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Purpose/Objective/Function
a. As a result of this lesson, students will be able to identify the three properties of
water and the relevant corresponding details about each property. Additionally, students
will be able to understand that resources used in class such as lectures notes, 2-column
notes, manipulative notecards, and lab reports are sources of information that can be used
to actively study biology content and prepare for upcoming assessments on the
information. Lastly, students will be able to work collaboratively with their peers to
create an accurate and comprehensive study guide that outlines the details and identifies
the main ideas from a piece of informational text about the properties of water.
b. This lesson intentionally follows a series of lessons about matter. Specifically,
students explicitly learned that atoms are the smallest unit of matter, and that atoms can
bond together to form molecules. Students learned that the water molecule is one of the
most important molecules for living things, because the majority of cellular activity
occurs in water and therefore is necessary for living things to survive. This lesson is
relevant because students must understand that water has unique properties that allow it
to support proper cell function, and cells are the basic unit of all living things. Also, the
lesson will provide students with specific strategies for differentiating between main
ideas and details within a text, and organizing information from multiple sources into one
consolidated study guide. This lesson will be followed by subsequent lessons in which
students will be asked to express their understanding of the properties of water on a quiz.
Also, students will explicitly learn about other molecules that are essential to living
organisms and specific parts of cells, such as the cell membrane.
c. By understanding the main ideas and relevant details about the properties of
water, students will be able to relate how the properties of water allow a cell membrane to
act as a highly selective barrier that protects cells.
2.
Pre-requisite skills/knowledge
a. In order to complete the lesson successfully, students need to be able to listen
attentively to oral directions, and with teacher-generated templates, work collaboratively
with a partner to record accurate notes. Also, students need to be able to draw basic
images of a molecule, as well as provide a clear and concise oral presentation of their
findings. If students prefer to use a computer to type their notes, they need to be able to
independently access their Google accounts in order to access a digital copy of the lecture
notes.
b. During the first week of school, all students in the class were assessed with
informal diagnostics in which they were asked to describe their familiarity with creating
study guides. Most of the students had never independently created a study guide, and
had never received any explicit instruction on how to use their resources from class and
homework to differentiate between main ideas and details about a topic. As a result, it
was decided that in order to best prepare for an upcoming quiz in which students would
be responsible for determining the central ideas from a piece of informational biology
text, the students needed explicit instruction on how to consolidate information onto one
clear and concise study guide.
3.
Materials
Accomodations
Specially Designed
Instruction
(Modifications)
Agenda/Purpose
(1 min)
White board
Dry erase marker
Water
Statements
worksheet (x 8)
Properties of
water flappers
that students
created the day
before
Student-created
Flappers
Study Guide
template (x8)
Student #1 and #2 :
Performance
Criteria
modifications
include test questions
that are read aloud.
Student #1:
Methodology
modifications
include calendar of
assignments.
Student #2:
Methodology
modifications
include direct
instruction in
executive
functioning skills
Water
Statements
worksheet (x 8)
Students
flashcards
Assign Homework
(2 min)
Write assignment on the white
board, and check each students
agenda book to ensure that it says,
1. Complete Practice Quiz
worksheet
2. Organize binder
Properties of
Water Practice
Quiz worksheet
(x8)
Exit Ticket
(2 min)
Students brainstorm all of the
potential resources that they can use
to actively study for the upcoming
quiz. Students record ideas on the
back side of their homework
worksheet.
Properties of
Water Practice
Quiz worksheet
(x8)
4.
Materials
Dry erase board, dry erase marker, eraser, flappers, Water Statements worksheet (x8),
Properties of Water study guide template (x8), and Properties of Water: Practice Quiz worksheet (x8).
5.
IEP Goals/Objectives/Benchmarks
Student #1
Student #1 will apply study skills in content material written at the 6th-8th grade reading levels in
structured, collaborative and independent exercises.
Rewrite:
When provided with an explicit template and frequent cueing from the teacher, Student #1 will
work independently and collaboratively with peers to create accurate and comprehensive study
guides that outline the main ideas and relevant, corresponding details about a topic 100% of the
time on 4 out of 5 occasions during the fall semester.
Student #2
Student #2, with 80% accuracy, will formulate main ideas from written material collaboratively.
Rewrite:
When the teacher provides an explicit template that outlines the corresponding and relevant
details about a topic, Student #2 will work collaboratively with a partner to accurately identify
the main idea 100% of the time on every 4 out of 5 measured occasions during the fall semester.
These students IEP goals and objectives directly align with the purpose of the biology lesson.
6.
Possible Problems
Potential Solution
7. Assessment
At the end of the lesson, students will be informally assessed by taking an 8 question quiz. The
teacher will orally read a statement about the properties of water that provides a significant detail
about a particular property. The students must use the study guides that they created during class
to determine which property of water the statement is referring to. The purpose of the assessment
is to determine if the students were able to understand the central ideas from the lesson, and use
their study guide as a resource to differentiate between main ideas and corresponding details.