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Subject

English Language Arts (2005)

Assessment

Students will be informally evaluated as they work in trackstar and on Inspiration.

The daily bell ringers and tickets out the door will be a formal, but quick, assessment for my classroom. They will journal about what they learned as the project continues. On the last day, they will journal on what they learned which will be a component of their rubrics.

Formal assessments will take place with the rubrics. There is a rubric for their projects with Inspiration and their presentation of their projects.

• Oral Presentation Rubric
• Graphic Organizer Rubric

Learning Context/ Introduction

Energy flow - starting with the sun, entering the ecosystem in photosynthesis, and being transferred in cell respiration - is an important component of the Living Environment course. In this learning experience, students will discover the process of photosynthesis and how energy enters the ecosystem from the sun. Students will work in groups to search the web for answers to questions. They will then create a graphic organizer using this information that they will share with the class.

Duration

This experience is designed to last 5 periods. Each period is 41-minutes long.

Essential Question

Why is energy flow important in maintaining a healthy ecosystem?

How does energy flow through an ecosystem and why is it important?

Instructional/Environment Modifications

• Each student needs access to a computer.
• The instructor will use a SMART Board to show students how to use the trackstar and Inspiration software.
• The instructor will need a TV, camera that connects to a microscope, and a microscope.

For individual student modifications, the IEP will be followed.

Procedure

Day 1 -

1. Launch - A plate of fruit and vegetables will be on the front desk for students to snack on when they come to class. The students will do a think/pair/share (T/P/S) on what they have in common. The discussion will lead to photosynthesis.
2. The students will complete the "K" and "W" of a KWL of photosynthesis.
3. The teacher will use the projector and computer to show the students how to access Trackstar (visit: http://trackstar.4teachers.org/trackstar/index.jsp or in particular: http://www.teachersdomain.org/resources/tdc02/sci/life/stru/photosynth/index.html) to complete the trackstar on photosynthesis. Students will have corresponding worksheets to complete that will become their notes. This will be worked on as a class.
4. Ticket-Out-the-Door will be two new things learned about photosynthesis.

 

Day 2 -

1. Bell Ringer - Review what students learned about photosynthesis.
2. Students will continue to work on their Trackstar as collaborative pairs. They will complete this by the end of the period. Any pairs that do not have it done will continue this as a homework assignment.
3. Ticket-Out-the-Door will be two new things learned about photosynthesis.

 

Day 3 -

1. Bell Ringer - Review what students learned about photosynthesis.
2. Demonstration of live stomata: The teacher will use the microscope, TV, and camera to show students real stomata. To do this, take a leaf and rip it. As you rip it, twist it. You should see lower epidermis by the edge of the twisted rip. Then take the lower epidermis and make a slide. Put this on the microscope that is connected to the camera and TV and show the students live stomata and guard cells.
3. Review the trackstar using the LCD and SMART Board.
4. Homework - Create a rough draft of what you would put on the graphic organizer to show that you understand photosynthesis.
5. Ticket-Out-the-Door will be two new things learned about photosynthesis.

 

Day 4 -

1. Bell Ringer - Have students draw and label guard cells and stomata. Discuss what they do after they draw them.
2. Students will work with their partner to complete a graphic organizer on photosynthesis using Inspiration software.
3. Ticket Out the Door - What question do you have?

 

Day 5 -

1. Bell Ringer - Spend 5 minutes with your partner reviewing what you are going to present to the class.
2. Student groups will present their graphic organizer using the computer, projector, and white board.
3. Ticket Out the Door - Journal - What 4 new things have you learned about photosynthesis?

Reflections and Feedback

What would I do differently?
I do have to change one of the directions on the trackstar. I did not assign the rough draft of the graphic organizer so the students took longer to get going on their graphic organizer than I thought. They enjoyed the program so much that a few groups came back in later in the day to "finish" their work. I thought what they had when they left was good, but they wanted to add or change a few things.

What did I like?
I really liked how the project went. I enjoyed watching them find out information on trackstar and I really had a great time listening to them debate on what should go on their graphic organizer. I enjoyed the energy that this lesson created. I also enjoyed the presentations. The students told me that overall they enjoyed it, too. One student said, "When we discussed it and had to think, I learned it better".

Not like?
The paper work. I videotaped the presentations so that I could watch them and really get an idea of how to grade them. There were two rubrics for each student and I did not think to print off a copy of each graphic organizer the day before and have that rubric done before class. Another year or another project like this and it would go more smoothly for me as I have seen where I can save time. Also, a big unexpected occurrence was the flash drive that I used to download the students projects to "fried." I had reminded students to save their work to their folders, and all groups but one did.

Student Work

Students will be using trackstar and a worksheet to answer questions about photosynthesis. Working in groups, they will check answers. Once they have an accurate set of notes from the worksheet, they will work together to create a graphic organizer on photosynthesis to explain to the class.

Related Resource

Trackstar track on photosynthesis- (visit: http://trackstar.4teachers.org/trackstar/index.jsp or in particular: http://www.teachersdomain.org/resources/tdc02/sci/life/stru/photosynth/index.html)
Worksheet to complete using trackstar
Inspiration software
Direction handout for Inspiration project
Related Materials: For the demo the instructor will also use a plant (geranium leaves work well), a slide, a cover slip, and an eye dropper for water.

Directions for Inspiration Graphic Organizer

Trackstar Photosynthesis Web Search Worksheet

Website(s)

Track star website

Related Academic Standards

New York State

9-10SL2 Integrate multiple sources of information presented in diverse formats (e.g., including visual, quantitative, and oral), evaluating the credibility, accuracy, and relevance of each source.

9-10SL5 Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add elements of interest to engage the audience.

SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

WST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

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