Lisa Rogers

Lesson Plan 

Teacher Name: Jeanne Brady

Lesson Title: Identify the systems of the human organism and describe their functions

Subject(s) and Grade Level: 7^th grade science

Standards:

MTT Domain-Competencies

 I. The Master Technology Teacher effectively models and applies classroom teaching methodology and curriculum models that promote active student learning through the integration of technology and addresses the varied learning needs of all students.
II. The Master Technology Teacher knows and applies basic strategies and techniques for using graphics and animation.
IV. The Master Technology Teacher serves as a resource regarding the integration of assistive technologies and accessible design concepts to meet the needs of all students.
V. The Master Technology Teacher demonstrates knowledge of how to use task-appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results to support the work of individuals and groups in problem-solving situations.
VI. The Master Technology Teacher demonstrates knowledge of how to communicate in different formats for diverse audiences.
VII. The Master Technology Teacher demonstrates knowledge of instructional design, development, and assessment in a technology-enhanced environment.
VIII. The Master Technology Teacher knows how to implement and assess technology-enhanced instruction to meet the diverse needs and abilities of all students.
IX. The Master Technology Teacher knows how to collaborate with colleagues to facilitate the implementation of appropriate, research-based, technology-enhanced instruction.
X. The Master Technology Teacher knows how to provide professional development and support through mentoring, modeling, coaching, and consulting.

Content TEKS

Content and Cognitive Goals:

Student goals:

1. The students will be able to identify each body system, it parts and their functions

2. The students will be able to explain how the body systems work together to maintain a stable internal environment (aka: homeostasis)

3. The students will be able to explain how things like a fever or vomiting would indicate that the internal environment is out of balance.

 
Teacher Goals:

1. Develop lessons that utilize technology to enhance student learning

2. Use creative instructional strategies to support all learning styles of diverse student learners

Mentor Professional Goals

1. Use effective questioning strategies   to facilitate the teacher in creating learner-centered lessons.

2. Help teacher discover technologies that will facilitate student learning.

Learning Connections: 

Each student will learn to identify each body system its parts and their functions. They will list all the organs in each system and their individual functions. Then they will learn how the systems work together to maintain a stable environment. After the students have a through working knowledge of the human body, they will learn what systems work together and analyze changes in organism.

Procedures for Learning Activities/Tasks: (Please number each procedure.)
Address Bloom’s Taxonomy

1.       The lesson will begin with the students brainstorming what they know about the body. They will complete an Inspiration graphic organizer using the classroom projector. (Cognitive -  Knowledge, Analysis, Psychomotor-Acquiring knowledge)

2.     To gain an understanding of each system and its parts. Students will use the teacher created interactive PowerPoint lessons. They will participate in online interactive activities to include United streaming videos, online videos, games and quizzes. They will take notes in an online form and finally complete an Organ Wanted Poster. (Cognitive -  Knowledge, Analysis, Psychomotor-Acquiring knowledge)

3.     The students will then apply their knowledge of the body systems to describe how organisms maintain stable internal conditions while living in changing external environments in other words how we maintain homeostasis.They will do this as a group working through an adaptation Web Quest. (Cognitive - Knowledge, Comprehension, Analysis, Synthesis) 

4.     Using all of their knowledge they will have to make predictions about what would happen to their bodies if organs, systems were malfunctioning or removed. They will create a Body systems database  and make queries of that database to find which systems have activities in common. (Cognitive - Evaluation, Analysis, Synthesis  Psychomotor - Executing action) 

Assistive and Diverse Learners   

1.       Each student will be able to magnify his laptops screen as needed.

2.     Peer tutoring as well as content mastery will be available to students.

 
Teaching/Instructional Strategy:

Instructional groups strategies, group management strategies, extensions for diverse needs of learners, accommodations and modifications for learners IEP correlated when needed, variety of technologies, variety of uses of technologies.

Project Based learning will be used for this lesson. The students will work individually and then in teams to develop solutions to real world problems. Such as what body systems are involved when you have the flu?  The teacher will be the facilitator of knowledge. She will guide the students by providing appropriate technology, Interactive PowerPoint’s, United Steaming videos, and Web Quests.

Each class will have 25-30 students with diverse abilities and needs. These strategies will benefit all students. The students will be provided a timeline and a rubric if necessary for each lesson. Examples of finished projects will be discussed and displayed. Peer tutoring will be available.

Student Work Samples:

Authentic digital images, scanned images, video clips, audio clips, multimedia, charts, graphs, web pages

Students will work independently to create an organ wanted poster and a body system brochure. They will work as a group to complete a Web Quest about homeostasis. They will work in pairs to complete an Access Database and related queries.

Technology Connection:
Developmentally appropriate hardware, software, peripherals, classroom technology arrangement, software customized to support diverse needs, adaptive/assistive technology to support special needs

Students will use many different kids of software. They will start with Inspiration for the brainstorming. They will access the teacher created Interactive PowerPoint which uses the Internet and United Streaming Videos. The students will then create a brochure using Microsoft Publisher. Finally they will create reports using Microsoft Access.

Technology Management Strategy:

Each student will have their own laptops. They will begin this lesson accessing the teacher created PowerPoint’s covering each system. Within these online lessons are videos, games and other U activities. Students will be grouped by the teacher for the Web Quest and Database creation. During group work the students will work on one of their laptops. The classroom laser jet printer will be available if necessary.

Materials:

Student laptop computers ● CD with United Streaming Videos in case of Internet failure ●  Inspiration   ●  Classroom projector  ●  Internet Explorer ●Project description   ●Rubrics and Time lines  ● Microsoft Office Products ●  Headphones  ●Integration Specialist  ● Content Mastery Teacher

Assessment:

Portfolio, demonstration, self-assessment, peer assessment, checklist, rubric, process and product

Informal:   

As students are working, the teacher will be monitoring the screens. The teacher will provide a time line of due dates so the students can self assess as they are completing their work.  In additions she will ask questions daily.

Formal:  

 The teacher will provide all required rubrics at the beginning of the lessons, this allows the student to know the expectations and decide on their level of commitment. Students will be required to self and or group assess on completion of each project.  
 

Reflection:

Please rate the following indicators using a scale of 1-5.

(1=Poor, 5= Excellent, NA if not applicable)

_____    Technology instruction was effective and students/educators achieved curricular goals.

_____    Technology instruction was effective and students/educators or I achieved targeted goals.

_____    Technology instruction was effective and I achieved my professional goals.

_____    Students/educators were motivated by the use of technology.

_____    Technology was critical to the success of this lesson.

_____    Varying abilities of students/educators was supported through the use of the technology.

______   Equipment was sufficient for the number of students/educators completing the activity.

_____    Equipment and software functioned properly.

_____    Overall rating of lesson.

Reflection Time: Use the following questions to reflect on your lesson.

Questions to Ponder: Was this lesson worth doing? In what ways was the lesson effective? What evidence do you have for your conclusion? How would you change this lesson for teaching it again? Did your students/educators find the lesson meaningful? Did the lesson motivate your students/educators to “go beyond” what was required? Did you achieve your goals met/in progress in the required criteria?

Date   07/10/2007

Participant Signature

Date 7/10/2007

Coach Signature