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EDUC 236
John Hugunin
Class: Biology
Grade: 9th or 10th
Unit: Anatomy and Function
I.
Student Goals
1.
Students will demonstrate a deep & robust understanding of STEM content and apply that knowledge
wherever possible.
Students will be confident, curious and open-minded individuals.
Students will support their position by using factual evidence & make informed decisions.
Students will communicate and collaborate critically and effectively through written and verbal methods.
Students will think critically and use problem-solving skills.
Students will be active and respectful members of their communities.
Students will use technology appropriately.
Students will use creativity and imagination.
Students will demonstrate a strong understanding of the nature of STEM.
Students will be autonomous, self-motivated learners who will develop goals and utilize resources to seek
out information to become lifelong learners.
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4.
5.
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10.
II.
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2.
3.
4.
5.
III.
1)
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3)
4)
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2.
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2.
Materials:
1)
2)
Sponges
Water
Procedure:
1) Students gather in groups at tables. They will answer questions on the board as bell ringer
questions.
Questions:
1.
What do you think Structure relates to its function mean?
a.
Give examples of how this would be proven in real life
2.
Are there examples where structure relates to function?
2) Once they are shown to be done with bell work have the students discuss as a class their
opinions and examples. Make sure to see if the responses show in-depth thinking by asking
them about how their examples show that structure relates to its function. If students are shown
to be struggling with wanting to respond, work with more basic questions such as:
1.
Why do you think that structure fits with its function?
2.
What could be better as structures to fit for that function?
3.
Why doesnt that structure have that form then for that function?
3)
After discussion bring out the sponges, giving one to each student individually.
Ask them to analyze what functions a sponge might have as it relates to their function
(e.g., the students should make the connection that a sponge absorbs water because it
is porous). Students will be asked to compare the functions of the sponges material
when it is both wet and dry, with students recording what they see in the structures examples for the students would be focused on the texture when wet versus dry, as well
as size.
Questions:
i.What did you notice about the sponges form and function?
ai. How does this relate to what we discussed previously?
4)
After they have individually answered the questions. Have them discuss with their
peers about what they noticed and the common observations they noticed about the
objects.
a.
Okay we all notice the sponges absorbed water. How does the structure of
a sponge support its function?
5)
Bring up a picture of leaves with different features on laptop for everyone to see at
the board (or can have multiple picture of different sponges around them with different
features and ask them to find purpose in their structures).
a.
Why do leaves have differences in their structure? If the function of a leaf is
to hold and contain water, then the size should be a big factor in its structure.
6)
Have them discuss in their groups about the purpose behind the forms of structure
in leaves. Then make written observations on each leaves ask them to take notes on the
structure and how it benefits for its function. Then have them pass their picture of
sponges to the next group clockwise until every group has seen every picture.
7)
Once every group has seen all the pictures go through each one as a class to talk
about what observations were made and what observations about the different features
work to the function of a sponge whether beneficial or deconstructive to the purpose of
the various leaves.
8) Homework for tomorrow is to find six examples of how the form of structures relates to
the purpose of its function. Be prepared to defend your examples with an explanation as
to why the structure supports its function.
Assessment: The main form of assessment for the class will be focused on students
responses to teacher questions (3Cs, 4s, and 11s according to the SATIC model), the second
part of the class will be assessed mostly on the next day on the homework based on the student
responses to the homework and their ability to defend their responses with accurate, logical
connections.
Objectives:
1. Students will observe differences in multiple species of leaves, to come to the conclusion that
different structures provide different functions
2. Students should be able to articulate that although all specimens are leaves, the roles each of
these species leaves play and how they go about playing it differs greatly.
Materials:
1) Microscopes with tape and clear nail polish
Outline:
1) Bell-work: discuss examples from homework given from last class period.
a) Questions:
i)
What examples of structure relates to function could you find in real life?
ii)
Why would this be an example of how structure supports its function?
2) Students will begin to investigate the different leaves at their tables and categorize them by a
classification they decide as a group. Once groups are done discuss why they classified the
leaves in this method.
3) For the discussions focus on the premise that similar structures look to produce similar features
in leaves and different structures focus on bringing different functions to support the structure.
4) Allow students time to look at the plant specimens under microscopes, providing the materials
necessary for student to create slides with the stomata silhouettes (nail polish technique) for
viewing under a light microscope. (In front of the class, instructor will model techniques for
painting the leaves) Allow time in groups for students to sketch their observations and discuss
these before answering the following questions.
i)
a) Questions:
Which leaves do you feel would be better suited for environment [X]? (Desert, rainforest, Great
Plains, etc)
1) Why would you think this leaf would be better adapted to endure a specific environment?
5) Homework: Answer and defend the question What do you think is the most important part of
the leaf? Bring three pieces of evidence to support your response.
Assessment: The main focus of assessment will be observing the students to see that they
demonstrate an adequate level of confidence and understanding in Student Goals 3 on making
informed decisions and supporting decisions with evidence. As well as Student Goal 4 on
collaborating effectively through verbal and written communication.
1.
2.
1)
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4)
a)
b)
5)
Procedure:
Students should go to their seats and begin thinking about the question on the board related to
the previous days lesson, which will be titled What do you think is the most important function
of a leaf? Provide at least three pieces of evidence to back your claims.
Students will be asked to share their findings, with students encouraged to politely disagree or
agree with what their peers offer. After discussing, point out that most important is just an
opinion but point out the correct answers that were offered.
Teacher will guide students to the next stop by saying We now seem to have a pretty good
grasp of the function and structure of leaves, but what other systems can we find in the plant as
a whole? Students will be given a potted plant and asked to make a list of interacting systems
they find in the plant. Examples would include roots and leaves, stem and roots, flower and
stem.
Once students have identified a few of these, the teacher can then ask Of these systems
youve listed, which ones are dependent on some sort of outside factor to work?
If students struggle with this question being too open-ended, teacher can ask students to look at
the flowers on the plants and ask something to the effect of What would be the utility of plants
opening their flowers at night?
Students should arrive at the conclusion that something causes flowers to close at night. Other
answers will of course vary but should all focus on some sort of dependent system.
Teacher can then tell students What youve just discussed is called a feedback mechanism;
there are technically two types of feedback, called negative and positive. In your groups, can
you think of what the difference in these are? What might be some examples of the two?
a) Allow students to discuss what they think negative versus positive feedback mechanisms are.
Examples of negative feedback would be a flower closing once there is no longer any sunlight.
Examples of positive feedback would include a plant sprouting after being exposed to water.
6) As an exit slip, give students the task of deciding and defending whether or not stomata opening
and closing are based on positive or negative feedback. Make sure to tell them they are allowed
and encouraged to use their textbooks and the internet as a resource in defending their answer.
These can be checked the next day for understanding while also allowing the students the
independence in researching and defending their own conclusions.
Assessment: By having students defend their opinion on the most important function, not only
should the students be a bit more engaged (Social Learning Theory), but this should also give
the teacher the ability to formatively assess if students are appropriately understanding the
material by the answers they give (or dont give). Additionally, the exit slip in procedure six will
give the teacher concrete examples from every single student to gauge their understanding - by
requiring students to defend their answers, it is hoped the teacher can avoid copy/paste
plagiarism and just ask Google situations.
1.
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4)
a)
Objectives:
Students will understand and provide further examples of homeostasis
Students will articulate how interacting systems in a model plant factor into homeostasis
Students will construct an experiment to test for homeostatic processes under specified
environmental conditions.
Procedure:
Begin the day by asking students to share what theyve learned about whether stomata respond
due to a negative or positive feedback loop. The feedback loops are kept shallow in
understanding (assessment boundary for the NGSS explicitly states not to teach the
biochemistry).
Teacher can then ask Is there a purpose in having these feedback mechanisms in an
organism? This should lead students to discuss in their groups about how these feedback
mechanisms help keep the plant alive, or healthy, or something to that effect.
We call this give-and-take in feedback mechanisms homeostasis, which came from Greek and
means to keep same.
What are some ways we could test homeostasis using our knowledge of stomata and the plants
we have?
Students are given the remainder of the period to plan an experiment, given a list of materials to
work form from the teacher (while limiting them to a list might not necessarily be ideal for
creativity, it is the only realistic way to guide their thinking in the right direction while also making
sure the supplies are available that make it possible to conduct the experiments while still
allowing their creativity to flourish). What they dont finish in class will be considered homework
due the next day, for when they actually set up and conduct their experiments.
Desired outcome of giving the students a narrow list of materials is that students
will independently create and develop an experiment that tests for the number of open versus
closed stomata in their test plants under wet versus dry conditions.
I.
II.
III.
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3.
a.
b.
c.
d.
Objectives
Collect data and interpret it in a relevant way
Discuss results of their experiment and articulate how they tie back to their hypothesis
(validated/invalidated)
Analyze further opportunities to improve upon or change their experiments for the future
(Discuss how these changes would give them a more detailed understanding)
Procedure:
Students will begin to actually construct, or build, their experiment that was discussed the
previous day. This could take at least half of the class period.
While students are designing their experiments, it is important to keep them focused on the goal
of their experiment. To do so, asking questions such as why are you including that in your
experiment? or, how will this help you come to a conclusion?
After students have designed their experiment a discussion on how setting up their experiment
was similar to what scientists do when they are trying to figure something out. Guide students
thinking to understand how when scientists are trying to come to a conclusion, they often design
an experiment to test their thinking. Questions that could be asked include:
How was the experiment you just designed similar to one that a scientist would design?
What limitations did you have when designing this experiment? How are these similar to
limitations scientists run into when designing an experiment?
What questions did you and your partners have to ask yourself while designing and carrying out
this experiments? Scientists often ask themselves similar questions. How did you answer
these questions in such a way that scientists would?
I see that many groups designed their experiments differently to get to the same outcome. This
could potentially yield different results. Scientists often design experiments that differ from one
another. How can these experiments reinforce or refute one another? Is this good or bad for
science as a whole?
Assessment: While students will be asked clarifying questions over their projects (as outlined
in the procedures), the main assessment will come in the following days (see Next week and
the rest of the unit section) during presentations.
VI.