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Informa Sara Why Was http://sciencecase This case study will be used to
tional h the 1918 s.lib.buffalo.edu/c bring together what students
Text #2 Influenza s/files/1918_influe know about the immune system
So nza.pdf and what they know about the
Deadly?
An
Intimate progressive era to learn about
Debate the Spanish Influenza epidemic.
Case
Online Sara Immune https://www.youtu These videos will be used in
Video h System, be.com/watch?v= class on days 2 and 3 to give
Parts 1 GIJK3dwCWCw students a basic understanding
and 2 of the immune system.
https://www.youtu
be.com/watch?v=
2DFN4IBZ3rI
Childre Kyle “Where’s https://www.amaz This will be an option for
n’s e the beef?” on.com/Wheres- students to choose and do a
book by Mia E. Beef-Mia- reflection on for their final project
Lindsey Lindsey/dp/14907 at the end of the week.(Poster
34678 Board) They will read the
children's book, find connections
to The Jungle and talk about if
Lindsey, Mia E.
Where's the Beef? kids should learn all the facts
Trafford Publishing, about eating meat or not.
2014.
30 min: On day one, the class will review the parts of the animal Students who work better
cell. In teams they will create a cell metaphor, in which they alone will be allowed to
draw a visual metaphor that includes all of the parts of the cell work alone for this project.
(ex. the cell as a school: cell wall is the fence, nucleus is the
office, vacuole is the cafeteria, etc.). Students will have the
option to write down
10 min: Then we will have a conversation with the students that comments instead of
segways to the immune system. The instructor will work to raising their hands during
connect students’ previous knowledge of different cell functions the conversation, and the
to their purposes in the body. written comments can be
given to the teacher after
10 min: The day will close with an introductory video to the the class.
immune system:
https://www.youtube.com/watch?v=GIJK3dwCWCw. Students If written notes are
will be encouraged to take notes because the information will be difficult, diagrams are a
important the next day. good alternative.
Additionally, the link will
Learning Plan Day 2: Scope and Sequence be given to the students so
that they have the option to
go home and rewatch it.
10 min: Day two will begin with part two of the immune system The link will be given to
video: https://www.youtube.com/watch?v=2DFN4IBZ3rI the students on the
previous day so that they
20 min: Students will work in new teams to create a detailed and have the option to go home
accurate diagram of the components of the immune system. and prewatch it.
They may then either copy the diagram into their notes or take a
picture of it for later study.
Students who work better
10 min: The concept of a virus will be introduced. Students will alone will be allowed to
be shown diagrams of an H1N1 virus that detail all of its parts. work alone for this project.
They will then be asked to compare and contrast it with the parts
of a regular cell. They will be asked to figure out how it could
possibly reproduce.
Learning Plan Day 3: Scope and Sequence The text will be provided
to every student
15 min: Students will be introduced to the Spanish Influenza individually so that they
case study using the reading stations strategy in which key have the option to spend
sentences of the reading are placed around the room and the more time on it at home.
students are given a minute or two to read and discuss at each Additionally, if needed, I
station before moving around the room. can run the text through a
lexile level changer, so that
15 min: As a whole group, we will read and dissect the first page they have a second
of the case study. Students will take turns reading the sentences resource to help them
out loud, and interpreting them into understandable concepts if understand the first version
need be. Words that are difficult will be assigned to individual of the text.
students to look up and explain as we go through the text.
20 min: Students will be split into four large groups. Two groups
will be given the Team A part of the case study and two groups
will be given the Team B part. The students will then have
twenty minutes to read through their material and write a
summary of what they have read.
Explain to the students the activity of the Cell Actively pay attention and write down the
Metaphor, in which the goal is to find a visual instructions that are given.
metaphor that references an organelle and its
function. The teacher will then provide an example,
for example, the cell as a school: cell wall is the
fence, nucleus is the office, vacuole is the cafeteria,
etc.
Co-Teaching Strategy (if applicable) :
Which co-teaching strategy will you use to maximize student achievement?
Co-teachers could pass around an example of previous student work that was made for a cell
metaphor.
The teacher will guide the class through a few more Students will help the teacher by volunteering
creations of cell metaphors by asking for example ideas for cell metaphors as a class.
from the students. This way, the whole class will be
prepared for the assignment and will have an idea
of the rigorousness that the teacher is looking for in
Guided Practice
their metaphors.
Instruct students to team up with their tablemates Students will team up to create a cell metaphor,
to create a cell metaphor. They will assign students in which they draw a visual metaphor that
Independent Practice
roles such as Checklist Master (who makes sure includes all of the parts of the cell and write down
none of the organelles are missed) and Metaphor explanations for their metaphor.
Scribe (who writes down the metaphor
explanations). The teacher will then circulate the
room to guide students and keep them on task.
After having completed the Cell Metaphor Activity, the teacher will have a conversation with the classroom that
segues
to the immune system. The instructor will work to connect students’ previous knowledge of the fact that within
the cell, organelles have different functions to the fact that within the body, cells also have different functions.
Teacher Will: Student Will:
The teacher will close the first day with an Students will watch the immune system videos
introductory video to the immune system: and take notes on the different parts of the
https://www.youtube.com/watch?v=GIJK3dwCWC immune system and their functions.
w. The teacher will encourage students to take
notes because the information will be important
the next day
Instructional Input
_____________________________________________________________________________________
Differentiation Strategy:
Students may be provided with the links to videos so that they may watch the videos on their
own time and be able to take better notes.
The teacher will explain to students that they will Students will help the teacher figure out a way to
be creating a diagram that lists all the parts of the organize the parts of the immune system and
immune system and explains their functions. create a template for their diagram.
Together with the students, the teacher will create
Guided Practice
The instructor will have students work in new teams Students will work in teams to create a detailed
Practice
to create a detailed and accurate diagram of the and accurate diagram of the components of the
components of the immune system. The teacher immune system. They will then either copy the
will tell students to then either copy the diagram diagram into their notes or take a picture of it for
later study.
into their notes or take a picture of it for later
study.
Students will pair up with other teams and review each other’s diagrams to make sure that they have made and
accurate depiction of the human immune system.
Viruses/ Day 2
Inquiry Lesson Plan: Engage, Explore, Explain
Teacher Candidates: Topic: Grade Level:
Sarah Jones Biology 10
Title of Lesson: What is a virus and how does it function?
Standard:
1. Strand 4, Concept 5, PO 5. Describe the levels of organization of living things from cells, through tissues,
organs, organ systems, organisms, populations, and communities to ecosystems.
2. Strand 4, Concept 3, PO. 1: Identify the relationships among organisms within populations, communities,
ecosystems, and biomes.
3. Strand 4, Concept 3, PO. 2: Describe how organisms are influenced by a particular combination of biotic
(living) and abiotic (nonliving) factors in an environment.
Learner Outcomes: (Worded for clarity, these must all be evaluated for achievement) Students will be able to:
To learn the parts of a virus, how it reproduces, and to be able to compare and contrast it with the
eukaryotic cell.
Evidence of Mastery:
Students will be able to verbally explain the difference between a eukaryotic cell and a virus when
questioned.
Process Skills: (Skills are you introducing or reinforcing: ex: observation and measuring)
I am reinforcing student’s drive to discover and predict things based on a limited set of information and
background knowledge.
Lesson Summary and Justification: (Summary gives detailed information about what students are doing. Justification –
why is this lesson being taught)
Students will be trying to figure out how a virus works when given a diagram of a virus and all its parts. This
lesson will highlight the difference between the reproductive styles of viruses and eukaryotic cells. It will
also make clear the parasitoidic nature of viruses, and why they cause disease in humans.
Background Knowledge: (What do students need to know to complete this lesson?)
To complete this lesson, students will need to have been in class for the previous two lessons where they
refreshed themselves on the parts of a cell and learned about the immune system.
Alternate Conceptions:
Teacher Will:
Teacher will show the students a picture of an H1N1 virus that has all its parts labeled. The teacher will ask
the students to note how it differs from a eukaryotic cell.
Explore: A hands-on activity for the students to explore the topic.
Co-Teaching Strategy/Differentiation
A co-teacher may draw diagrams on the board of the different ideas that students share so that the other
students have an easier time grasping their classmates’ ideas.
Students who feel that they had very good ideas, but did not get the chance (or were too shy) to share the
information with the class, may write them down and give them to the teacher after class.
References Used:
Example diagram of the immune system parts:
https://www.myvmc.com/uploads/VMC/Anatomy/Immune_system_large.jpg
Example of diagram of the H1N1 virus:
https://www.alamy.com/stock-photo-diagram-of-an-h1n1-swine-flu-virus-particle-with-section-labels-
52079429.html?pv=1&stamp=2&imageid=47122E6E-D74D-4B1A-BA64-
A1E274807E8A&p=191819&n=0&orientation=0&pn=1&searchtype=0&IsFromSearch=1&srch=foo%3Dbar%
26st%3D0%26sortby%3D2%26qt%3Dmembrane%2520envelope%2520diagram%2520h1n1%26qt_raw%3D
membrane%2520envelope%2520diagram%2520h1n1%26qn%3D%26lic%3D3%26edrf%3D0%26mr%3D0%2
6pr%3D0%26aoa%3D1%26creative%3D%26videos%3D%26nu%3D%26ccc%3D%26bespoke%3D%26apalib%
3D%26ag%3D0%26hc%3D0%26et%3D0x000000000000000000000%26vp%3D0%26loc%3D0%26ot%3D0%2
6imgt%3D0%26dtfr%3D%26dtto%3D%26size%3D0xFF%26blackwhite%3D%26cutout%3D%26archive%3D1
%26name%3D%26groupid%3D%26pseudoid%3D%26userid%3D%26id%3D%26a%3D%26xstx%3D0%26cbst
ore%3D1%26resultview%3DsortbyPopular%26lightbox%3D%26gname%3D%26gtype%3D%26apalic%3D%2
6tbar%3D1%26pc%3D%26simid%3D%26cap%3D1%26customgeoip%3D%26vd%3D0%26cid%3D%26pe%3D
%26so%3D%26lb%3D%26fi%3D0%26langcode%3Den%26upl%3D0%26cufr%3D%26cuto%3D%26howler%3
D%26cvrem%3D0%26cvtype%3D0%26cvloc%3D0%26cl%3D0%26upfr%3D%26upto%3D%26primcat%3D%2
6seccat%3D%26cvcategory%3D*%26restriction%3D%26random%3D%26ispremium%3D1%26flip%3D0%26
saveQry%3D%26editorial%3D1%26t%3D0%26edoptin%3D
The Spanish Influenza/Days 3-5
Teacher: Subject:
Sarah Jones Biology
Standards:
1. Strand 2, Concept 1, PO. 4: Analyze how specific cultural and/or societal issues promote or hinder scientific
advancements.
2. Strand 3, Concept 1, PO. 3: Assess how human activities can affect the potential for hazards.
3. Strand 3, Concept 3, PO. 1: Analyze social factors that limit the growth of a human population, including:
affluence, education, access to health care, cultural influences.
Classroom Scenario (small group, whole class, self-contained, resource, gen. ed., lab, etc):
As a whole group, the teacher will guide the The students will take turns reading the
Input
students in reading and dissecting the first sentences out loud, and interpreting them
page of the case study. They will orchestrate into understandable concepts if need be.
the class as the students take turns reading the Words that are difficult will be assigned to
sentences out loud, and interpreting them into individual students to look up independently
understandable concepts if need be. Words and explain to the class as we go through the
that are difficult will be assigned by the teacher text.
to individual students to look up and explain as
we go through the text.
The teacher will split the students into four Students will be split into four large groups.
large groups. They will give two the Team A Two of the groups will be given the Team A
part of the case study and two groups will be part of the case study and two groups will be
given the Team B part. They will then tell given the Team B part. They will then have
students that they have twenty minutes to twenty minutes to read through their
read through their material and write a material and write a summary of what they
summary of what they have read. have read.
Day 4 Day 4
The teacher will give the students some time to The students will reconvene in their groups
reconvene in their groups and refresh and refresh themselves on what their paper’s
themselves on what their paper’s content was content was about.
Guided Practice
about.
The four large teams of students will each
Now that the students are intimately familiar choose a representative to send to the
with their side of the case study, the teacher pinwheel. The pinwheel will discuss for 10
will conduct a pinwheel-style discussion. They minutes, then the representatives will go
will help keep the discussion on track as well as back to their groups to receive feedback and
time each of the discussion and feedback prep their next representative for 5 minutes.
sections. Another round of pinwheel discussion will
take place, after which the students will be
given five minutes in their groups to reflect
on the arguments put forth in the discussion.
Co-Teaching Strategy (if applicable) :
A co-teacher may help students when they reconvene in their groups for feedback. They may also write
down main arguments made during the discussion on the board.
____________________________________________________________________________________
Differentiation Strategy:
Students who feel the need to comment, but were not chosen for the pinwheel discussion may write their
comments down on sticky notes and post them on the wall which can be reviewed during last five
minutes of group discussion.
____________________________________________________________________________________
Differentiation Strategy:
For students who have a low literacy level, they may create a diagram or graphic that explains their point
of view.
Closing/Student Reflection/Real-life connections:
The last day will be devoted to working on their poster. Students will be broken up into small groups of 3-4,
preferably with their group members that they formed in the other classes when working on this multi-
disciplinary poster. They will then be asked to summarize on the poster what they learned by completing a RAFT
detailed below.
Role/Audience: Mix and Match Format, paired with Topic
adjacent topic
One aspect of the immune Urgent telegrams Intercepted by the enemy that relay
system: ex. skin, natural killer vital information of confidential
cells, phagocytes information and plans
Patient sick with the flu Old-Timey The use and benefits of that the Role
Advertisement can offer the Audience