objectives - tsin. web view7. th. grade science ... create a digital poster that illustrates the...

Unit Title: Community and Communication 15 Days

ScienceLesson Plan

Teacher:7th Grade Science Teacher

Grade:7th Grade

Lesson Title:Week 1: What is the language of science?Week 2: Metric Mania & Organization of the Human BodyWeek 3: Sum of All Parts – Function and Structure

STRANDSEmbedded InquiryCellsMotion

LESSON OVERVIEW Summary of the task, challenge, investigation, career-related scenario, problem, or community link.The Community and Communication Unit will engage students by utilizing strong examples of how culture affects the formation and function of a community. The initial focus of this unit will be the language of a STEM community. Students will discover the common languages of each subject area and how their interrelatedness is integral to the formation of a STEM community. Students will learn about he common language of scientist and the different branches of scientific study. Through hands-on lab experiences students will learn about models, cause and effect, and sources or experimental error or bias. As students progress through the unit they will study how structure and organization of different communities affect the outcome of its components and the system as a whole. Students will study the meaning and examples of different styles of community in each subject area. In science we will begin our study of the cell and the levels of organization regarding the human body. Students will discover how the body is organized and how the levels of organization communicate to create an effective and efficient system. Throughout this unit students will apply their knowledge of community and communication skills while organizing material and data for STEM projects in small groups. The seventh grade projects for this unit will focus on the Olympics. Students will create analogies for the community and communication involved in the Olympic games and each subject area’s content. The projects for this unit will include “A Day at the Olympics”, “So You Want to Host the Olympics?”, and “Training Day”. These small groups will introduce students to projects that will utilize structure, communication skills, leadership skills, teamwork skills, understanding a variety of cultures, problem solving, graphing, and the scientific method.

MOTIVATOR Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)

Day 1Video clip – “Best of London 2012”. (http://www.olympic.org/videos) During the video students will make a list of activities or events that would require measurement. After video clip students will answer three open response questions (entrance ticket) regarding the relationship between language, communication, and community (Appendix A). The students will then discuss how the units of measure used in the Olympics are understood worldwide.

Day 9Labeling the body systems – Students will complete this as part of a pre-assessment with no help from the teacher or each other (Appendix B).Hook – Video clip that includes all human body systems (http://video.nationalgeographic.com/video/science/health-human-body-sci/human-body/human-body-sci/).

Day 16Photo Montage PPT from London Olympics that focus on the triathlon sport with the medal ceremony (Appendix C).Source of photos (http://www.examiner.com/slideshow/2012-female-olympic-triathlon#slide=1 ).Body Systems anatomy matching app – “Build A Body” (free app)

DAY Objectives(I can….)

Materials & Resources

Instructional Procedures DifferentiatedInstruction

Assessment

1 I can use the metric system.

I can explain the purpose of the metric system and standard units of measure.

I can compare and contrast different measurement systems.

I can make conversions utilizing the metric system.

I can solve word problems that

Prezi or PPT with the following components:

a. TCAP Prepb. Metric Maniac. Review Questionsd. Hints for Guided

Practicee. Think-Pair-Share

Directionsf. Jig-Saw

directions

Student science journal for science notes.

Jig-Saw Activity: (Groups of 4)

Essential Question:

How do scientists communicate? What is the metric system? Why is the metric system used for communication among scientists?

Remediation:Provide a fill-in-the

blank style notes.Provide hints and one-

on-one attention during individual practice.

Peer tutoring during Think-Pair-Share activity.

Enrichment:Extend individual

practice to include higher order thinking and extended challenge.

Peer tutoring during Think-Pair-Share activity.

Pre-Test for Lesson –

After activating strategy students will respond to 3 questions.

Performance Assessment during guided practice and think-pair-share activities.

Teamwork skills will also be assessed using the students’ performance during the jig-Saw activity.

Post-Test for the lesson will be an exit ticket that will require students to

1. Set:- TCAP Preparation Questions- 3 Multiple Choice questions that include measurement

2. Metric Mania (10 m)- Direct Instruction: The Metric System- Discussion & Questions

3. Conversion Practice (5 m)- Guided Practice

- Students will work individually to practice conversion and using the metric system and other standards of scientific measure.

- Students will self-evaluate their success using a conversion

http://www.examiner.com/slideshow/2012-female-olympic-triathlon#slide=1

http://video.nationalgeographic.com/video/science/health-human-body-sci/human-body/human-body-sci/

http://video.nationalgeographic.com/video/science/health-human-body-sci/human-body/human-body-sci/

http://www.olympic.org/videos

include measurement conversion.

a. iPad Articlesb. Outline Templatec. Group Writing

Prompt

Formative Assessment:

Exit Ticket:

Open response to the following question: Why do we need a common language for scientists and the global community?

Materials for Remediation:

- Fill in the Blank NotesMaterials for Enrichment: - Modified Individual

Practice

calculator app on their iPads.4. Conversion Word Problems (10 m)

- Think-Pair-Share- Students will individually solve a provided word problem

that focuses on standards and measure and conversion.- They will then pair up with their partner to compare and

discuss their solution styles and steps.- The students will then check their work using the conversion

calculator app and work together to revise their problem solving if necessary.

5. Olympics and Measurement (15 m)- Small Groups (4 students per group)- Topic: How standard measurement is used in the Olympics- Jig-Saw style

6. Closure (5 m)- Formative-Assessment- Exit Ticket: Why do we need a common language for

scientists and the global community?

Auditory: Listening to presentation of science

notes Verbal guidance during guided

practice Think-pair-share Discussion during Jig-Saw activity

Visual: Visual presentation of science notes Presentation of materials during

guided practice, word problems, and jig-saw articles.

Tactile: Writing of science notes. Working out the equations and

conversions during guided practice and word problems.

This lesson will meet several different interests:

Data & Analysis- Measurement and Conversion Reading- Word Problems and Jig-Saw

articles Working with others- Think-pair-share and Small Groups Audio Visual- Video clip activating strategy and

Metric Mania presentation Sports

-Olympic connection in word problems and small group work.

respond to an open response question on the same topic as the pre-test for the unit.

The summative assessment will occur at the end of the Leadership unit.

2 I can use scientific tools to measure.

I can use the standards of measure to communicate my scientific findings.

I can use the metric system to solve problems.

I can apply my knowledge of measurement and tools to create an engineering design.


a. TCAP Prepb. Metric Maniac. Review Questionsd. Hands-on Practice

rotation directionse. Guided Practice

Directionsf. Olympic track times

and medal races for exit ticket

Hands-on Practice:g. Four station groups

for rotation with (3 setups per station rotation)

h. Scientific toolsi. Problem solving

scenarios involving measurement, conversions, and communication of findings.

Essential Question:

What is the metric system? Why is the metric system used for communication among scientists? What is the relationship between measurement, scientific tools, and

communication in science? How can I use the standards and measure in everyday life?

Remediation: Provide fill-in-the-blank

style notes for metric mania review.

Peer tutoring for pairs during hands-on practice.

Hints and specific guidance during independent practice. Also utilizing simpler designs and easier maps and routes for assignment.

Enrichment: Peer tutoring for pairs

during hands-on practice.

During independent practice utilize more challenging designs or a comparison style PBL for assignment.

Auditory:

Pre-Test for Metric Mania was given on Monday. The student’s responses will be used to group and determine scaffolding for each student during the lesson.

The “Exit Ticket” will provide evidence of student comprehension and understanding of measurement skills and conversion of measurements.

A rubric will be used to assess student


2. Metric Mania Review (10 m)- Direct Instruction: Metric Mania Review- Discussion & Questions

3. Hands-on Practice (20 m)- Pairs- Students will work in pairs to solve measurement problems

using hands-on tools and science equipment.- Students will have five minutes at each station, thus they will

complete a total of four problem-solving situations.4. Guided Practice (10 m)

- Students will work independently with guidance from Mrs. Carr to complete a simple PBL scenario.

Guided Practice – PBL Scenario:

j. Olympic innovation and engineering information and articles.

k. Tools for constructing maps, blueprints, scale drawings.

l. Examples, template, and rubrics for students

m. Paper and colored pencils

Closuren. Exit Ticketo. Olympic Track

times and medal races information

p. Conversion problems using these times.


q. Fill in the Blank Notes

r. Modified Designs and Maps

Materials for Enrichment:s. Modified Designs

and Maps

- Students will create a metric map, blueprint, or scale drawing utilizing the standards of scientific measure.

- The drawing and measurement application must focus on an aspect or feature of the Olympic Games.

5. Closure (5 m)- Conversion Review

Students will complete an exit ticket that requires students to apply their conversion and measurement skills to communicate the results of Olympic Track times and medal races.

Listening to presentation of science notes

Verbal guidance during guided practice

Pair communication during hands-on practice

Visual: Visual presentation of science notes The PBL scenario assignment

requires diagrams and scale drawings. .

Tactile: Writing of science notes. Hands-on practice with station

rotation. Working out the equations and

conversions during guided practice and word problems.

The PBL scenario assignment requires diagrams and scale drawings. .This lesson will meet several different interests:

Data & Analysis- Measurement and ConversionReading- Olympic maps and engineering articlesWorking with others- Partners during hands-on practiceAudio Visual- Video clip activating strategy and

Metric Mania presentationSports- Olympic connection in articles and PBL

scenario.

performance on the PBL scenario.

Post-Test for the unit will cover the pre-test items and associated concepts. The summative assessment will occur at the end of the Community and Communication unit.

3 I can explain the relationship between the metric system and standards of measure.

I can explain how standards of measure benefit communication between scientists and engineers.

I can compare


a. TCAP Prepb. Metric System and

Standards of Measurec. Engineering and

Technology’s connection to sports

d. Examples of how buildings, equipment, uniforms, techniques, etc. used in the Olympics and sports have been innovated over time.

e. Instruction for Compare and Contrast activity

f. Instructions for closure white-boarding activity

Essential Question:

What is the relationship between the metric system and standards of measure? How standards of measure benefit communication between scientists and

engineers? How has engineering and technology affected the Olympics and other athletics?

Remediation: Provide fill-in-the-blank

style notes for science notes.

Utilize think-pair-share for building confidence in whole group oral review and questions on the presented notes.

Heterogeneous grouping for small group activities.

Assignment hints for timeline and charts/graphs.

Enrichment:

Pre-Test for this lesson will be the 3 open response questions (Entrance Ticket) used at the end of the hook for the lesson:

- What changes did you see in the video, from past to present?

- What would you call the changes that you have just observed in this sport?

- How have these changes affected the sport of football, football players, and football fans?

The white-boarding activity will allow me to assess their


2. Relationship between Measurement, Engineering, and the Olympics

innovation and technology used in the Olympic games.

I can contrast innovation and technology used in the Olympic games.

I can design an innovation for athletics.

Small Groups: Compare and Contrast activity

g. iPads & internet accessh. Olympic and athletic

resourcesi. Olympic appsj. Paper for timelinesk. Fine tipped markersl. Colored pencilsm. Construction papern. Glueo. Graph Paperp. Power Pointq. Podcast creation

Closure:

r. White-boardss. Expo Markerst. Study Guide

Materials for Remediation:u. Fill in the Blank Notesv. Timeline & Charts/ Graphs

Hints SheetMaterials for Enrichment:w. Cornell Style Notes

Template

x. Research Activity Instructions

(10 m)- Direct Instruction- Discussion & Questions

3. Compare & Contrast (30 m)- Small groups (3 students per group)- Students will be assigned roles- Students will research the effect of engineering and technology

on athletics, particularly the Olympic games.- Students will create a timeline and graphs that illustrate how

engineering and technology has affected the performance of Olympic athletes for their assigned sport.

- The student groups will be assigned one of the following sports: Swimming, Track, Cycling, Gymnastics, Tennis, or Soccer

4. Closure (5 m)- Small Groups

- The students will remain in their small groups that were used for the Compare and Contrast activity.

- Each group will create one statement regarding the impact of engineering and technology on their sport. Each group will also need to list three examples of innovation for their assigned Olympic sport.

Give Students study guide that will be used in class on Day 5 (Friday), and is due on Day 6 (Monday) – prior to summative assessment.

Extend note-taking to “T-notes”, one side of chart for notes and the other side for developing review questions that focus on material presented in science notes.

Leader role during small group compare and contrast activity.

Possible research extension to compare global access to technological and engineering innovation. How does this access or limited access affect the countries performance or participation in the Olympic community and athletics?

Auditory: Listening to presentation of science notes Response and questioning during review of

science notes Peer communication during compare and

contrast activity

Visual: Visual presentation of science notes The articles and research materials for the

technology, engineering, and innovation used in the Olympics

Creating the timeline, charts, and graphs

Tactile: Writing of science notes. Creation of timeline, charts, and graphs

knowledge gained during their lesson along with their application skills:- Each group will create one

statement regarding the impact of engineering and technology on their sport. Each group will also need to list three examples of innovation for their assigned Olympic sport.

- A rubric will be used to assess student performance on the compare and contrast activity. The rubric will focus on their timeline, graphs, and teamwork skills.


4 Essential Question:

Project Day – Refer to Unit Plan“A Day at the Olympics”

5 I can effectively communicate my use of measurement and tools through

Study Guide

Presentations:

a. TCAP Prep

Essential Question:

What is the relationship between measurement, tools, and communication? How does engineering and technology affect athletics? How can I design an innovation to benefit Olympic athletics? How does my innovation better an Olympic athlete or sport?

Remediation:

Provide presentation and communication outline.

Essay outline and

Performance Assessment:

Presentation & Communication of “A Day at the

presenting to the class.

I can apply my knowledge of engineering and technology.

I can design an innovation for the Olympic Games.

I can provide rationale for my innovation.

I can explain the problem solving method used to create my Olympic supply innovation.

I can organize the development, explanation, and rationale for my innovation into a five paragraph essay.

b. Olympic mapsc. Tools for

measurementd. iPadse. White-boards

Essay:

a. Student outline for Essay

b. Template for Essay


- Presentation and Communication Outline- Essay Outline- Essay Template with specifics and hints

Materials for Enrichment:

- Modified essay directions and template

How can I utilize problem solving method (scientific method and/or the engineering design process) to create my Olympic supply innovations?

templates with specifics and hints.

Enrichment: Extending essay to

include more than one innovation

Auditory: Oral questioning reviewing

science notes. Listening to presentation or

communication

Visual: Visual presentation of metric

maps Study guide London Olympic maps.

Tactile: Tracing Olympic route Writing of essay.


Data & Analysis- Measurement and Conversion

Reading- Olympic maps- Study Guide

Working with others- Presentation &

Communication Sports Olympic connection.

Olympics” map routes.

Essay – “How would you innovate an Olympic supply?”

Post-Test for the unit will cover the pre-test items and associated concepts. The summative assessment will occur at the end of the Leadership unit.

1. Set:- TCAP Preparation Questions- 3 Multiple Choice questions that include scientific tools

2. Study Guide (10 m)- Safety, Tools, Scientific Method, Engineering Design Process,

Measurement, Standards of Measure, and Conversion- Discussion & Questions

3. Presentations (20 m)- Students will briefly present their use of tools and measurement

to complete the map assignment from project day.- Possible do back-to-back communication tests to exercise

communication and measurement skills with students. One student will have their map with their measured

and drawn route. The other student will have a blank copy of the map and

tools requested by their partner. The student with the marked map will communicate the

route and which tools to use with their partner. At the end of ten minutes the students compare their

end locations.4. Organization and communication of innovations (10 m)

- Five Paragraph Essay: Topic: How would you innovate an Olympic supply

(physical center, equipment, clothing, etc.)?- Paragraph 1 – Introduction- Paragraphs 2, 3, & 4 – How is your technology

innovative (what is the benefit compared to current)

- Paragraphs 5 – Conclusion- Students will also need to create a scale

drawing of their invention that is labeled and colored.

5. Closure (5 m)- Oral review three of the open-ended questions that are on the

study guide.

6 I can ask questions to clarify my understanding prior to receiving

TCAP Prep

Study Guide for review

Essential Question:

What is the scientific method? What is the engineering design process?

Remediation:

- Use IEP to create summative

Pre-Test for next two weeks of the Community and

the summative assessment.

I can read all directions on the summative assessment.

I can successfully communicate my understanding of concepts and terms from Unit 1 “Leadership” and measurement/ conversion on a summative assessment.

Summative Assessment

Closure:

a. Video clip on Body Systems

b. Multiple Choice pre-test on Body Systems


- Summative Assessment Preparations

What are the purpose and use of tools that scientists use in the laboratory and real-world experiences?

What are components of science safety? How is measurement and standards of measure used as a communication tool?

assessment.

Enrichment:

- Use IEP to create summative assessment.

Auditory:

Listening to whole class review of study guide.

Visual:

Reading the summative assessment

Reading the pre-assessment for human body study.

Tactile:

Writing and completing diagrams/ concept maps on summative assessment.

Communication Unit:

Body Systems The Human Body

as a tool

The summative assessment for the Leadership unit and Measurement, Conversion, Scientific Notation

1. Set:- TCAP Preparation Questions- 3 Multiple Choice questions that include scientific tools Metric

Mania (10 m)2. Direct Instruction: The Metric System

- Discussion & Questions - Conversion Practice (5 m)

3. Guided Practice4. Students will work individually to practice conversion and

using the metric system and other standards of scientific measure.

5. Students will self-evaluate their success using a conversion calculator app on their iPads.

6. Conversion Word Problems (10 m)- Think-Pair-Share

- Students will individually solve a provided word problem that focuses on standards and measure and conversion.

- They will then pair up with their partner to compare and discuss their solution styles and steps.

- The students will then check their work using the conversion calculator app and work together to revise their problem solving if necessary.

7. Olympics and Measurement (15 m)- Small Groups (4 students per group)- Topic: How standard measurement is used in the Olympics- Jig-Saw style

8. Closure (5 m)- Formative-Assessment- Exit Ticket: Why do we need a common language for scientists

and the global community?

7 I can describe the levels of organization in a living system.

I can define the term cell.

Pre-Assessments that are graded with feedback.

Essential Question:

What is the relationship between cells and tissues? What is the relationship between tissues and organs? What is the relationship between organs and organ systems? What is the relationship between organ systems and organisms? How does the complexity of multicellular and unicellular organisms compare?

Remediation:Fill-in-the-blank style

notesPeer Tutoring during

scenario activityHomework directions

with hints and

Performance Assessment:

Olympic Games scenarios9. Think-Pair-

I can define the term tissue.

I can define the term organ.

I can define the term organ system.

I can define the term organism.


a. TCAP Prepb. The organization

of the human body

c. Directions for Scenario activity

d. Video clips from Olympic Games

Scenario:

a. Olympic Games video clips

b. Science Journalsc. Whiteboardsd. Expo Markers

Closure:

a. Exit Ticketb. Homework

directionsc. Homework rubric


- Fill in the Blank Notes

- Modified Homework with Hints Sheet

Materials for Enrichment:- Reflection

Activity

How do structure (anatomy) and function (physiology) relate to one another? examples

Enrichment: Students reflect on the communication and interconnectedness of the body systems for effective and successful living.Peer Tutoring during scenario activity

Auditory: Oral presentation, discussion, and

questions for science notes – Body Systems.

Think-Pair-Share

Visual: Concept Map or chart during

summarizing different levels of organization within living things.

Pre-Assessment feedback Presentation of Science Notes –

Body Systems London Olympic Games video

clips.

Tactile: Writing of science notes Think-Pair-Share discussion and

re-enactment during discussion.


Data & Analysis- Charts and Graphs- Concept Maps

Working with others- Think-Pair-Share

Audio Visual- Video clip activating strategy

and science notes presentation

Sports Olympic connection

Share10. White

Boarding

Exit Ticket:

Human Body Systems and their function

Create a digital poster that illustrates the hierarchy among cells, tissues, organs, organ systems, and organisms. Provide rubric.


1. Set:- TCAP Preparation Questions- 3 Multiple Choice questions that include scientific tools

2. Study Guide (10 m)3. Safety, Tools, Scientific Method, Engineering Design Process,

Measurement, Standards of Measure, and Conversion4. Discussion & Questions5. Presentations (20 m)6. Students will briefly present their use of tools and measurement to

complete the map assignment from project day.7. Possible do back-to-back communication tests to exercise

communication and measurement skills with students. One student will have their map with their measured

and drawn route. The other student will have a blank copy of the map and

tools requested by their partner. The student with the marked map will communicate the

route and which tools to use with their partner. At the end of ten minutes the students compare their

end locations.8. Organization and communication of innovations (10 m)9. Five Paragraph Essay:

Topic: How would you innovate an Olympic supply (physical center, equipment, clothing, etc.)?

- Paragraph 1 – Introduction- Paragraphs 2, 3, & 4 – How is your technology

innovative (what is the benefit compared to current)

- Paragraphs 5 – Conclusion- Students will also need to create a scale

drawing of their invention that is labeled and colored.

10. Closure (5 m)11. Oral review three of the open-ended questions that are on the study

guide.


Project Day – Refer to Unit Plan“Then and Now – How have the Olympics incorporated Innovation”

9 I can describe the levels of organization in a living system.

I can define the term cell.

I can define the term tissue.

I can define the term organ.

I can define the term organ system.

I can define the term organism.

I can compare and contrast the anatomy and physiology of different organ systems in the human body.

Small Group work- Roles for group work (4

students per group)-Body System Selections-Note Cards on Body

Systems- TCAP Prep- iPads for research-Mac Lab for research- Student science journal

for research notes-Whiteboards- Expo markers

Presentation by groups- Whiteboards- Expo markers

Hands-on Practice:(small groups of 4)

a. 4 sets of 10 everyday items –(2 balloons, 1 piece of one foot tubing, 1 ziploc bag, _________)b. Outline Templatec. Group Writing Prompt

Formative Assessment:- Exit Ticket:

Labeling the body systems


- Word ListMaterials for Enrichment:

- Modified Exit Ticket

Essential Question:

What is the relationship between cells and tissues? What is the relationship between tissues and organs? What is the relationship between organs and organ systems? What is the relationship between organ systems and organisms? How do structure (anatomy) and function (physiology) relate to one another? How does each of the body systems differ from one another in structure and in function?

Remediation: Word list for the Pre

and Post Assessments for lesson

Heterogeneous grouping

Enrichment: Add option for

students to provide physiology information on Pre and Post Assessments for lesson

Team Leader for small groups

Auditory: Listening to presentation by small

groups

Visual: Visual presentation of human

body systems during hook Information researched during

small group work Whiteboard presentations by

small groups Hands-on activity – modeling

body systems

Tactile: Researching body systems in

small groups.Hands-on activity – modeling body systems

Pre-Test for Lesson:Labeling the body systems

Performance Assessment during hands-on work. Students’ work will be used to determine their level of understanding regarding the anatomy and physiology of the human body systems.

Teamwork skills and research skills will also be assessed using the students’ performance during the small group work.

Post-Test for the lesson will be an exit ticket on labeling the body systems.The summative assessment will occur at the end of the Leadership unit.

1. Set:- TCAP Preparation Questions- 3 Multiple Choice questions that include human body systems

2. Small Group Work (20 m)- 4 students per group- Instructions for group as a whole and for sub-groups- 2 body systems will be researched per group- The group members have roles and pair up to become experts on one of the two assigned body systems.

3. Presentations by groups (15 m)- The four members of each team will present on their assigned body systems (2)- Teams will present on whiteboards- Students will organize their facts using a t-chart

4. Hands-on Practice (10 m)- Station rotations in small groups from earlier in lesson.- Provide each group with ten everyday items. The students will

arrange the items to model one of their assigned body systems.- Groups will label each item according to what it represents in

their group’s chosen body system. The labels will include the anatomical name and why this item is related to the physiological functions of that organ.

5. Closure (5 m)- Exit Ticket- Labeling the body systems

10 I can compare and contrast the anatomy and physiology of different organ systems in the


Essential Question: Remediation: Provide fill-in-the-

The concept map

human body. I can describe the anatomy and

physiology of specific organ systems in the human body.

I can describe the study of kinesiology and exercise science.

I can determine how different organ systems are used in various sports settings and games.

I can describe simple machines. I can differentiate between

simple machines. I can compare and contrast the

anatomy and physiology of various organ systems in the human body to simple machines.

I can describe the relationship between work and force.

I can explain how work and force affect the human body in various sports settings and games.

I can differentiate between speed, velocity, and acceleration.

I can compare and contrast the speed, velocity, and acceleration of the human body in various sports settings.

I can describe the relationship between the anatomy and physiology of the human body and human body output such as speed, velocity, and acceleration.

I can explain Newton’s Laws. I can explain the effect of

Newton’s Laws on the human body.

I can describe the relationship between Newton’s Laws and the output of the human body.

I can relate my knowledge of anatomy, physiology, engineering, physics, and motion to athletic competition and the Olympic games.



Directionsf. Olympic track

times and medal races for exit ticket

Hands-on Practice :

a. Four station groups for rotation with (3 setups per station rotation)

b. Scientific toolsc. Problem solving



a. Olympic innovation and engineering information and articles.

b. Tools for constructing maps, blueprints, scale drawings.

c. Examples, template, and rubrics for students

d. Paper and colored pencils

What is the relationship between organ systems and organisms? How do structure (anatomy) and function (physiology) relate to one another? How does each of the body systems differ from one another in structure and in

function? What body systems are used during various sports settings and games? How are the body systems used to support and enable the human body during

various sports settings and games? How does the anatomy and physiology of the human body resemble different

simple machines? How does the anatomy and physiology of the human body resemble components

(parts) of a simple technical system? What is the relationship between work and force? How are work and force related to the output of the human body? How does the interconnectedness of the human body systems affect the human’s

body output – such as speed, velocity, and acceleration? How does Newton’s Laws affect the output of the human body? How can I relate my knowledge of anatomy, physiology, engineering, physics, and

motion to athletic competition and the Olympic games?

blank style notes. Peer tutoring for pairs

during small group work and hands-on practice.

Hints and specific guidance during creation of the concept map.



During independent practice utilize more challenging thinking map designs or a comparison style concept maps for closure assignment.

Auditory: Listening to Fox Sports Science

presentation Small group communication

during research Listening to presentation of

science notes Listening to student presentations Pair communication during hands-

on practice

Visual: Olympic sports montage video

clip Visual presentation of science

notes Creation of concept maps

Tactile: Researching the chosen sports Writing of science notes Hands-on practice Creation of concept maps

This lesson will meet several different interests: Reading- Sports research articles and

information Working with others- Small Group work- Partners during hands-on practice Audio Visual- Video clip activating strategy and

Sports Science presentation Sports- Olympic and sports connection in

video clips, research, presentation, and hands-on activity.

created by each student individually will allow me to assess the depth and amount of understanding achieved by each student during each lesson. I expect students’ concept maps to progress in detail, depth, and interconnectedness as this series of lessons progress.

A rubric will be used to assess student performance on the Essay assignment that will encompass all concepts and applications taught during this series of lessons.

Post-Test for the unit will cover the pre-test items and associated concepts. The summative assessment will occur at the end of the Community and Communication

1. Set:- TCAP Preparation Questions- 3 Multiple Choice questions that include human body systems

2. Which sports choices are you most interested in studying? (20 m)- 2 sports per day

a. Tuesday – Basketball / Soccer- Only 10 students can pick each sport- Split the class (10 and 10)

a. Fox Sports Science for each of the sports choicesb. Students will research to answer the following questions –

- What body systems are used when athletes perform in this sport?- How are these body systems are used when athletes perform in this sport (must refer to the anatomy and physiology)?- How do the components of the human body that are used in this sport resemble or model simple machines?- How do these components function like the simple machine that it models or resembles?- How are force and work used in this sport?- How are Newton’s Laws affecting the athletes, equipment, and tools used in this sport?- Collect data regarding the human body’s output – such as speed, velocity, and acceleration - in this sport.- How is the body’s output related to the body’s anatomy, physiology, Newton’s Laws, work, and force?

Closure

a. Concept Mapb. Science Notebooksc. Colored pencils



- Modified Concept Map directions

Materials for Enrichment:- Modified

Concept Map directions

3. Direct Instruction & Student Presentations (20 m)- Teacher will present about the concepts and vocabulary researched by students.- Throughout direct instruction notes students will present on how material that is presented relates to their sports.

a. Example –Teacher will describe work and force.Students will present on how work and force are applicable to their assigned sport.

b. Lessons on Tuesday through Friday will be conducted in the same manner. As the students work through the week the topics covered in direct instruction will progress in depth and difficulty.

- Students will take notes and record presented examples in their science notebooks.- Students will participate in hands-on activities that demonstrate the use of the body systems, force, motion, energy, and kinesiology.

4. Closure (5 m)- Concept Map

Students will create a concept map that illustrates the interconnectedness between the sport that their team studied and the following content – anatomy, physiology, energy, physics, and motion.

unit.

11 I can compare and contrast the anatomy and physiology of different organ systems in the human body.

I can describe the anatomy and physiology of specific organ systems in the human body.









Directionsf. Olympic track

times and medal

Essential Question:





(parts) of a simple technical system? What is the relationship between work and force?

Remediation: Provide fill-in-the-



Hints and specific guidance during creation of the concept map. Also utilizing simpler designs and easier maps and routes for assignment.

The concept map created by each student individually will allow me to assess the depth and amount of understanding achieved by each student during each lesson. I expect








I can describe the relationship between Newton’s Laws and the output of the human body.I can relate my knowledge of anatomy, physiology, engineering, physics, and motion to athletic competition and the Olympic Games.

races for exit ticket

Hands-on Practice :









Closure

a. Concept Mapb. Science Notebooksc. Colored pencils

Materials for

How are work and force related to the output of the human body? How does the interconnectedness of the human body systems affect the human’s

body output – such as speed, velocity, and acceleration? How does Newton’s Laws affect the output of the human body? How can I relate my knowledge of anatomy, physiology, engineering, physics, and

motion to athletic competition and the Olympic Games?





presentation Small group communication

during research Listening to presentation of

science notes Listening to student presentations Pair communication during hands-

on practice







Sports Science presentation SportsOlympic and sports connection in video

clips, research, presentation, and hands-on activity.

students’ concept maps to progress in detail, depth, and interconnectedness as this series of lessons progress.

A rubric will be used to assess student performance on the Essay assignment that will encompass all concepts and applications taught during this series of lessons.


1. Set:- TCAP Prep- 3 Multiple Choice Questions regarding the Levels of

Organization and Cells2. Which sports choices are you most interested in studying? (20 m)

- 2 sports per daya. Wednesday – Swimming / Gymnastics

- Only 10 students can pick each sport- Split the class (10 and 10)

a. Fox Sports Science for each of the sports choicesb. Students will research to answer the following questions –



a. Example –Teacher will describe work and force.Students will present on how work and force are applicable to their assigned sport.

Remediation:- Fill in the

Blank Notes- Modified




b. Lessons on Tuesday through Friday will be conducted in the same manner. As the students work through the week the topics covered in direct instruction will progress in depth and difficulty.


4. Closure (5 m)- Concept Map
















I can describe the relationship


a. TCAP Prep Metric Mania

b. Review Questionsc. Hands-on Practice

rotation directionsd. Guided Practice

Directionse. Olympic track

times and medal races for exit ticket

Hands-on Practice :



scenarios involving measurement, conversions, and

Essential Question:





(parts) of a simple technical system? What is the relationship between work and force? How are work and force related to the output of the human body? How does the interconnectedness of the human body systems affect the human’s

body output – such as speed, velocity, and acceleration? How does Newton’s Laws affect the output of the human body?

How can I relate my knowledge of anatomy, physiology, engineering, physics, and motion to athletic competition and the Olympic Games?

Remediation: Provide fill-in-the-



Hints and specific guidance during creation of the concept map. Also utilizing simpler designs and easier maps and routes for assignment.





presentation

The concept map created by each student individually will allow me to assess the depth and amount of understanding achieved by each student during each lesson. I expect students’ concept maps to progress in detail, depth, and interconnectedness as this series of lessons progress.

A rubric will be used to assess student performance on the Essay

1. Set:- TCAP Prep- 3 Multiple Choice Questions regarding the Levels of

Organization and Cells2. Which sports choices are you most interested in studying? (20 m)

- 2 sports per dayb. Wednesday – Swimming / Gymnastics

- Only 10 students can pick each sport

between Newton’s Laws and the output of the human body.

I can relate my knowledge of anatomy, physiology, engineering, physics, and motion to athletic competition and the Olympic Games.

communication of findings.






Closure

a. Concept Mapb. Science Notebooks

Colored pencils



- Modified Concept Map directions



- Split the class (10 and 10)c. Fox Sports Science for each of the sports choicesd. Students will research to answer the following questions –



c. Example –Teacher will describe work and force.Students will present on how work and force are applicable to their assigned sport.

d. Lessons on Tuesday through Friday will be conducted in the same manner. As the students work through the week the topics covered in direct instruction will progress in depth and difficulty.


4. Closure (5 m)Concept Map


Small group communication during research

Listening to presentation of science notes

Listening to student presentations Pair communication during hands-

on practice







Sports Science presentation Sports

Olympic and sports connection in video clips, research, presentation, and hands-on activity.

assignment that will encompass all concepts and applications taught during this series of lessons.



Project Day – Refer to Unit Plan


Project Day – Refer to Unit Plan















I can describe the relationship between Newton’s Laws and the

TCAP Prep

Study Guide for review

Summative Assessment

Closure:

a. Video clip on Body Systems

b. Multiple Choice pre-test on Body Systems


- Modified Triathlon assignment

Essential Question:




simple machines? How does the anatomy and physiology of the human body resemble

components (parts) of a simple technical system? What is the relationship between work and force? How are work and force related to the output of the human body? How does the interconnectedness of the human body systems affect the human’s

body output – such as speed, velocity, and acceleration? How does Newton’s Laws affect the output of the human body? How can I relate my knowledge of anatomy, physiology, engineering, physics,

and motion to athletic competition and the Olympic Games?

Remediation:Modify the triathlon

assignment – abbreviations, hints, and provided outlines.

Enrichment:Peer Tutoring

Auditory: Video Clip

Visual: Video Clip

Tactile: Researching triathlon

Creation of triathlon assignment – poster, brochure, route

This lesson will meet several different interests: Reading3. Research articles and information Audio Visual4. Video clip activating strategy SportsOlympic and sports connection in video

clips, research, and creation of triathlon assignment

Students’ individual work – poster, brochure, and race route map


1. Set- TCAP Prep- 3 Multiple Choice Questions regarding the Levels of Organization and

Cells2. Individual Work (40 m)

- Students will research the Olympic triathlon event to create a media

output of the human body. I can relate my knowledge of

anatomy, physiology, engineering, physics, and motion to athletic competition and the Olympic Games.

package that will engage and elicit athletes to enter the triathlon.- Students will create the following:

a. Posterb. Brochurec. Layout/ map of the race route

- The students must bring in concepts that have been taught in the past week – anatomy, physiology, tools, physics, etc.

3. Closure (5 m)- Writing Across the Curriculum- Exit Ticket:

Students will complete a writing activity that summarizes their understanding of the use of simple machines in the triathlon sport.

STANDARDS Identify what you want to teach. Reference State, Common Core, ACTCollege Readiness Standards and/or State Competencies.

Embedded Inquiry

Conceptual StrandUnderstandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.

Guiding QuestionWhat tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?

Grade Level Expectations:GLE 0707.Inq.1 Design and conduct open-ended scientific investigations.GLE 0707.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data.GLE 0707.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations.GLE 0707.Inq.4 Recognize possible sources of bias and error, alternative explanations, and questions for further exploration.GLE 0707.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.

State Performance IndicatorsSPI 0707.Inq.1 Design a simple experimental procedure with an identified control and appropriate variables.SPI 0707.Inq.2 Select tools and procedures needed to conduct a moderately complex experiment.SPI 0707.Inq.3 Interpret and translate data in a table, graph, or diagram.SPI 0707.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by evidence.SPI 0707.Inq.5 Identify a faulty interpretation of data that is due to bias or experimental error.

Embedded Technology & Engineering

Conceptual StrandSociety benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.

Guiding QuestionHow do science concepts, engineering skills, and applications of technology improve the quality of life?

Grade Level Expectations:GLE 0707.T/E.1 Explore how technology responds to social, political, and economic needs.GLE 0707.T/E.2 Know that the engineering design process involves an ongoing series of events that incorporate design constraints, model building, testing,

evaluating, modifying, and retesting.GLE 0707.T/E.3 Compare the intended benefits with the unintended consequences of a new technology.GLE 0707.T/E.4 Describe and explain adaptive and assistive bioengineered products.

State Performance IndicatorsSPI 0707.T/E.1 Identify the tools and procedures needed to test the design features of a prototype.SPI 0707.T/E.2 Evaluate a protocol to determine if the engineering design process was successfully applied.SPI 0707.T/E.3 Distinguish between the intended benefits and the unintended consequences of a new technology.SPI 0707.T/E.4 Differentiate between adaptive and assistive engineered products (e.g., food, biofuels, medicines, integrated pest management).

Standard 1 – Cells

Conceptual Strand 1All living things are made of cells that perform functions necessary for life.

Guiding Question 1How are plant and animals cells organized to carry on the processes of life?

Grade Level Expectations:GLE 0707.1.1 Make observations and describe the structure and function of organelles found in plant and animal cells.GLE 0707.1.2 Summarize how the different levels of organization are integrated within living systems.GLE 0707.1.3 Describe the function of different organ systems and how collectively they enable complex multicellular organisms to survive.

State Performance IndicatorsSPI 0707.1.1 Identify and describe the function of the major plant and animal cell organelles.SPI 0707.1.2 Interpret a chart to explain the integrated relationships that exist among cells, tissues, organs, and organ systems.SPI 0707.1.3 Explain the basic functions of a major organ system.

Standard 11 - Motion

Conceptual Strand 11Objects move in ways that can be observed, described, predicted, and measured.

Guiding Question 11What causes objects to move differently under different circumstances?

Grade Level Expectations:GLE 0707.11.1 Identify six types of simple machines.GLE 0707.11.2 Apply the equation for work in experiments with simple machines to determine the amount of force needed to do work.GLE 0707.11.3 Distinguish between speed and velocity.GLE 0707.11.4 Investigate how Newton’s laws of motion explain an object’s movement.

State Performance IndicatorsSPI 0707.11.1 Differentiate between the six simple machines.SPI 0707.11.2 Determine the amount of force needed to do work using different simple machines.SPI 0707.11.3 Apply proper equations to solve basic problems pertaining to distance, time, speed, and velocity.SPI 0707.11.4 Identify and explain how Newton’s laws of motion relate to the movement of objects.

objectives - tsin. web view7. th. grade science ... create a digital poster that illustrates the...

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