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For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Lesson Body
Time Teacher Does Student Does
Day 2: Bacteria Lab 1
1. Students will be completing a lab report based on the Day 2: Bacteria Lab 1
guiding question, What happens if we change the 1. Students will actively listen and ask questions regarding
environment that a bacteria culture is grown in? The the lab and the driving question. The students will get
teacher will tie the idea back to the previous days into their assigned groups.
demonstration. The teacher will explain that the 2. Students will choose which environmental factors they
students will get to expose a bacteria culture to three want to add to the bacterial agar plates as their
different environmental factors and the students will experimental groups. The students will read the
see what factors have the greatest influence on instructions on how to plate their bacterial cultures.
bacterial growth. The teacher will break students into 3. The students will plate their bacterial cultures and
mixed groups based on content knowledge. expose them to their desired experimental groups.
2. The teacher will give the students examples for Students will hypothesize what will happen to each
environmental factors that they can choose: Sugar, culture as they complete the lab activity.
heat, cold, hand sanitizer, etc. The teacher will 4. The students will make initial observations of their
explain that each group should have three cultures and record initial percent cover in their group
experimental agar plates and one control with google sheets document.
nothing added to it. The teacher will also explain how 5. Students will clean up their work area and make sure
to plate bacteria. The teacher will pass out their cultures are in a safe place within the classroom as
instructions on how to plate bacteria that the well as being exposed to the necessary environmental
students can refer to throughout the period. factors.
3. The teacher will go around the room and assist Day 3: Bacteria Lab 2 Post-Lab Write Up
groups in plating their bacteria and putting the plates 1. Students will actively listen and ask questions about the
in the correct experimental conditions. The teacher lab write up. This will not be the first time that students
will prompt students to hypothesize what will have completed a lab write up in this classroom, so they
happen to each culture as the students are working. will have some prior knowledge of what to do and what
4. The teacher will instruct students to make initial is expected of them.
observations of their cultures. The teacher will 2. Students will start by collecting data regarding bacteria
instruct students to record initial percent cover of growth from the plates they plated the day before.
each of their cultures in a google sheets document. Students will collect percent cover from the plates and
5. The teacher will instruct students to clean up their add it to their google sheets document.
stations and make sure their cultures are in a safe 3. Students will graph their data in google sheets. They
place being exposed to the necessary environmental will create a publish ready graph for use in their lab
180 factors. report.
Day 3: Bacteria Lab 2 Post-Lab Write Up 4. Students will complete their lab report on the bacterial
1. The teacher will explain the lab write up for the growth. Students will research why the results of their
students and either pass out or assign on google experiment occurred in order to create a strong
classroom the rubric for the lab write up. The teacher reasoning section in their lab report.
will be explicit with their instruction. The teacher will Day 4: Argumentation Session - Socratic Seminar
instruct all groups to start with collecting the data 1. The Students will be asked to take out a piece of paper
regarding bacteria growth before starting on the lab and fold it in half hot dog style labeling the left
write up. column PROS and the right side CONS. The students will
2. The teacher will go around and aide students in listen to the Teachers explanation of why they used the
collecting data from their growth plates. The teacher bacteria cultures as models of an animal population to
will assist students in determining percent cover for demonstrate how life diversifies over time.
their bacterial plates. 2. The Students will then fill out the PROs and CONS while
3. The teacher will go around to each group and assist watching this video: https://youtu.be/xZbcwi7SfZE The
them in graphing their data. The teacher should students will take into consideration the question, As
check for understanding by asking questions to the you have seen from the video, mankind is using science
students like, which environmental factor had the to create a genetically superior disease through the
most bacterial growth? Why do you think that was principles weve learned these past few days. My
the case? question I pose to you is this, should we use these same
4. The teacher will prompt students to research why strategies on other animals? Why or why not?
the results of their experiment occurred. The teacher 3. The Teacher will open up the class to discussion, which
will walk around the room and assist groups in their will allow students to use their notes, their PROs and
lab write up as they need help. The teacher will CONS sheet in front of them, and any knowledge
provide feedback to students regarding their lab theyve acquired so far in the week to voice their
report as they are completing it. opinion.
Day 4: Argumentation Session -Socratic Seminar 4. Students will be randomly selected through the random
1. The Teacher will have students come in and be asked name picker app, so all students will be given an equal
to take out a piece of paper, and fold it in half hot opportunity to share their ideas in this Argumentative
dog style labeling the left side PROs and the right Socratic Seminar.
side CONS. The Teacher will explain that the same 5. Students will then listen to the Teacher introduce their
principles they learned about how life diversifies over Summative Assessment for Friday, which they have the
time that theyve observed in the past 3 days OPTION of starting on for HOMEWORK. (see below)
lessons/Labs can be applied to all populations of
living things. The Teacher will then reiterate the
reasoning for using a bacteria as a model was
because they reproduce at such a rapid rate, which
allows us to observe how diversifies over a much
quicker amount of time. The Teacher will review key
ideas from their Lab and Post-Lab write up on Days 2
and 3 of this week to reiterate key ideas.
2. The Teacher will ask the students to fill out the PROs
and CONs worksheet theyve made while watching
this Video: https://youtu.be/xZbcwi7SfZE The
Teacher will then pose a question, As you have seen
from the video, mankind is using science to create a
genetically superior disease through the principles
weve learned these past few days. My question I
pose to you is this, should we use these same
strategies on other animals? Why or why not?
3. The Teacher will open up the class to discussion,
while asking guiding questions such as This is a real
world problem, what are the constraints, costs,
safety, social, cultural, and environmental impacts?
HS-ETS1-3
4. In order for all students to get a chance to speak, the
Teacher will act as the facilitator during this
Argumentative Socratic Seminar, and will randomly
choose students to share out their thought/notes
using this random name picker
app:https://www.classtools.net/random-name-
picker/
5. The Teacher will conclude the lesson for the day by
introducing their Summative Assessment for Friday,
which they have the OPTION of starting on for
HOMEWORK. (See below)
Lesson Closure
Time Teacher Does Student Does
Day 5: Summative Assessment
Day 5: Summative Assessment
Presentation of Claim Supported by Evidence
Presentation of Claim Supported by Evidence
1. Students will be given a preview of what they will be
1. The Teacher will have given a preview of what
doing on the last day of the week, which will wrap up
students will be doing on the last day of the week,
Lesson 1 in a collaborative way. The Teacher will
which will wrap up Lesson 1 in a collaborative way.
explain their objective of the day, which will require
The Teacher will explain their objective of the day,
students to utilize the time given to them (first half of
which will require students to utilize the time given
the period, and the previous night if students started
to them (first half of the period, and the previous
60 for homework) by pulling from all the resources and
night if students started for homework) by pulling
knowledge provided for them during the week. The
from all the resources and knowledge provided for
requirement is that students may NOT do outside
them during the week. The requirement is that
research (via internet/ library/articles/etc) but instead
students may NOT do outside research (via
make use of everything they already have. This will
internet/library/articles/etc) but instead make use of
allow students to be time-efficient in their presentation,
everything they already have. This will allow students
which prompt reads:
to be time-efficient in their presentation, which
prompt reads:
Using everything youve learned this week in the various
activities weve engaged in, you will make a CLAIM regarding
Using everything youve learned this week in the various what you observed in our bacteria populations, and why this
activities weve engaged in, you will make a CLAIM regarding leads to the insurgence of new strains of bacteria with new and
what you observed in our bacteria populations, and why this heritable traits. You will explain that evolution primarily results
leads to the insurgence of new strains of bacteria with new and from 4 factors, but you will choose ONE of them below:
heritable traits. You will explain that evolution primarily results 5. potential for a species to increase in number
from 4 factors, but you will choose ONE of them below: 6. the heritable genetic variation due to mutation and
1. potential for a species to increase in number sexual reproduction
2. the heritable genetic variation due to mutation and 7. competition for limited resources
sexual reproduction 8. the proliferation of those organisms that are better able
3. competition for limited resources to survive and reproduce in the environment.
4. the proliferation of those organisms that are better After choosing one, you will support this CLAIM by using evidence
able to survive and reproduce in the environment. pulled directly from your resources/notes/lab work/worksheets
After choosing one, you will support this CLAIM by using done during this week. No outside research/articles will be
evidence pulled directly from your resources/notes/lab allowed. You are being assessed on your ability to synthesize the
work/worksheets done during this week. No outside materials given to you in order to support your claim using 1 of
research/articles will be allowed. You are being assessed on these two models.
your ability to synthesize the materials given to you in order to A.C.E. (Argue your Claim, Cite Evidence, Explain)
support your claim using 1 of these two models. C.E.R. (Claim, Evidence, Reasoning)
A.C.E. (Argue your Claim, Cite Evidence, Explain) You must also give ONE REAL WORLD PROBLEM relating to your
C.E.R. (Claim, Evidence, Reasoning) claim, for example, if I chose #3, a real world problem would be
(source: Phils Master Teacher) bacteria would then compete for the most number of host bodies
You must also give ONE REAL WORLD PROBLEM relating to in a hospital for resources.
your claim, for example, if I chose #3, a real world problem
would be bacteria would then compete for the most number of You will have only half of the class period to complete your
host bodies in a hospital for resources. presentation, which can be done on whatever medium youd like
(Powerpoint, Google Slides, Poster Paper, etc.)
You will have only half of the class period to complete your
presentation, which can be done on whatever medium youd 2. All groups will be required to come up and present their claim
like (Powerpoint, Google Slides, Poster Paper, etc.) to the class the second half of this period.
2. All groups will be required to come up and present their The students will then work collaboratively with their peers in
claim to the class the second half of this period. groups of 5, and ask the Teacher for guidance/support. Students
will pull their evidence from all their work from the week, and
The teacher will walk around and provide additional support synthesize a presentation to support their claim. Students will
and guidance during the first half of class, and switch to the then come up in groups either by random selection or
role of Judge and Facilitator when assessing student volunteering, and give a 5 minute presentation of their Claim.
presentations. The Teacher will select which groups come up Students will be assessed on how well their presentations
to present by randomly choosing them, or by volunteers. supported their claim using evidence from their work.
Teacher will assess students on their 5 minute presentations
based on how well they support their claim by utilizing the 3. The presentation fulfills the standard of SL-11-12.4 described
knowledge theyve mastered throughout the week. above, and the content objective fulfills the standard of HS-LS4-2
and HS-LS4-3.
3. The presentation fulfills the standard of SL-11-12.4 described
above, and the content objective fulfills the standard of HS-
LS4-2 and HS-LS4-3.
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
Consistent use of visual All handouts and
This will depend on the specific
aids, images, and readings selected for ADI labs specifically provide
IEPs in the class, but general
manipulables comprehensible input opportunities for students to get
accommodations may include:
small group work assessment scores not creative and go above and
additional testing time
graphic organizers, based on fluency; not beyond.
notes provided
guided notes, and graded down for
scaffolding worksheets language errors that do frequent shifts between
consistently provided not interfere with activities
content delivery
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION