Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 4/29/14 Cory Doot Subject/ Topic/ Theme Dissections of Different Body Systems Grade ____9th_________

I. Objectives How does t is lesson connect to t e unit !lan"

This is the fifth and ast esson in my unit p an! This one comes some time after the Ga apa"os #oya"e esson! $t is the ast esson of the year and it is a most a unit by itse f! The students %i study four different body systems& Di"esti#e' circu atory' reproducti#e' and respiratory systems' and ho% each has bui t on traits from the ast! This esson ties #ery c ose y %ith the rest off the e#o ution and biodi#ersity unit because it ets the students "et hands on %ith the #ast y different body systems that ma(e up the anima (in"dom! By oo(in" at no#e adaptations as compared to the more primiti#e anima s the students %i be ab e to see ho% e#o ution %or(s on a ar"e sca e!

Learners will be able to#

$dentify four different body systems& Di"esti#e' circu atory' reproducti#e' and respiratory systems! +nderstand ho% more ad#anced body systems ori"inated from ear ier' ess comp e/ ones!

co"niti#e) * + ,p ,n - C.

physica de#e opment

socio) emotiona

+',n +' -

/ /

Common Core standards $or %LCEs if not available in Common Core& addressed#
B0!1f -/p ain' usin" e/amp es' ho% the fossi record' comparati#e anatomy' and other e#idence supports the theory of e#o ution! B0!r2d $nterpret a c ado"ram or phy o"enetic tree sho%in" e#o utionary re ationships amon" or"anisms! 1recommended2 30!p2 Simi arities amon" or"anisms are found in anatomica features' %hich can be used to infer the de"ree of re atedness amon" or"anisms! $n c assifyin" or"anisms' bio o"ists consider detai s of interna and e/terna structures to be more important than beha#ior or "enera appearance! 14ote# 5rite as many as needed! $ndicate ta/onomy e#e s and connections to app icab e nationa or state standards! $f an objecti#e app ies to particu ar earners %rite the name1s2 of the earner1s2 to %hom it app ies!2 .remember' understand' app y' ana y6e' e#a uate' create

II. 'efore (ou start Identif( !rere)uisite *nowledge and s*ills.

$n addition to the other esson information' the students shou d (no% basic body parts for the anima s they %i oo( at as %e as #ocabu ary for body systems and characteristics! They %i a so need to ha#e some (no% ed"e of c ado"rams!
Pre-assessment (for learning): Formative (for learning):

Outline assessment activities 1app icab e to this esson2

The teacher %i co ect intermediate steps of the project in order to ma(e sure the students are on trac( for the fina product!
Formative (as learning):

The students %i fi out the rubric themse #es to earn se f)assessin" s(i s! Summative (of learning2& This is a bi" unit project that the teacher %i "rade %ith the rubric
Provide /ulti!le /eans of 0e!resentation 7ro#ide options for perception) making information perceptible The information %i be presented ora y to the c ass by peers' and #isua y Provide /ulti!le /eans of Action and E.!ression 7ro#ide options for physica action) increase options for interaction There are a ot of physica acti#ities in this esson' from dissections' to creatin" a poster Provide /ulti!le /eans of Engagement 7ro#ide options for recruitin" interest) choice, relevance, value, authenticity, minimize threats By ha#in" the student %or( in "roups there is a o%er threat and students %i be a o%ed to choose their "roup of four! 7ro#ide options for sustainin" effort and persistence) optimize challenge, collaboration, masteryoriente fee back

+ at barriers mig t t is lesson !resent" + at will it ta*e , neurodevelo!mentall(e.!erientiall(emotionall(- etc.- for (our students to do t is lesson"

7ro#ide options for an"ua"e' mathematica e/pressions' and symbo s) clarify & connect language

7ro#ide options for e/pression and communication) increase me ium of e!pression

They %i be presentin" to the c ass' ma(in" a poster and dissectin" an e/amp e to sho%!

They %i be co aboratin" in "roups and some "roups may choose to ha#e harder anima s

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7ro#ide options for comprehension) activate, apply & highlight

7ro#ide options for e/ecuti#e functions) coor inate short & long term goals, monitor progress, an mo ify strategies

7ro#ide options for se f)re"u ation) e!pectations, personal skills an strategies, self-assessment & reflection

/aterials1w at materials $boo*s- andouts- etc& do (ou need for t is lesson and are t e( read( to use"

The "roup %i be in char"e of They %i be se f)assessin" %ith settin" a time ine to meet the the rubric! dead ines' and they %i ha#e to monitor their pro"ress The anima s 1t%o types of each "roup2 c am' %orm' starfish' "rasshopper' crayfish' fro"' perch The ab sheets 1see attachments2 Dissection too s and manua s 1$ don9t ha#e2 7osters and art supp ies!

How will (our classroom be set u! for t is lesson" III. 2 e Plan 2ime 67min Com!onents /otivation 1openin"/ introduction/ en"a"ement2

The room %i be set up %here' either des(s are put to"ether in "roups of 4 or' if the room has ab tab es there %i be 4 to a tab e! This si6e ma(es for "ood co aboration and a o%s for the more e/pert students to he p the others in the "roup!

3escribe teacher activities A43 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in*ing )uestions and5or !rom!ts. )5e are "oin" to start off today by e/p orin" four body systems! 4o% in your "roups of four' each The students %i %or( thou"h the sheets in order one %i become an e/pert on one of systems! :ou to become e/perts on a body system! %i fo o% the %or(sheets for the system you ha#e! 4o% that each "roup has an e/pert in each of the body systems' its time to start a dissection! -ach "roup %i pic( one anima to dissect' and that choice %i determine the second one your "roup dissects!

89min

The students %i fo o% the %or(sheet for the first dissection!

3evelo!ment 1the ar"est component or main body of the esson2

,s you perform your second dissection you need to focus on the e#o utionary history of your or"anism in re ation to the c ado"rams that you created up to this point! + timate y you %i create a mani a fo der poster to share %ith your c assmates! ;o o% the poster rubric %hen creatin" this poster and use the information be o% that you co ect durin" your dissection and %ith research after the dissection! <nce a the "roups are done' the teacher %i co ect a the %or(sheets and the posters for "radin"!

The students %i fo o% the %or(sheet for the second dissection and the rubric for the poster!

67169 min

Closure 1conc usion' cu mination' %rap)up2

The students %i "o around the room and oo( at a the posters in the same %ay %e did the Ga apa"os #oya"e! The students %i fi in any information they may be missin" for each of the anima s sho%n!

:our reflection about t e lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement for ne.t time. 15rite this after teachin" the esson' if you had a chance to teach it! $f you did not teach this esson' focus on the process of preparin" the esson!2 1)19)18

+e aven;t reac ed t e dissections (et in t e sc ool (ear but I am su!er e.cided to see ow t is goes. Patti 0ic ardson and <rist( 'utler- w ose lab t is as been modified from- just switc ed to doing dissection in a wa( t at s ows t e relatedness better. 2 e old wa( was just to do a frog and com!are t at to omologous structures in umans. +it t is new wa( t e students are able to see a great diversit( of life and ow t e( built on t e last.

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