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Field Trip Unit Plan Christen Mamenko Unit: Kingdoms (Animal) – Block 5 Introduction • Lesson topic: Echinoderms and Comparing Invertebrates • Length of Lesson: 45 min lesson; 30 min lab • VA Standards of Learning (highlighted standards are reached by the lab – by Block 7): ° BIO 1.a, 1.d, 1.h – Students will plan and conduct investigations in which observations of living organisms are recorded in the lab and in the field; graphing and arithmetic calculations are used as tools in data analysis; chemicals and equipment are used in a safe manner ° BIO 5.b-‐c – Students will investigate and understand life functions of animals, including comparison of their metabolic activities and analyses of their responses to the environment ° BIO 7.a – Students will investigate and understand bases for modern classification systems, including structural similarities among organisms ° BIO 9.a-‐e – Students will investigate and understand dynamic equilibria within populations, and ecosystems, including interactions within and among populations including carrying capacities, limiting factors, and growth curves; nutrient cycling and energy flow through ecosystems; succession patterns in ecosystems; analysis of the flora, fauna, and microorganisms of VA ecosystems, including the Chesapeake Bay and its tributaries Cognitive Objectives for All Students • Students will recognize that millions of different organisms that live on Earth today share many structural and metabolic features, including cellular organization, common molecular mechanisms for energy transformation and utilization and maintenance of homeostasis, common genetic code, and mechanisms for the transmission of traits from one generation to the next • Students will examine the diversity that is evident in the natural world and compare it in the local environment • Students will demonstrate prior knowledge by prior knowledge by completing “entrance ticket” anticipatory guide • Students will participate – at least by listening – in whole class discussions • Students will rate themselves on their understanding of the content by completing a crossword puzzle Cognitive Objectives to Challenge Students:
• Students will participate – by contribution – in the whole class discussions Materials and Advanced Preparation • Miller and Levine’s Biology textbook (Miller & Joseph, 2008): Chapter 28.4 – 29 • PowerPoint lecture with accompanying fill-‐in-‐the-‐blank handout • Crossword Puzzle • Temperature probe or thermometer • pH probe or strips • Dissolved oxygen probe or test kit • Conductivity probe or hydrometer • Turbidity probe or Secchi disk • Flow-‐rate probe or flotation measurement device • Observation stations for Stonefly larvae, Dragonfly larvae, Midgefly larvae, Mayfly larvae, Damselfly larvae, Blackfly larvae, Caddisfly larvae, Alderfly larvae, Aquatic worms, Dobsonflies, Cranefly larvae, Leeches, Riffle Beetles (adult), Riffle Beetle larvae, Snails, Water Penny larvae, Clams or mussels, Planaria, Crayfish, Scuds, and Sowbugs Teaching and Learning Sequence • Introduction/Anticipatory Set ° Begin with an oral overview of what was taught the day before, answering questions as needed ° Have the students fill out an anticipatory guide (attached) for the understanding of invertebrates ° After discussing the above, ask if students know are the different classifications of invertebrates? What makes them the same? What makes them different? • Lesson Development (refer to PowerPoint Breakdown) ° Overview of Echinoderms (form/function, feeding, respiration/circulation, excretion, response/movement, reproduction) ° Discuss the different classes of echinoderms – have representative drawings in journal ° Discuss the ecology of echinoderms ° Explain molecular paleontology and the study of invertebrates ° Compare the life functions of invertebrates in journal • Closure ° Oral: ask students the different types of echinoderms? Environmental effects? Comparison questions about the life functions of invertebrates? ° Break students down into two groups begin the Freshwater Field Study lab (Virginia Department of Education, 2010) ° Review all safety procedures and emphasize that they must wear warm, waterproof clothes when working in the stream; bring spare socks, shoes, and clothing ° While working their groups, have students complete the crossword puzzle ° Have students in group 1 review how to use the equipment in their journals ° Have students in group 2 review the different organisms they may see in their journals
° Assign students to review their journals for homework; bring in change of clothes; bring in journal and pencil; bring a bagged lunch Homework • Assign students to review their journals for homework; bring in change of clothes; bring in journal and pencil; bring a bagged lunch Assessment • Formative – Asking the students questions during the lesson (refer to PowerPoint Breakdown) to re-‐enforce the segment being taught; anticipatory guide; exit-‐ticket crossword puzzle; group work in lab • Summative – After completion of the lab, students will be evaluated on their data sheet and journals, which incorporate the lesson References Miller, K., & Joseph, L. (2008). Biology. Pearson Prentice Hall. Virginia Department of Education. (2010). Science: Biology: Scope and Sequence. Retrieved August 31, 2010, from Virginia Department of Education: http://www.doe.virginia.gov/testing/sol/scope_sequence/science_scope_sequence/sco peseq_science_biology.pdf Appended Materials • Instructional Content and Strategies Organizer • Curriculum Framework Document • Anticipatory Guide • Crossword Puzzle • Fill-‐in-‐the-‐Blank Handout • Lab
Instructional Content and Strategies Organizer Instructional Content • Introduction: Begin with an oral overview of what was taught the day before, answering questions as needed • Introduction: Have the students fill out an anticipatory guide (attached) to gauge prior knowledge of invertebrates • Lesson: Millions of different organisms that live on Earth today share many structural and metabolic features (Refer to PowerPoint Breakdown) o Cellular organization o Common molecular mechanisms for energy transformation and utilization/maintenance of homeostasis o Common genetic code o Mechanisms for the transmission of traits from one generation to the next • Lab Work: The diversity that is evident in the natural world can be studied in the local environment in the context of variations on a common theme (Refer to Lab Handout) • Lab Work: Define abiotic factors and explain how they affect the biodiversity of a freshwater ecosystem(Refer to Lab Handout) • Lab Work: Learn new equipment as laid out in lab (Refer to Lab Handout) • Lab Work: Learn specific organisms as laid out in lab (Refer to Lab Handout) Instructional Modifications to Major Instructional Strategies Instructional Modifications to ASSIST Students CHALLENGE Students • Meet IEP • Oral review • Using critical thinking Requirements • Anticipatory guide skills to ascertain the • Extend lesson as • Visually-‐stimulating critical differences needed to make sure lesson between invertebrates all students • Begin lab • Field Study Lab: understand lesson working with new • Additional information equipment on website for • Assisting other group instruction mates • Students with reading disabilities: if they do not understand the text they read, the visual/auditory lesson should enhance comprehension; group work • Auditory learners: learn by discussions in the class; group work
• Visual learners: learn by the PowerPoint lesson that includes pictures, charts, and graphs; group work • Students with ADHD: work hands-‐on during the lab