Reading in the Biological Field Reading Project

Austin Freels Education 352

Professor Schilling December 12, 2008

A. Textbook information/course information B. Philosophy of reading in your content area C. Readability test D. Trade books E. Lesson plan to activate prior knowledge of unit’s subject F. Lesson plan to introduce new vocabulary G. Lesson plan modified for ADD H. Lesson plan modified for Learning Disabilities I. Lesson plan modified for Gifted and Talented J. Lesson plan modified for Behavioral Disorders (include a writing to learn strategy) K. Lesson plan modified for Autism L. Lesson plan modified for mental retardation (must include a different writing to learn

strategy) M. Lesson plan modified for Sensory Impairment (must include graphic organizer with

acceptable answers N. Unit test and modified unit test; provide an answer key for both; (Must include 2-3

paragraph explanation of modifications… what makes the modifications good ones) O. Reflection paper

Textbook information/course information

NAME OF COURSE / GRADE LEVEL: 8th Grade General Science DESCRIPTION OF COURSE: This course provides students with a basic background of science. Starting in the biological field and then progressing into the field of chemistry. NAME OF CHAPTER / UNIT: Classification of Living Things and Population Dynamics DESCRIPTION OF CHAPTER / UNIT: We will first look at how different species of organisms are classified and what scientific systems are used to classify them. The seven levels of classification will be discussed as well as changes to the classification systems as more knowledge about organisms is learned. Then we will transition into Population dynamics and how they respond to pressures such as pollution. TITLE OF TEXTBOOK: Life Over Time NAMES OF AUTHORS / EDITORS: James Trefil, Rita Ann Calvo, Kenneth Cutler (editors and science consultants) NAME OF PUBLISHING COMPANY: McDougal Littell Science COPYRIGHT DATE: 2005 READING LEVEL OF TEXTBOOK: 9th grade reading level

Philosophy of reading in your content area

Standards 8.2.7 Participate in group discussions on scientific topics by restating or summarizing accurately what others have said, asking for clarification or elaboration, and expressing alternative positions. 8.7 Students analyze the parts and interactions of systems to understand internal and external relationships. They investigate rates of change, cyclic changes, and changes that counterbalance one another. They use mental and physical models to reflect upon and interpret the limitations of such models. 8.4.1 Differentiate between inherited traits, such as hair color or flower color, and acquired skills such as manners. 8.4.8 Describe how environmental conditions affect the survival of individual organisms and how entire species may prosper in spite of the poor survivability or bad fortune of individuals. 8.7.3 Use technology to assist in graphing and with simulations that compute and display results of changing factors in modules.

Importance This unit is important for the students because it will open their eyes to the world of living organisms. With this knowledge they will know how to classify things, and also how the classified things coexist. Students need to study this content because by learning how things coexist they will become conscious of the world around them. Things like pollution and overpopulation will be brought to their attention. There is going to have to be a generation that will stand up and face these problems and with the correct knowledge it just might have to be them! Philosophy My reading philosophy in the area of science is that you can never read too much. The more reading a student partakes in the more he/she will expand their scientific knowledge. Science can be a very confusing subject area, but with a little bit of time in the library or cuddled up in your favorite reading chair, you can make sense out of almost anything. In my personal experience reading has helped me a lot. Throughout college I had to read numerous journal articles on anything from spiders to the electron transport chain. If I would have attempted to tackle these subjects without the background information found in journals and books, I would have failed miserable. With the help of journal articles and numerous textbooks I am capable of understanding just about any scientific situation, all it takes is a little bit of time in that favorite reading chair!

Readability test

Life Over Time

Beginning, pg. 81 How big can a population grow? Suppose you started with a pair of fruit flies. That a single pair can produce 200 eggs. In three weeks, each pair from that batch could produce 200 flies of its own—producing up to 20,000 flies. Assume all eggs hatch—an event highly unlikely in the real world. After three weeks, 2 million fruit flies would be buzzing around the area. After just 17 generations, given ideal conditions (for the fruit fly, that is), the mass of fruit flies would exceed the mass of planet earth.

Populations go through three stages. Look closely Sentence length= 8.2 Number of Syllables= 137 Middle, pg. 84 Population size is the number of individuals in a population at a given time. Even when the population size appears to be stable over time, changes can occur from year to year or from place to place. Population size varies from one habitat to another. It also varies within a single habitat.

An area where the summers are hot and the winters are cold is a good place to observe how population size might change at different times of the year. For example, the population size of many insects change within a year. Mosquitoes that are all around you on Sentence Length= 6.8 Number of Syllables= 152 End pg. 88 Scientists can also predict change by looking at the distribution of population. The story of the European staring provides a dramatic example of how the movement of organisms into or out of an area affects a population. In 1890, the first starlings were introduced to the United States in New York City’s Central Park. Their numbers went from 60 individuals to about 200 million in just over 100 years as they expanded on the North American continent. The population of starlings rose as starlings moved into new habitats that had the resources they needed.

Today large populations of starlings can Sentence Length= 5.5 Number of Syllables= 173 Average sentence Length= 6.83 Average amount of Syllables= 154

I am slightly surprised with the level of readability of my textbook. I thought it would be lower than a 9th grade reading level. One reason I thought this was that the second sentence in was underlined as a fragment the moment I typed it into Microsoft Word. This is usually a key sign that a textbook was written at a low reading level.

Annotate List of Trade books for Science

Laland, S. (2008). Random Acts of Kindness by Animals. San Francisco: Red Wheel / Weiser, LLC. This book illustrates stories of bravery and devotion from the animal world, and the best thing is all of these stories are true! The stories range from a gorilla who carried an injured child to safety all the way to a German Shephard who visited his deceased owners grave every day at the same hour. This book portrays animals as passionate and loving creatures that experience emotions.

Seeger, L. (2007). First the Egg. New York: Roaring Brook Press. This book brings up the well

known dilemma, which came first the chicken or the egg? Using numerous pictures and clever eye tricks she makes the reader contemplate which one really came first. She maintains a casual view throughout the entire book allowing the reader to come to a conclusion on his/her own.

Jenkins, S. (2003). What do you do with a Tail Like This. Boston: Houghton Mifflin Company.

This book shows how a lizard can break off its tail and completely re-grow a new one, a crickets ears are actually located on its knees, and most fish have two eyes but some have four. These facts are only a few listed throughout the book. The multitude of creatures mentioned throughout this book makes it a good read for any reading level.

Donald, R. (2001). Recycling (True Books: Environment). Talladega: Children’s Press. This

book states many facts about recycling, such as the typical American throws away 4 pounds of garbage every day. This book is ideal for young readers who want to learn the facts about recycling. The purpose of the book is to convince people of the importance of recycling.

Donald, R. (2001). Air Pollution (True Books: Environment). Talladega: Children’s Press. This

books states the facts about air pollution. It shows you that there is natural air pollution such as volcanoes, and manmade pollution such as soot, smoke, and smog. It emphasizes that most forms of air pollution are unable to be seen by the naked eye, but that does not mean that they are harmless. This book really brings about awareness on air pollution.

Lesson plan to activate prior knowledge of unit’s subject

Lesson Plan By: Austin Freels Lesson: Molecules and Cells Length: 50 min Grade level: eighth grade Academic Standard

8.7 Students analyze the parts and interactions of systems to understand internal and external relationships. They investigate rates of change, cyclic changes, and changes that counterbalance one another. They use mental and physical models to reflect upon and interpret the limitations of such models. Performance objectives

Each student will draw an animal cell structure; the drawing must contain at least five labeled parts of the cell.

Advanced preparation by teacher

Before the class starts I will need to isolate individual animal cells and have them ready at the microscopes to be viewed. I will have a supply of paper and pens/markers ready to assist them with the drawings.

Procedure

Introduction/ Motivation-- Describe to them that every living thing is made up of cells. The average human body contains somewhere between 50-75 trillion cells. Imagine something so small completely running every aspect of your body!

Step by step plan—

1) Start out with the facts about cells and their structure to get their attention. a. A knowledge question from blooms can be asked from this section

i. What is the membrane called surrounding the cell? (Blooms K) 2) Will need to give a lecture on cellular structure so the students will be able to recognize

the parts of the cell in the microscope. (Gardners verbal/linguistic) 3) Pictures will be shown on the slides to demonstrate the different functions of the parts of

a basic cell. 4) The students should know how to operate a microscope already. 5) Show them where to pick up the slides of the cells and assign them each

microscopes.(Gardners intrapersonal) 6) While the students are working at their microscopes music will be playing in the

background as to enhance the learning atmosphere. (Gardners musical) 7) Bring the students back to their desks and hand out the paper and markers. 8) Have them draw and label the animal cell they saw. They must label five parts to receive

full credit for the drawing. (Blooms C) 9) The microscope slides can be used as a reference while they are drawing their cells.

Closure— At the end of the of the lesson I will show them how cells collaborate with each other to form specific tissues in the body. Some examples of these tissues/ organs would be the skin, heart, lungs, and brains.

Lesson plan to introduce new vocabulary Austin Freels

Lesson: Types of Cells Length: 50 min Grade Level: 8th

Academic Standard

8.7 Students analyze the parts and interactions of systems to understand internal and external relationships. They investigate rates of change, cyclic changes, and changes that counterbalance one another. They use mental and physical models to reflect upon and interpret the limitations of such models. Performance Objectives Each student will define prokaryotic and eukaryotic cells by listing three differences each type possesses at 100% accuracy.

Advanced Preparation by Teacher

Have the slide show ready to present to the class. Have the handout printed out and ready to distribute to the class.

Procedure

Introduction

I will bring a soccer ball and a bowling ball to show to the class and have them list the differences that they can observe. Then I will correlate that into the lesson by showing them that just because they are both balls they have distinct differences. This is just like cells Prokaryotic cells and Eukaryotic cells have their distinct differences as well.

Step by Step Plan

1) The introduction will be presented to the class. 2) Vocabulary will be introduced to the class

a. Archaea b. Bacteria c. Animls d. Plants e. Fungi f. Protists g. Nucleus h. Mitochondria i. Chloroplasts j. Golgi Bodies

3) We will start with a classroom discussion about differences and how they make each type of cell unique. This is a good way to incorporate GARDNERS- INTERPERSONAL

a. Prokaryote i. Lacks nuclear bound membranes

ii. Most are unicellular iii. Divided into two domains

1. Archaea 2. Bacteria

iv. Posses a flagellum for movement and nutrient capture b. Eukaryotes

i. Four types 1. Animals 2. Plants 3. Fungi 4. Protists

ii. All posses enclosed membranes 1. Nucleus 2. Mitochondria 3. Chloroplasts 4. Golgi Bodies

4) Along with the discussion we will go over the power point slides and as they are explained in depth the class can take notes to aid them in their assessment. GARDNERS- VERBAL/LINGUISTIC

5) Once the slides have been discussed then the models of the different types of cells will be handed out and went over. GARDNERS- SPATIAL

6) The handouts need to be completed in class and handed in before the bell rings. The handout contains examples of BLOOMS taxonomy; KNOWLEDGE, COMPREHENSION, SYNTHESIS AND EVALUATION

7) While the handouts are being completed, part six, background music will be played as long as the students remain under control and quiet. GARDNERS-MUSICAL

Closure

We will discuss the answers to the handout, and the next lesson will be introduced. The next lesson will be about eukaryotic cellular division and the two types.

Adaptations / Modifications

If there is a child who is unable to focus then he/she can be moved to the front in order to maintain his/her attention span.

If a child has a hard time reading the slides from the overhead then a copy will be printed out for them.

If a child needs help comprehending the material, be available while they are completing the handout.

Assessment

To be given after the class is completed.

Lesson plan modified for ADD Lesson Plan by: Austin Freels Lesson: Population characteristics Length:50min Grade:eigth Academic Standard 8.4.1 Differentiate between inherited traits, such as hair color or flower color, and acquired skills such as manners. Performance Objective Students will create a table consisting of the six kingdoms and list three traits specific to each kingdom. Assessment The students will show their knowledge of the six kingdoms (Plantae, Animalia, Fungi, Protista, Bacteria, and Archea) and the traits they possess by creating a table. Each table will include at least three traits per kingdom for full credit; a point will be deducted for traits that are inaccurate. Advanced Preparation by Teacher I will prepare a hike through the cross-country course to view organisms of each kingdom. I will have to approve the nature hike with the administration before class starts. Disposable cameras will need to be purchased before the hike. Procedure Introduction Yesterday we talked about parts of the cell. Now we will correlate different cells to different traits in each kingdom. I will show a video displaying a nature hike like the one we are going to take during class. The video should be fun and entertaining because during the hike the girl filming gets so engrossed in the environment that she gets lost from her group. http://www.youtube.com/watch. (Gardner’s--Visual--Spatial) Step-by-step Plan

1. The class will watch a funny video introducing the lesson 2. The six kingdoms will be reviewed briefly (Bloom’s—Knowledge) 3. The students will be instructed on how to make a table consisting of the traits each

kingdom possesses. (Bloom’s—Comprehension) 4. Then we will proceed to the cross-country course and observe the environment the

students are expected to take notes on what they seee (Gardner’s—Bodily Kinesthetic) (Bloom’s—Application) 5. Specific things to look for would be

a. Types of animals b. Types of plants c. Fungi/mold

6. Once the hike is over we will proceed back to the classroom 7. We should have about ten minutes left in class for the students to work on their tables and

ask questions if needed. (Gardner’s—Logical Mathematical) Closure

We will close by talking about different traits that each kingdom possesses. (Bloom’s—Evaluation) Tomorrow we will transition into our next lesson about how different populations respond to pressure and evolve in their own way according to their environment. Adaptations/ Enrichment The children with attention deficit disorder (ADD) will receive a disposable camera to take pictures of different types of organisms they encounter. The children must be supervised with the

cameras to ensure pictures are only taken concerning biology. Another adaptation would be making sure that I stay in close proximity to specific children. The children in mind would be the ones who need to ask questions constantly. With me walking along beside then they can engage in conversation and not have to yell or disturb other children. (Gardner’s—Interpersonal) Self Reflection Did the hike keep the students focused? Were there better places we could have gone in order to get more out of the time allotted? Did the adaptations adequately fit the lesson?

Lesson plan modified for Learning Disabilities Lesson Plan by: Austin Freels . Lesson: Discussion about organism taxonomy Length: 45 minutes Age or Grade Intended: eighth grade science Academic Standard 8.2.7 Participate in group discussions on scientific topics by restating or summarizing accurately what others have said, asking for clarification or elaboration, and expressing alternative positions. Performance Objectives Students will participate in an active classroom discussion about the reading, by stating a topic for discussion and summarizing a previously stated topic. Assessment The discussion will be assessed on whether the student brought up a topic that pertains to one of the six kingdoms (Plantae, Animalia, Protista, Fungi, Archaea, and Bacteria). Advanced Preparation by Teacher I will have to have the intro video set up and ready to go when the students come in to the class in order to save time. I will also have to pre-read chapter 2 section 3 to ensure I present it to the class at the best of my abilities. Procedure: Introduction/Motivation I will introduce the lesson by showing two videos. The first video will be of a cheetah running down a baby gazelle and feeding on it. http://www.youtube.com/watch?v=g79bbYiHDIQ The second video will be of a white blood cell chasing down bacteria and ingesting it. http://www.youtube.com/watch?v=JnlULOjUhSQ In the background of the videos I will play the song “Eye of the Tiger” to engage students who might not be interested and bring the musical aspect to the table. This will be humorous when watching the white blood cell chase the bacteria! (Gardners-musical) Then I will transition into the lesson by talking about how these two videos show organisms in two different kingdoms doing the same thing, chasing down their prey. Step by Step Plan 1. I will read aloud chapter two section three out of the textbook (Life Over Time). (Gardners- Linguistic) 2. The students will be encouraged to take notes during the reading if they feel the need. If a student does not meet the required assessment the notes could be asked for and assessed. This would be done to see if there was lack of interest or just fear of speaking. (Blooms- knowledge) 3. Once the reading is completed the floor will be open for discussion on the topic of the six kingdoms. (Gardners- Interpersonal) 4. The topic is very broad and encompassing so if there is trouble getting started then I will say the first point and hope someone summarizes/adds on. 5. A student will be asked to share his own personal observation/opinion/interesting fact. (Blooms-comprehension). 6. After a student tells his/her opinion a summary/enhancement of the point will be given by a new student. (Blooms analysis) 5. If discussion slows down at some point I will suggest a student drawing a diagram either correlating two of the six kingdoms or pointing out some differences they posses. (Gardners- Visual-Spatial)

6. Once every student has had a chance to speak twice (once for their own point and once to add enhance/summarize a different students) we will end the discussion. Closure We will close by sharing which topics we thought were the most interesting to us. There will be no put downs during this time only encouragement for interesting points. (Blooms-evaluation) Adaptations / Enrichment (LD) Students who have Dysgraphia (difficulty writing) might have a hard time taking notes on what people have said. Since it is hard for them to write in full sentences or fast past I will supply them with a table that they can fill out. They can just write down phrases or words that they deem pertinent. Such as the student who said it, main idea, their thoughts/impressions. Self Reflection The read aloud allows students to get a sense for a higher vocabulary than they personally posses. I will reflect on the significance of this after the lesson and see if it really helped them to comprehend or if it was just confusing and a hassle.

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Lesson plan modified for Gifted and Talented Lesson Plan by Austin Freels          . Lesson: Environmental Condidtions    Length: 50 Min    Grade:  Eighth Academic Standard 8.4.8  Describe how environmental conditions affect the survival of individual organisms and how entire species may prosper in spite of the poor survivability or bad fortune of individuals.  Performance Objective Students will describe an environmental condition hindering the survival of an organism by writing a 4‐6 sentence paragraph, using correct grammar and spellings well as an accurate use 3 vocabulary words from the chapter.    Assesment The students will be assessed on their ability to portray the limitations of the environment using the correct format.  To portray that they comprehend the material they will have to provide a well written paragraph using the vocabulary words listed in the chapter.  Full credit will be given to the students who use three vocabulary words in context, and correctly follow the format of the paragraph.  A rubric is attached that will be followed when grading.  The assignment will have a maximum of ten points.  One point will be given for completion, and the rest is based on the rubric.  Advanced Preparation by the Teacher Vocabulary words will have to be listed and defined prior to class, to ensure the students know what words will be accepted in their paragraphs.  I will have to have a deck of cards ready to help me introduce the lesson to the class.  Procedure   Introduction I will do a demonstration using cards to get the attention of the students and ensure interaction.  A deck of cards will be distributed to the class so that each student has one card.  Only one ace will be distributed to the class.  Then I will tell the students that one card will be the weak card possessing “poor survivability,” and this card will be the “organism” that does not survive in the environment.  After this I will allow them to trade and interact with each other for one minute. The signal to end the trading will be when the chorus of the song “staying alive” by the Bee Gees ends or is paused.  After all the trading is done we will see who has the ace and, unfortunately, this student will “no longer exist” in the environment.  We will then transition into reasons why this organism did not have what it took to survive when the rest of the population did. (Gardner’s visual spatial / Musical)   Step‐by‐Step 1) We will play the introduction “card game.” That introduces chapter three in the book, Life Over Time. 2) I will go over the vocabulary words that are introduced in the chapter. (Bloom’s Knowledge)   a) limiting factor—a factor that prevents continual growth  of a population   b) Opportunists – species that reproduce rapidly when the population falls below carrying capacity   c) Competitors—species with adaptations that allow them to stay carrying capacity for an extended period of time   d) Pollution—introduction of a harmful substance to the environment 3) A group discussion will be instigated about each of the vocabulary words and how they pertain to the organisms struggling to survive in the environment.  (Gardner’s Interpersonal) (Bloom’s Comprehension) 4) Show how even though a species as a whole prospers, one individual might not be so lucky   a) Through hunting 

  b) Pollution   c) Unlucky circumstances 5) The assignment will be introduced, and 5‐10 minutes will be allowed for them to brainstorm and ask me questions pertaining to the environment they choose. (Gardner’s Intrapersonal / Bloom’s Evaluation)   Closure Tomorrow we will hand in the paragraphs, and time will be given to share if a student desires.  We will then transition into the effects humans have on the environment, mainly in the form of pollution.  Adaptations / Enrichments for Gifted and Talented Students 1) They can incorporate in their paragraph the effect of the ace being the card in which the organism was killed, and how or why it was treated the way it was among students. 2) A student who is gifted or talented will be presented with the option to incorporate all four words into their paragraph instead of merely two. 3) The students who are gifted and knowledgeable on the subject, but do not feel the need to do extra work can be matched up with students who are not comprehending the material as easily and asked to assist in the structural process of the paragraph.  This ensures the gifted student does not become bored with the topic because he / she has to come up with a way to explain the material in which the other students can recognize or identify with.  This creates a deeper understanding for the talented student while also assisting a few peers in the class.  (Bloom’s Application) Self Reflection Was the lesson successful?  Did the “card game” work out how it was intended?  Did the discussion sufficiently lay out the material?  Supporting Materials Rubric for Discussion   a) limiting factor—a factor that prevents continual growth  of a population   b) Opportunists – species that reproduce rapidly when the population falls below carrying capacity   c) Competitors—species with adaptations that allow them to stay carrying capacity for an extended period of time   d) Pollution—introduction of a harmful substance to the environment    Individual organism unluckiness a) Through hunting—The species prospers but this organism got caught in an unfair fight with a gun.   b) Pollution—Things like plastic rings, and how they can trap and organism causing death, or at the least immobility.     c) Unlucky circumstances—Random chance things such as getting hit by vehicles, or falling off ledges or into rivers    Assignment Rubric   1  2  3 Vocabulary words  Zero or one word from 

list used One or two words from list used 

Three words used correctly in paragraph 

Paragraph structure  One to two sentences  Three sentences written  Four to six sentences 

poorly written  well just not long enough 

written well and flowing smoothly 

Grammar and Speeling  Five or more grammatical errors 

Two to four grammatical errors 

Only one error in the entire paragraph 

 

Lesson plan modified for Behavioral Disorders (include a writing to learn strategy)

Lesson Plan by Austin Freels . Lesson: Environmental Condidtions Length: 50 Min Grade: Eighth Academic Standard 8.4.8 Describe how environmental conditions affect the survival of individual organisms and how entire species may prosper in spite of the poor survivability or bad fortune of individuals. Performance Objectives Students will demonstrate how pollution affects a food chain given to them by writing a 3-5 sentence paragraph. Assessment The students will be assessed on whether or not they mention the affect producers have on secondary consumers. The students must meet the length requirement of 3-5 sentences. The total for the assignment will be five points. A point will be deducted if the length requirement is not met, or if the material is not content specific. Advanced Preparation by teacher Before class I will have to prepare to play the game. I will need to sort out 100 poker chips, 80 of them need to be white and 20 red. The video will need to be prompted and ready to towards the beginning of class. Procedure Introduction We will start off by handing in the paragraphs that were written from yesterday’s lesson. We will talk about the paragraphs they wrote and discuss the content. Then we will transition into today’s lesson by talking about how pollution can be one of the biggest environmental conditions hindering the survival of organisms. I will show a video that demonstrates types of pollution and shows examples of them. http://www.youtube.com/watch?v=vP9I2VuDnJc&feature=related. (Gardner’s—visual spatial) Step by Step Plan

1) I will collect the homework from the previous lesson. 2) I will show the video demonstrating different types of pollution. (Bloom’s-- knowledge) 3) We will go over food chains and how each organism relies on one another

a. Zooplankton living in the water b. Fish eat the zooplankton c. Eagles eat the fish

4) We will then talk about how if pollution affects the lower levels of the food chain it can be passed along to the higher levels

5) We will have an open discussion on types of pollution in the environment and how humans contribute to each of these. This will allow the students to comprehend the material being covered (Bloom’s Comprehension)

a. Bulldozing forests to make way for housing and farming b. Over fertilization of farm lands and yards c. Use of pesticides on crops d. Motor oil disposal e. Littering f. Disposal of sewage

g. Fumes emitted from cars that harm the ozone layer h. Soil erosion due to construction

6) We will then go outside to play a pollution “game” (Bloom’s—Applicaiotn) (Gardner’s-- Bodily Kinesthetic)

a. Students will be divided into zooplankton, fish, and eagles i. 15 plankton, 10 fish, 3 eagles

b. 100 chips will be placed on the ground 20 of which are “pollution” c. The only people allowed to pick up the chips are the zooplankton d. Fish acquire chips by eating zooplankton e. Eagles acquire chips by eating fish f. When I say go the game will begin

i. It is a form of tag ii. The zooplankton race to pick up the chips while the fish and eagles race to

get the lower person with the most chips iii. If the person gets tagged they sit out and the higher organism gets their

chips iv. The game continues until all of the chips have been picked up and “eaten”

g. At the end of the game we will see how many of the “polluted” chips each eagle “ate” (Gardner’s—logical mathematical)

7) We will play the game multiple times recording the results after each game 8) The students will switch roles after each game played. 9) We will then proceed back to the classroom to look at the results and discuss the severity

of the polluted chips 10) We will debate on the amount of polluted chips it takes to harm the eagle or the fish

Closure The students will be assigned a paragraph to write about pollution in food chains and how they are affected. We will then transfer into the next lesson which will be about the population growth of humans and how that correlates to the amount of pollution. (Bloom’s Evalutaion) Adaptations/Enrichments for students with emotional and behavioral disorders Students with ADHD could become bored with the normal flow of the game. These students can be made the eagles so they can be active in the game for the majority of the time. They cannot be eagles every time so when they get out they can be in charge of counting the amount of chips each eagle had and record that in the table. Students with EBD (emotional and behavioral disorders) will be kept involved in the activity by being assigned jobs. One of these could be to be the judge as to when someone has been tagged during the game. This will keep them involved and focused throughout the exercise. Students with EBD can be grouped with other students when brainstorming about ideas to write the paragraph on. Placing them in smaller groups instead of one on one will decrease the distractions being made as well as the student to teacher ration. Also giving instruction will become easier with the help of their peers. (Gardner’s—Interpersonal) Self Reflection Did the game work? What are some things that could be done differently throughout the set up of the game? How well did the EBD fit in to the flow of the game? Was it to difficult? Table for counting of chips

Game One

Game two

Game Three

Game Four

Amount of clean chips eagle 1 ate

Amount of contaminated chips eagle 1 ate eaten

Amount of clean chips eagle 2 ate

Amount of contaminated chips eagle 2 ate eaten

Amount of clean chips eagle 3 ate

Amount of contaminated chips eagle 3 ate eaten

Lesson plan modified for Autism Lesson Plan by Austin Freels . Lesson: Overpopulation Length: 50 Min Grade: Eighth Academic Standard 8.4.8 Describe how environmental conditions affect the survival of individual organisms and how entire species may prosper in spite of the poor survivability or bad fortune of individuals. Performance Objectives The students will complete a WebQuest and answer 100% of the questions asked for participation points. Assessment The students will be assessed on the amount of thought and quality the students put into their answers. As long as they complete all of the questions on the activity with thoughtful answers they will receive full credit. Advanced Preparation by teacher I will have to print out a copy of a world population map for each student prior to class. Along with that map I will need to print out a blank world map for the students to draw on. I will have to make sure to reserve the computer lab and ensure that there are enough computers for every student. The students will need to be aware that the class is meeting in the computer lab. Procedure Introduction We will briefly bring up yesterday’s lesson and how pollution affected every aspect of an ecosystem. Then we will talk about overpopulation and how if there are more humans in a certain area how they would affect that area. What types of pollution would they produce? I will hand out a blank map to each student and have them use their colored pencils to shade in the areas they know are the most populated. The darker they shade the more populated that area is. Then once they have guessed and are done shading they will receive a world population density map to see how accurate their shading was. We will then watch this video showing the population growth over the last 2000 years. http://www.youtube.com/watch?v=XRh-XwZlsKc. (Gardner’s—visual spatial) Step by Step Plan

1. They will shade the maps to try and decipher the different populations in different regions (Gardner’s—logical mathematical)

a. After they draw their map they will be given a map to compare with (Bloom’s-- knowledge)

b. We will watch the video to see about when population “boomed” 2. We will then discuss the correlation between the amount of people and the air quality in

those regions 3. What factors contribute to the air pollution (Bloom’s Comprehension)

a. More people means more cars. b. The more people the more litter c. Big cities destroy natural landscape d. Inhibit the growth of native organisms

4. We will then go to the computer lab and complete a webquest dealing with human population and air pollution. (Bloom’s—Applicaiotn)

a. See webquest printout

5. The students will need to answer the questions on the webquest on their own sheet of paper to hand in the next class period. (Bloom’s Evalutaion) (Gardner’s—Intrapersonal) Closure We will transition into tomorrow’s lesson dealing with seasonal pollution. I will tell them to brainstorm ideas overnight and to be prepared to write about them tomorrow in class.

Adaptations/Enrichments for students with autism

1. For students with autism I might have to read webquest activities aloud to them so they are able to complete it sufficiently.

2. I would have to provide direct guided instruction along with reading the material aloud. Such as showing them what to do with the map coloring, or where to click to access other websites.

3. If an autistic child has trouble using the computer to find the information I would be able to pair them up with a willing student or even assist them in finding the websites and navigating the computer. (Gardner’s—Interpersonal)

4. It might be necessary to re-teach the child the material. While other students are independently working on their webquests I will have time to go back over pollution nd why it is bad for the environment.

Lesson plan modified for mental retardation and a Focused Timed Writing, writing style to learn strategy

Lesson Plan by Austin Freels . Lesson: Seasons and Pollution Length: 50 Min Grade: Eighth Academic Standard 8.7.7 Illustrate how things, such as seasons or body temperature, occur in cycles. Performance Objectives The students will complete a focused timed writing on the affect seasons have on pollution; there must be at least two paragraphs of on topic material. Assessment The students will be assessed on the length of their paragraph, and the number of relevant points they come up with. They must have at least three points about pollution and two points about the seasonal changes. Advanced Preparation by Teacher I will have to have the topic written down on the chalk board prior to class, so the students can start their timed writing just as soon as possible. Also the YouTube video dealing with seasonal pollution should be cued up and ready to go as soon as the timed writing is over. Procedure Introduction First the students will hand in the WebQuest sheets from yesterday, and we will have a brief discussion about what they learned about overpopulation. Then we will transition into seasonal pollution by having the students brainstorm ideas about pollution in a focused timed writing. The students will have ten minutes to write in their journals about what they think seasonal pollution, what causes it, and some examples. (Bloom’s Knowledge) (Blooms Application) (Gardner’s intrapersonal) Step by Step Plan

1. I will show a video clip showing smog pollution in the summer (Gardner’s Visual Spatial).

a. This is an example of summer pollution because the heat causes smog to more of a problem in bigger cities.

2. We will discuss pollution in different seasons (Gardner’s Interpersonal) (Bloom’s Comprehension)

a. Summer pollution i. Smog in big cities due to heat and the number of people living so close

together (Gardern’s Logical Mathmatical) ii. The use of air conditioning and the amount of energy it uses

b. Winter pollution i. The use of salt on the roads

ii. The use of wood burners and how that relates to forest devastation c. Spring pollution

i. The excess water run-off due to high amounts of rain ii. The chemicals washed into the water due to flooding and debris

d. Fall pollution

i. How you manage the falling of leaves 3. We will then discuss ways in which they can correct these forms of pollution (Bloom’s

Evaluation) a. Placing your leaves in the road so that they can be picked up by the garbage truck b. Using your leaves as fertilizer for gardening

Closure The students will turn in their timed writing to me to be evaluated. We will Discuss the how successful they were in coming up with seasonal pollution, and transition into tomorrow’s lesson dealing with the technology that can be used to deal the types of pollution. Adaptations and Enrichments for mental retardation

1. Prior to the timed writing students with mental retardation will be given a sheet of paper prioritizing what they are supposed to write about.

2. The evaluation of the timed writing will be adapted to fit the needs of the students. They will not be graded as harshly on in depth ideas but more on the fact that they completed the writing and it was on subject.

3. If necessary writing assistance will be available in the form of me helping them to brainstorm ideas, and they will be allowed to use notes they took the night before while doing research.

Self Reflection Did the students figure out to use weather patterns and correlate them to pollution? How could they be more prepared for the times writing? Were the adaptations for mentally retarded students adequate enough?

Adapted table outlining suggestive thoughts Seasons Suggestive thoughts

Summer Excessive heat

Fall Leaves

Winter Snow control, ice on roads

Spring More rain

Lesson plan modified for Sensory Impairment using a Venn diagram as graphic organizer

Lesson Plan by Austin Freels . Lesson: Seasons and Pollution Length: 50 Min Grade: Eighth Academic Standard 8.7.3 Use technology to assist in graphing and with simulations that compute and display results of changing factors in modules. Performance Objective The students will create a Venn diagram illustrating the how technology can clean up multiple types of pollution. Assessment The assessment will be the Venn diagram. Each student must include at least one use of technology that can help clean up or prevent some form of pollution. The diagram will be assessed on the validity of the technology, and the types of pollution. Advanced Preparation by Teacher I will have to have one or two Venn diagrams made into overhead slides or a power point presentation to show the students what is expected and give them ideas. I will also have to make sure the video clip dealing with technology is prepared and ready to go before hand. The demonstration on filtering water using two different methods will need to be set up before class in order to save time. Procedure Introduction We will talk about yesterday’s lesson concerning seasonal pollution and brainstorm some ideas in which it can be cleaned up or even prevented. I will show a video clip of technology being used to clean up rain water runoff in big cities. (Gardner’s Visual-Spatial) (Bloom’s Knowledge) (http://www.youtube.com/watch?v=y2fhvA00CwA. This video shows the cleaning process now used to take chemicals out of the runoff and make the water clean before it re-enters the water cycle. Then we will transition into technology and how it plays a part in the clean up and prevention of pollution. Step-by-Step

1. We will go over what a Venn diagram is and how it is useful in correlating methods of pollution. (Gardner’s Logical mathematical)

a. I will show how parts A and B overlap so they deal with the same thing b. Usefulness in combining separate ideas to achieve more

2. We will then talk about pollution and how technology can make cleaning it up easier (Gardner’s interpersonal)

a. The use of new fuels such as bio-diesel in cars i. Helps the environment by not producing hazardous gases

ii. Does not use limited resources such as fossil fuels b. The cleaning of drains and how simple filters can remove hazardous waste

i. I will do a demonstration showing a few simple technological techniques to purify waste water. (Bloom’s Comprehension)

1. The sand filter will be set up and water will be poured over the sand to filter out larger chunks such as debris (marbles).

2. Chlorine will be added to water in order to kill harmful bacteria through high acidity

a. The pH of the water will be taken before adding chlorine using litmus paper

b. The pH of the water will be taken after adding chlorine to show the increase in toxicity

c. New technology for cleaning up oil spills (Bloom’s application) i. Chemicals added to the oil spill to allow the oil to break down and release

whatever it has gotten a hold of. ii. The use of these chemicals allows for an easy “was” of whatever has been

contaminated. 3. The students will be given time to create their Venn diagrams in class (Gardner’s

intrapersonal) (Bloom’s Evaluation) a. Colored pencils and markers along with construction paper will be provided

Closure To close the unit we will discuss the test and remind the students to study! We will go over important key factors looked at over the course of the unit. Adaptations for sensory Impairment

1. For the students with hearing impairments the environment will have to be adapted. This can be done by moving them towards the front so that they can hear better, and away from anything in the classroom causing excess noise.

2. Students who are visually impaired will have to be moved to the front of the classroom as well in order to allow them a better view of the video and demonstration.

3. Technology can be applied through the use of hearing devices and subtitles on the video. This will ensure that the student is able to comprehend what is being talked about even if they are unable to hear.

Self Reflection Did the demonstration work? Were the students able to create an adequate Venn diagram that illustrates the forms of pollution? How could I adapt the environment better to fit the needs of hearing and visually impaired students?

Figure of a Venn diagram to be explained to the class

Unit test Name .

Multiple Choice (2pts each)

1. List the Six kingdoms used to classify organisms in science today. a. . b. . c. . d. . e. . f. .

2. Which group contains the most species? a. Kingdon b. Family c. Domain d. Phylum

3. A group of species that have similar characteristics is called? a. A class b. a family c. a phylum d. a genus

4. A population that has reached its maximum size in a given area is called? a. Population range b. Gradual growth c. Carrying capacity d. Population projection

5. Which factors affect the size and growth of a population? a. Number of births and deaths b. Emigration and immigration c. Competition between populations d. All of the above

6. Two factors that have increased earth’s carrying capacity for humans are habitat expansion and .

a. Habitat disturbance b. Strategies for competitors c. Strategies of oppurtunists d. Technology

Short answer (4pts each) 7. What factors might affect the density of a population?

8. Describe at least one structure that accounts for the rapid growth of human population over the last 500 years.

9. Why is overpopulation a concern?

10.Which of these have more groups of organisms a phylum or a family?

11. Name two types of pollution that are hazardous to organisms in the environment and explain why.

12. How did the zooplankton game demonstrate the effect pollution has on organisms on all levels of the food chain? 13. Name a type of organism that posses Eukaryotic cells and one that posses Prokaryotic cells. 14. Create a Venn diagram showing the use of technology in cleaning up pollution

Answer Key to the test

Multiple Choice

1. List the Six kingdoms used to classify organisms in science today. a. .Plantae b. .Animalia c. .Protista d. .Fungi e. .Archea f. .Bacteris

2. Which group contains the most species? a. Kingdon b. Family c. Domain d. Phylum

3. A group of species that have similar characteristics is called? a. An order b. a family c. a phylum d. a genus

4. A population that has reached its maximum size in a given area is called? a. Population range b. Gradual growth c. Carrying capacity d. Population projection

5. Which factors affect the size and growth of a population? a. Number of births and deaths b. Emigration and immigration c. Competition between populations d. All of the above

6. Two factors that have increased earth’s carrying capacity for humans are habitat expansion and .

a. Habitat disturbance b. Strategies for competitors c. Strategies of oppurtunists d. Technology

Short answer 7. What factors might affect the density of a population?

Predators, pollution, reasources 8. Describe at least one structure that accounts for the rapid growth of human population over the last 500 years. Technology, predation, instincts, level on the food chain 9. Why is overpopulation a concern?

Use up all the resources, not enough room on the planet, killing the natural environment 10.Which of these have more groups of organisms a phylum or a family? A phylum because it encompases a larger group of organisms 11. Name two types of pollution that are hazardous to organisms in the environment and explain why. Water pollution because water is a valuable resource for all living things. Air pollution because the majority of organisms require fresh air to breath. 12. How did the zooplankton game demonstrate the effect pollution has on organisms on all levels of the food chain? Pollution can infiltrate the food chain at the lowest level and work its way up to the predatory animals. 13. Name a type of organism that posses Eukaryotic cells and one that posses Prokaryotic cells. Eukaryotic—animals Prokaryotic—Bacteria 14. Create a Venn diagram showing the use of technology in cleaning up pollution Sand filters and chlorine filters both can clean out harmful substances in the water supply

Modified Unit Test Name .

Multiple Choice

1. List four of the Six kingdoms used to classify organisms in science today. a. . b. . c. . d. .

2. Which group contains the most species? a. Kingdon b. Family c. Domain

3. A group of species that have similar characteristics is called? a. A class b. a phylum c. a genus

4. A population that has reached its maximum size in a given area is called? a. Population range b. Carrying capacity c. Population projection

5. Which factors affect the size and growth of a population? a. Number of births and deaths b. Emigration and immigration c. Competition between populations d. All of the above

6. Two factors that have increased earth’s carrying capacity for humans are habitat expansion and .

a. Habitat disturbance b. Strategies for competitors c. Technology

Short answer 7. What factors might affect the amount of animals in a population?

8. Describe at least one structure that accounts for the rapid growth of human population over the last 500 years.

9. Why is having to many of the same type of organisms a concern?

10. Which of these have more groups of organisms a phylum or a family?

11. Name two types of pollution that are harmful to organisms in the environment.

12. How did the zooplankton game demonstrate the effect pollution has on organisms on all levels of the food chain? Remember this is the game in which the zooplankton were eaten by the fish and then the fish were eaten by the hawks. 13. Create a Venn diagram showing the use of technology in cleaning up pollution

Answer Key to the Modified Unit test

Multiple Choice

1. List the Six kingdoms used to classify organisms in science today. a. .Plantae b. .Animalia c. .Protista d. .Fungi e. .Archea f. .Bacteris

2. Which group contains the most species? a. Kingdon b. Family c. Domain

3. A group of species that have similar characteristics is called? a. An class b. a phylum c. a genus

4. A population that has reached its maximum size in a given area is called? a. Gradual growth b. Carrying capacity c. Population projection

5. Which factors affect the size and growth of a population? a. Number of births and deaths b. Emigration and immigration c. Competition between populations d. All of the above

6. Two factors that have increased earth’s carrying capacity for humans are habitat expansion and .

a. Habitat disturbance b. Strategies for competitors c. Technology

Short answer 7. What factors might affect the amount of animals in a population? Predators, pollution, reasources 8. Describe at least one structure that accounts for the rapid growth of human population over the last 500 years.

Technology, predation, instincts, level on the food chain

9. Why is having to many of the same type of organisms a concern?

Use up all the resources, not enough room on the planet, killing the natural environment

10. Which of these have more groups of organisms a phylum or a family?

A phylum because it encompases a larger group of organisms

11. Name two types of pollution that are harmful to organisms in the environment.

Water pollution because water is a valuable resource for all living things. Air pollution because the majority of organisms require fresh air to breath. 12. How did the zooplankton game demonstrate the effect pollution has on organisms on all levels of the food chain? Remember this is the game in which the zooplankton were eaten by the fish and then the fish were eaten by the hawks. Pollution can infiltrate the food chain at the lowest level and work its way up to the predatory animals. 13. Create a Venn diagram showing the use of technology in cleaning up pollution. Sand filters and chlorine filters both can clean out harmful substances in the water supply

Modifications to test

The modifications made to the test allow less confusion for the exceptional learner throughout the test. By narrowing down the multiple choice questions to only three choices they can evaluate each decision and not feel rushed to proceed on to the next problem. Some students might think this unfair, but I feel it would be unfair if the student who is less capable is not capable of making the same grade due to exceptionality. The free answer section of the test was modified by making the vocabulary more comprehendible for them they will have a better chance of answering the question correctly. Less time will be spent trying to decipher the questions and more time can be spent in coming up with complete answers. The Regular test is out of 45 points. The Modified test is out of 40 points. Grades will be given out of 100 points using percents as the point values.

Reflection paper

My attitude toward reading in this in the content portion of this class allowed me to view the world of teaching in a whole new light. I had never thought of teaching exceptional learners until learning about them, but by reading Mastropieri and Scruggs I learned that in the classroom I will encounter all types of learners, and have to adhere to their needs. The goal of my classroom will be to allow all learners to access the information being provided in the field of science. I have learned things that will help me teach my exceptional students as well as my general education students. Adapting the lesson to the needs of the exceptional learners will be beneficial to my general education students as well. Simple adaptations can make a huge difference in the classroom. Every student who enters my classroom should have an equal opportunity to learn, and by using the knowledge gained throughout this course I can strive to make that happen. The one tool that I believe will be the most effective in teaching my students with a particular text book is the Fry Readability test. Without the use of this test there is no set way to determine the reading level of the textbook. If I choose a textbook that is too difficult for the students to understand then it will be difficult for them to comprehend the material. On the other hand, if I choose a textbook that is too easy to read and doesn’t provide as much detail, it will be just as useless as the textbook that was too hard. In order to choose the correct textbook I will need to complete the Fry readability test on it to make sure it fits the grade level desired. Through adapting lessons towards exceptional learners, providing my vast amount of scientific knowledge, and choosing the correct textbook I can provide an environment that is comfortable for all learners. Sure learning can be hard sometimes, but with the proper guidance anyone can do it. By giving the students the tools they need to succeed and providing as much support as possible I intend to educate the world!