Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date David Vander Haak 4/24/2014 Subject/ Topic/ Theme Bacteria/Viruses Grade 10

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

This is the ina! !esson in a unit on bacteria and viruses "e#c!udin$ the ina! unit assessment%& Students 'i!! hand in their 'ritin$ assi$nment that the()ve been 'orkin$ on a 'eek& This is the !esson 'here students 'i!! !earn about viruses and compare viruses to bacteria* and then revie' concepts or both bacteria and viruses&

Learners will be able to#

2denti ( the structures o viruses ,eco$ni3e di erences bet'een bacteria and viruses& /#p!ain the !i e c(c!e o viruses& 4no' the bene icia! uses o viruses "creatin$ vaccines%* and ho' the immune s(stem i$hts viruses& /mp!o( epidemio!o$ica! practice to determine the ori$in o a disease in a sma!! popu!ation&

co$nitive+ , - .p .n / 01

ph(sica! deve!opment

socio+ emotiona!

, ,*,*,*-*.p

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Common Core standards $or %LCEs if not available in Common Core& addressed# '(.(' /va!uate the uncertainties or va!idit( o scienti ic conc!usions usin$ an understandin$ o sources o measurement error* the cha!!en$es o contro!!in$ variab!es* accurac( o data ana!(sis* !o$ic o ar$ument* !o$ic o e#perimenta! desi$n* and/or the dependence on under!(in$ assumptions& ').* Describe the structures o viruses and bacteria& CC++.ELA,LI-E.AC/.0H+-.1,(2.(.A 2ntroduce precise c!aim"s%* distin$uish the c!aim"s% rom a!ternate or opposin$ c!aims* and create an or$ani3ation that estab!ishes c!ear re!ationships amon$ the c!aim"s%* counterc!aims* reasons* and evidence&
"5ote# 6rite as man( as needed& 2ndicate ta#onom( !eve!s and connections to app!icab!e nationa! or state standards& 2 an objective app!ies to particu!ar !earners 'rite the name"s% o the !earner"s% to 'hom it app!ies&% 1remember* understand* app!(* ana!(3e* eva!uate* create

II. 'efore 3ou start Identif3 !rere4uisite 5nowledge and s5ills.

Students must a!read( kno' about bacteria rom previous !essons&

Pre-assessment (for learning): 7pen+ended brainstorm o an(thin$ students kno' about viruses&

Outline assessment activities "app!icab!e to this !esson%

Formative (for learning): 6a!k around 'ith c!ass !ist and check o those 'ho are contributin$ to the discussion 'hen students are 'orkin$ on the Venn Dia$ram& Bacteria and Virus Bin$o checks i students kno' the main concepts rom this unit& Formative (as learning): The 8uestions on the 'orksheet re8uire students to come up 'ith their o'n 'a( o determinin$ 'ho had the ori$ina! disease& Summative (of learning%9 There is not a separate !esson p!an or it* the unit 8ui3 to be taken on :rida( is

summative and 'i!! check understandin$ o concepts rom the unit& 0 at barriers mig t t is lesson !resent" 0 at will it ta5e 6 neurodevelo!mentall37 e8!erientiall37 emotionall37 etc.7 for 3our students to do t is lesson"
Provide 9ulti!le 9eans of .e!resentation ;rovide options or perception+ making information perceptible 0omparin$ bacteria and viruses in the Venn Dia$ram& Provide 9ulti!le 9eans of Action and E8!ression ;rovide options or ph(sica! action+ increase options for interaction Students $et up and move around or the virus transmission !ab& Provide 9ulti!le 9eans of Engagement ;rovide options or recruitin$ interest+ choice, relevance, value, authenticity, minimize threats Suspense o 'onderin$ i the( 'i!! $et the disease shou!d keep students interested in the virus !ab& ;rovide options or sustainin$ e ort and persistence+ optimize challenge, collaboration, masteryoriente fee back Discoverin$ 'ho ori$ina!!( had the disease is cha!!en$in$&

;rovide options or !an$ua$e* mathematica! e#pressions* and s(mbo!s+ clarify & connect language

;rovide options or e#pression and communication+ increase me ium of e!pression

;uttin$ in ormation into a chart "Venn Dia$ram%&

6ritin$ assi$nment9 /#pression throu$h 'ritin$& Venn dia$ram9 or$ani3ed e#pression o ideas

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;rovide options or comprehension+ activate, apply & highlight

Students app!( prob!em+so!vin$ ski!!s to epidemio!o$(&

;rovide options or e#ecutive unctions+ coor inate short & long term goals, monitor progress, an mo ify strategies

;rovide options or se! +re$u!ation+ e!pectations, personal skills an strategies, self-assessment & reflection

Short+term $oa!s o comp!etin$ the da()s assi$nments* !on$+ term $oa! o bein$ read( or tomorro')s test&

6e $o over the Venn Dia$ram and some o the virus !ab&

9aterials,w at materials $boo5s7 andouts7 etc& do 3ou need for t is lesson and are t e3 read3 to use"

Virus >ab handout # =? 0!ear p!astic cups 6ater and @in ectionA so!ution @2n ectionA indicator Venn dia$ram handout # =? Bin$o cards # =? Bin$o 'ords and de initions 0and( jar Same as !ast c!ass&

How will 3our classroom be set u! for t is lesson" III. - e Plan -ime 0900 0900+ 090B 9otivation "openin$/ introduction/ en$a$ement% Com!onents :escribe teacher activities A;: student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in5ing 4uestions and<or !rom!ts. ,emind students to turn their 'ritin$ assi$nment into the correct bo# or their hour& Guide an open+ended brainstorm o an(thin$ the students kno' about viruses "simi!ar to the kno'!ed$e probe section o the !ab& >ecture on viruses* $oin$ throu$h a!! s!ides o the ;o'er;oint& Ba!!oon demonstration9 The ba!!oon is a host ce!!* the unne! is a virus& put the unne! into the ba!!oon "virus attachin$ to host ce!!%* p!ace sma!! pieces o paper do'n the unne! into the ba!!oon "virus inserts $enetic materia! into the host ce!!%* b!o' up the ba!!oon "host ce!! makes more vira! D5./,5.* host ce!! makes more viruses%* pop the ba!!oon "host ce!! bursts open* re!easin$ the ne' viruses% 6hat)s the process b( 'hich a ce!! makes ne' D5.C Ho' do (ou think a virus mi$ht reproduce its $enetic materia! a ter it attaches to a host ce!!C .sk students 'hat viruses the( have heard o D even some that ma( have $otten them sick& .sk i the( kno' o an(thin$ the()ve done to prevent $ettin$ sick rom viruses& Students come up 'ith thin$s the( a!read( kno' about viruses&

090B+ 09=0 09=0+ 09EE

:evelo!ment "the !ar$est component or main bod( o the !esson%

Students 'i!! take notes usin$ their $uided note sheet&

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09EE+ 190E Transition rom ta!kin$ about transmission to the !ab b( introducin$ the term epi emiology as the stud( o ho' diseases spread& Guide students throu$h the !ab usin$ the instructions on the !ab sheet& Test each student at the end o the !ab& . ter students have had a chance to 'ork throu$h the 8uestions 'ith their $roup* discuss the irst t'o as a c!ass& :or indin$ 'ho ori$ina!!( had the disease* dra' a chart on the board 'ith a!! students) names and bo#es or primar( contact* secondar( contact* tertiar( contact* and test resu!ts& -se this to e!iminate possibi!ities as a c!ass and ind 'ho started out 'ith the disease& This !ab 'i!! be $raded9 1 pt& or =*E*B*F* and 2 pts& or 4 and ?& Transition9 5o' that 'e)ve !earned about bacteria and viruses* 'e can compare the t'o& The( are both ver( sma!! and have a !ot in common* but in other 'a(s the( are ver(* ver( di erent& 2nstruct students to 'ork throu$h their Venn Dia$ram as tab!e $roups& Students ma( use their computers or !ookin$ up the speci ic diseases !isted& 6a!k around 'ith c!ass !ist and check o those 'ho are contributin$ to the discussion& 6hen students have inished* 8uick!( $o throu$h the ans'ers as a 'ho!e c!ass "dra' the dia$ram on the board%& ;!a( bacteria and virus Bin$o to revie' or tomorro')s 8ui3& Dra' one 'ord rom the enve!ope and read on!( the de inition& Students stand in a circ!e around the c!assroom to !isten to instructions& Students 'i!! e#chan$e !uids in the !ab& 2nstructions are on the accompan(in$ @Disease DetectivesA sheet& .t the end o the !ab* there are 8uestions& Students 'ork throu$h those 8uestions irst 'ith their !ab $roups& Students turn in their !ab 'orksheets at the end&

Students 'ork on the Venn Dia$ram

190E+ 1920

Closure "conc!usion* cu!mination* 'rap+up%

Students p!ace 24 'ords o their choice "a!! must be di erent% on their Bin$o card& Students p!ace markers on the 'ords the( match 'ith the de inition read b( the teacher& /ver( student 'ho $ets a Bin$o ma( take a piece o cand( rom the cand( jar&

1920

.t the end* remind students to stud( or their 8ui3 tomorro'& There is not a separate !esson p!an or this assessment& /our reflection about t e lesson7 including evidence$s& of student learning and engagement7 as well as ideas for im!rovement for ne8t time. "6rite this a ter teachin$ the !esson* i (ou had a chance to teach it& 2 (ou did not teach this !esson* ocus on the process o preparin$ the !esson&% The order* as 'e!! as the content o the unit actua!!( tau$ht in c!ass 'as a !itt!e di erent rom the one 2 desi$ned* so 'e have $otten to some parts o this "virus notes and Venn dia$ram%* but not others "epidemio!o$( !ab* Bin$o%& The irst hour did 8uite 'e!! 'ith the Venn dia$ram* and 'e 'ere ab!e to $o throu$h the 'ho!e thin$ as a c!ass "at !east 8uick!(% a ter ever(one had tried it& The second c!ass 'as not 8uite as en$a$ed in the taskDa ter reachin$ a e' the( didn)t kno'* three o the E $roups 'ere sittin$ around not 'ritin$ an(thin$&

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