Gin's+Lesson+Plans

** Gin Saepharn ** ** ITEC 601 ** ** Spring 2011Professor: Ngeno **

** Final Project ** I decided to post my tech rich sample above for easier access. This is from a hypothetical assignment used in both lesson plans with voice thread.You can watch this thread below or click on this link for a larger format. [] media type="custom" key="9421042"
 * The l****e****sson plans are attached in the word document as well as posted below.**
 * Tech Rich Sample: (VoiceThread)**

Title of Unit:

Neuroscience Uncovered  // (Introduction to the Nervous system) // Length of Unit: 2 ½ to 3 weeks Time of Year/Month: Winter-Spring: February- March Content Area/Course: (Biological)Middle School Life Science Grade Level: 6th to 7th Grade Unit Goals/Essential Questions: ** How is the body like a machine? //(year-long question)// ** How does the nervous system bridge us to the outside world? How does our nervous system bridge other systems of the body?

CA Content Standards met: ** Physiology ** 9. As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic) despite changes in the outside environment. As a basis for understanding this concept: a. Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. b. Students know how the nervous system mediates communication between different parts of the body and the body’s interactions with the environment. c. Students know how feedback loops in the nervous and endocrine systems regulate conditions in the body. d. Students know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses.

Competencies and Resources: VoiceThread and Kidshealth //Note: Lesson one is a strick introduction to the nervous system that does not include substantial use of the resources or competency.// --- Lesson Two: The CNS: Bossy Brain (KidsHealth Resource) Objective: **SWBAT determine that various functions of the brain are located are different parts of the brain and that the brain is not only made up of the recognizable cerebrum. SWBAT to list the function of the cerebrum, cerebellum, brain stem, pituitary gland, and hypothalamus.**

Materials: Life Science Text (pg. 632-5) Science Journal [] []

Assessments: **
 * Pre-assessment:
 * Have students create a Frayer model of the terms nervous system and reflex.
 * Have students create a circle map what kind of learning style or thinking they think they use most: mathematical, creative, etc. Then allow them to watch a spinning optical illusion (spends clock-wise for right brain dominant and vice versa). Have students tell you what the stimulus is and what the response is.
 * Informal Assessments: Ask students to tell you about how many parts there are to the brain. There are 5 main parts most students will say that there is only one part (they are referring to the cerebrum).
 * Exit Ticket Assessment: Ask each student to define at least one function of the nervous system and which part of the brain that function falls under.

** Literacy/Academic Language: **


 * New Terminology: central nervous system, cerebrum, cerebellum, brain stem, pituitary gland, hypothalamus. Other terminologies: left hemisphere and right hemisphere.
 * The Frayer Model is used to guide students to define scientific terms using their prior knowledge helping them build association between content.
 * While students read, they will “Connect to the Text:” to help practice metacognitive awareness of their reading to increase comprehension:
 * (global) Use context clues to help better understand
 * What does this remind me of?
 * (problem-solving) Visual information
 * Draw one thing from the text into your journal.
 * (support) Summarize each paragraph into one sentence.
 * By illustrating functions in their brain diagram, the students will be practicing visualizing the text.

** Procedures: **

Then watch Brainpop || Class discussion || 7 min || Start KidsHealth, if finished early. || 15 Min ||
 * ** Teacher ** || ** Student ** || ** Time (50 min) ** ||
 * Pre-assessment activity || Work in groups to brainstorm characteristics, examples, non-examples and definition of a nervous system || 8 min ||
 * Informal Assessment
 * Life Science Text and connect to the text. || Write down connection is science journal
 * KidsHealth and diagram || Work on the follow-up while research the brain parts in KidsHealth || 15 Min ||
 * Exit ticket and follow-up || Finish follow-up for homework if not finish. || 5 Min ||

** Follow-up Assignment: ** Draw your version of the brain, provide a key for the parts and draw or list the functions in the part using a computer program. Then upload it to the file created on [|www.voicethread.com].

** Assessment Rubric: **

**Use this Rubric for Frayer Model and Exit Ticket:** * Frayer: Nervous system in relation to reflex, response, and stimulus.
 * Exit: Define one function and label one part of nervous system ||  ||
 * CATEGORY || ++ || + || Ö || - ||   ||
 * Quality of Information || Statements are scientifically accurate and written in their own words with extra one to two details and/or examples. || Labels and statements clearly relate to parts of prompts and give one to details and/or examples. || Statements clearly relate to the prompt. However, some statements are not scientifically accurate. || Statements have little or nothing to do with the prompt. ||  ||

*Because this is an informal assessment, there are not points or grade associated with it. ++ are students have an exceptional command of the subject matter and may need a challenge + are students have a good command of the subject matter Ö are students who are still developing their comprehension of the subject matter - are students have are struggling with the subject matter and will need mandatory 1:1 time.


 * Lesson Three: Dissecting the Brain: Part 1 (Voicethread Competency) **

**Objective:** SWBAT illustrate the functions of the four parts of the cerebrum: the frontal lobe, the temporal lobe, the occipital lobe and parietal lobe.

** Materials: **

Science Journals Brain Lobe Lab Sheet Computers per Student Phineas Gage Reading www.VoiceThread.com

** Assessments: **


 * Pre-assessment: With your tablemates, write down at least one appropriate function of the cerebrum, cerebellum, brain stem, pituitary gland and hypothalamus. The table to finish accurately first, wins a treat first.
 * Assessment: Students will be assessed on the content quality of their brain diagrams as well as their peer feedback

** Literacy/Academic Language: **


 * New Terminology: cortex, lobes, frontal lobe, parietal lobe, occipital lobe, and temporal lobe.
 * VoiceThread Peer Review: Student will comment on three other student’s work (assigned). Their review must indicated one thing the other student did well or made clearer in their diagram in detail. They must also choose to write a question to the reviewed or give constructive feedback. Teachers must model the peer review. This gives students opportunity to use code-switching and developing their scientific reasoning by using evidence in details.
 * While student read the Phineas Gage packet, they will also connect to the text and use definition format for new terms presented. Check lessons one and lessons two for the literacy acquisition these two

** Procedures: **

Websites are given on the lab worksheet || Each student at each table is responsible for finding information on one of the lobes. When finished, start the follow-up. || 20 Min ||
 * ** Teacher ** || ** Student ** || ** Time (50 min) ** ||
 * Administer the pre-assessment activity. || Write down functions on a separate sheet of paper || 10 Min ||
 * VoiceThread Activity || Student will give feedback on three other student brain diagram. If they do not finish, they will finish it for homework. || 15 Min ||
 * Start Brain Lobes Lab: Part 1
 * Discuss follow-up: Follow-up is not due until Friday (two days from today). This follow-up is concurrent with the two-day lab activity. || Q and A || 5 Min ||

** Follow-up Assignment: ** Read the Phineas Gage reading packet and connect to the text (check lesson two). Students will also use the definitional format for any new terms presented in the text

** Assessment Rubrics: **


 * **Research Report : VoiceThread Peer Review** ||   ||
 * CATEGORY || 4 || 3 || 2 || 1 ||   ||
 * Amount of Information || All topics are addressed and all questions answered with at least 2 sentences about each. || All topics are addressed and most questions answered with at least 2 sentences about each. || All topics are addressed, and most questions answered with 1 sentence about each. || One or more topics were not addressed. ||  ||
 * Quality of Information || Feedback clearly relates to the prompts and includes as least one positive feedback and one conceptual question or constructive feedback with at one to two details and/or examples. || Feedback clearly relates to parts of prompts and gives one to details and/or examples. However, feedback does not cover all criteria. || Feedback clearly relates to the prompt. No details and/or examples are given. || Feedback has little or nothing to do with the prompts asked. ||  ||


 * **Brain Diagram** ||   ||
 * CATEGORY || 4 || 3 || 2 || 1 ||   ||
 * Amount of Information || All topics are addressed and all questions answered with at least 2 sentences about each. || All topics are addressed and most questions answered with at least 2 sentences about each. || All topics are addressed, and most questions answered with 1 sentence about each. || One or more topics were not addressed. ||  ||
 * Quality of Information || Labels and statements are scientifically accurate and written in their own words one to two details and/or examples. || Labels and statements clearly relate to parts of prompts and give one to details and/or examples. Some statements are not written in their own words || Label and statements clearly relates to the prompt. No details and/or examples are given. || Feedback has little or nothing to do with the prompts asked. ||  ||
 * Creativity || Diagram includes humor, other illustrations and color. || Diagram includes at two creativity requirement || Diagram includes only one creativity requirement. || Diagram includes no creativity requirement or is poorly crafted and not legible. ||  ||

Primary Instruction: Padilla et al, “Science Explorer: Life Science”, 2009, Copyright, Prentice Hall
 * Resources: **

Summary Writing: Frey et al, “What’s the GIST: Summary Writing for Struggling Adolescent Writers,” 2003, Voice From Middle School

Connect to the Text: Bennet, Mari Beth. “From Practice to Preaching: Helping Content Area Teachers Teach Comprehension,” 2003, Copyright, National Council of Teachers of English

Interactive Feedback: Hayes, “Improving Writing: Online Bulletin Boards,” 2006, Voices of Middle School

Fleischman, John, “Phineas Gage: A Gruesome but True Story about Brain Science,” 2002, Houghton Mifflin Books for Children; 8th Edition edition

[] : Reaction time virtual games. [|www.brainpop.com] : Animated film on and introduction to the nervous system [|www.kidshealth.org] : Articles about parts of the brain. [|www.voicethread.com] : Post student work online and give an interactive feedback on it

Websites about the four lobes of the brain: [] [] []