*PERTAINS TO ALL 3 TECHNOLOGY LESSONS

*FIELD TRIP AND MICROSOFT WORD LESSON

*POWERPOINT PRESENTATION LESSON
*GLOGSTER POSTER LESSON
Miss Tonya Lewis
Waynesburg University Lesson Planning
Pre-Instructional Planning:
The thought process that leads to the development of quality, meaningful lesson plans
AP Biology, Grade 11
EDU 505
3-Day Unit Plan
December 7, 2009
42 Minutes

Who will you be teaching?

 AP Biology will be taught to 11th grade students at Ringgold High School. There are 16
students in this classroom. One of the students has ADHD. Finally, one student has poor
eyesight.

Who (if anybody) will assist with the presentation of this lesson, and what will their role be?
 Assistance for this particular lesson will be unnecessary.

What is the long range goal(s) that is tied to this lesson?

 Students will be able to recall facts associated with Chapter 31: Vertebrates.
 Students will be able to successfully complete three lessons that are associated with
technology. These three lessons will be connected with Chapter 31: Vertebrates in
Biology.
 Students will be able to observe animals on a field trip and then reflect on their
experience by using Microsoft Word.
 Students will be able to use features in Microsoft PowerPoint to construct a
presentation on a particular vertebrate.
 Students will be able to use the Internet as well as the Glogster website to create a
poster associated with the dissection of a pigeon that they performed in the laboratory.

What is the specific learning objective(s) for this lesson?

 Students will be able to recall facts that are associated with chordates and vertebrates.
 Students will be able to explain the characteristics of chordates.
 Students will be able to compare the differences and similarities between fish,
amphibians, reptiles, birds, and mammals.
 Students will be able to list the anatomy and physiology characteristics of fish,
amphibians, reptiles, birds, and mammals.
What prerequisite skills/knowledge will students need to effectively access and participate in
this lesson?
 Because this is a new chapter, students will not have any previous knowledge of this
particular subject. However, a thorough understanding of the other chapters in this unit
would be helpful. Such chapters include Chapter 29 and Chapter 30, which both cover
characteristics of invertebrates. Because they will have prior knowledge associated with
invertebrates, they will be able to compare and contrast the characteristics of
vertebrates and invertebrates. Additionally, a brief understanding about the genetic
basis of life and animal evolution would be extremely helpful in comprehending this
lesson.

When within the stages of learning will this lesson be presented? (Is it a learning acquisition
lesson, learning fluency lesson, learning maintenance lesson, or learning generalization
lesson?)
 This is a learning acquisition lesson, primarily because in this lesson, the students are
beginning to learn how to use technology. However, they are not fluent in the skill yet.
Therefore, the goal of this lesson is to improve the use and accuracy of technology.

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)
 This unit will be a multiple day lesson (three different lessons involving technology).

Where should this lesson be presented to ensure maximum student access and participation?
 The field trip to The Wilds will be located in Cumberland, Ohio. The Microsoft Word
reflection will be written in the computer lab.
 The PowerPoint assignment will be worked on in the library to obtain research. The
construction of the PowerPoint presentation will be located in the computer lab.
 The dissection will be performed in the laboratory. The Glogster poster will be
constructed in the computer lab.

What materials will be needed?

 For the first assignment, permission slips as well as instructions on how to open
Microsoft Word will be needed. Additionally, reservations at the Wilds as well a school
bus and a bus driver will be needed for the trip. Chaperones will have to be assigned.
Notebooks, writing utensils, and cameras would be beneficial for this field trip. For their
reflection, they should collect brochures from The Wilds. When returning to class, the
computer lab with computers and the Internet will be needed for the students to
complete their Microsoft Word reflection. Therefore, the Microsoft Word program will
need to be installed on the computers. Finally, a printer will be needed for the students
to print out their reflections.
 For the second assignment, the library will have to be visited to find resources to
construct a PowerPoint presentation. Furthermore, the Internet would be a great way
to find information about each animal. Specifically, this assignment requires computers
in the computer lab to complete this task. Therefore, the Microsoft PowerPoint program
will have to be installed on the computers. A printer will be necessary for the students
 to print out their presentations. Instructions on how to open Microsoft PowerPoint will
need to be made and printed for the students.
 For the third assignment, pigeons will need to be ordered ahead of time. Dissecting kits
will be required. Gloves will also be required. Ensure that there is hand sanitizer in the
laboratory. After the dissection takes place, the computer lab will be needed for the
students to complete their Glogster poster. The computers will need to have Internet
connection as well as access to www.glogster.com. A printer will be necessary for the
students to print out their posters. Instructions on how to use www.glogster.com will
need to be made and printed out.

Why are you planning to teach this lesson? Why must this information/skill be presented to
the students?
 I am planning to teach this lesson because these objectives are found in the PA
Academic Standards. This information must be presented to each student so they
understand the many living vertebrates that are associated with life. The PA Academic
Standards show that many facts must be presented to the students, including the
significance of diversity in ecosystems as well as the structure, function, and behavior of
animals. This lesson can describe how certain animals survive, but it also describes
diversity in an ecosystem. This lesson may also characterize threatened species,
endangered species, or even extinct species.

How does this lesson relate to the PA Academic Standards?

 This lesson relates to the PA Academic Standards for many reasons. This lesson of
integrating technology into the classroom is associated with topics associated with the
significance of diversity in ecosystems. This lesson can describe certain species, but it
also explains adaptations and roles of that species. Specifically, this lesson is associated
with the PA Academic Standards because students can describe different structures,
functions, and behaviors of vertebrates. They can describe how a certain species adapts
for survival in its particular habitat. This lesson associated with technology will also
explain and examine interactions between vertebrates, their relationships, and
biodiversity alterations. Finally, this lesson will analyze threatened, endangered, or
extinct vertebrates, which can be associated with population and management.

How does this lesson relate to the previous lesson?

 Because this is a new chapter, students will not have any previous knowledge of this
particular subject. However, this chapter relates to the previous lesson of invertebrates,
which is found in Chapter 29 and Chapter 30. Because the students will have prior
knowledge associated with invertebrates, they will be able to compare and contrast the
characteristics of vertebrates and invertebrates after this lesson. They will be able to
compare the evolution, anatomy, behavior, physiology, and physical characteristics of
each type of vertebrate.

How does this lesson relate to future lessons?

  This lesson relates to future lessons because Chapter 32 is associated with human
evolution. Humans are vertebrates. Then, Chapter 33 is associated with animal
organization and Chapter 44 is associated with animal development. Furthermore,
Chapter 34 through Chapter 43 are associated with different systems and organs found
within animals (vertebrates). Then, in the last part of their textbook, which is associated
with ecology, different topics are discussed. Populations, animal behaviors, ecosystems,
and conservation biology are all described. The Wilds field trip in Cumberland, Ohio, will
be a great introduction on how conservation biology is important. Therefore, this
current lesson of vertebrates will be extremely helpful in understanding future lessons.
Also, since technology is incorporated in this lesson, students will be able to use
technology in future projects.

How will you determine if students have met the lesson objective? (Think assessment)
 To determine if students have met the lesson objective, a unit exam will be given at the
end of the chapter to evaluate their progress. However, each project associated with
technology will also be graded.
 The first assignment will be worth 30 points (10 points for participating at the field trip
and 20 points for the reflection paper using Microsoft Word).
 The second assignment will be worth 30 points for the group PowerPoint presentation.
 The third assignment will be their main assignment worth 50 points. 25 points will be for
actively participating in the dissection of the pigeon, and 25 points will be for the
completion of a creative Glogster poster.

How should this lesson be presented to ensure maximum student access and participation?
(Lecture, whole group activities, small group activities, cooperative learning groups…)
 To ensure maximum student access and participation, the instructions for each lesson
will be a lecture (with the teacher in the front observing the students).
 For the field trip, students can pair up into small groups (preferably two or three) for
maximum student access to the Wilds. While on the bus, everyone will sit together.
 For the reflection of the field trip, students will work individually to complete the paper.
 For the PowerPoint presentation, students will work in groups of two. The partners will
be chosen out of names in a hat.
 Therefore, the students will also work in the same groups of two while performing
research in the library and completing the presentation.
 Students will pair up into small groups of two to complete the dissection. These groups
will be chosen in alphabetical order (For example, A and B will work together, C and D
will work together, etc).
 For the Glogster poster, each person will work individually.
 Lesson Planning
Waynesburg University
Writing the lesson plan:
Translating thoughts into a plan of action

Pennsylvania Academic Standard(s) addressed during this lesson:

4.7.10.A. Explain the significance of diversity in ecosystems.
 Explain the role that specific organisms have in their ecosystem.
 Identify a species and explain what effects its increase or decline might have on an
ecosystem.
 Identify a species and explain how its adaptations are related to its niche in the
environment.
4.7.10.B. Explain how structure, function, and behavior of plants and animals affect their
ability to survive.
 Describe an organism’s adaptations for survival in its habitat.
 Compare adaptations among species.
4.7.12.A. Analyze biological diversity as it relates to the stability of an ecosystem.
 Describe an organism’s adaptations for survival in its habitat.
 Compare adaptations among species.
4.7.12.A. Analyze biological diversity as it relates to the stability of an ecosystem.
 Examine and explain what happens to an ecosystem as biological diversity changes.
 Explain the relationship between species’ loss and biodiversity.
 Examine and explain how a specialized interaction between two species may affect
the survival of both species.
4.7.12.C. Analyze the effects of threatened, endangered, or extinct species on human and
natural systems.
 Explain why natural populations do not remain constant.
 Analyze management strategies regarding threatened or endangered species.
 Analyze the role of zoos and wildlife preserves on species that have been identified
as threatened or endangered.
 Examine the influence of wildlife management in preserving different species in
Pennsylvania (e.g. bobcat, elk, and bald eagle).

Lesson Objective(s)
 The primary objective is that students will be able to thoroughly understand
characteristics of chordates and vertebrates.
 Students will be able to understand the following topics:
o Chapter 31: Vertebrates
  Section 31.1 CHORDATES
 Lancelets are chordates with the four chordate characteristics as
adults: notochord, a dorsal tubular nerve cord, pharyngeal
pouches, and postanal tail.
 Section 31.2 VERTEBRATES
 In vertebrates, the notochord is replaced by the vertebral column.
Most vertebrates also have a head region, an endoskeleton, and
paired appendages.
 There are three groups of fishes: jawless (hagfishes and
lampreys), cartilaginous (sharks and rays), and bony (ray-finned
and lobe-finned). Most modern-day fishes are ray-finned (trout
and perch).
 Amphibians, such as frogs and salamanders, evolved from lobe-
finned fishes.
 Modern-day reptiles, such as turtles, lizards, and snakes, are the
remnants of an ancient group that evolved from amphibians.
 The shelled egg of reptiles is an adaptation for reproduction on
land.
 There is a close evolutionary relationship between birds and
reptiles. However, birds maintain a constant body temperature.
 Birds have feathers and skeletal adaptations that enable them to
fly.
 Mammals, which evolved from reptiles, were present when the
dinosaurs existed. They did not diversify until the dinosaurs
became extinct.
 Mammals are vertebrates with hair and mammary glands. Hair
helps them maintain constant body temperature.

Assessment Plan (What will be done to determine if lesson objectives have been met?)
 To determine if the lesson objectives are met, a unit exam will be given at the end of
this unit to evaluate their progress. However, to assess this class when associated with
technology, the students will complete three different assignments associated with
technology.
 The first assignment will be worth 30 points (10 points for participating at the field trip
and 20 points for the reflection paper using Microsoft Word.
 The second assignment will be worth 30 points for the PowerPoint presentation on a
particular vertebrate.
 The third assignment will be their main assignment worth 50 points. 25 points will be for
actively participating in the dissection of the pigeon, and 25 points will be for the
completion of a creative Glogster poster.

Materials:
  For the first assignment, permission slips and instructions on how to use Microsoft Word
will be needed. Additionally, reservations at the Wilds as well a school bus and a bus
driver will be needed for the trip. Chaperones will also need to be assigned. Notebooks,
writing utensils, and cameras would be beneficial. For their reflection, they should get
brochures from The Wilds. When returning to class, the computer lab with computers
and the Internet will be needed for the students to complete their Microsoft Word
reflection. Therefore, the Microsoft Word program will need to be installed in the
computers. Finally, a printer will be needed for the students to print out their
reflections.
 For the second assignment, the library will have to be visited to find resources to
construct a PowerPoint presentation. Furthermore, the Internet would be a great way
to find information about each animal. Specifically, this assignment requires computers
in the computer lab to complete this task. Therefore, the Microsoft PowerPoint program
will have to be installed on the computers. A printer will be necessary for the students
to print out their presentations. Instructions on how to open Microsoft PowerPoint will
need to be made and printed for the students.
 For the third assignment, pigeons will need to be ordered ahead of time. Dissecting kits
will be required. Gloves will also be required. Ensure that there is hand sanitizer in the
laboratory. After the dissection takes place, the computer lab will be needed for the
students to complete their Glogster poster. The computers will need to have Internet
connection as well as access to www.glogster.com. A printer will be necessary for the
students to print out their posters. Instructions on how to use www.glogster.com will
need to be made and printed out.

Inclusion Techniques for Students with Special Needs:

 To ensure that all students have access to and are able to participate in the lesson, each
student has to be analyzed to make sure their learning abilities can be successfully
employed in the lesson.
 For the students without learning disabilities, they should not have any difficulties
completing this assignment.
 For the ADHD student, the lessons in this unit have enough activities where he will not
drift away from the main topic. He will stay focused while completing the lessons.
 For the student with poor eyesight, the instructions will have large enough letters to be
visible to the student. The student will also be placed in the front of the room.
Additionally, for all worksheets needed for every lesson, this student will be given
worksheets with a larger font size.
 The exit slip will further assist any questions that the students may have. Using this
approach, the students will not feel embarrassed or shy if they are still unfamiliar with a
topic.

Enrichment Techniques:
 In the case where enrichment techniques will be needed for these technology
assignments, their textbook can be a great resource. Enriched students can work on the
 chapter questions on page 577 and 578. Additionally, students can complete the
“Thinking Scientifically” section, which includes two very advanced questions.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL

students have access to and are able to participate in the lesson):
 Visual learners will have the ability to see PowerPoint presentations with illustrations as
well as read their textbook on their own. The textbook is a great aid for diagrams,
pictures, and maps. To help the visual learners fully comprehend the material, the
teacher will present the presentation. The nonhierarchical reading guide will assist the
students in taking detailed notes. The field trip and dissection can also be used for the
visual learner.
 Auditory learners benefit from this lesson because they are able to hear the lesson
being given orally. Because they would rather not write detailed notes, they can just fill
in the blanks on the nonhierarchical reading guide. Even though these learners do not
prefer reading, they can read out loud when they are out of class. The field trip will work
really well because a tour guide will explain different areas at The Wilds.
 For the tactile/kinesthetic learner, hands-on activities allow these students to touch,
handle, and manipulate materials and objects to process the content. The pigeon
dissection is a great way for students to actively participate in a hands-on activity.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
 For these three technology assignments, students will not need a motivational activity
or an introduction. Instead of an introduction, there will be a short instruction sheet at
every computer that will tell them what to open on their computer screen when they
enter the classroom. However, on normal classroom days, each student will have a
science journal and will complete a “PSSA of the Day Question.” An example of this type
of question is the following:

Some bacteria benefit mammals by helping with

A. Growth.
B. Defense.
C. Digestion.
D. Respiration.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson.
Bulleted statements are preferred).

FIRST ASSIGNMENT:
Prior to the first assignment, permission slips must be signed by a parent or guardian of each
student. Additionally, each student must get permission from the rest of their teachers and/or
coaches to attend this trip. In the case where a student will not be permitted to come on this
trip, they will still write a reflection.
 A bus must be assigned as well as a bus driver must be hired.
 An activity bus must be assigned to return the students to their homes after their trip.
 Additionally, prior to the field trip, the directions to The Wilds must be printed out for
the bus driver.
 The students should be asked prior to this field trip to bring a writing utensil and a
notebook to take notes.
 This will be an all-day event.
 The school board administration will pay the cost of each student.
 Reservations and payment both must be made prior to the trip. Contact 740-638-5030
for more information ($34 for adults, $25 for children).
o Take role to ensure all students are present. Ensure that all students brought
outdoor winter gear.
o Leave for trip to The Wilds at 8:30 AM.
o Arriving in Cumberland, Ohio, should take place around 10:30 AM.
o For this winter safari tour, lunch will be served at the Overlook Café at 11:00 AM.
o At approximately 11:45 PM, everybody will board a Safari Transport for the
heated safari tour. Each tour will be slightly different due to the weather as well
as the number of people on the tour.
 Deer, wild horse, bison, rhinos, and many different types of vertebrates
will be observed.
o Tour will last to approximately 1:30 PM.
o Return to school at approximately 3:30. Parents who have children on this trip
are already aware that they will not return in time for their buses. Carpooling
and an activity bus have already been arranged prior to this trip.

 (Prior to the following class): Tell the class to report to the computer lab. Print out
instructions for opening Microsoft Word. Print out the reflection guidelines.
 (First 5 minutes of class): Take role to ensure that all students are present. Ensure that
all students brought their notebooks and brochures with them. Assign each student to a
computer. Tell the students to use the instructions to open Microsoft Word.
 (5 minutes) Pass out reflection guidelines and go over guidelines.
 (25 minutes): For the remaining of the class period, each student can work on their field
trip reflection.
 (7 minutes): Pass out the exit slips, and tell the students that they are required to write
questions and comments on the slip.

SECOND ASSIGNMENT:
 (Prior to class): Tell the students to report to the library to perform research on a
particular vertebrate with their partner. It could be a vertebrate that the students
observed at The Wilds.
  (Research class): Students will use journals, books, encyclopedias, and the Internet to
perform research on their particular vertebrate.

 (Prior to the following class): Tell the class to report to the computer lab. Print out
instructions for opening Microsoft PowerPoint. Also, print out the presentation
guidelines.
 (First 5 minutes of class): Take role to ensure that all students are present. Ensure that
all students brought their notebooks, brochures, library books, and information they
found about their particular vertebrate. Assign each group to a computer. Tell the
students to use the instructions to Open Microsoft PowerPoint.
 (5 minutes): Pass out the presentation guidelines and go over the guidelines.
 (25 minutes): For the remaining of the class period, each student can work on their
PowerPoint presentation.
 (7 minutes): Pass out the exit slips, and tell the students that they are required to write
questions and comments on the slip.

THIRD ASSIGNMENT:
 (Prior to class): Tell the students to report to the laboratory to take part in dissecting a
pigeon with their partner. Print out the dissection laboratory manual.
 (Dissection class): Go over the dissection directions with the class and then allow the
students to follow the dissection directions to correctly complete the pigeon dissection
with their lab partner.

 (Prior to the following class): Tell the class to report to the computer lab. Print out the
instructions for opening Glogster on the internet. These instructions will also tell the
students how to create a Glogster account.
 (First 5 minutes of class): Take role to ensure that all students are present. Ensure that
all students brought their notebooks, lab manuals, and notes they took while
performing the pigeon dissection.
 (5 minutes): Go over Glogster guidelines and then go over the guidelines.
 (25 minutes): For the remaining of the class period, each student will work on their
Glogster poster individually.
 (7 minutes): Pass out the exit slips, and tell the students that they are required to write
questions and comments on the slip.

Guided Practice/Independent Practice/Assessment Activities:

On a regular basis, I will use PowerPoint presentations to teach my class different lessons. They
will use nonhierarchical reading guides to follow along with my lessons. I will give my students a
unit exam after the three technology assignments are complete to determine if the lesson
objectives have been met. For independent practice, I will give reading assignments and
vocabulary assignments to my students. The Microsoft Word reflection will incorporate reading,
writing, and technology in the classroom. The PowerPoint presentation will help students with
research and group work. The Glogster Poster and dissection will be a hands-on experiment in
the classroom as well as a creative way to express their work.
 The first assignment will be worth 30 points (10 points for the field trip and 20 points for
Microsoft Word).
 The second assignment will be worth 30 points for the PowerPoint presentation.
 The third assignment will be their main assignment worth 50 points. 25 points will be for
actively participating in the dissection of the pigeon. 25 points will be for the completion
of a creative Glogster poster.

Closure:
 To close out the lesson, an exit slip will be passed out to each student. This slip is a
requirement that allows the students to write down any questions or concerns they may
have about what they are learning. These exit slips are to be collected as each student
exits the classroom.