EDUC_635_Harris_Final Integrated Lesson (1)

EDUC 635 Shellie Harris School of Education, Liberty University In partial fulfillment of EDUC 635 Page 1 of 10

EDUC 635 I NTEGRATED L ESSON P LAN T EMPLATE D AILY L ESSON P LAN T EMPLATE P RELIMINARY I NFORMATION Candidate Name: Shellie Harris Grade Level: 9th Grade Candidate’s Endorsement: Secondar Science Central Focus: Students understand viruses by extracting information from expository text and participating in a simulation to discover the relationships of human behavior to the spread of viruses. Subject: Biology and English Literature Learning Segment Theme: Click or tap here to enter text. Where in the learning segment does this lesson occur? ☒ Beginning ☐ Middle ☐ End Lesson Structure or Grouping: ☒ Whole Class ☐ Small Group ☐ 1:1 Other (specify): Click or tap here to enter text. S TUDENT A SSETS (K NOWLEDGE OF S TUDENTS ) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A. Personal (Interests, family backgrounds, experiences, etc.) N/A Cultural (Traditions, dialects, worldview, literature, arts, etc.) N/A Community (Landmarks, community events, etc.) N/A Developmental (Cognitive, physical, social, and emotional) N/A C ONTENT S TANDARDS State Standards Bio.4. The student will investigate and understand that viruses have an effect on living systems. Eng.9.4 The student will read, comprehend, and analyze a variety of literary texts including narratives, nonfiction, poetry and drama National Standards LS1.A: Structure and Function. Students will analyze the structure of a cell and the structure of a virus and explain why the virus must have a living cell (host) in order to go through the Lytic cycle to replicate and survive. LS1.A: Structure and Function. Student groups will discuss and analyze the structure of a cell and propose a reasoning why living cells can replicate and survive without a host. LS1.A: Structure and Function. Students will compare and contrast the characteristics of living and non-living organisms to determine that a virus is nonliving. Page 2 of 10

EDUC 635 will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers. Instruction/Modeling The teacher gives a ten-minute PowerPoint presentation on viruses. Then the teachers assign the novel The Hot Zone for students to read and analyze sections using the Question-Answer Relationship (QAR) learning strategy. The teacher previews the book with the student and has students relate the picture on the cover to what they know about viruses The teacher asks students to predict what the title might mean and has students read the table of contents to get an overview of the book Students engage in connecting their current understanding of viruses to new situations. By reading a powerful section of The Hot Zone and by using the “QAR” strategy to answer questions and generate their own, students prepare for the simulation. Guided Practice Students will be able to extract information about the nature and reproductive requirement of viruses and make connections to the role humans play in spreading viruses. "QAR" helps students identify different kinds of questions and create strategies for finding the answers. Students use technology to develop and answer their questions. The teacher facilitates discussion to connect the simulation activity and passages from the text to students understanding of how viruses spread. . Independent Practice Students will answer the following questions while reading: • What is your opinion of what you just read? • Is there an issue that you agree with? Disagree with? • What steps or techniques did the scientists use to Page 4 of 10

EDUC 635 complete their job? • List five science-related vocabulary words and define them. • Write a letter to one of the characters. • Write a letter to the author. • Which character would you like to be? Why? • Summarize what you have just read. • Draw a picture of something you read. Be sure to include a caption and explain why the illustration is important to the book. E ND : C LOSURE How will you end the lesson in a way that promotes student learning and retention? Teachers will use a fun and reflective method to close the lesson. Teachers will purchase a beach ball and write reflective questions using a permanent question. The following questions can be considered: What was one concept that you learned to day to make you say “oh”? How did today’s lesson make you feel? What did you get right from today’s lesson? What do you still need help with? The teacher will ask students to pass the ball around the classroom and make sure each student gets an opportunity to read and answer one of the questions. E VIDENCE AND A SSESSMENT OF S TUDENT L EARNING How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning? Diagnostic/Pre-assessment(s) (could be prior to the lesson) AIDS S URVEY Formative Assessments/ Feedback to Learners (part of the activities in the lesson) Students will work on the questions in the independent practice using the QAR strategy. Summative Assessment (matches the objective) Teacher evaluates student understanding of student objectives in poster activity while doing a gallery walk. Teacher will provide feedback on a post it notes and place on students’ posters. Page 5 of 10

EDUC 635 Materials Teen Video of HIV transmission YouTube video Smartboard The Hot Zone Novel Patient Zero Lab Kit Virus Characteristics PPT Venn Diagram Graphic Organizer Flat and Round Concept Map Technology Connection Watch YouTube video teen HIV transformation and Virus Characteristics PPT C ONSIDER THE F OLLOWING Q UESTION FOR THE NEXT SECTION OF THIS F ORM : How will you support students to meet your goals? EXPLICITLY describe what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus). Planned Supports Click or tap here to enter text. V IRUS C HARACTERISTICS PPT V ENN D IAGRAM FOR COMPARISON T EEN HIV T RANSMISSION V IDEO QAR S TRATEGY S UPPORTS : D IFFERENTIATION /E XTENSION How will you provide successful access to the key concepts to all the students at their ability levels? Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.) Any student with reading disabilities will be asked to make predictions based on the title of the chapter and any other signs that are available. Then ask students to look in the text to support or challenges their predictions. Students with writing disabilities will receive more time to complete the assignment. Students that are gifted and talented will conduct research on other viruses and compare and contrast their infection and fatality rates. Then they will present their research to the class . ELL Teachers will use the Picture Word Inductive Model (PWID) The PWID use pictures of objects, actions or scenes to extract words from listening and speaking vocabulary. Students will draw and label a scene from the text using the vocabulary they’re learning. Then they will color code parts of speech and create speaking and writing exercises. Page 7 of 10

EDUC 635 Learning Styles/Student Engagement The following activity is aligned to auditory learners. Based on a critical event from the Hot Zone, Teachers will turn an excerpt from the Hot Zone into a Reader’s Theatre Script. Teachers will take the dialogue from the text and retype it into a formal script. Students will then have to act it out in small groups. The following activity is aligned for students that learn visually. Students will receive concept a concept map to identify characters from the text. Students will identify whether a character is a flat or a round character. A flat character only appears once or twice in the story and is not really important. While the round characters are the lead of the story and plays a major role. Students will explore in a Flat characters are those characters that only appear in the story once or twice, Students that are kinesthetic learners will have an opportunity to simulate an outbreak and figure out who was patient zero. Students will receive a test tube or cup to simulate with simulate bodily fluids. One person will be “infected” with the bodily fluids. This activity simulates how viruses are spread. Extension Students can answer the following prompt in an essay format: Nancy Jaax is one of the central characters in the Hot Zone. As a female scientist, Nancy encounters several episodes of sexism. a. Find examples of roadblocks that Nancy must face due to her gender. b. One roadblock she faces is being told that that she will neglect her work or her family or both. Has this happened by the end of the book? Explain your reasoning. c. Do you agree or disagree with her treatment? Support your position. R EFERENCES : R ESOURCES Page 8 of 10

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