Lesson plan on the phylum Mollusca Cooperative learning style



Lesson plan on the phylum Mollusca 9th Grade Cooperative learning style

Given my interest in this lesson plan model, I will take the liberty to add a few steps. This extra information will assist me in ensuring my performance in carrying out the necessary steps to maximize student comprehension and retention.

Sponge When students enter the room a video clip from the award-winning series Shape of Life will be showing. It will depict a variety of mollusks in their habitats and carrying out their life functions.

Link to schema How many of you have ever eaten clams or mussels? How about calamari or squid or pulpo which is the same as octopus?

Rationale A basic knowledge of the evolution and morphology of this important phylum of invertebrates is the essential to further comprehension of other phylum and evolution. Students will gain experience in animal dissection, writing a laboratory report, and the scientific inquiry process/scientific method model which is a key part of California science standards. This will be the basis for “prior knowledge” in subsequent scaffolded knowledge and discoveries in oceanography and marine science.

Instructional strategy Cooperative learning model

SDAIE techniques will be incorporated into this lesson.

This will include the use of overhead and LCD projectors. I will arrange the classroom in cooperative groups and give slow and clear presentations of the material during lecture. I will repeat the words on the PowerPoint’s to insure that visual learners comprehend the material and I will give extended time limits for note taking and dissection in class.

Procedures and elements of cooperative learning

(I am including special steps at the end from direct instruction to assist me as I am new in writing lesson plans and would rather include more guidance than less).

1) Instructional Objectives 1) Students will be able to describe in a multi-paragraph essay the life processes involved in mollusks including the categories: bivalves, gastropods, encephalopods and naked mollusks, also known as nudibranchs. 2) Students will color and draw the different types of mollusks citing their central features comparing them to one another. 3) Students will observe and then dissect a clam completing a lab report in the process.

2) & 3) Class set up The class will be divided into groups, two to a table, and two tables together to make a pod of four students. This division has previously taken place and students know their partners. This set up will be maintained for the first part of the class: lecture, taking notes, and copying diagrams. This same set up will be used for the dissection. However two groups of two will be combined to make groups of four for the laboratory component of the class, when students will dissect a clam and complete a laboratory report.

4) Materials/equipment Marine biology textbook, overhead projector, paper, colored pencils, LCD projector, dissection kit, gloves, dissection pan, old newspapers and one clam for each group of two students. Each team will have a set of anatomical diagrams of the clam and procedures for the dissection.

5) Roles of students Students have earlier been trained in the cooperative learning style. They have received and practiced with a team building sheet and so they have some bonding experience. They will be given a sheet that they are familiar with which breaks down the responsibilities of each one of the four students in the group during V. dissection. These include: facilitator, recorder for the lab report, surgeon (dissector), and assistant surgeon (dissector).

6) Academic task and presentation of new material. There are two parts. The first is a lecture section, where the task of the students is to take notes from the PowerPoint and to observe the diagrams in preparation for the laboratory. The notes that students take from the PowerPoint will be the basis of their understanding of multiple organisms of this phylum, their life cycle, evolution and basic characteristics. This task will build upon their previous night’s homework and the reading in their textbook about mollusks and their anatomy. During this time I will pass around numerous specimens of the phylum Mollusca for students to get a hands-on experience with this significant category of invertebrates. Before we begin to dissection, I will ask to students to come to the board and draw the anatomy of a clam, labeling and coloring its various internal organs, based upon the diagrams in the book which was a component of their homework assignment.

7) Criteria for success Teacher explains that groups will be graded based upon their laboratory report and individuals will be graded later in a summative quiz. The teacher will monitor and provide assistance in note-taking in the Cornell method (reinforcing the set up, giving exact questions and answers to be written in each student’s notebook) and in circulating around the room later on during the dissection. Grades will be determined by the accurate and detailed completion (labeling) of all of the parts of the organism, and all questions answered on the lab report. The teacher will also specify the desired behaviors for both sections of the lesson.

8) Closure Once the dissection has been completed and students’ materials returned and the laboratory cleaned, students will complete their laboratory reports to be handed in and graded. A question at the end of the laboratory report will be a reflective one to be collectively written. The teacher will assess (formative) the effectiveness of this model based upon the laboratory reports. The teacher will be able to assess the quantity and quality of students learning.

A homework assignment of textbook reading and answering questions about mollusk behavior and anatomy will be made at the end of class. In addition, students will be asked to write a one paragraph summary of their experiences in dissecting a clam.

9) Assessment The summative assessment will come at the end of the unit on invertebrates in terms of a test where students individually will have to label anatomical parts of a clam, write a paragraph defining the general characteristics and lifecycle would of a mollusk, and listing the differences between the types of mollusks studied. As this was a laboratory experiment, I would include the “Laboratory Practicum” as an assessment. In this testing format an actual clam is opened and students will identify and label internal structures that are marked by a pointer.

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