Leccion De Ciencia

PRE-­PLANNING
 FOR
 THE
 LESSON
 
  Key
 Content
 Standard(s):
 

§112.37. Environmental Systems, 4 (A) identify native plants and animals using a dichotomous key;

  Lesson
 Objective:
  • To
 teach
 students
 about
 taxonomy,
 and
 for
 them
 to
 learn
 how
 to
 make
 a
 dichotomous
 key.
  Assessment
  •What
 evidence
 will
 the
 students
 produce
 to
 show
 they
 have
 met
 the
 learning
 objective?
  o By
 the
 end
 of
 this
 lesson
 students
 should
 be
 able
 to
 make
 a
 dichotomous
 key
 of
 their
 own
 and
 provide
  explanations
 as
 to
 why
 they
 made
 the
 key
 the way
 that
 they
 did.
 
 
 
  • What
 modifications
 of
 the
 above
 assessment
 would
 you
 use
 for
 language
 learners
 and/or
 special
 needs?
  o This
 lesson
 is
 designed
 to
 be
 carried
 out
 in
 a
 manner
 that
 should
 be
 doable
 for
 ELL
 students
 who have
  achieved
 conversational
 proficiency
 in
 English,
 for
 those
 who
 have
 not
 I
 will
 try
 to
 put
 them
 in
 a
 group
  with
 one
 or
 more
 students
 who
 speaks
 their
 language,
 and
 can
 explain
 what
 we
 are
 doing.
 
 
 
 
  Prerequisite
 skills
 and knowledge
 and
 experiential
 backgrounds
  • Skills/knowledge/experiential
 backgrounds
  o Students
 should
 have
 knowledge
 on
 categorizing
 items
 in
 order
 to
 understand
 this
 lesson.
 
 
  • Pre-­assessment
 strategy
  o Prior
 to
 the
 lesson
 I
 will
 ask
 them
 to
 write
 anything they
 know
 about
 taxonomy
 in
 their
 journals.
 On
  another
 day,
 I
 will
 ask
 them
 to
 write
 about
 what
 they
 know
 about
 categorizing
 animals
 in
 their
  journals.
 
 
 
  Equity
 
  • How
 will
 ALL
 learners
 engage?
 (varying
 academics,
 cultural backgrounds
 &
 language
 levels)*
  o “Cluster
 grouping”
 is
 a
 method
 that
 I
 can
 use
 to
 put
 the
 gifted
 students
 in
 a
 group
 together
 so
 that
 they
  have
 the
 freedom
 to
 take
 their
 research
 to
 a
 higher
 level
 (Lawson,
 2004).
 This
 strategy
 will
 be
 good for
  other
 students
 as
 well
 because
 the
 homogeneous
 grouping
 allows
 for
 less
 student
 boredom
 from
 going
  to
 slow,
 and
 less
 frustration
 from
 getting
 lost
 in
 the
 shuffle
 and
 left
 behind.
 
 
  o I
 will
 put
 students
 who
 speak
 the
 same
 native language,
 but
 possess
 various
 levels
 of
 English
  proficiency
 in
 groups
 together
 so
 that
 they
 may
 discuss
 what
 they
 are
 learning
 in
 their
 native
 tongue
  and
 in
 English.
 This
 will
 be
 especially
 useful
 for
 students
 with
 low
 academic
 language proficiency
 in
  English
 because
 according
 to
 the
 common
 underlying
 proficiency
 model,
 what
 they
 learn
 in
 their
  native
 language
 will
 transfer
 to
 their
 target
 language
 when
 proficiency
 in
 their
 L2
 is
 attained
  (Cummins,
 2004).
  o This
 lesson
 involves
 real...