Microscope Unit Plan
Kelly Ferns
Unit Topic: Microscope
Unit Context: 7th Grade Life Science, 7 Day Unit
Microscope unit will be after the six characteristics of life unit and before the viruses and bacteria unit.
Class period: Daily 10:08am-10:52am 40 mins
Day 1: Introduction to the Microscope
Standard:
Ca Science Standard: 7 Investigation and Experimentation:
Scientific progress is made by asking meaningful questions and and conducting careful investigations. As a basis for understanding this concept and addressing the content in three other strands, students should develop their own questions and and perform investigations:
6. Reading/Viewing Closely (Bridging): A. Explain ideas, phenomena, processes, and text relationship (e.g. compare/contrast, cause/effect, problem/solution) based on close reading of variety of grade level texts and viewing of multimedia with light support.
Objective:
Content: To use a variety of print and electronic resources to collect information about the microscope and its history.
Language: To use a variety of print and electronic resources to explain ideas, phenomena and processes of the microscope and its history.
Student Activity: Use text and internet resources to discover the microscope, the anatomy of a microscope and history of the founders/inventors of the microscope. Students will collect information as notes in their interactive journal.
Assessment:
Diagnostic for unit and day: As students are leaving the classroom the students will need an exit ticket. The exit ticket will be to verbally express one piece of information that was learned during research that day. (Informal)
Formative for unit: During a later journal check, this page will be checked for completeness. A complete page will have 5-10 pieces of information. If students have 5-10 pieces of information, then they will receive full credit for the page. (Formal)
Unit Topic: Microscope
Unit Context: 7th Grade Life Science, 7 Day Unit
Microscope unit will be after the six characteristics of life unit and before the viruses and bacteria unit.
Class period: Daily 10:08am-10:52am 40 mins
Day 1: Introduction to the Microscope
Standard:
Ca Science Standard: 7 Investigation and Experimentation:
Scientific progress is made by asking meaningful questions and and conducting careful investigations. As a basis for understanding this concept and addressing the content in three other strands, students should develop their own questions and and perform investigations:
- Use a variety of print and electronic resources to collect information and evidence as part of a research project.
6. Reading/Viewing Closely (Bridging): A. Explain ideas, phenomena, processes, and text relationship (e.g. compare/contrast, cause/effect, problem/solution) based on close reading of variety of grade level texts and viewing of multimedia with light support.
Objective:
Content: To use a variety of print and electronic resources to collect information about the microscope and its history.
Language: To use a variety of print and electronic resources to explain ideas, phenomena and processes of the microscope and its history.
Student Activity: Use text and internet resources to discover the microscope, the anatomy of a microscope and history of the founders/inventors of the microscope. Students will collect information as notes in their interactive journal.
Assessment:
Diagnostic for unit and day: As students are leaving the classroom the students will need an exit ticket. The exit ticket will be to verbally express one piece of information that was learned during research that day. (Informal)
Formative for unit: During a later journal check, this page will be checked for completeness. A complete page will have 5-10 pieces of information. If students have 5-10 pieces of information, then they will receive full credit for the page. (Formal)
Day 2: Anatomy of a Microscope
Standard:
CA Content Standard: 7. Scientific Investigation: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
D. Construct scale models, maps, and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earth’s plates and cell structure).
ELD Standard: B. Interpretive
5. Listen Actively (Bridging) Demonstrate active listening in oral presentation activities by asking and answering detailed questions with minimal prompting and support
Objective:
Content: To become familiar with the microscope anatomy and function using a microscope model worksheet.
Language: To listen actively during a lecture to complete a microscope model worksheet.
Student Activity: Students will actively take notes on a microscope model worksheet as teacher completes worksheet and gives information in a lecture style format.
Assessment:
Formative for day: After completing worksheet, students will get into lab groups. While in lab groups (groups of 2-3 students) each group will receive a whiteboard, a cloth, and an erasable marker. The teacher then will use the microscope as an actual model. The teacher will point to each part of the microscope and have the lab groups place the name on the whiteboard. This activity will check for student understanding. (Informal)
Formative for unit: During a later journal check, this page will be checked for completeness. A complete page will have all items of the microscope labeled with name and function. A complete page will receive full 5 points. (Formal)
Standard:
CA Content Standard: 7. Scientific Investigation: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
D. Construct scale models, maps, and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earth’s plates and cell structure).
ELD Standard: B. Interpretive
5. Listen Actively (Bridging) Demonstrate active listening in oral presentation activities by asking and answering detailed questions with minimal prompting and support
Objective:
Content: To become familiar with the microscope anatomy and function using a microscope model worksheet.
Language: To listen actively during a lecture to complete a microscope model worksheet.
Student Activity: Students will actively take notes on a microscope model worksheet as teacher completes worksheet and gives information in a lecture style format.
Assessment:
Formative for day: After completing worksheet, students will get into lab groups. While in lab groups (groups of 2-3 students) each group will receive a whiteboard, a cloth, and an erasable marker. The teacher then will use the microscope as an actual model. The teacher will point to each part of the microscope and have the lab groups place the name on the whiteboard. This activity will check for student understanding. (Informal)
Formative for unit: During a later journal check, this page will be checked for completeness. A complete page will have all items of the microscope labeled with name and function. A complete page will receive full 5 points. (Formal)
Day 3: History of the Microscope
Standard:
CA Content Standard: 7. Scientific Investigation: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
C. Communicate the logical connection among hypotheses, science concepts, tests conducted, data collected, and conclusions drawn from the scientific method.
ELD Standard: Interpretive: 6. Reading/Viewing Closely
B. (Bridging) Express inferences and conclusions based on close reading of grade level texts and viewing multimedia using a variety of precise academic verbs
Objective:
Content: To learn the history of the microscope.
Language: To read/view/listen closely to interpret inferences and conclusions based on multimedia presentation.
Student Activity: Powerpoint on the history of the microscope and microscope history notes worksheet.
Assessment: Exit tickets 1 for the day and 1 for the unit
Formative for the Day: As students leave the class for the day, students are required to answer an exit ticket question. Questions include: who is the father of microscopy, who create the micrographia book, who create the 1st microscope, who looked at pond water for the 1st time, how did the word cell get discovered, what did Anton call the discovery in pond water? (Informal)
Formative for the unit: As students leave the class for the day they will be asked to identify a part of the microscope and provide the function. (Informal)
Formative for unit: During a later journal check, this page will be checked for completeness. A complete page will have all items of the microscope history notes worksheet completed. A complete page will receive full 5 points. (Formal)
Standard:
CA Content Standard: 7. Scientific Investigation: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
C. Communicate the logical connection among hypotheses, science concepts, tests conducted, data collected, and conclusions drawn from the scientific method.
ELD Standard: Interpretive: 6. Reading/Viewing Closely
B. (Bridging) Express inferences and conclusions based on close reading of grade level texts and viewing multimedia using a variety of precise academic verbs
Objective:
Content: To learn the history of the microscope.
Language: To read/view/listen closely to interpret inferences and conclusions based on multimedia presentation.
Student Activity: Powerpoint on the history of the microscope and microscope history notes worksheet.
Assessment: Exit tickets 1 for the day and 1 for the unit
Formative for the Day: As students leave the class for the day, students are required to answer an exit ticket question. Questions include: who is the father of microscopy, who create the micrographia book, who create the 1st microscope, who looked at pond water for the 1st time, how did the word cell get discovered, what did Anton call the discovery in pond water? (Informal)
Formative for the unit: As students leave the class for the day they will be asked to identify a part of the microscope and provide the function. (Informal)
Formative for unit: During a later journal check, this page will be checked for completeness. A complete page will have all items of the microscope history notes worksheet completed. A complete page will receive full 5 points. (Formal)
Day 4: Enormous E Lab
Standard:
Ca Science Standard: 7 Investigation and Experimentation:
Scientific progress is made by asking meaningful questions and and conducting careful investigations. As a basis for understanding this concept and addressing the content in three other strands, students should develop their own questions and and perform investigations:
D. Construct scale models to communicate scientific knowledge.
ELD: A. Collaborative:
1. Exchanging information and ideas. (Bridging) Contribute to class, group and partner discussions by following turn taking rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building upon responses, and providing useful feedback.
Objective:
Content: To follow Enormous E lab directions to learn how to use the microscope appropriately.
Language: To work in a group to follow Enormous E lab directions.
Student Activity: Enormous E lab worksheet
Assessment:
Formative for day: As lab groups are completing each step of the Enormous E lab, teacher will visually check each student's’ lab sheet to check for understanding. Understanding will be indicated by a non-cohesive, non-straight, upside-down lower case E. (informal)
Formative for unit: During a later journal check, this page will be checked for completeness. A complete page will have all items of the Enormous E Lab worksheet completed. A complete page will receive full 5 points. (Formal)
Day 5: Drymounts Slides #1
Standard: Ca Science Standard: 7 Investigation and Experimentation:
Scientific progress is made by asking meaningful questions and and conducting careful investigations. As a basis for understanding this concept and addressing the content in three other strands, students should develop their own questions and and perform investigations:
Objective:
Content: To learn how to view a dry mounted slides.
Language: To learn how to adapt language according to task, science experiment.
Student Activity: View prepared dry mounted slides and draw them on dry mount slide worksheet.
Assessment:
Formative for the day: As students are using the microscope to view prepared dry mounted slides, teacher will check to ensure that students are drawing what they see in the microscope viewfinder, and writing the name of the object and the total magnification used. (Informal)
Formative for the unit: Exit ticket, Students are to identify parts of the microscope by using proper name and function. (Informal)
Formative for unit: During a later journal check, this page will be checked for completeness. A complete page will have all items of the Dry Mount Slides #1 worksheet completed; meaning all 6 drawing areas are completed with a color picture, name of object and total magnification. A complete page will receive full 5 points. (Formal)
Standard: Ca Science Standard: 7 Investigation and Experimentation:
Scientific progress is made by asking meaningful questions and and conducting careful investigations. As a basis for understanding this concept and addressing the content in three other strands, students should develop their own questions and and perform investigations:
- Select and use appropriate tools and technology (microscopes with pre made dry mounted slides) to perform tests, collect data and display data.
Objective:
Content: To learn how to view a dry mounted slides.
Language: To learn how to adapt language according to task, science experiment.
Student Activity: View prepared dry mounted slides and draw them on dry mount slide worksheet.
Assessment:
Formative for the day: As students are using the microscope to view prepared dry mounted slides, teacher will check to ensure that students are drawing what they see in the microscope viewfinder, and writing the name of the object and the total magnification used. (Informal)
Formative for the unit: Exit ticket, Students are to identify parts of the microscope by using proper name and function. (Informal)
Formative for unit: During a later journal check, this page will be checked for completeness. A complete page will have all items of the Dry Mount Slides #1 worksheet completed; meaning all 6 drawing areas are completed with a color picture, name of object and total magnification. A complete page will receive full 5 points. (Formal)
Day 6: Drymounts Slides #2
Standard:
Ca Science Standard: 7 Investigation and Experimentation:
Scientific progress is made by asking meaningful questions and and conducting careful investigations. As a basis for understanding this concept and addressing the content in three other strands, students should develop their own questions and and perform investigations:
Objective:
Content: To learn how to make a dry mounted slide and to create a model of specimen.
Language: To learn how to adapt language according to task, science experiment.
Student Activity: Prepare dry mounted slides with specimens collected outside the classroom and draw what was viewed in the field of view.
Assessment:
Formative for the day: As students are using the microscope to view prepared dry mounted slides, teacher will check to ensure that students are drawing what they see in the microscope viewfinder, and writing the name of the object and the total magnification used. (Informal)
Formative for the unit: Exit ticket, Students are to identify parts of the microscope by using proper name and function. (Informal)
Formative for unit: During a later journal check, this page will be checked for completeness. A complete page will have all items of the Dry Mount Slides #2 worksheet completed; meaning all 6 drawing areas are completed with a color picture, name of object and total magnification. A complete page will receive full 5 points. (Formal)
Standard:
Ca Science Standard: 7 Investigation and Experimentation:
Scientific progress is made by asking meaningful questions and and conducting careful investigations. As a basis for understanding this concept and addressing the content in three other strands, students should develop their own questions and and perform investigations:
- Construct scale models, and appropriately labeled diagrams to communicate scientific knowledge.
Objective:
Content: To learn how to make a dry mounted slide and to create a model of specimen.
Language: To learn how to adapt language according to task, science experiment.
Student Activity: Prepare dry mounted slides with specimens collected outside the classroom and draw what was viewed in the field of view.
Assessment:
Formative for the day: As students are using the microscope to view prepared dry mounted slides, teacher will check to ensure that students are drawing what they see in the microscope viewfinder, and writing the name of the object and the total magnification used. (Informal)
Formative for the unit: Exit ticket, Students are to identify parts of the microscope by using proper name and function. (Informal)
Formative for unit: During a later journal check, this page will be checked for completeness. A complete page will have all items of the Dry Mount Slides #2 worksheet completed; meaning all 6 drawing areas are completed with a color picture, name of object and total magnification. A complete page will receive full 5 points. (Formal)
Day 7: Wet mount Slides (Pond Water) Lesson Plan Link
Standards:
Ca Science Standard: 7 Investigation and Experimentation:
Scientific progress is made by asking meaningful questions and and conducting careful investigations. As a basis for understanding this concept and addressing the content in three other strands, students should develop their own questions and and perform investigations:
Objective:
Content: To use the microscope to view pond water and to create scale model representations.
Language: To participate in scientific discussions using appropriate language choices for scientific experiments.
Student Activity: To prepare wet mounted slide using local pond water. Then to view pond water under microscope, selecting appropriate objective lenses. Students are then to draw what was seen in the viewfinder on worksheet using color pencils. Students are then to identify the specimen and indicate the total magnification used.
Assessment:
Formative for the day: As students are using the microscope to view student prepared wet mounted slides, teacher will check to ensure that students are drawing what they see in the microscope viewfinder, and writing the name of the object and the total magnification used. (Informal)
Formative for the unit: Exit ticket, Students are to identify parts of the microscope by using proper name and function. (Informal)
Formative for unit: During a later journal check, this page will be checked for completeness. A complete page will have all items of the Wet Mount Slides worksheet completed; meaning all 6 drawing areas are completed with a color picture, name of object and total magnification. A complete page will receive full 5 points. (Formal)
Standards:
Ca Science Standard: 7 Investigation and Experimentation:
Scientific progress is made by asking meaningful questions and and conducting careful investigations. As a basis for understanding this concept and addressing the content in three other strands, students should develop their own questions and and perform investigations:
- Construct scale models, and appropriately labeled diagrams to communicate scientific knowledge.
Objective:
Content: To use the microscope to view pond water and to create scale model representations.
Language: To participate in scientific discussions using appropriate language choices for scientific experiments.
Student Activity: To prepare wet mounted slide using local pond water. Then to view pond water under microscope, selecting appropriate objective lenses. Students are then to draw what was seen in the viewfinder on worksheet using color pencils. Students are then to identify the specimen and indicate the total magnification used.
Assessment:
Formative for the day: As students are using the microscope to view student prepared wet mounted slides, teacher will check to ensure that students are drawing what they see in the microscope viewfinder, and writing the name of the object and the total magnification used. (Informal)
Formative for the unit: Exit ticket, Students are to identify parts of the microscope by using proper name and function. (Informal)
Formative for unit: During a later journal check, this page will be checked for completeness. A complete page will have all items of the Wet Mount Slides worksheet completed; meaning all 6 drawing areas are completed with a color picture, name of object and total magnification. A complete page will receive full 5 points. (Formal)
Day 8: Test and Journal Check
Standards:
Ca Science Standard: 7 Investigation and Experimentation:
Scientific progress is made by asking meaningful questions and and conducting careful investigations. As a basis for understanding this concept and addressing the content in three other strands, students should develop their own questions and and perform investigations:
Objective:
Content: To demonstrate knowledge by appropriately labeling a microscope diagram.
Language: To demonstrate knowledge using clear and coherent summaries of the function of each part of the microscope.
Student Activity: Students will first take a formal test assessment. The test will be a diagram of a microscope which students will complete. The diagram asks for the name of the structure and the function of the structure. The students will then after engage in a self and peer journal review. The journal check will include all activities from unit. The check will ensure completeness of journal and activities.
Assessment:
Summative for the unit: Microscope test. Test will be a replica of the microscope diagram that students had completed earlier in the unit. The students will be able to use journal. Students will name the microscope structure and identify function of microscope structure. The test will also include questions regarding history of microscope and key information relevant to microscope use. Questions will include who is the father of microscopy, who create the book Micrographia, and what knob will one use when focusing the highest power objective lens. (Formal)
Summative for the unit: Journal Check. Students will perform a self journal check and a peer journal check. The self journal check will give points for completed table of contents, pages titles and numbers, and completed pages. The completed pages include introduction to microscope notes, anatomy of Microscope diagram, microscope history notes, Enormous E lab, dry mount slides #1, dry mount slides #2, and wet mount slides. (Formal)
Standards:
Ca Science Standard: 7 Investigation and Experimentation:
Scientific progress is made by asking meaningful questions and and conducting careful investigations. As a basis for understanding this concept and addressing the content in three other strands, students should develop their own questions and and perform investigations:
- Construct scale models, and appropriately labeled diagrams to communicate scientific knowledge.
Objective:
Content: To demonstrate knowledge by appropriately labeling a microscope diagram.
Language: To demonstrate knowledge using clear and coherent summaries of the function of each part of the microscope.
Student Activity: Students will first take a formal test assessment. The test will be a diagram of a microscope which students will complete. The diagram asks for the name of the structure and the function of the structure. The students will then after engage in a self and peer journal review. The journal check will include all activities from unit. The check will ensure completeness of journal and activities.
Assessment:
Summative for the unit: Microscope test. Test will be a replica of the microscope diagram that students had completed earlier in the unit. The students will be able to use journal. Students will name the microscope structure and identify function of microscope structure. The test will also include questions regarding history of microscope and key information relevant to microscope use. Questions will include who is the father of microscopy, who create the book Micrographia, and what knob will one use when focusing the highest power objective lens. (Formal)
Summative for the unit: Journal Check. Students will perform a self journal check and a peer journal check. The self journal check will give points for completed table of contents, pages titles and numbers, and completed pages. The completed pages include introduction to microscope notes, anatomy of Microscope diagram, microscope history notes, Enormous E lab, dry mount slides #1, dry mount slides #2, and wet mount slides. (Formal)
Differentiation:
Student Information
Student #1: Student with Special Education Needs
a. Name: Brandon
b. Eligibility: Autism Spectrum Disorder
c. Identity:Brandon is in the 7th grade, he is 12 years old. Brandon speaks English and is of mid-high SES.
d. Goals: Brandon needs assistance in language, social, and organizational skills
e. Readiness:Brandon is excited to engage in science. However, he needs to meet social goals to participate in class. These goals include acting appropriately for age, keeping hands to self and limiting outbursts.
f. Interest: Brandon loves bugs. He enjoys the feeling of the bugs crawling on his skin. He was grossed out when examining bugs at a microscopic level.
g. Learning Profile: Brandon learns in a variety of ways. He engages with material when presented in a kinesthetic style. He also is most successful in visual learning styles.
h. Differentiation:
· Content: Content is differentiated by being presented in different modalities. With the assistance of an aid, material is not only presented verbally but also visually on a whiteboard in front on him.
· Process: Activities are engaging in kinesthetic learning styles. Active lab activities will help engage Brandon more successfully.
· Product: Brandon can be easily excited, to prevent anxious situations, assessments are conducted informally. Brandon will also use aid to provide one on one assistance with formal assessment.
· Learning Environment: Brandon is placed at the front of the room to reduce distraction, increase auditory instruction and to see visual instructions on the board.
Assessment: Formative assessments are conducted daily to ensure student understanding. Instructions are provided in English and can easily be confusing for an English language learner. Daily formative assessments will ensure that students are understanding the material.
#2 Student - English Language Learner
a. Name: Oscar
b. ELL Level: CELDT 4: Early Advanced
c. Identity: Oscar is in the 7th grade, he is of low SES, speaks Spanish and English and had previously lived in Mexico.
d. Goals: Oscar has a passion for science, he wishes to learn as much as possible about science.
e. Readiness: Oscar needs assistance with language. He is an English language learner and needs English skills to be taught explicitly with content.
f. Interest: Oscar enjoys science and soccer.
g. Learning Profile: Oscar is a visual learner, he learns best be participating in projects.
h. Differentiation:
· Content: Content is taught explicitly with English language skills.
· Process: Unit presents a variety of learning methods. Oscar will be able to engage in styles that are preferred and styles that need improvement.
· Product: Students can use journal on test to ensure that any language confusion is limited.
· Learning Environment: Groups are designed based upon English skills and content abilities. Students are disbursed to mix levels of all abilities.
i. Assessment: Formative assessments are conducted daily to ensure student understanding. Instructions are provided in English and can easily be confusing for an English language learner. Daily formative assessments will ensure that students are understanding the material.
#3 Student – Low Level Student
a. Name: Stephanie
b. Need: She needs supports on all aspects. Providing English language skills will assist in her abilities. Providing organizational skills and additional time to become organized will provide assistance. Lastly, she needs content to be presented in multiple modalities to encourage multiple learning opportunities.
c. Identity: She is in the 7th grade, of low SES, speaks Spanish and English, quiet and shy.
d. Goals: Stephanie is interested in animals. To make the content relatable, animals should be included.
Differentiation:
· Content: Content is presented in multiple modalities and multiple methods to ensure multiple learning opportunities.
· Process: Student will engage in participatory hands on instruction as well as active note taking.
Assessment: Formative assessments are conducted daily to ensure student understanding. Instructions are provided in English and can easily be confusing for an English language learner. Daily formative assessments will ensure that students are understanding the material.
#4 Student – Average Level Student
a. Name: Kiana
b. Need: Kiana’s educational needs include multiple modalities and multiple presentations.
c. Identity: Kiana is a 7th grade female student, she is of low SES, speaks English and enjoys fencing.
d. Goals: Kiana wishes to be a better reader.
e. Readiness: Kiana is an average level student.
f. Interest: Kiana enjoys fencing and often travels for her fencing team.
Differentiation:
· Content: Content is presented in multiple modalities and multiple methods to ensure multiple learning opportunities.
· Process: Student will engage in participatory hands on instruction as well as active note taking.
Product: Kiana is placed in a lab group that is of her liking. She wanted to work with two other students and felt like they contributed to her success. To encourage her participation, her group was decided by her.
i. Assessment: Formative assessments are conducted daily to ensure student understanding. Instructions are provided in English and can easily be confusing for an English language learner. Daily formative assessments will ensure that students are understanding the material.
#5 Student – High Level Student
a. Name: Elias
b. Need: As a high level student Elias needs to be challenged. The teacher will provide more learning opportunities if he presents himself as board or unchallenged.
c. Identity: Elias is a 7th grade boy. He speaks Spanish and English. He is of low SES.
d. Goals: Elias has a passion for science. He hopes to be a surgeon one day.
e. Readiness: Elias shows high grades in all classes. He may need challenged with more activities.
h. Differentiation:
· Content: The content provides a range of abilities within a unit subject. This provides with many learning opportunities.
· Process: The activities provide students with choices in their learning directions. Students can choose how they research and what they research within a subject. Providing students with choice is essential for high achieving students.
Student Information
Student #1: Student with Special Education Needs
a. Name: Brandon
b. Eligibility: Autism Spectrum Disorder
c. Identity:Brandon is in the 7th grade, he is 12 years old. Brandon speaks English and is of mid-high SES.
d. Goals: Brandon needs assistance in language, social, and organizational skills
e. Readiness:Brandon is excited to engage in science. However, he needs to meet social goals to participate in class. These goals include acting appropriately for age, keeping hands to self and limiting outbursts.
f. Interest: Brandon loves bugs. He enjoys the feeling of the bugs crawling on his skin. He was grossed out when examining bugs at a microscopic level.
g. Learning Profile: Brandon learns in a variety of ways. He engages with material when presented in a kinesthetic style. He also is most successful in visual learning styles.
h. Differentiation:
· Content: Content is differentiated by being presented in different modalities. With the assistance of an aid, material is not only presented verbally but also visually on a whiteboard in front on him.
· Process: Activities are engaging in kinesthetic learning styles. Active lab activities will help engage Brandon more successfully.
· Product: Brandon can be easily excited, to prevent anxious situations, assessments are conducted informally. Brandon will also use aid to provide one on one assistance with formal assessment.
· Learning Environment: Brandon is placed at the front of the room to reduce distraction, increase auditory instruction and to see visual instructions on the board.
Assessment: Formative assessments are conducted daily to ensure student understanding. Instructions are provided in English and can easily be confusing for an English language learner. Daily formative assessments will ensure that students are understanding the material.
#2 Student - English Language Learner
a. Name: Oscar
b. ELL Level: CELDT 4: Early Advanced
c. Identity: Oscar is in the 7th grade, he is of low SES, speaks Spanish and English and had previously lived in Mexico.
d. Goals: Oscar has a passion for science, he wishes to learn as much as possible about science.
e. Readiness: Oscar needs assistance with language. He is an English language learner and needs English skills to be taught explicitly with content.
f. Interest: Oscar enjoys science and soccer.
g. Learning Profile: Oscar is a visual learner, he learns best be participating in projects.
h. Differentiation:
· Content: Content is taught explicitly with English language skills.
· Process: Unit presents a variety of learning methods. Oscar will be able to engage in styles that are preferred and styles that need improvement.
· Product: Students can use journal on test to ensure that any language confusion is limited.
· Learning Environment: Groups are designed based upon English skills and content abilities. Students are disbursed to mix levels of all abilities.
i. Assessment: Formative assessments are conducted daily to ensure student understanding. Instructions are provided in English and can easily be confusing for an English language learner. Daily formative assessments will ensure that students are understanding the material.
#3 Student – Low Level Student
a. Name: Stephanie
b. Need: She needs supports on all aspects. Providing English language skills will assist in her abilities. Providing organizational skills and additional time to become organized will provide assistance. Lastly, she needs content to be presented in multiple modalities to encourage multiple learning opportunities.
c. Identity: She is in the 7th grade, of low SES, speaks Spanish and English, quiet and shy.
d. Goals: Stephanie is interested in animals. To make the content relatable, animals should be included.
Differentiation:
· Content: Content is presented in multiple modalities and multiple methods to ensure multiple learning opportunities.
· Process: Student will engage in participatory hands on instruction as well as active note taking.
Assessment: Formative assessments are conducted daily to ensure student understanding. Instructions are provided in English and can easily be confusing for an English language learner. Daily formative assessments will ensure that students are understanding the material.
#4 Student – Average Level Student
a. Name: Kiana
b. Need: Kiana’s educational needs include multiple modalities and multiple presentations.
c. Identity: Kiana is a 7th grade female student, she is of low SES, speaks English and enjoys fencing.
d. Goals: Kiana wishes to be a better reader.
e. Readiness: Kiana is an average level student.
f. Interest: Kiana enjoys fencing and often travels for her fencing team.
Differentiation:
· Content: Content is presented in multiple modalities and multiple methods to ensure multiple learning opportunities.
· Process: Student will engage in participatory hands on instruction as well as active note taking.
Product: Kiana is placed in a lab group that is of her liking. She wanted to work with two other students and felt like they contributed to her success. To encourage her participation, her group was decided by her.
i. Assessment: Formative assessments are conducted daily to ensure student understanding. Instructions are provided in English and can easily be confusing for an English language learner. Daily formative assessments will ensure that students are understanding the material.
#5 Student – High Level Student
a. Name: Elias
b. Need: As a high level student Elias needs to be challenged. The teacher will provide more learning opportunities if he presents himself as board or unchallenged.
c. Identity: Elias is a 7th grade boy. He speaks Spanish and English. He is of low SES.
d. Goals: Elias has a passion for science. He hopes to be a surgeon one day.
e. Readiness: Elias shows high grades in all classes. He may need challenged with more activities.
h. Differentiation:
· Content: The content provides a range of abilities within a unit subject. This provides with many learning opportunities.
· Process: The activities provide students with choices in their learning directions. Students can choose how they research and what they research within a subject. Providing students with choice is essential for high achieving students.
Reflection:
In completing this project, I learned about the students in my class and how I can alter my teaching strategies to meet their needs. In the class the students range in needs from having Autism Spectrum Disorder to being GATE students. To accommodate for the different learning styles, universal design was used. Students range in language abilities; there are students who are CELD intermediate level and students who are considered reclassified. To accommodate for language abilities, English Language Standards were incorporated into every lesson. Lessons were designed to meet various learning needs. There were lessons which focused on auditory learners. But then there were lessons to engage the artistic and visual learners. The lessons engaged the students in scientific investigation and experimentation. The students used a variety of resources to develop a collection of knowledge regarding the history of the microscope.
After teaching this unit, I would like to revamp the lesson regarding note taking on the history of microscopes. Perhaps I could find an informational youtube that provides the same information. Or even have students design a song with relevant facts. I also learned that I need to check for more understanding during the lesson on the microscope anatomy. Students were to copy the notes from the overhead. However, in student conferences it was discovered that some students copied the wrong information. Perhaps I could have lab groups review each other’s diagrams to ensure that it is correctly labeled and filled in.
In completing this project, I learned about the students in my class and how I can alter my teaching strategies to meet their needs. In the class the students range in needs from having Autism Spectrum Disorder to being GATE students. To accommodate for the different learning styles, universal design was used. Students range in language abilities; there are students who are CELD intermediate level and students who are considered reclassified. To accommodate for language abilities, English Language Standards were incorporated into every lesson. Lessons were designed to meet various learning needs. There were lessons which focused on auditory learners. But then there were lessons to engage the artistic and visual learners. The lessons engaged the students in scientific investigation and experimentation. The students used a variety of resources to develop a collection of knowledge regarding the history of the microscope.
After teaching this unit, I would like to revamp the lesson regarding note taking on the history of microscopes. Perhaps I could find an informational youtube that provides the same information. Or even have students design a song with relevant facts. I also learned that I need to check for more understanding during the lesson on the microscope anatomy. Students were to copy the notes from the overhead. However, in student conferences it was discovered that some students copied the wrong information. Perhaps I could have lab groups review each other’s diagrams to ensure that it is correctly labeled and filled in.