowledge of feedback loops to the regulation of the amount of water in the body. We will also have students provide
feedback to other groups by using the modeling rubric in a gallery walk, allowing them to strengthen their skills in providing constructive criticism.
Finally, students will be engaging in self-assessment by using Google Forms, self-assessing their models using the rubric as well as assessing their
individual contribution to the group model.
Engage - Vaness
Time Teacher Does
50 Teacher will then introduce ​the hierarchical organization of a major
minute body system from the cellular to the organismal level by having the
period students read and annotate an article:
http://wps.prenhall.com/wps/media/objects/2688/2752944/PDF/01_ board
A02.pdf​ on their Chromebooks.
Teacher will have the students discuss what they read in groups and
add any necessary annotations.
Teacher will conduct a class discussion.
Teacher will hand out images of cells, tissues, organs, system, and
organismal and have the students work in their groups to organize
them from simple to complex.
Teacher will review the organization
Teacher will introduce the opening question- Why when you drink too Science Notebook.
much water do you have to use the restroom more?
Teacher will instruct the students to think to themselves and write
down their ideas for the driving question.
Teacher will tell the students to use their prior knowledge on how
water passes through cells and apply that same knowledge on how
water passes through tissues.
Teacher will give the students a blank image of the body and instruct
students to draw arrows to indicate the path of water through the
body.
Teacher will then tell the students to come together as a group and
create a diagram for the flow of water.
Teacher will hand out Post-it Notes and instruct the the students to
do a gallery walk where students will critique other groups’ models
while one student stays at the group model and acts as a
representative.
Teacher will lead a discussion and ask the students what input they
received and gave.
Teacher will have the students write a short descriptions of how
water flows through the body with the new information that they
collected.
Teacher will tell the students that they will come back and revise this
model.
Explore - Elise
Time Teacher Does
Digestive Before class and throughout the explore piece, the teacher will ensure
system, that students are grouped into groups of 4 students with varying
50 min. strengths and needs and have worked well together before. If the
perod teacher feels that students should be moved, they will move students
to better suit the groups. The teacher will assign roles to group
members when necessary and will monitor groups’ on-task behavior
on the front board and use a kitchen timer to chunk out
tasks/activities. Throughout the discussion of the digestive and renal
systems, teacher will continually refer students back to the
hierarchical organization of multicellular organisms with cell types,
tissues, organs, and systems.
Teacher will instruct students to individually write down and respond
to the warm-up question, “Where does the food and water that we
consume go in our bodies after we swallow it and before we excrete
it?” in their notebooks. Teacher will then have groups discuss their
responses for 30s-1m and then call on students/groups to share,
writing down or typing students’ responses to record them.
Teacher will then pass out a blank diagram of the digestive system
with spaces to label the organs, provide a brief description of their
functions, and a space to write the overall function of the digestive
system (also blank space next to the diagram to “zoom in” on small
intestine later). The teacher will then instruct students to retrieve
Student Does
Students will take their seats at the beginning of class
Students will take out their Interactive Science notebooks and
other necessary materials needed for the class as indicated on the
Students will actively listen to instruction
Students will open and log into their Chromebook
Students will ​read and annotate an article
Students will discuss what they read in groups and add any
necessary annotations.
Students will engage in class discussion sharing ideas
Students will use their notes to organize the images from the
cellular to the organismal level in groups
Students will discuss as a class the organization
Student will write the opening question in their Interactive
Students will think to themselves about the unit question and
answer it in their Interactive Science Notebook.
Students will draw arrows to indicate the path of water through
the body on the blank body.
Students will collaborate in groups on a group constructed
diagram.
Students will await instructions for the gallery walk
Students will select a member to stay at the diagram to explain to
other groups.
Students will provide two pieces of feedback to other groups’
models, then use the feedback provided on their models to make
revisions.
Students will describe the input they received and gave.
Students write a short descriptions of how water flows through
the body with the new information that they collected.
Students will listen to directions for the next lesson.
Student Does
Throughout the explore piece, students will demonstrate on-task
behavior and self-monitoring of progress. Students will
participate fairly in their groups and demonstrate respect for their
peers.
Students will take their seats at the beginning of class and take
out their Interactive Science notebooks and other necessary
materials needed for the class as indicated on the board.
Students will accurately identify different hierarchical levels of
multicellular organisms throughout the discussion of the digestive
and renal systems.
Students will copy the warm-up question into their notebooks
and respond to it individually. When instructed, students will
discuss the question in their groups and share thoughts with the
teacher.
Students will use their Chromebooks to read the article and watch
the video and animation and then fill in their digestive system
 Chromebooks and read the CK-12 article ​“Digestive System Organs”​, diagrams with the labeled organs, their functions, and the
watch the video linked in the article, and watch the animation function of the digestive system overall.
“Organs of Digestion”​, and fill in their digestive system diagrams.

Teacher will then focus students on the small intestine by projecting

an image of small intestinal villi on the board. Teacher will then
instruct students to “zoom in” on the small intestine of their
diagrams, drawing a box to the side of the diagram and drawing what Students will “zoom in” on the small intestine of their digestive
they see on the board. Teacher will then instruct students to write at system diagram and draw what they see projected on the board
least 3 observations about the image underneath their “zoom in” and (villi). Students will write down at least 3 observations about what
ask students to share, writing down or typing students’ observations they see underneath their drawing and share with the teacher.
to record them. Then, teacher will ask students to brainstorm in their Students will then discuss in their groups possible explanations
groups and write down a possible explanation for how this structure for how this structure allows the small intestine to perform its
allows the small intestine to perform its function. Teacher calls on function, and then shares with the teacher.
groups to share and records their thoughts. Teacher tells students the
name of this structure (villi) and guides students to the idea that the
structure increases surface area for water and nutrient absorption.

Teacher then instructs students to “zoom in” on the drawing they just
made, zooming in on the perimeter of one of the villi projections,
modeling this under the document camera. Teacher will then instruct
students to draw a model explaining how water and solutes leave the
digestive system and enter the rest of the body, reminding students
about their activities from the first lesson.
Renal Teacher will introduce the warm-up question, “What would happen if
system, you never threw out garbage or leftover food?” and have students
50 min. write it in their notebooks and respond to it individually. Teacher will
period then have students discuss this question briefly in their groups (30s to
1min) and ask students to share, writing or typing students’ responses
to record their thoughts.
Students will follow along with the teacher and “zoom in” on their
drawing of the villi. Students will then draw a model that shows
how water and solutes are absorbed out of the digestive system
and enter the rest of the body.
Students will copy the warm-up question into their notebooks
and respond to it individually. When instructed, students will
discuss the question in their groups and share thoughts with the
teacher.

Teacher will then relate this question to our body’s production of

waste. Teacher will instruct students to draw a line under their
warm-up in their notebooks and ask students to record types of waste
our bodies create and how we get rid of it. Then, teacher tells
students to take 30 seconds to discuss in their groups and then share
with the class, writing or typing students’ responses to record their
initial thinking.
Students will draw a line under their warm-up then use their prior
knowledge and information from the engage piece to think about
and record the types of waste our bodies create and how our
bodies get rid of it. Students then discuss in their groups for 30
seconds and share with the class.

Teacher focuses students on human blood and the wastes that collect
in the blood. Teacher will pass out a worksheet to each student that Students make observations about the beaker containing the
contains a table that students will fill in with observations, water, yellow food coloring, red sequins/glitter, and other colored
predictions, and conclusions throughout the demonstration. Teacher sequins/glitter and record them in their table. Then, students
shows students a demonstration that represents blood being filtered make a prediction about what they believe they will see in the
by the kidney. Teacher has a beaker containing water, yellow food empty beaker after pouring the mixture through a filter and
coloring (urea/waste), red glitter or sequins (red blood cells), and record this in their table. Students then make and record
another colored glitter or sequins (proteins) to represent unfiltered observations about what they see in the previously empty beaker
blood. Teacher has also set up an inverted top of a water bottle with and what they see remaining on the filter. Students then work in
coffee filters at the opening, and inserted this into another beaker to their groups to try to guess what each component of the
catch the water and waste. Teacher will ask students to make demonstration represented by writing this on their table.
observations about the “unfiltered blood” beaker and make a
prediction about what will end up in the empty beaker after pouring
and write them on their table. Teacher then pours the “unfiltered
blood” into the inverted water bottle top and lets the water and
yellow food coloring collect into the empty beaker. Teacher then
instructs students to write down observations about the beaker that
has been filled with filtrate and what did not make it through the filter
on their table. Teacher then instructs student groups to work together
to decide what each component of the demonstration represents,
and to fill this in on their table.

Teacher will pass out a blank diagram of the renal system with spaces
to label the organs and provide a brief description of the system and
specific organs’ function to each student. Teacher will instruct
students to use their Chromebooks to research information about the
renal system to fill in the diagram.
Students will use Chromebooks to fill out the blank diagram of the
renal system. They will label each organ, provide a brief
description of the function of each organ, and provide a brief
description of the function of the renal system as a whole.
 Teacher will instruct student groups to use their Chromebooks to
make one Google Slide that explains the path of water through the
renal system, citing information from the demonstration and their
research for completing their diagram. Teacher will require at least
one image on the Google Slide. Teacher will instruct student groups to
present their slide using Screencastify and turn in the video online.
Explain - Vaness
Time Teacher Does
Teacher will introduce the lesson by reading the guiding question:
How do components of a system interact with one another and other
systems?
Teacher will review the demonstration from the previous day to
activate the students prior knowledge.
Teacher will ask the students to think to themselves if the systems
ever work together (and at the same time) to process water.
Teacher will tell the students to write down their ideas in their
Interactive Science notebooks.
Teacher will conduct a brief discussion on the ​relationships between
interacting components of a system and the different levels within
the system
Teacher will give the students another blank human worksheet and
instruct the students to use arrows to indicate the directional flow of
50 water in regards to the renal and digestive
minute Teacher will present a more complex renal system diagram with part
period of the circulatory system
Teacher will ask the students to describe what will happen to the
body if more water is consumed.
Teacher will conduct a brief discussion on this topic and instruct the
students to write down these ideas
Teacher will then introduce a new system, circulatory.
Teacher will ask students if the circulatory system transports anything
besides blood cells.
Teacher will lecture how the circulatory system transfers nutrients,
gases, waste, and hormones .
Teacher will ask how water is involved or connected to the circulatory
system.
Teacher will instruct the students to add the flow of water in the
circulatory system to the two system body diagram.
Teacher will conduct a brief discuss on what will happen to your body
if we drink more and more water
Elaborate- Ashwini
Time Teacher Does
Teacher will briefly review the previous day’s lesson on the
integration of the circulatory system in an informal class discussion
with immediate feedback.
Teacher will then introduce the concept of feedback loops through a
simple demonstration to mimic the effects of thermoregulation in the
body.
Teacher will use a thermometer and stop watch to monitor the
changes in temperature of their hand depending on the various
conditions their hand is placed in.
Following the demonstration and a short discussion, the teacher will
introduce a new problem - “how does your body maintain
50 homeostasis with too much water? ”
minute Teacher will first elicit student ideas once posing the question. Then
the teacher will provide a short lecture to allow the students to take
period notes on feedback mechanisms.
Teacher will then show the following video
https://www.youtube.com/watch?v=vROdqYBR7nI
to illustrate the connection between the intake of excess water as it
serves as a stimulus, that eventually catalyzes the brain to swell,
reducing oxygen flow in the body.
Finally, the students will revisit their initial model, that just showed
directional flow. This time they will include the element of different
organ systems and swelling.
The teacher will then provide a verbal lesson closure to connect the
information from the day’s activities to the phenomenon and
emphasize the mechanism of feedback loops.
Student groups will use their Chromebooks to make one Google
Slide that explains the path of water through the renal system,
citing information from the demonstration and their research for
completing their diagram. Student groups will then present their
slide using Screencastify and turn in the video online.
Student Does
Students will take their seats at the beginning of class
Students will take out their Interactive Science notebooks and
other necessary materials needed for the class as indicated on the
board
Students will actively listen to instruction
Students will write down the guiding question in their Interactive
Science notebooks.
Students will discuss and review the demonstration from the
previous day
Students will think to themselves if the systems ever work
together (and at the same time) to process water.
Students will write down their ideas in their Interactive Science
notebooks.
Students will discuss with the class the ​relationships between
interacting components of a system and the different levels
within the system
Students will listen to instructions
Students will use arrows to indicate the directional flow of water
in regards to the renal and digestive
Students will raise their hands to answer describe what will
happen to the body if more water is consumed
Students will write down ideas discussed
Students will listen to the lecture on the circulatory system and
engage in questions asked by the teacher
Students will add the flow of water in the circulatory system to
the two system body diagram throughout the lecture
Students will discuss what they learned in the lecture
Students will listen to directions for the next lesson.
Student Does
Students will take their seats at the beginning of class.
Students will take out their Interactive Science notebooks and
other necessary materials needed for the class as indicated on the
board.
First, students will answer questions during the brief review of
yesterday’s class.
Then students will listen and watch the demonstration on
thermoregulation.
Next, students will answer the question regarding homeostasis
using their prior knowledge.
The students will then consider the new question while taking
notes on the new vocabulary terms.
The students will then watch the video that elaborates on the
connection between organ systems when there is an excess
intake of water.
Finally, the students will add to their initial model by
incorporating the concept of swelling and its effect of oxygen flow
in the body.
The students will listen to the lesson closure and reflect on the
new information and new connections to the phenomenon.
Evaluate- Elise
Time Teacher Does Student Does
50 min. Teacher will introduce the summative model assessment to students Students will take their seats at the beginning of class and take
period by stating that they will connect their knowledge of feedback loops to out their Interactive Science notebooks and other necessary
the regulation of the amount of water in the body. Teacher will materials needed as indicated on the board. Students will listen
review the modeling rubric that students will use and will pass out actively to the teacher as they introduce the assessment, review
one to each group. Teacher will review the required components of the rubric, and review the required components.
the model, including the principles of osmosis, feedback regulation,
“zoomed in” portions of the small intestine and kidney explaining the
absorption of water, solutes, and waste, and clear connections
between the interacting body systems.

Teacher will circulate around student groups, asking clarification Student groups will collaborate fairly and effectively to complete
questions, monitoring group collaboration, and providing assistance their models, remaining on-task and asking for clarification or
when needed. assistance when needed.

Teacher will pass out three Post-it notes to each student and instruct Students will visit at least three different groups’ models and use
students to use the modeling rubric to leave constructive feedback on the modeling rubric to leave three pieces of constructive
three different groups’ models during a gallery walk. feedback.

Teacher will instruct groups to review the feedback and make any Student groups will review the feedback they received and make
revisions to their models before turning them in. any revisions to their models.

Teacher will instruct individual students to complete a Google Form Students will individually complete a Google Form on their
on the Chromebooks to self-assess their models based on the rubric Chromebook to self-assess their models based on the rubric and
and their individual contribution to the group model. their individual contribution to the group model.
Instructional Materials, Equipment, and Multimedia
- Computer with internet access
- Projector
- Powerpoint presentation with the Essential Question
- Google Chromebooks
- Elmo document camera
- Interactive SMART Board with a short-throw projector and LCD screen a
- Class set of science textbooks
- Pens, pencils, highlighters, and blank paper
- A laboratory area with sinks and equipment including microscopes, Bunsen burners, refrigerators, pipettes, and glassware
- Post-it Notes
- Day 1-​http://wps.prenhall.com/wps/media/objects/2688/2752944/PDF/01_A02.pdf
- Blank diagram of digestive system with space for labels, descriptions, and “zoom ins”
- Blank diagram of renal system with space for labels and descriptions
- Kidney demonstration - 2 beakers, water, yellow food coloring, red glitter/sequins, other colored glitter/sequins, water bottle top half, coffee filters,
table for observations and conclusions
Co-Teaching Strategies
N/A

DIFFERENTIATION
English Learners
Engage​- Support from peers with
a chance to read, hear, and see
vocabulary words used in the
correct context via engaging in
conversations with group
members
Explore​- Copy of filled-in diagrams
given after activity, vocabulary
sheet/glossary of key-terms to
accompany
articles/videos/demos, strategic
grouping, copy of warm-up
questions
Striving Readers
Engage-​ Shorter passages
Explore​- Vocabulary sheet/glossary
of key-terms to accompany
articles/videos/demos, Shorter
summary of resources, strategic
grouping
Explain-​Guided notes for lecture
and filled in diagrams
Elaborate​- Support from peers with
a chance to read, hear, and see
vocabulary words used in the
correct context via engaging in
conversations with group members,
Students with Special
Needs
Engage-​ Shorter passages, passages
read out loud, filled in diagrams, or
support from peers with a chance to
read, hear, and see vocabulary words
used in the correct context via
engaging in conversations with group
members, as needed
Explore​- Vocabulary sheet/glossary
of key-terms to accompany
articles/videos/demos, Shorter
summary of resources, assistive
technology for access to resources
(audio/headphones, closed
captioning, video record
demonstrations), strategic grouping,
copy of warm-up questions
Advanced Students
Engage-​ Additional readings
Explore​- Research and explain
digestive and renal diseases,
Research and explain dialysis,
Additional labels and functions on
body system diagrams
Explain-​NA
Elaborate​- Opportunity for
external research as well as a
detailed revised model
showcasing all facets of the
lesson.
Explain- ​Guided notes for lecture,
filled in diagrams, or group and
class discussion
Elaborate​- Support from peers, as
well as opportunities to see the
material presented through
multiple modalities, especially
through the visual animation
Evaluate- ​Vocabulary
sheet/glossary of key terms for
use on model, strategic grouping,
translation or other support on
Google Form
as well as visually in the video
context.
Evaluate- ​Vocabulary
sheet/glossary of key terms for use
on model, strategic grouping,
support on Google Form
Evaluate- ​Additional research on
Explain- ​Guided notes for lecture, hormone action in regard to
filled in diagrams, or group and class feedback regulation of water
discussion balance in body
Elaborate​- Support from peers with
responsibility distributed among
group members
Evaluate- ​Vocabulary sheet/glossary
of key-terms for use on model,
strategic grouping, support on
Google Form

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

Summary: Engagement begins when the teacher presents a problem or questions and the students are allowed to openingly discuss what they think
they know about the subject, their prior experiences that relate to the content, and any prior knowledge including misconceptions or preconceptions.
Explore includes students grappling or understand their comprehension of the scientific question or process that was addressed. At the time, students
should be exploring, researching, and developing a deeper understanding of the concepts, processes and skills. Explain includes students having the
opportunity to write or verbally state their understandings or demonstrate the new skills presented. At this time, teachers can utilize scaffolding
techniques, such as, incorporating more difficult or formal scientific terms, definitions, exercises, and explanations that will allow for a better or more
accurate understanding of the concept. Elaborate includes providing students with the opportunity to further develop their understandings or
comprehension of the subject matter through presentations of new or altered perceptions, information, and/or methodologies of the skill. This will
allow students to refine their skill or understanding. Evaluate includes the teacher allowing the students the opportunity to demonstrate or present
what they know or information that they have accumulated on the matter.

Rationale: The engage portion of the lesson features the use of scientific literature and blank diagrams to activate and review vocabulary words and link
new vocabulary words or ideas to prior knowledge. This activity will also show the teacher misconception or preconceptions and the students where
they are at in their learning. Throughout the lesson, students are building their understanding of the organization of body systems and how these
different levels work together to provide functions for these systems. We look specifically at the digestive, renal, and some of the circulatory systems,
highlighting their individual structures and functions, but also one of the ways in which they work together, showing how they themselves are
components of the next level of the organism, which is outlined in the core idea of the performance expectation. We have students constructing
models in alignment with the performance expectation, with support from other instructional strategies like use of scientific literature, diagrams,
multiple modes of presentation, strategic grouping, gallery walks, and direct instruction. This allows the students to increase their own depth of
thinking by providing several opportunities to foster student autonomy.

Implementation: This lesson plan features many opportunities to have the students engaged in several interactive activities. The engage portion of the
lesson features the use of scientific literature and blank diagrams to activate prior knowledge, understand misconception or preconceptions, and allow
the students to self reflect on their learning. Strategies included: limited teacher-centered lecture, multiple modalities of learning the material,
annotation of scientific literature, strategic grouping of students, collaborative group work, group and class discussions on patterns of interaction
scenarios that allow for expression of different perspectives and experiences, directions that are provided verbally by the teacher, written directly on
the students’ worksheets, and projected on the SMART Board. Throughout the lesson, we will have the students repeat back directions and clarify their
answers to ensure understanding. The students will also be utilizing modeling in order to represent their ideas in an initial, revised, and finally single
class model. The challenges that could arise throughout this lesson could possibly result from the inability of the students to stay on pace and absorb
the knowledge they need to build upon as the lesson progresses. This could result from problems in guiding the students as facilitators alone. The
lesson could be adjusted by providing more scaffolding when necessary, depending on how well the students showcase their understanding.
Additionally, another challenge that could arise would be that students’ may not pick up on the connections between each organ system as they all
collaborate to function to allow for proper water distribution in the human body. This could be met with supplemental, individualized instruction
depending on which students show a greater need for more resources.