DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate: Leslie

e Vasquez-Hunt CONTEXTUAL FACTORS (classroom factors)

Contextual Factors: 12 boys 17 girls 1 IEP 1 SPED 1 ELL (can speak, write, and read in English fluently) Classroom environment: Class is set up in desks of 2, there are 2 students side by side. Access to a Smart Board, Elmo, and internet.

Grade Level: 6th

Title: Microorganisms

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: Strategy 1: Select core concepts Standard 5 Students will understand that microorganisms range from simple to complex, are found almost everywhere, and are both helpful and harmful. Objective 1 Observe and summarize information about microorganisms. Content Walk-Away: I will show my understanding of microorganisms by speaking and writing about where they are found and the difference between harmful and useful microorganisms. (SIOP 1&2 language and content objectives) (SIOP 3 content appropriate) Language Walk-Away: I will show my understanding of microorganisms by speaking and writing about where they are found and the difference between harmful and useful microorganisms. (SIOP 1&2 language and content objectives) (SIOP 3 content appropriate) Vocabulary: Microorganism, Bacteria, Fungi, Protozoan, (SIOP 9 Key Vocabulary)

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): I will check for understanding by listening to students discuss, and look for evidence of vocabulary as they write in their journals. Content Walk-Away Evidence (Summative): Students will show their understanding of microorganisms and something new by writing on their ticket out the door. Language Walk-Away Evidence (Summative): Students will show their understanding of microorganisms and something new by writing on their ticket out the door.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Approx. Time 10 mins

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge Strategy 12: Brainstorming I will begin by handing out a 3x5 card and have them do a brain dump about microorganisms. I will have them write anything they know about microorganisms. If they have trouble knowing what to write, I will spark their previous knowledge by saying something about germs or bacteria. On the 3x5 card I will have previously rubbed them with something called Glo Gel (It is a powder that shows up under a black light). Hopefully the students will get some of it on their hands. After the students have had enough time to

write their brain bump. I will discuss with the class some of their responses. (SIOP 4 Supplementary Materials)(SIOP 7 Concepts linked to background experiences). (SIOP 20 Hands on Manipulatives) Formative assessment:(SIOP 30 Assessment) Learning Goal Success Criteria What you want your students to What are the specific things in the be able to do? learning goal? Activate previous knowledge Write what you know about about microorganisms. microorganisms. Assessment Strategy Teacher action I am going to pre-assess their current understanding of microorganisms. I am going to observe and listen as we discuss what they already know.

Modification/accommodations: (ELL, IEP, GATE, etc.) I will provide relevant background knowledge through multiple avenues to help students connect to the lesson. Focus Lesson (I do it) This lesson is presented on a PowerPoint, which contains the definitions to the vocabulary words, and links to YouTube video presented in the lesson. Strategy 29: Use visuals and graphics Content & Language Walk-Away I will show my understanding of microorganisms by speaking and writing about their helpful and harmful differences. (SIOP 1&2 language and content objectives) (SIOP 3 content appropriate) I will then introduce the students to the vocabulary words.

15 mins

Microorganism: A living thing that can only be seen with the aid of magnification. Bacteria: A microscopic, single-celled organism that exist all around you and inside you. These tiny, one-celled creatures get nutrients from their environments in order to live. In some cases that environment is a human body. Bacteria can reproduce outside of the body or within the body as they cause infections. Some infections bacteria can include sore throats (tonsillitis or strep throat), ear infections, cavities, and pneumonia. But not all bacteria are bad. Some bacteria are good for our bodies they help keep things in balance. Good bacteria live in our intestines and help us use the nutrients in the food we eat and make waste from what's left over. We couldn't make the most of a healthy meal without these important helper germs! Some bacteria are also used by scientists in labs to produce medicines and vaccines. Fungi: Organisms that are neither plant nor animal, yet have characteristics of both, and absorb food from whatever source they are growing on. Unlike other plants, fungi cannot make their own food from soil, water, and air. Instead, fungi get their nutrition from plants, people, and animals. They love to live in damp, warm places, and many fungi are not dangerous in healthy people. An example of something caused by fungi is athlete's foot, that itchy rash that teens and adults sometimes get between their toes. Protozoan: Microscopic organisms that often live in ponds. They are one-cell organisms that love moisture and often spread diseases through water. Some protozoa cause intestinal infections that lead to nausea, and belly pain. Algae: Type of protozoan that grows in water and can produce their own food.
Then, I will have collected a bunch of food containers that have had food that was processed using microorganisms: sour cream, ice cream, milk, yogurt, cheese, cottage cheese (lactic acid) soy sauce, bread, pickles, mushrooms (fungus) seaweed (algae). I will have put them in a bag and pull them out as we talk about how each food item was processed using microorganisms, or is in the microorganism family (mushrooms - fungi, seaweed - algae). I will also talk a little about how microorganisms are used. (SIOP 9: key vocabulary) (SIOP 10: appropriate speech) Formative Assessment:(SIOP 30 Assessment) Learning Goal Success Criteria Understand the difference Learn the new vocabulary words. between harmful and helpful Write the new vocabulary words microorganisms. in your journal with an example. Assessment Strategy I am going to observe students as they write the vocabulary words I their journals.

Modification/accommodations: I will have students draw examples of the vocabulary words to help them connect to the definition. Guided Instruction (We do it) Strategy 6: Use social & cognitive strategies together Strategy 44: Think pair share Talk and Argument: Are all bacteria bad for us? Discuss with your shoulder buddy what you think? This is a misconception, most microbes around us do not hurt us, and some may even help us. Without bacteria we would die, but some bacteria could easily kill us: it all depends which ones they are. The good ones, those we need to survive, are there to digest our food (in our intestines) and to live on our skin and in our mouth. By doing so they provide a protection against bad bacteria, that make you sick. I will show examples of good microorganisms (food, plants, penicillin, etc.) then I will show examples of bad (germs, bacteria, athletes foot, ect.) (SIOP 6 Meaningful Activities) (SIOP 11 Clear explanations)(SIOP 12: Variety of techniques) (SIOP 16 Interaction) (SIOP 20: hands on manipulatives) (SIOP 29 Feedback) Formative Assessment:(SIOP 30 Assessment) Learning Goal Success Criteria Understand the difference Discuss how germs are spread between harmful and helpful from touch. Listen as peers share microorganisms. what they have learned.

10 mins

Assessment Strategy I am going to listen and respond to students as they discuss how germs are spread, and the misconceptions some may have.

Modification/accommodations: The video is an accommodation to help student visualize the spread of germs. Collaborative/Cooperative (You do it together) On the other hand there are other bacteria that cause us to get sick. I will tell the students that we will be learning about the microorganism, bacteria and germs. I will ask the class questions about their hygiene activities throughout the day. When was the last time you washed your hands? Did you use soap? Have you touched your face or mouth? Did you borrow a pencil? Did you sit by someone who had a cough? Have you touched doorknobs? I will then play a short video about The Sneeze http://www.youtube.com/watch?v=yToii3-p-NI After the video I will turn off the lights and walk around with a black light. We will investigate the Glo Gel and see where we can find evidence of where it is on our hands, face, and personal items. Then, I will have the students discuss what they have learned about germs, bacteria, and misconceptions. I will then have the students discuss with a partner what they have learned through our investigation and talk/argument. They will be asked to address the following questions: What are microorganisms? Are all bacteria bad for us? Which ones are good? And where can you find them? What did we learn by using the black light? I will provide feedback when needed. I will then give the students vocabulary cards. They contain definitions of different types of microorganisms and words to match. I will have them review with each other these definitions. (SIOP 16: Interaction) (SIOP 17: Grouping Configurations) (SIOP 21: Apply Content and Language knowledge) (SIOP 25: Students engaged) (SIOP 29: Feedback) Formative Assessment:(SIOP 30 Assessment) Learning Goal Success Criteria Assessment Strategy Understand the difference Discuss questions about our I am going to listen and observe between harmful and helpful investigation and talk/argument. students as they share with one microorganisms. another. Modification/accommodations: The follow up questions will be given to students to use as a reference during their discussion. Independent (You do it alone) The students will complete a ticket out where they have to answer the questions

 What are microorganisms? What is something new I have learned today about microorganisms? (SIOP 23: Content objective supported) (SIOP 24: Language objective supported) Summative Assessment: The students will complete their ticket out the door and hand it to me on the way out. (SIOP 30 Assessment) Modification/accommodations: For the student who is SPED, I will ask them to tell me what microorganisms are, and something new that was learned. Closure/Review of walk-aways, vocabulary, and essential questionsStrategy 36: End each lesson with review (Note: Closure includes student interactions, reflection, and/or demonstrations.) Class, tell me what a microorganism is. Can you see a microorganism? Are they good or bad for us? Do you think we were able to understand the difference between harmful and helpful microorganisms? How? Over the next several weeks you will build upon this lesson and gain a better understanding of other microorganisms. (SIOP 8 Links explicitly made) (SIOP Review of key vocabulary) (Review of content)

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson?

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning?