Subject and Level - 7th Grade Life Science

Learner Description - The students involved are a group of approximately 110 7th graders divided into 4 74 minute blocks. In three of the four blocks special education students are integrated with support. The fourth block is made up of high math students. The nature of the group is to be dependent rather than independent. They lack responsibility for their own work.

Overview:Students will begin a unit on cells. Students will compare plant and animal cells, color a model of a plant and animal cell, do a lab on diffusion and create a lab report using scientific method, learn the characteristics of bacteria and viruses and create a Venn Diagram comparing and contrasting bacteria and viruses. They will also create their own bacteria or virus and the disease it causes. They will create a three slide presentation in Appleworks using the draw and word processing modes of the program.

Rationale

Why would you teach this unit?

This topic is part of the 7th grade curriculum and state learning standards.

Why would this qualify as an engaged learning unit?

This project qualifies as an engaged learning because it uses the following indicators:

• Students are responsible for their learning

• Students are energized by their learning. The use of computers and being able to be creative with the symptoms of their disease.

• Students participated in collaborative learning. They partner read and summarized information.

• Task are authentic

• Tasks are multidisciplinary

• There was a performance based assessment

• The assessment was equitable through the use of the rubric

• The teachers acted as facilitators

• Students were producers

Why is technology an important component of this unit? -

Technology is an important component of this unit because the students will use it to create their own bacteria or virus. They will be taught the different features of the presentation mode of Appleworks as well as the how to use the draw mode. Students are motivated by the use of computers to create their projects.

Why is this project authentic, meaningful, and challenging for the students?

This projects is authentic, meaningful and challenging for the students for the following reasons. First, it gives students some investment in their learning. Also students are able to show what they have learned in a creative way. Finally students are challenged because they are using a program that they have limited experience with.

Goals - Content, Cognitive and Social - 

After completing our project we expect our students to understand how bacteria and viruses invade the body. We also want them to understand the differences between bacteria and viruses. Students will also be able to use the Appleworks Presentation and draw modes of the program and be able to link slides together. Most importantly, we want our students to be able to synthesize what they have learned about bacteria and viruses to design a new bacteria or virus that is creative but fits the parameters of true bacterial and viral infections. Through the use of computers students will experience a new outlook for creativity and have a positive outlook on using technology to express creativity in the future.

The following state goals are addressed:

A. Know and apply concepts that explain how living things function, adapt and change.

12.A.3c Compare and contrast how different forms and structures reflect different functions (e.g., similarities and differences among animals that fly, walk or swim; structures of plant cells and animal cells).

Learning activities -

1) Cell Parts - Students will be learning about the parts of the cell. They will color and label a diagram as they learn about what each part represents. They will also compare and contrast plant and animal cells.

2) Bacteria/Viruses - Students will use a cooperative learning structure to read an article about bacteria and viruses. Using the structure, students will demonstrate understanding of the information. Next students will take the information and create a Venn diagram comparing and contrasting bacteria and viruses. They will then transfer this information into a computer generated Venn diagram.

3) Slide Show - Students will create their own bacteria or virus and write a five paragraph essay describing its symptoms, causes and characteristics. Once this is completed, students will make a three slide presentation using Appleworks. The first slide is a title page. The second slide is a drawing of the bacteria or virus, and the third slide is the five paragraph essay.

Student Assessment:

Rubric

What will indicate that students are novices, practitioners, or experts? (Rubric)

The ability to display components or bacteria or viruses and the ability to create and slides will determine if students are novices, practitioners, or experts.

How can students be involved in establishing goals and criteria for the assessment?

Students could generate the rubric themselves.

How will the assessments be implemented to ensure that they are generative?

Seamless and ongoing? Equitable for all students? An authentic task?

How will students demonstrate their knowledge and skills? (Observations, portfolios, projects, performances, oral reports, paper-&-pencil activities, journals, checklists, student self-assessment, student peer assessment, etc.)

Students grade their own projects or give other students input using the generative rubric. Students will use their knowledge of cells, bacteria and viruses to design a visual presentation. They will also use this knowledge to invent a disease and its symptoms, characteristics, etc. and write a five paragraph essay related to it.

Resources:

Technology resources include computers for each student and the Appleworks program. Human resources include classroom teachers and the technology coordinator or experienced teacher versed in the program. Traditional resources include paper/pencil types of materials as well as resource texts.

Management:

How will you manage student work individually and in groups?

Students will be given specific dates/deadlines to check in materials and portions of the project.

How will the room(s) be arranged?

Where will equipment and materials be located to promote maximum use?

Where will students need to work and how can they be accommodated?

How will students with special needs be helped?

The room will be arranged in regular fashion. It has round tables with chairs for each group to sit at. Student will also work in the computer lab. Students with special needs will be helped through in class support with a special education teacher as well as modifications made to the project as needed.

Unit Evaluation:

What will I need to do, be aware of, and/or gather while teaching the unit in order to answer these questions:

What was effective?

What wasn't effective?

What will I do differently next time?

The following activities were effective in the development and implementation of the project:

The technology coordinator teaching how to use Appleworks presentation and draw

cell coloring activity

cooperative learning structure for reading about bacteria and viruses

Venn diagram for comparison of bacteria and viruses

The following was not effective:

students transferring their written Venn Diagrams to computer