Unit Framework-Email the teacher
Title: Scientific Classification and the Animal Kingdom
Subject and Level - 7th grade life science
Learner Description -
The group of students involved in this project is the whole seventh grade or approximately 175 students. They vary in ranges of academic needs, socioeconomic backgrounds, and learning abilities. Special education, reading lab, and TPI students were included in all seven classroom sections.
Overview -
Students will begin a unit on the animal kingdom. Students will be taught the nine phyla that comprise the animal kingdom so that they have some background knowledge on which to base their research. They will then work in groups of two or three to research a randomly chosen phylum. They will gather their research through library resource materials and books, and via the Internet. Once research is complete, students will choose to either create an i-movie or Power Point presentation to present their research findings to their fellow classmates. Each group is responsible for teaching basic information on their phylum to the rest of the class in preparation for the unit exam.
Why is technology an important component of this unit?
Technology is an important part of this unit for two reasons. As most classroom teachers know, technology seems to motivate students on most, if not all, tasks they try to accomplish. Surely this phenomenon can be attributed to the technologically savvy generation now in school. Technology then should be embraced as a tool to hook and engage even the most unmotivated learners. In the case of this project, high achieving students as well as some low level learners had the opportunity to produce and present in the same media, and enthusiasm was expressed by all. Unfortunately there are only so many real-life experiences and opportunities one can bring to the classroom. Students seem to really enjoy learning about the animal kingdom but unfortunately never get to see many (if any) of the animals we study in a real-life setting. With the advent of the Internet and the addition of technology to this unit, the teaching groups were able to bring vivid images of their representative animals to their fellow classmates.
Why is this project authentic/meaningful, and challenging for students?
This project is both authentic and challenging for students because they are learning through teaching, meaning they have an investment in their final project. In addition, we asked the students to embrace this project differently and to think "outside of the box." We asked them to treat this project as a glimpse into their futures, stressing that life will always present them with projects/ challenges, so this was a great place to start practicing!
Goals - Content, Cognitive and Social - The WHAT questions
What new attributes (knowledge, skills, attitudes) do you expect students to gain?
Upon completion of this project we expect our students to understand that all living organisms are grouped into one of five kingdoms of life. We also expect them to have a basic understanding of the animal kingdom; i.e. that all animals are grouped into one of nine smaller categories. We want them to understand the difference between a vertebrate and an invertebrate. Students will get practice in working in a team setting for a common goal. Most importantly, they will have gained knowledge on how to successfully create either an i-movie or PowerPoint presentation, and in turn, will be able to apply that knowledge to future school or life projects. 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.
What school, district, state, and national standards/benchmarks are addressed?
Science:
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).
12.A.4c Describe processes by which organisms change over time using evidence from comparative anatomy and physiology, embryology, the fossil record, genetics and biochemistry.
12.B.2b Identify physical features of plants and animals that help them live in different environments (e.g., specialized teeth for eating certain foods, thorns for protection, insulation for cold temperature).
12.B.3b Compare and assess features of organisms for their adaptive, competitive and survival potential (e.g., appendages, reproductive rates, camouflage, defensive structures.
Language Arts
1.A.3a Apply knowledge of word origins and derivations to comprehend words used in specific content areas (e.g., scientific, political, literary, mathematical).
1.C.3d Summarize and make generalizations from content and relate them to the purpose of the material.
3.C.3b Using available technology, produce compositions and multimedia works for specified audiences.
4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support
4.B.4a Deliver planned informative and persuasive oral presentations using visual aids and contemporary technology as individuals and members of a group; demonstrate organization, clarity, vocabulary, credibility, and accuracy.
4.B.3b Design and produce reports and multi-media compositions that represent group projects.
5.B.3b Identify, evaluate, and cite primary sources.
Learning Activities - The activities required to achieve the goals
The How Questions???
Student Assessment- Enables student and teacher to measure student's attainment of goals.
What are my scoring characteristics? (What do I want to measure? What is an important outcome of this unit?)
Overall assessment was based on the following list of assignments. This combination of work demonstrated student knowledge of the nine phyla of the animal kingdom.
What will indicate that students are novices, practitioners, or experts?
Students are expected to complete an accurate research packet before they begin their Power Point or i-movie. The information that is checked by the teacher before the tech portion is completed sets students into a novice, practitioner or expert group. This is also evident during the presentation when fellow students ask questions about the specific phylum.
How will I measure and communicate student progress on the goals?
Each class period will begin with an overview of the day's expectations and instructions. The following strategies will also be used to communicate effectively.
How can students be involved in establishing goals and criteria for the assessment?
Seventh graders were involved in setting the goals and criteria in the following ways. Students generated rubric requirements for i-movie and Power Point presentations and set goals for their projects through the use of checklist requirements and calendars.
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?
Students will demonstrate knowledge and skills by actively participating and completing the daily assignments, completing a Power Point or i-movie successfully, and passing a comprehensive exam on the nine phyla of the animal kingdom.
Management
How will you manage student work individually and in groups? - What resources will you need to do this unit?
The guidelines for the project will be very clearly defined from the beginning of the project. This will ensure that once students are independently working, they will have clear goals and expectations. This will also be managed through the use of the checklists and calendars. The following resources will be needed to complete the unit.
How will the room(s) be arranged?
Through the course of the project there will be three basic set up days: research days, mobile lab days, and presentation days.
Where will equipment and materials be located to promote maximum use?
Due to the necessity of having computer access to complete this project, on mobile lab days, labs will be rolled in and returned daily.
Library access will be granted as needed, and technology assistants will be called upon as needed to assist with technology glitches.
Where will students need to work and how can they be accommodated?
Students will complete their research in the library and will be given ample time with their teacher to complete the research packets. Upon completing the research packet, students will then begin their I-movie or power point presentation project. Depending on lab access, students will work on the projects in the Yellow or Black Labs in the library or on the mobile labs in the classroom. Presentation days will take place in the classroom. Accommodations and special needs will be dealt with on an individual basis as needed.
How will students with special needs be helped?
After students had been given the full explanation of the project description and made their choice of completing either a power point or I-movie, the project was modified to the specific needs of the student, based on IEP and caseworker recommendations. SPED teachers were also present each class period to assist students 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?