Step 1 Lesson Plan - Weebly
|Author (s): James LaRocca and Caitlin Hilliard |Title of Lesson: Levels of Organization |
|Team Members: | |
|James and Caitlin |Lesson Source: Original lesson |
|Lesson #: 3 |Mentor’s Name: Julie Battaglia |
|Date lesson will be taught: November 21st |Mentor’s School: LMCMS |
| |Subject/Grade level: 6th grade/ Life Science |
|Concepts/Main Idea – Biological life forms exist within a hierarchical system of organization. Biological levels of organization extend from the molecular levels of DNA and organelles all the way to the |
|higher ecological levels of ecosystems and the biosphere. For an individual organism, organelles work together and make up a cell, similar cells coalesce to make up tissues, tissues form larger organs, |
|organs work together in organ systems, and organ systems maintain the basic functions that result in a whole organism. |
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|Objective/s- Write objectives in SWBAT form… |Evaluation Based on your objectives, draft the content of the questions you will ask on your pre- and |
|The Students Will Be Able To: |post-tests; at least 1 question for each objective. Questions do not have to be multiple choice. The actual|
| |pre- and post-tests should be copied at the end of this lesson plan. |
|Describe the levels of organization of biological life forms |List the order of the biological levels of organization from simplest to most complex |
|Provide examples of organelles, cells, tissues, organs, and organ systems in the human body | |
| |Give an example of something from each level of the scale (organelle, organ, organism, etc.) |
| | |
| |What is one thing you learned from this lesson? |
NGSS and Common Core Standards
M2: Reason abstractly and quantitatively
S7: Engage in argument
S8: Obtain, evaluate and communicate information.
S2: Develop and use models
E5: Read, write, and speak grounded in evidence
|Materials list (BE SPECIFIC about quantities) |Accommodations: Include a general statement and any specific student needs |
|For Whole Class: | |
|Book (for a visual example during the Elaboration) |The activities of this lesson are individual work and large group discussion, but |
|Per student (12): |students will be encouraged to seek help from the teacher or their neighbors if |
|Set of cards with the levels of organization |they require assistance during the activity |
|Glue stick | |
|A long strip of paper (e.g. receipt paper) for students to make their flowchart of cards |We are not aware of any students that will require accommodations in the class. |
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|Advance preparation: |ELL/ESOL students may have difficulty with this highly-verbal activity, but visual|
|Make sets of 6 cards, each containing a category of biological organization (organelle, cell, tissue, organ, organ system, |aids in the form of the cards will provide a assistance in grasping the new words.|
|organism) with enough extra space for students to write examples on the cards |Images in the form of an accompanying power point presentation would be an |
|Cut long strips of paper, such as from a roll of receipt paper, that is long enough for students to be able to glue their |excellent addition to this lesson for helping students better visualize the |
|cards to it and fold it up when they are done. |concepts discussed. |
|Include handouts at the end of this lesson plan document (blank page provided to paste a copy of your document). List | |
|handouts in your materials list. | |
| |Safety: Include a general statement and any specific safety concerns |
| |The students will be handling glue sticks and will be encouraged to use their |
| |supplies responsibly. |
|Engagement: Estimated Time: _____5 min_____ |
|What the teacher does AND how will the teacher direct students: (Directions) |Probing Questions: Critical questions that will connect|Expected Student Responses AND Misconceptions - think like a student|
| |prior knowledge and create a “Need to know” |to consider student responses INCLUDING misconceptions: |
|Hand out a stack of cards to each student. |“How would you arrange the objects on these cards from | Answers will vary and will be interpreted via the Pre-test |
|Have the students arrange the cards in what they believe to be the correct order |smallest to largest (simplest to most complex)?” | |
|from smallest to largest. | | |
|Have them write down their order on a piece of paper. |“Think about how you came up with your list. What | |
|Collect the paper (this will serve as the pre-test). |aspects of each object made you place it where you | |
| |did?” | |
|Instruct the students to leave the cards on their table | | |
|They can use and re-order them throughout the lesson. | | |
|Exploration: Estimated Time: _____15_____ |
|What the teacher does AND what the teacher will direct students to do: |Probing Questions: Critical questions that will guide |Expected Student Responses AND Misconceptions - think like a student|
|(Directions) |students to a “Common set of Experiences” |to consider student responses INCLUDING misconceptions: |
|Engage the students in a Soctratic discourse over the subject of biological levels| | |
|of organization. | | |
| | | |
|The dialogue should roughly follow the attached script, with adaptations when | | |
|needed for further probing. | | |
| | | |
|Encourage the students to use and consider the order of their cards throughout the| | |
|discussion and to re-organize the order of the cards as needed. | | |
| | | |
|Encourage the students to write down examples of each level on the front of the | | |
|cards throughout the discussion. | | |
| | | |
|Explanation: Estimated Time: ____5______ |
|What the teacher does AND what the teacher will direct students to do: |Clarifying Questions: Critical questions that will help|Expected Student Responses AND Misconceptions - think like a student|
|(Directions) |students “clarify their understanding” and introduce |to consider student responses INCLUDING misconceptions: |
| |information related to the lesson concepts & vocabulary| |
|At the end of the Socratic discourse, briefly go over the correct order of the |“What is the correct order for the cards?” | “organelles, cells, tissues, organs, organ systems, organisms.” |
|levels of organization | | |
| |“What are some examples of |Many potential answers. Example: |
|Remind the students to make sure and include examples on each of the cards, asking|organelles/cells/tissues/organs/organ |“organelles – mitochondria; cells – blood cells; tissue – heart |
|the class for examples if anyone seems to be having trouble thinking of some. |systems/organisms?” |tissue; organ – heart; organ system – circulatory system; organism –|
| | |human” |
|Have the students glue their cards to the provided paper in the correct order, so | | |
|that they can have a chart that they can look to for the final evaluation and for | | |
|any future use. | | |
| | | |
|Elaboration: Estimated Time: ____5______ |
|What the teacher does AND what the teacher will direct students to do: |Probing Questions: Critical questions that will help |Expected Student Responses AND Misconceptions - think like a student|
|(Directions) |students “extend or apply” their newly acquired |to consider student responses INCLUDING misconceptions: |
| |concepts/skills in new situations | |
|Continue the Socratic discourse with the section of the script titled: “The Book | | |
|Riddle” | | |
| | | |
|Begin by posing the riddle to the class, “how is an organism like a book?” | | |
| | | |
|Using leading questions, help the students to deduce that a book is composed of | | |
|structural levels that are very similar to the biological levels of organization | | |
|that they just looked at in the Explore section. | | |
| | | |
|Encourage the students to look for other objects, interactions and concepts that | | |
|follow a similar organizational structure. | | |
|Evaluation: Estimated Time: ______3 min____ |
|Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives. |
|Formative Assessment(s): In addition to the pre- and post-test, how will you determine students’ learning within this lesson: (observations, student responses/elaborations, white boards, student questions, |
|etc.)? |
| |
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|List the order of the levels of organization in biological life forms from simplest to most complex, and give an example of something from each level of the scale. |
| |
|[Include a word bank] |
| |
|What is one thing you learned from this lesson? |
| |
|Summative Assessment: Provide a student copy of the multiple choice quiz (a blank page provided at the end of this document for you to paste your quiz). |
Enter Question
Name: _________________
1) Write down the order that you have arranged the cards from simplest to most complex.
Exit Questions
Name: ___________
1) List the order of the levels of organization in biological life forms from simplest to most complex and give an example of something from each level of the scale.
Word Bank: tissue, organelle, organ, cell, organism, organ system
|Biological Level of Organization |Example |
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2) What is one thing you learned from this lesson?
Card Template
organelle organ
Cell organ system
tissue organism
Script for lesson
• [What instructor says]
o [Desired responses from students]
Exploration:
• “Who remembers what we looked at last time?”
o Cells, parts of cells, organelles (continue probing until they get to organelles)
• “And these ‘organelles,’ what do they do?
o Maintain functions of the cells?
• “What does that mean?”
o The make the cells work
• “So these organelles make up our cells, and our cells make up our bodies?”
o Yes
• “But is that all there is to it? I mean, the mitochondria are responsible for respiration in the cell, so is there an animal cell that helps us to breathe? How do we breathe?”
o We breathe with our lungs
• “So, then what is the lung? Is it just one big cell?”
o No, it’s an organ
• “Okay, what do organs do?”
o Maintain body functions, breathing, eating, pumping blood, etc.
• “Do these processes just require a single organ?”
o No, they require multiple organs to complete the process (e.g. digestive system)
• “What are some specific examples of these processes?”
o Circulatory system, digestive system, respiratory system, etc. (continue prompting the students for more examples to get more students involved)
• “So, looking back at your cards, where do you think these processes fit in?”
o Organ Systems, in between organs and organisms, etc.
• “Now let’s go back to those cells. Is an organ made up of cells?
o Yes
• “If you take an organ, for example, a heart, and you cut off a piece of it, do you have just one big cell?”
o No
• “So what do you have?”
o A group of cells
• “Now, different cells can have different functions based on where they are in the body (such as muscle cells, nerve cells, or skin cells). When similar cells are working together to complete a function, such as forming the cardiac muscles, what do you think we might call these groups of similar cells?”
o A tissue (if they don’t get to it right away, encourage them to look back at their cards).
• “So, we have this group of cells that are all performing the same function, in this case making up the muscle tissue for the heart. And that tissue, along with others, makes up the heart; an organ.”
• “Given what we’ve just gone through, look at your cards and consider whether or not you want to change the order of your cards. What are some observations you’ve made about this hierarchy of biological organization?”
o
Elaboration - The Book Riddle:
• “Here’s a riddle for you: how is a living organism like a book?”
o
• “Let’s consider what a book is. In its most basic, physical sense, what is a book?”
o A bunch of pages of paper
o
• “And on those pages, full of information, how is that information arranged? What do we call these large blocks of information?”
o Paragraphs
• “And these paragraphs are made up of…?”
o Sentences
• “And each sentence is a collection of…?”
o words
• “And words are some meaningful arrangement of….?”
o Letters
• “Right! So, what does that all mean? Can someone trace those steps back up for us?”
o Letters make up the words, which make up the sentences, which make up the paragraphs, which make up the pages, which make up the book.
• “Does that seem familiar to you guys? What does this sound like?”
o The biological levels of organization
• “Exactly! So a book is made up of structural components in the form of pages, paragraphs, sentences, words, and letters, just like an organism is made up of organ systems, organs, tissues, cells, and organelles.”
• “As you leave today, consider other aspects, objects, interactions, and concepts of your daily lives that are similarly arranged and categorized in this style of parts working together to make higher levels of complexity; the same way that letters of the alphabet are used to construct books and organelles are used to construct the bodies of organisms.
o
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