Science Lesson- Living Things: Animal Classifications (Fish) 9th Grade SAC-Test 3/Analysis
NAME: Zachary SanfordDATE: 01/08/2018 to 01/12/2018
TIME: 7:45 am to 7:50 am
CONTENT AREA: Science
NCSCOS GRADE LEVEL STANDARD: (From the NC Curriculum Extensions Document; include the actual numeric grade level)
- Ex. Biology 1: Understand the structures and functions of living organisms
GRADE LEVEL EXTENSION: (From the NC Curriculum Extensions Document)
- EX Bio 2.1.2: Identify that plants and animals get energy from food.
- EX Bio 2.1.4: Understand simple food chains.
- EX Bio 2.1.5: Understand ways living things compete with each other to get the things they need to live in their habitat.
OBJECTIVE: The student will be able to…
1. Given AAC devices, the adapted textbook, BrainPop videos-Sargassum Fish-(Fish, Gills, and Vertebrates) word cards and small group instruction using exploration questions, the students will complete all activities required to learn about Fish.
a. Given evolution vocabulary and pictures, the students will apply the vocabulary to the development of fish.
b. Given information on different aquatic ecosystems, the students will determine the role of a specific fish in the food chain and food web
c. Given an iPad game/quiz and placed into teams, the students will select the best choice to answer the question in order to demonstrate understanding and ability to apply vocabulary.
d. Given the textbook, word cards and team/whole group instruction using exploration questions, the students will complete all activities required to learn about fish.
e. Given taxonomic (kingdom, phylum, and class) information from Wikipedia, the students will compare animals of the same class to determine similarities and differences.
f. Given Wikipedia articles, science literacy worksheets, and teacher support, the students will compare and contrast bony and cartilaginous fish using new vocabulary: oviparous, viviparous, ovoviviparous, and then determine the source of endothermy in some bony and cartilage fish.
g. Given videos of fish (sargassum fish, great white, and lamprey) and an organism analysis worksheet, the students will use key words to determine how the observed organism is a fish.
2. Given various videos and/or specimens and guided observation activities, the students will explore the anatomy of the specimen in order to identify the specimen as an organism and will apply the fish characteristics and vocabulary (including the new vocabulary words- anatomy, physiology, stimulus, spiracles, and respiration) to demonstrate comprehension-Review Groups (Opah, Mola Mola) - Students who have completed the class before.
a. Given an individual/teamwork analysis rubric and staff prompting and modeling as needed, the students will follow all the steps to complete the rubric to analyze the organism.
b. Given both a Living Things analysis worksheet with response options and a Cloze paragraph, the students as a whole class will determine if the object in the video is an organism.
c. Given either a Cloze or response option worksheet, the students will determine the taxonomy of the organism (Kingdom, Phylum, Class).
d. Given a Class features analysis sheet, the students will apply lesson specific vocabulary to demonstrate why the organism is a fish.
e. Given a structured sentence completion sheet and key words from the video, the students will write a short paragraph about the fish in the video.
f. Given a structured observation sheet with response options and a sentence completion sheet with response options, the students will complete a paragraph about the fish in the video in teams:
Presentation Schedule
- Given a presentation guide on both the wall and the Smart Board, a presentation rubric used by the teacher and assistant, and teacher assistance as needed, the students will present their analysis information to the class. Each team will provide an assessment of the presentation.
3. Given adapted text, word cards, preserved specimens, the Smart Board graphic organizer and questions, the students will be able to compare and contrast the characteristics and Habitat(s) of fish.
4. Given word cards, online pictures, and preserved specimens, the students will apply lesson specific vocabulary to the specimens/pictures and compare/contrast the three different classes of fish (jawless, cartilaginous, and bony).
5. Given pictures, x-rays, preserved specimens, and video stills, the students will travel to centers to identify the parts of a fish to complete a quiz activity and demonstrate writing skills.
6. Given information on different stimuli, the students will describe how organisms (Fish) in videos are adapting/collecting data in their habitats.
a. Given information on stimuli, students will demonstrate how different stimuli affect behavior/
b. Given videos on animals and teacher support, the students will apply knowledge of different stimuli (auditory, gustatory, visual, tactile, visual, and olfactory) and basic animal anatomy to determine how the animal is responding and adapting to its habitat.
7. Given a worksheet, different videos and sources of literature and choice of familiar vocabulary words, the students will apply knowledge of chordate specific vocabulary to demonstrate scientific literacy (Video on the Opah).
8. The students will answer the following questions in groups:
a. How does a fish breathe?
b. What is the habitat for a fish?
c. What kind of living thing is a fish and how can you tell?
Readers/Level 3:
- The students will apply chordate specific vocabulary to the parts of a fish (gills, fins, mouth, scales) using the Smart Board slideshow (pictures)/fish specimens.
- Given a choice of three or four new vocabulary cards for gills, fins, cartilage, vertebrate, ectotherm, predator, prey, carnivore, herbivore, habitat, and reproduction, the students will identify and apply the vocabulary independently and will assist the teacher reading the definitions.
- The students will find the similarities and differences of the x-rays of fish and other animal bones with minimal assistance.
Level 2:
- The students will do the same activities as above given more intrusive teacher assistance if needed for errorless learning.
- The students will respond to the text with assistive technology.
- Given a choice of three or four new vocabulary cards for gills, fins, cartilage, vertebrate, Ectotherm, predator, prey, carnivore, herbivore, habitat, and reproduction, the students will identify and apply the vocabulary with verbal prompts.
- Students will attempt to say the vocabulary word (with assistive technology) and point to the word.
- The students will find the similarities and differences of the x-rays of fish and other animal bones with verbal/gestural assistance.
Level 1:
- The students will do the same activities as above given more intrusive teacher assistance if needed for errorless learning.
- The students will read the text with assistive technology and teacher assistance.
- Given a choice of three or four new vocabulary cards for gills, fins, cartilage, vertebrate, ectotherm, predator, prey, carnivore, herbivore, habitat, and reproduction, the students will identify and apply the vocabulary with verbal/gestural prompts.
- The students will find the similarities and differences of the x-rays of fish and other animal bones with gestural/physical assistance.
Group Work:
Warm-up 1
a. The students will answer the following questions in groups using the text books:
1. How does a fish breathe?
2. What is the habitat for a fish?
3. What kind of living thing is a fish and how can you tell?
Level 3 students will complete the activity either independently or with verbal prompts.
Level 2 students will complete the activity with verbal/gestural prompts
Level 1 students will complete the activity with gestural/physical prompting.
- The students will identify the correct answers about fish on the pretest.
- The students will review the graphic organizer.
MATERIALS/TECHNOLOGIES NEEDED:
- Fish video and guided observation questions on the Smart Board
- Worksheet containing the different animals and their characteristics
- Definition list using Writing with Symbols 2000 with handouts.
- Adapted notes and pictures from the Prentice Hall Biology book
- Definitions and examples of different animal groups made with Writing with Symbols 2000
- Smart Board
- Big Mack/Go Talk 9 communication device
- Vocabulary picture cards made using Writing with Symbols
- Fish x-rays
- Fish Specimens
- Animal and Human X-rays
- Fish Pictures
LESSON PROCEDURES: (What the teacher will do)
Readers/Level 3:
- The teacher will read the Agenda with the students.
- The teacher will read the adapted text.
- The teacher will show brief video clips and pictures of fish and ask questions to the students related to living things.
- The teacher will have the students follow along with the text projected on the Smart Board to help the students follow along.
- The teacher will have the students verbally identify and compare/contrast the different animals from the adapted textbook and on the Smart Board.
- The teacher will have the students verbally describe the fish from the adapted textbook, the Smart Board pictures, and the specimens.
Level 2:
- The teacher will do the same as above.
- The teacher will present three vocabulary words
- The teacher will read the three vocabulary words and have the students follow along.
- The teacher will have the students point to the different vocabulary words and use augmentative communication devices if unable to respond verbally.
- The students will point to the pictures in the books, the Smart Board, and the animal specimens with verbal/gestural prompting.
Level 1:
- The teacher will do the same as above.
- The teacher will have the students listen to the text.
- The teacher will provide modeling/physical prompting to assist the students in identifying the fish pictures in the book, on the Smart Board, and using fish specimens.
INDEPENDENT PRACTICE (Additional opportunities where you plan to implement the objectives of this lesson for the students to carry over the skills to other areas…this is to help in planning for generalization practice)
- First, the students will demonstrate generalization of information by identifying the characteristics of fish and applying the vocabulary to analysis activities using specimens (tactile learning) and videos and pictures on the Smart Board. The teacher will provide assistance and prompting. The students will receive immediate praise after selecting a correct response and immediate correction and feedback following incorrect responses. Students, who respond incorrectly, will be provided with an opportunity to provide a correct response.
- Second, given various quizzes and tests, including vignette tests, the students will answer the questions with teacher assistance as needed. The teacher/assistant will provide assistance and prompting. The students will receive immediate praise after selecting a correct response and immediate correction and feedback following incorrect responses. Students, who respond incorrectly, will be provided with an opportunity to provide a correct response.
- Third, the students will identify the characteristics of fish by locating the gills, scales, fins, mouth, and where the backbone is using photographs, specimens, and videos of fish to apply and generalize knowledge of fish. The teacher will provide assistance and prompting. The students will receive immediate praise after selecting a correct response and immediate correction and feedback following incorrect responses. Students, who respond incorrectly, will be provided with an opportunity to provide a correct response.
- Finally, given a class picture (Dogfish/Catshark), the students will complete all the steps to analyze the fish as a final test. The students will receive immediate praise after selecting a correct response and immediate correction and feedback following incorrect responses. Students, who respond incorrectly, will be provided with an opportunity to provide a correct response.
SUMMARY/CLOSURE/ASSESSMENT:
- The teacher and students will recap the lesson objectives.
- At the end of the class, as a ticket out, the students will identify the activities on the Smart Board agenda completed in class and will identify the sentence that best describes the text read and the corresponding punctuation.
- Next, the students will define vertebrate and will name and/or point to the different types of animals.
- The students will finally compare and contrast the different vertebrates.
Lesson:
1. Given a video, adapted text, and picture symbol response options the students will apply vocabulary specific to the vertebrate in order to progress in the text.
2. Given the adapted text, the students will locate the information/word in-text and on the Smart Board in order to demonstrate comprehension.
Activity:
1. After the lesson, the students will break into three groups.
2. Each group will watch a video on a different vertebrate and analyze the living thing.
3. The students will use either the book or the key words sheet to apply previously learned key words to the video analysis or to answer questions about the vertebrate.
· Presentation Evaluation for teachers
Expectation / Observed (Y/N) / PromptFaces the audience
Reads with a clear voice
Reads the information fluently
Accesses the technology for the materials
Responds to questions
Alters presentation based on feedback
Total
· Classwork Rubric:
Step / Item Type / Response / PromptingOrganism: / Yes/No
Kingdom
Energy type
Features
Demonstrated
Body Heat
Energy
Diet
Taxonomy: / Kingdom
Phylum
Class
Class: / Features
Diet
Type
Predator/Prey
Habitat
Body Heat
Paragraph: / Choice
Cloze
Structured Free Write
Science Class Transition Goals:
1. Advocacy: Choice making, defending positions
2. Team work: Learning to work with others
3. Expression: Learning to communicate information and ideas to peers and teachers.
Tuesday: Team picture (Opah-9 and 10/Opah and Mola Mola 11-12) Ms. W, Ms. T., and teacher work with all three teams)-Each team will receive a computer with a preselected video or picture. Given a computer and the name of the organism, the students will find a video on the organism. Given a living things note sheet and cloze paragraph, the teams will analyze the fish as a living thing. Afterward, given either a cloze or multiple choice taxonomy worksheet, the students will determine the taxonomy of the organism. Each student will receive instructor support as needed to complete the activity.
Wednesday:. Given the vertebrate paragraph, cloze sentence, or structured paragraph worksheet and the team video, the teams will complete the worksheets following the team steps.
Thursday: Given the vertebrate paragraph, cloze sentence, or structured paragraph worksheet and the team video, the teams will complete the worksheets following the team steps. Given the worksheets of the week and the team video, each team will present the analysis to the class.
9-10 team 1: LZ, KJ, KD- Opah
9-10 team 2 (Lesson): TV, RJ, MG, MK
11-12 team 1: HC, OC, XB, IJ- Mola Mola
11-12 team 2: DF, CP, SK, AD- Opah
11-12 team 3 (Lesson): GD, BR