Collaborators: Lacy Hoffman and Amy Haggard Review: Dr. M. Instructional Level: Secondary (9th Grade Biology Students) Link to Lesson Plan Deconstruction Page (Page #1) Scenario Page andCollaborative Planning Form Page (A.3.3 - Benchmark) - See Collaborative Planning Forms on the LS5443 Course Wiki.(Page #2)
Use the A.3.3 Rubric to organize your scenario.
CATEGORY
10
8
4
0
Motivation of Collaborators
The scenario gives a complete description of how the two collaborators began their instructional partnership. It includes all of these: * Person who first approached the other partner. * Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason. * Where (location within the school) the first collaborative conversation took place.
Three or more of these are missing from the scenario.
Collaborative Lesson Scenario:
Motivation of Collaborators:
Science teacher (Amy) approached the school librarian (Lacy) looking for a new and exciting way to present content material.
Science teacher (Amy) wants to implement inquiry research, technology and Web 2.0 tools into her current Biology unit on infectious diseases.
The science teacher came to the library during her 1st period conference.
Hurrah for the science teacher who comes to the school librarian looking for exciting ideas. The library will love her! But she will be the rare member of the faculty unless the librarian has done a great deal of ongoing outreach.
For students to be able to explain the differences between bacteria and viruses
For students to conduct inquiry research, including citations of references
Students to use Web 2.0 tools and technology
Initial Objectives: The RCS should be included in your initial goals or objectives.Is this a "determining main ideas" lesson?
Student will compare and contrast bacteria and viruses
Student will perform research on specific infectious diseases and determine if it is caused by a virus or bacteria. Student should explain the characteristics that make the infection either a virus or bacteria.
Student will create an information brochure explaining the difference and giving examples.
*Complete the additional questions on the actual A.3.3 Rubric before you submit it.
Collaborative Planning Form:
School Librarian:
Lacy Hoffman Classroom Teacher:
Amy Haggard Department:
Science Unit Title/Topic:
Infectious Diseases Course:
Biology Grade Level:
9 Periods: 2-8 Average Number of Students per Class:
25 Dates for Planning:
We will be meeting twice a week during the classroom teacher's conference period (1st) for planning purposes.
April 11-15: Tues and Thurs
April 18-22: Tues and Thurs- Finalize Lesson Plan
Any online communication and collaboration will be documented as well. Dates for Coteaching:
April 25, 26, 27, 28 Purpose - Unit Overview:
Infectious Diseases- Bacteria vs. Virus Prior Knowledge:
Students have been studying the differences between bacteria and viruses and characteristics of each. Assessment Tool(s) and Responsibilities:
Students:
Students will be assessed on their research process including note-making and citations of resources using the following rubric: Click here for rubric.
Students will also be assessed on their final product. Click here for the final product rubric. This is not a rubric; you are not assigning various levels of proficiency for each criterion. It could be more effective if presented as a checklist. However, this is not inquiry. It is a fact-finding project. How can you move this up Bloom's to a critical thinking assignment?
Students are responsible for self-assessing their own research process and creating a final product per rubric guidelines.
Educators:
Educators will use the same rubrics as the students to assess their research process and final product.
Standards and Objectives: Content-Area (Biology) Standards and Objectives: Biology 112.34 -Students are not asking questions; educators are.
2(E): plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology
2(G): analyze, evaluate, make inferences, and predict trends from data
3(D): evaluate the impact of scientific research on society and the environment - Here's some higher-order thinking! Where is it on your checklist?
4(C): compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza
English Language Arts and Reading standards:What is the reading comprehension strategy you are coteaching? 110.31(9): Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding
110.31(21): Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.31(22): Students clarify research questions and evaluate and synthesize collected information.
110.31(23): Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation.
AASL standards and S4L objectives: Standard 1: Inquire, think critically, and gain knowledge.
1.1 Skills
1.1.1 Follow an inquiry based process in seeking knowledge in curricular subjects, and make real world connection for using this process in own life.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
2.1 Skills
2.1.2 Organize knowledge so that it is useful.
2.1.4 Use technology and other information tools to analyze and organize information. Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.
3.1 Skills
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
Collaboration Explanation: Please see my comments on your rubric. School Librarian Roles and Responsibilities
Actively engaged in the brainstorming process on Day One; Records student responses in Think Aloud
Gathers resources and materials for student research (books, reference books, databases, websites)
Reviews the guidelines of creating citations and ethical research
Monitors the research process
Explains how to use the Web 2.0 brochure tools
Assess student outcomes
Classroom Teacher Roles and Responsibilities
Creates the Focus on Day One
Reviews the background information on bacteria and viruses
Leads the Think Aloud on Day One
Creates a list of infectious diseases for research
Monitors student research process
Explains expectations of the final product
Creates a teacher example of a brochure
Assess student outcomes
Relevancy to Students
Some of these infectious diseases are correlated with current events, such as AIDS, Ebola, West Nile or Zika.
Some of these infectious disease they have had, known people to have or been vaccinated for such as mumps or hepatitis.
From J. Moreillon, Coteaching Reading Comprehension Strategies in Secondary School Libraries (Chicago: American Library Association, 2012). Licensed under the Creative Commons Attribution–Noncommercial–Share Alike 2.5 License: http://creativecommons.org/licenses/by-nc-sa/2.5/.
Comprehensive Collaborative Lesson Plan Page
Collaborators: Lacy Hoffman and Amy HaggardReview: Dr. M.
Instructional Level: Secondary (9th Grade Biology Students)
Link to Lesson Plan Deconstruction Page (Page #1)
Scenario Page and Collaborative Planning Form Page (A.3.3 - Benchmark) - See Collaborative Planning Forms on the LS5443 Course Wiki.(Page #2)
Use the A.3.3 Rubric to organize your scenario.
* Person who first approached the other partner.
* Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason.
* Where (location within the school) the first collaborative conversation took place.
and Standards
* Grade level.
* Content area(s).
* Initial goal(s).
* Initial objective(s).
Collaborative Lesson Scenario:
Motivation of Collaborators:- Science teacher (Amy) approached the school librarian (Lacy) looking for a new and exciting way to present content material.
- Science teacher (Amy) wants to implement inquiry research, technology and Web 2.0 tools into her current Biology unit on infectious diseases.
- The science teacher came to the library during her 1st period conference.
- Hurrah for the science teacher who comes to the school librarian looking for exciting ideas. The library will love her! But she will be the rare member of the faculty unless the librarian has done a great deal of ongoing outreach.
Instructional Goals and Standards:Grade Level: 9th
Content Area: Science- Biology
Initial Goals:
- For students to be able to explain the differences between bacteria and viruses
- For students to conduct inquiry research, including citations of references
- Students to use Web 2.0 tools and technology
Initial Objectives:The RCS should be included in your initial goals or objectives.Is this a "determining main ideas" lesson?
*Complete the additional questions on the actual A.3.3 Rubric before you submit it.
Collaborative Planning Form:
School Librarian:Lacy Hoffman
Classroom Teacher:
Amy Haggard
Department:
Science
Unit Title/Topic:
Infectious Diseases
Course:
Biology
Grade Level:
9
Periods:
2-8
Average Number of Students per Class:
25
Dates for Planning:
We will be meeting twice a week during the classroom teacher's conference period (1st) for planning purposes.
April 11-15: Tues and Thurs
April 18-22: Tues and Thurs- Finalize Lesson Plan
Any online communication and collaboration will be documented as well.
Dates for Coteaching:
April 25, 26, 27, 28
Purpose - Unit Overview:
Infectious Diseases- Bacteria vs. Virus
Prior Knowledge:
Students have been studying the differences between bacteria and viruses and characteristics of each.
Assessment Tool(s) and Responsibilities:
Students:
- Students will be assessed on their research process including note-making and citations of resources using the following rubric: Click here for rubric.
- Students will also be assessed on their final product. Click here for the final product rubric. This is not a rubric; you are not assigning various levels of proficiency for each criterion. It could be more effective if presented as a checklist. However, this is not inquiry. It is a fact-finding project. How can you move this up Bloom's to a critical thinking assignment?
- Students are responsible for self-assessing their own research process and creating a final product per rubric guidelines.
Educators:Standards and Objectives:
Content-Area (Biology) Standards and Objectives: Biology 112.34 - Students are not asking questions; educators are.
2(E): plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology
2(G): analyze, evaluate, make inferences, and predict trends from data
3(D): evaluate the impact of scientific research on society and the environment - Here's some higher-order thinking! Where is it on your checklist?
4(C): compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza
English Language Arts and Reading standards: What is the reading comprehension strategy you are coteaching?
110.31(9): Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding
110.31(21): Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.31(22): Students clarify research questions and evaluate and synthesize collected information.
110.31(23): Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation.
AASL standards and S4L objectives:
Standard 1: Inquire, think critically, and gain knowledge.
1.1 Skills
1.1.1 Follow an inquiry based process in seeking knowledge in curricular subjects, and make real world connection for using this process in own life.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
2.1 Skills
2.1.2 Organize knowledge so that it is useful.
2.1.4 Use technology and other information tools to analyze and organize information.
Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.
3.1 Skills
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
Final Product:
Information Brochure/Pamphlet
Resources, Materials, and Technology:
Collaboration Explanation: Please see my comments on your rubric.
School Librarian Roles and Responsibilities
Classroom Teacher Roles and Responsibilities
- Creates the Focus on Day One
- Reviews the background information on bacteria and viruses
- Leads the Think Aloud on Day One
- Creates a list of infectious diseases for research
- Monitors student research process
- Explains expectations of the final product
- Creates a teacher example of a brochure
- Assess student outcomes
Relevancy to StudentsFrom J. Moreillon, Coteaching Reading Comprehension Strategies in Secondary School Libraries (Chicago: American Library Association, 2012). Licensed under the Creative Commons Attribution–Noncommercial–Share Alike 2.5 License: http://creativecommons.org/licenses/by-nc-sa/2.5/.
Lesson Plan Template Page (A.4.2 - Collaborative Lesson Plan) - (Page #3)
Other possible pages: