Activity-based lesson adjusted to common core-
Grades Level 6-8
Aim Questions: Explain different types of virus/bacteria
infectious causing disease’s using the science informative/exploration text?
A)
What learning objective/main ideas
do students need to know (maximum of 3)?
1) Students will analyze
informative science text to examine evidence of viruses and bacterium causing
diseases
2) Student will use a variety of strategies
to determine words meaning, examine illustrations, main ideas, context clues to
develop ideas about virus/bacteria’s and virus/bacteria’s prevention.
3) Students will use a variety of
multimedia to develop and deepen understanding about virus and infectious
diseases.
B)
What common core skills will be
introduced or reinforced during the lesson?
1) Students will understand that
the multimedia cite have important information for developing ideas.
2) Students will be able to use
multimedia informative/exploration text and pod-casts to explain complex evidence
about viruses/bacteria’s-and gather meaning.
3) Student will examine content texts
and trade book for additional ideas on how viruses/bacteria’s get in our body’s
causing infectious diseases.
C)
What content are standards are
addressed in this lesson?
RI6.3, RI6.4, RI6.6, RI6.7, Science Standards: 4.4a, 1.2j 4.1.1, 4.5.1
7.1.1
D)
What academic and content specific
Vocabulary is introduced in this lesson?
Informative texts/exploration text,
virus/bacterium, viroids, vaccines
E)
What materials (e.g. Activity
sheet, map song) will I present to students?
Student will be given copies “Your
Health: The Science Inside” and “What’s really Bugging You?-student sheets
(Text, 9-12, 13-15, 16-18), Venn diagram-for comparisons of bacteria and virus.
Students will be given plenty of
time to silently read the informative/exploration text. Student can gauge an
understanding of the mains ideas and realize the life forms of virus/bacterium.
Students will also be able to identify characteristics of viruses and
infectious diseases, identify which diseases have been with us the a long time,
and how new viruses and diseases come about, such as the HIV, Ebola that effect
the human immune system, and which diseases have been eradicated or prevented
with a vaccine.
F)
What activity if any will I use to
settle students and establish a context (Do Now)?
I will engage the students by
activating prior knowledge on virus and bacteria’s-I will give the students
plenty of time to brainstorm for ideas-I will explore questions on students
prior knowledge about viruses/bacteria’s, gauge the students understanding with
questions and answer-students can also make hypothesis on what the text is
going to be about by reading the title. Also, ask the students have they ever
had a common cold (virus) or been vaccinated for any disease-give the students
plenty of time-let them brain storm ideas from prior knowledge making
connections to the related text. Then I will explain how the text chosen for
today’s lesson is an informative text and can be used to gather evidence on
virus and bacteria-by looking at key ideas, phrases, main purpose, text
subheadings and the authors point of view.
G)
How will I open the lesson
(motivation) and capture student’s interests?
To engage students in the lesson,
have them begin by using “What’s really bugging you” student e-sheets to go to
the “Smallest Thing”-Pod-Cast. Students will listen to the Pod-Cast first. Then
they can read the background information in “Making Sense of the Research”
section. Once the student has read through the (tailored) resources-ask them
these questions- what is the difference between a non-living thing and living
thing? What are viruses really? Are they a form of life?
In what way do they seem alive? How
are they different from bacteria? How do we catch viruses and infectious
disease? What are some simple things you can do to prevent spreading illness?
Can you name some illnesses caused by viruses and bacteria?
H)
What additional individual/Team
Full CLASS ACTIVITIES will I use to help students discover what they need to
learn (suggest three) if these are groups activities, how will students be
organized?
1) Students will be equipped with
text to analyze meaning from the main ideas, analyze phrase, key ideas, topic
ideas, illustrations-to determine supporting evidence on virus and bacteria’s.
2) Student groups will be given handouts
that questions specific to understanding of virus and bacteria.
3) Student groups will be given
plenty of time to discuss specific details, main ideas, and talk about ideas
that support the main ideas in the text. Groups will evaluate peer ideas, and
examine their own inferences based on the text.-groups will be organized with a
scribe, document taker, Venn-diagram bacteria and virus comparison data
interpreter, and orator. Groups will then present their finding and
venn-diagrams to the rest of the class.
I)
How will I differentiate
instruction with multiple entree points for diverse learners?
The text can be broken down into
smaller sections so not to overwhelm some students. The groups can also be
organized with a task according to the student’s strongest ability. Visual aids
were provided for additional understanding, which involved listening skills,
individual peer groups share outs, and peer main ideas evaluations.
J)
What (H.O.T)-Higher order thinking
questions will I ask to engage students in analysis and discussion?
1)
Explain what new information you
found out about virus and bacteria? Based on the text-
2)
After playing out side is it a
good idea to wash your hands-explain why?
3)
Can you explain some key terms,
and main ideas in the text?
4)
What did the author expect you to
understand after reading the article?
5)
How can you research further
understanding of bacteria and viruses?
K)
How will I assess student’s
mastery of the skills, content and concepts, language in this lesson?
This is determined by class
discussions, visual media questions, rubrics, student sheets, class
presentations, and short paragraph given for homework.
L)
How will I bring the lesson to
closure (summary Questions)?
Teacher student talks to further
clear up any misunderstandings, group peers shares of previewing text,
questioning, summarizing, reviewing and group presentations.
M)
How will I reinforce and extend
student learning?
a)
Classroom application/follow up: Students
will follow up with addition informative/exploration science texts.
b)
Enrichment activities: Students
will research further on infectious diseases and ways to prevent them.
c)
Home work: Students will write a
paragraph about either a virus or bacteria discussed in class.
N)
What topics come next?
a)
Tomorrow- Louis Pasteur-Microbe
discovery
b)
day after-Asthma and Allergies
O)
How do I evaluate this lesson-teacher
reflection?
a)
Strengths-motivational
indicators/hook was information students can relate to. Differentiated methods
enable all students to get involved in the lesson.
b)
Weakness-not enough time for a
science experiment.
c)
Area to work on-Activities-
d)
Things to change-hands on
engagements-if time permits.
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