Author:
Joel
Subject:
Biology
Material Type:
Activity/Lab
Level:
High School
Tags:
  • utah-ipad-lesson
    License:
    Creative Commons Attribution
    Language:
    English

    CER iMovie Bug Lesson

    CER iMovie Bug Lesson

    Overview

    Students will complete CER.

    Phenomenon: What species of insects live in your home?

    Claim: Students will make a claim about the species of insects that live in their house.  The claim can and will be edited as they provide supporting evidence.

    Evidence:  Students will take their ipads and take pictures and videos of any insects they can find in their home.  They will investigate every nook and cranny in their homes to find as many bugs as possible.

    Reasoning: Students will restate their claim, provide 4-6 pieces of concrete evidence, and connect the claim to an overarching scientific idea.

    imovie: Students will present their CER in an imovie.  They will be required to include all aspects of their CER and record a voice over for the claim, pieces of evidence, and their reasoning.

     

    CER iMovie Bug Lesson

    Part I - Planning

    1.Teacher Name: Joel Hockin 2. Unit/Topic/Module: The Study of Life

    3. Course/Content/Grade: Biology

    4. Core Standard(s):
    Bio 2.2 - Ask questions to plan and carry out an investigation to determine how (a) the structure and function of cells, (b) the proportion and quantity of organelles, and (c) the shape of cells result in cells with specialized functions. Examples could include mitochondria in muscle and nerve cells, chloroplasts in leaf cells, ribosomes in pancreatic cells, or the shape of nerve cells and muscle cells. (LS1.A)

    5. Learning Intention(s):

    I am learning the structure and function of cells, so I can determine the proportion and quantity of organelles, and the shape of cells result in cells with specialized functions.

    6. Success Criteria(s):

    I know I am successful when I’m able to identify specialized cells, the location of the cells, their function, and the resulting structure of that cell.

    7. Assessment (Evidence) for student learning (checks for understanding to be used to guide instructional decisions):
    Formative Assessment-

    1. Studentswillshareoutonadailybasisprovingtheyhave mastered the learning target. This response will also be recorded in a reflection journal.

    2. Students will consistently complete the check for understanding questions within the chapter.

    3. Studentswillpresentafinalprojectonaspecializedcelloftheir choice.

    8. What are the language demands of your lesson (Vocabulary, Context, Background, etc):
    Response, Homeostasis, Adaptation, Science, Biology, Growth, Development, Cell, Organism, System, Species, Stimuli Specialization

    9. Environment and Community (Things to consider)

    • ●  Establish Norms

    • ●  Communicate how students receive feedback

    • ●  Follow Canvas Style Guide

    Part II- Teaching

    Pacing

    What the Teacher Does (Explicit, Problem-based, Phenomena-based, etc.)

    What the Students Do (Practice, Engage, Discuss, Read, Write, Respond to Feedback, etc.)

    Feedback
    (i.e. OTR, 4:1, Feedback cycle)

    Materials / Tools (i.e. markers, paper, Canvas,Flipgrid)

    Personalize

    Learning
    (How to adjust instruction for all learners)

    Questions to Consider when planning

      
    • ●  What types of engagement opportunities should be included during each phase of instruction?

    • ●  How will I scaffold instruction to ensure that my students are successful?

    • ●  What will my students be doing to acquire skills or knowledge during each part of the lesson?

    • ●  What Opportunities to Respond (OTRs) will be utilized for immediate checks for understanding?

    • ●  What products will students submit to show mastery of content?

    • ●  What opportunities do students have to collaborate with peers?

    • ●  How will my students show their level of understanding in this part of the lesson?

    • ●  How will I give feedback to students on their progress?

    • ●  Are there opportunities built in for students to give each other feedback?

    • ●  Have I provided an opportunity for student self-reflection?

    • ●  What will I do for students who are struggling to meet the target?

    • ●  What will I do for students who have

      already met the target?

    • ●  What grouping structures will be needed for effective scaffolding?

    • ●  Do I have opportunities for critical thinking?

    • ●  Have I provided choice for assessments?

    • ●  Have I embedded scaffolds (ELL, IEP, 504)?

    • ●  Have I provided extension opportunities?

     
     

    Module Launch: “What species of insects live in your home?”
    Video: https://untamedscience.com/blog/ho usehold-bugs/

    Post the phenomena question in the room. Keep it up throughout the module. Each day revisit the phenomena question and as a class write what new evidence from the lesson we can use to help answer the question.

    Explore & Expand
    Introduction to Biology: What do Biologists Do?
    Have students read the article ‘What Biologists Do?’ about Jane Goodall Have students research about different careers in biology.
    The Characteristics of Life:
    Watch 1 minute video
    Print pg. 8 table 1, omit descriptions - For an assignment: Click on “Explore and Explain: The Characteristics of Life”
    Have students go to pages 7 and 8-- “Practice and Check”
    *Students will complete a presentation on a specialized cell of their choice.

    Students will complete CER.
    Phenomenon: What species of insects live in your home?
    Claim: Students will make a claim about the species of insects that live in their house. The claim can and will be edited as they provide supporting evidence.
    Evidence: Students will take their ipads and take pictures and videos of any insects they can find in their home. They will investigate every nook and cranny in their homes to find as many bugs as possible.
    Reasoning: Students will restate their claim, provide 4-6 pieces of concrete evidence, and connect the claim to an overarching scientific idea.

    imovie: Students will present their CER in an imovie. They will be required to include all aspects of their CER and record a voice over for the claim, pieces of evidence, and their reasoning.

    Students get into partners to fill in the descriptions on their own. Provide students with printed pages of the text for them to search for the answers. Have students keep a complete table in their notebook.

    Google presentation of a specialized cell

    Peer-to-Peer Review Oral Feedback imovie Feedback CER Rubric

    ● Chromebooks
    ● iPads
    ● Article: “What Biologists Do?”
    ● Video: “The Characteristics of Life” (~1 min)
    ● Table 1, from pg. 8, descriptions emitted
    ● Printed packets of
    pgs. 7, 9-10
    ● Assignment: Practice and

    Check
    ● Canvas course updated with Specialized cell rubric

    Students will be assessing the following anchoring phenomenon, “Are sea spiders different than spiders in your backyard?” utilizing the CER method.

    Students will be assessed in a variety of methods via journal reflections, class discussion, CER rubrics, peer evaluation, and presentation rubric.

    Students will explore various careers in Biology.

    Part III: Lesson Closure

    ● How will my students connect back to the learning intentions and success criteria? (e.g. re-visit the objective trackers, rubrics) CER rubric, Specialized Cell Presentation Rubric, and Learning Target Reflections.

    ● How will my students reflect on their learning? (e.g. exit tickets, student self-assessment, canvas discussion)

    Daily Science Journals, Peer-to-Peer Evaluations, Classroom Discussion

    ● How will I assess student learning at the end of the unit or lesson? (e.g. performance task, quiz, trackers, writing, test) CER Rubric, Specialized Cell Presentation Rubric

    ● How will I use the data to adapt my instruction, reteach, and evaluate next steps? Instructional strategies and pathways are modified based on continuous formative assessment cycles.

    CER Graphic Organizer

    Claim

    Make a claim about why something occurs

    Evidence

    List Data to Support your Claim

    Reasoning

    This evidence supports my claim because . . .

     

    1)

    Resource: 2)

    Resource: 3)

    Resource: 4)

    Resource: 5)

    Resource: 6)

    Resource: 7)

     

    Claim, Evidence & Reasoning Model

    Step

    Description

    Sentence Stems

    Claim A statement

    about the results of an investigation

     

    It should describe the relationship between dependent and independent variables.

    ● Inoticedthat...
    ● Myclaimis...
    ● Itismyopinionthat...

    Evidence Scientific data used to support the claim

     

    Use enough evidence and data to support the claim.

    • ●  In paragraph ____ it states . . .

    • ●  According to the data/graph/table . . .

    • ●  A trend that was evident in the data . . . ● Thisisshowninthedataby...

    Reasoning Ties together the Claim & Evidence

     

    Shows how or why the data counts as evidence to support the claim.

    • ●  The evidence supports my claim because . . .

    • ●  Thereasonforthisis...

    • ●  Iknowthisistruebecause...

    • ●  This happened because . . .

    • ●  If...then...because

    Claim, Evidence & Reasoning Scoring Rubric

     

    0

    1

    2

    Self Score

    Teacher Score

    Claim

    Does not make a claim, or makes an inaccurate claim

    Makes an accurate but vague or incomplete claim

    Makes an accurate or complete claim

      

    Evidence

    Does not provide evidence, or only provides inappropriate evidence (evidence that doesn’t support the claim)

    Provides appropriate, but insufficient evidence to support the claim. May include some inappropriate evidence

    Provides appropriate and sufficient evidence to support the claim

      

    Reasoning

    Does not provide reasoning, or only provide reasoning that does not link evidence to claim

    Repeats evidence and link it to some scientific evidence but is not sufficient

    Provides accurate and complete reasoning that links evidence to claim. Includes appropriate and sufficient reasoning

      

    Total

      

    Part I

    Specialized Cell Poster

    1. 1)  Createagoogleslideshowlabelingonetypeofspecializedcellfromthelistbelow.

    2. 2)  YouMUSTmakearoughdraftonasheetofpaperbeforeyoubeginyourposter/googleslide.

    3. 3)  Begin by researching your specialized cell. Information to collect: function of the cell, adaptation of the cell, all

      structures, location of the cell, life span/ regeneration time of the cell, and include any additional information that may be

      helpful.

    4. 4)  SubmitviaCanvas.

    Specialized Cells: Fat Cell, Ciliated Epithelial Cell, Nerve Cell, Root Hair Cell, Red Blood Cell, White Blood Cell, Muscle Cell, Root Hair Cell, Bone Cells, Stem Cells