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Lesson four
 

Lesson four

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    Lesson four Lesson four Document Transcript

    • W540 Computers in the Curriculum Student Contributors in Inquiry-Based LearningYour Name: Lauren ZoerhoffePortfolio URL: http://lzoerhoff.wix.com/eportfolioTitle Cellular Respiration and Students as ContributorsOverview In this lesson, students will work together to examine the processes of cellular respiration. Students will be able to contribute in different ways-tutorial designers, scribes, researchers, coordinators- to help develop class understanding of Glycolysis, the Krebs Cycle, and the electron transport and ATP synthesis to recognize that this is the basis of energy generation for all animal life on Earth. th thResources & This lesson is intended for a 9 -10 grade biology class. It is to be completed at the beginning ofPreparation the cellular respiration and fermentation unit so that students are able to plan and contribute, then use these contributions throughout the remainder of the unit. This lesson is intended to be completed in four class sessions. Resources: Daily computer/smartphone/tablet access for all students Video recording equipment and editing software (if students choose to make a video tutorial) Possible websites (please note that students can choose whichever websites or software they would like to use, so these are just suggestions) For tutorial designers: Screencast-O-Matic (for making a screencast) Voicethread (for making an audio tutorial) Prezi (for making a visual tutorial) For scribes: Google Docs (for notes) Bubble Us (for concept map) For coordinators: Corkboard Me (for staying organized) For researchers: Google Groups (for discussion forum) Preparation: Create a blog page to serve as a shared location for students to post all of their contributions. Create a page on the blog where possible resources (above) are posted. Prior to session four, ensure the team of coordinators has the necessary lab materials Enable online surveyTheory to There is a lot of literature that indicates the advantages of developing students as contributorsPractice in the classroom. Collis and Moonen have proposed a model that they claim will increase student engagement called the “Contributing Student” model. In this model, the instructor simply facilitates students learning from peer-created materials (Collis and Moonen, 2006, p.
    • 55). Similarly, in his book, Who Owns the Learning, Alan November claims that when students are able to contribute to something meaningful, it enhances their motivation and overall desire to learn (November, 2012). November indicates several means by which students can contribute, including the following: tutorial designers, scribes, researchers, coordinators (November, 2012). These are the roles that have been incorporated into this lesson plan and that will guide student learning.Standards Indiana State Standards: B3.2 Describe how most organisms can combine and recombine the elements contained in sugar molecules into a variety of biologically essential compounds by utilizing the energy from cellular respiration. ISTE NETS: 2a Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media 2d Contribute to project teams to produce original works or solve problemsObjectives Upon successful completion of this lesson, students will be able to: Explain why organisms undergo cellular respiration Explain the process of cellular respiration including Glycolysis, the Krebs Cycle, and electron transport and ATP synthesis Work collaboratively to contribute beneficial resources that can be used for class learningBuild Inquiry To build inquiry, students will view a video that shows humans capable of holding their breaths under water for really long times. Students will be put into groups of 3-4 and each group will come up with 1-2 discussion questions. Each group will share their question and a class discussion will be conducted. The following questions, if not generated by students, should be included in the discussion: How do marine mammals get enough energy to dive for up to 45 minutes? Might this be the same energy source as the diving man in the video? What role does oxygen play in obtaining this energy? What living things can obtain energy this way?Instructional Session OneDelivery 1. Show students the building inquiry video and conduct the discussion. Explain to students that, in this lesson, they will discover the specific processes that occur in cells to allow organisms to generate energy. 2. Discuss the various roles and responsibilities (see below). Facilitate a class discussion about which students will take on which roles. Try to let the students guide the discussion by vocalizing which roles they each think they would excel in. Roles should be designated using the following guidelines (as approximations): 6 tutorial designers (2 for each tutorial-Glycolysis, Krebs Cycle, electron transport and ATP synthesis) 2-4 scribes 6-8 coordinators 2-4 researchers Scribes: Scribes will be responsible for taking notes for the class. With the guidance of the instructor, they will select important concepts on cellular respiration and complete a thorough, neat, and accurate set of notes to be added to a shared Google document. Scribes will also be responsible for creating a concept map that will supplement these notes and be placed on the class blog. Tutorial Designers: Tutorial designers will be responsible for creating tutorials on the following: glycolysis, Krebs Cycle, electron transport and ATP synthesis. These tutorials can be
    • video tutorials, audio tutorials, screencasts, or interactive presentations. Researchers: Researchers will be responsible for helping the scribes and tutorial designers find the information they need. Researchers will also be responsible for creating a discussion forum and monitoring and fielding discussion questions throughout the lesson. Coordinators: Coordinators will be responsible for assisting with technical support and maintaining the class blog and uploading all contributions. They will also be responsible for planning and coordinating one hands-on learning experience for the class to complete. 3. Divide students into their designated teams, and give them time to begin working. During this time, offer support and guidance, as needed. Move from group-to-group and provide short tutorials on any tools students are unfamiliar with. Groups should be using this time to determine who is going to take on each responsibility, plan out a schedule of tasks, and explore various tools that they might want to use. Sessions Two and Three Groups continue to work within their teams to complete their contributions. The tutorial designers should begin working on their tutorials using their tools of choice (see resources). The scribes should be working on completing the Google Document with the notes as well as the concept map. The researchers should be helping the tutorial designers and scribes find information as well as have the discussion forum up and running and be fielding questions from classmates. The coordinators should be planning and preparing the hands-on learning experience as well as assisting other teams with technical support and maintaining the class blog. As the groups work, offer support and guidance, as needed. Explain to students that all contributions must be completed by the beginning of session four. This includes the team of coordinators ensuring that all contributions are posted to the class blog. Session Four 1. The team of coordinators will lead the class in their planned hands-on learning activity. 2. Conduct a class discussion that reverts back to the original building inquiry video and discussion questions below. See how well students can apply what they’ve learned. How do marine mammals get enough energy to dive for up to 45 minutes? Might this be the same energy source as the diving man in the video? What role does oxygen play in obtaining this energy? What living things can obtain energy this way? 3. Students will complete a survey to assess their experience and give feedback on the usefulness of the resources contributed by their classmates.Additional NoneResourcesAssessment Survey: Which resources did the students find most useful or least useful and what does this mean about the contributor’s understanding? Observations: Were students able to collaborate well with classmates? Were students able to complete the designated tasks with minimal teacher interference? Hands-on learning experience: Were students able to complete the learning experience and connect it to the big ideas about cellular respiration?
    • Discussion: Were students able to apply what they’ve learned to provide more specific and accurate answers to the driving discussion questions?Extension Students independently plan and perform a skit to model the entire process of cellular respiration. Each student must play a role as one of the electrons/molecules/atoms being moved around the cell to show how each is being used and where each goes. This skit could be videotaped and posted on the blog and/or performed for another biology class.Citations Collis, B., & Moonen, J. (2005). The Contributing Student: Learners as Co-Developers of Learning Resources for Reuse in Web Environments. An ongoing journey: technology as a learning workbench (pp. 49-65). S.I.: s.n. Retrieved from http://www.it.uu.se/edu/course/homepage/cosulearning/st11/reading/ContributingStudent.pdf November, A. C. (2012). Who owns the learning?: preparing students for success in the digital age. Bloomington, IN: Solution Tree Press. Kindle Edition.