SIM lesson

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How Do Those Zeuthians Do it?

Please use the following headings for your lesson plan. Use numbered bullets where possible. Keep the formatting easy to read and clear.  

1. NJ Core Curriculum Content Standards.

1. Energy

NJ Content Standard: Continual input of energy from sunlight keeps matter and energy flowing through ecosystems. CPI # 5.3.12.B.3

2. Photosynthesis Requirements

NJ Content Standard: Plants have the capability to take energy from light to form sugar molecules containing carbon, hydrogen, and oxygen.  CPI# 5.3.12.B.4

3. Inquiry and Modeling Standards

NSES: Regardless of the scientific investigation performed, students must use evidence, apply logic, and construct an argument for their proposed explanations.

NJ Content Standard: Empirical evidence is used to construct and defend arguments. CPI: Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. CPI #5.1.12.B.3

NJ Content Standard: Refinement of understandings, explanations, and models occurs as new evidence is incorporated. CPI: Reflect on and revise understandings as new evidence emerges. CPI#5.1.12.C.1

NJ Content Standard: Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work. CPI: Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences. CPI#5.1.12.D.1

Big Ideas

      1.Energy

In this unit, students will learn about the energy transformation that takes place throughout photosynthesis.  Energy is a vital concept due to the fact that energy links all living being things together.  One can see energy transfer in all walks of life whether it be chemical energy turned into heat energy in order to provide power for houses or in living systems (humans eating food in order to survive).

Sunlight: Sunlight is the driving force behind photosynthesis, without it, most life on Earth would disappear.  The role of sunlight is a critical concept of photosynthesis and must be understood by all students in order to gain a basic understanding of photosynthesis.  

     2. Requirements
Photosynthesis has very few basic requirements but these requirements are essential to the process.  Other than sunlight plants require an adequate amount of carbon dioxide and water.  It is vital that students understand the requirements needed for photosynthesis so that students can understand how various plants are grown (on the space station, farming).  Through the understanding of the requirements students will be able to think of new creative ideas to meet the needs of photosynthetic organisms.

Carbon dioxide: Without carbon dioxide plants could not carry out the light independent reaction of photosynthesis (Calvin Cycle).  The more carbon dioxide plants are exposed to the easier it is for them to carry out photosynthesis (if all other requirements are sufficiently available). Carbon dioxide provides the carbon that is fixed during the light independent reactions which yield the greatest amount of ATP.  Without this reaction plants would not be able to flourish, there energy gathering would be significantly reduced.

Water: Water is needed by all organisms to survive, but its use in plants is different than in humans.  Photosynthesis’s requirement of water is a concept that must be understood by all students.  Most people know that plants need water to survive, but what most people don’t realize is that without water plants cannot produce energy through photosynthesis.  Through this understanding the problems of drought come to mind and how terrible droughts can be on the food supply and ecosystem.

3. Inquiry

Inquiry based lessons allow students to explore and discover science on their own with the guidance of a teacher.  Through inquiry, students will become like scientists building models using their knowledge, revising their models through argumentation and empirical evidence, and presenting their revised models to the class.  

Group Work: This is a vital part of the inquiry process.  Through group work students will learn to work together as a team and as a scientific community.  They will learn the meaning of relying on a community to help with issues and be expected to help each other throughout the process.

Modeling: Students will continue to practice honing their skills at creating initial models based on their prior knowledge. Students will work in pairs to analyze empirical evidence and revise their models.  Students will present their models to their peers and will spark discussion and argumentation where the students will need to defend their explanation. Finally students will revise their models based on evidence that was presented by other groups.  

1. Objectives.
1. Students should be able to identify the requirements for photosynthesis.  They should be able to explain that CO2, Water, and Light are necessary for photosynthesis to take place.
2. Students should be able to model the requirements of photosynthesis
3. Students should be able to present their models to the class and listen to other students present models.
4. Students should be able to answer the questions in the SIM after the lesson. The SIM will be used as a formative assessment.

1. Expected Knowledge.
1. Students should have a basic understanding of plant anatomy, energy laws (energy can transform, energy is lost as heat).  Students should be able to cooperate in teams productively.
1. If students do not have a basic understanding of plant anatomy then they are free to ask the teacher or other members of his/her team.  In addition students are free to use books within the classroom to look up anything they might need to know.
2. If students do not have a basic understanding of energy laws they are free to ask the teacher or members of his/her team. If the majority of the class does not know energy laws the teacher must conduct a brief review of energy laws.

1. Expected Student Difficulties
1. Students may have a difficult time creating a proper model.  Modeling is something that is still somewhat new to students and is not expected to be perfected until the end of the year.  
2. Students may have difficulty explaining why all of these factors are required for photosynthesis.  They are not however expected to explain why they are required until later in the unit.  

1. Resources and Materials
1. Group them into teacher use and student use (where appropriate, identify texts, equipment, media, family or community resources to be used in the lesson).

 http://www.youtube.com/watch?v=_7-2PB4jj2o  ET Video started at 42 seconds.

Lesson Plan.

1. Show Video
1. The video shown is a clip from ET showing ET in the bushes.  The video is meant to capture the interest of the students.  From the video students will get into the spirit of discovering aliens.
2. Give NASA notice
1. The letter from NASA is attached bellow.  The letter describes the planet of Zeuth and Zeuthians.  Within the letter NASA describes their failed attempts at transporting Zeuthians to Earth.  Students must first determine what the Zeuthians require, the NASA article acts as evidence meant to guide the students into realizing that Zeuthians (photosynthetic organisms) need light, CO2, and water.  
3. Put students in Teams of 3-4 students
1. Teams of students are vital for the process of modeling to take place.  Each team must work together efficiently in order to solve the problem context.  Through working together students will gain a better understanding of the requirements and products of photosynthesis.  Group work allows students to feel confident in their opinions and provides a medium for argumentation.  (Students are expected to argue their points in order to decide on a team model).  
4. Pass out poster sized paper to each team
1. Posters are needed to display the team models.  The posters not only let the students show case their work during the lesson to other students, but will also be hung up, improving the decor of the classroom.  By hanging posters up students realize that their work is important and will be proud of the activities they complete.
5. Each team models what Zeuthians are using to survive using evidence from the article to support their ideas.
1. Modeling what Zeuthians are using for food in order to survive provides students their first look into photosynthesis.  The students won’t know what the process is called but through the information can identify the requirements of photosynthesis.  Modeling of Zeuthian food harvesting provides a chance for formative assessment.  The models will be assessed for both content and for students ability to model.  Each team will have 20 minutes to model.  If students are having a difficult time modeling the teacher will be walking around the room monitoring the progress of the building of models.  The teacher can help students with their model if need be.  The teacher will also continually reinforce that students need to focus on the FACTORS and not HOW the Zeuthians are harvesting their energy.
6. Each team presents their model to the class and hangs the model on the board
1. Presenting to the class provides students with an opportunity to voice their ideas to their peers.  Through their presentations students will participate in the scientific community within the class.  In addition, presenting allows students to the chance to practice public speaking, and boosts their confidence.  Each Team will have 5 minutes to present.
7. Teacher notes key features of models using power point or overhead projector so that students can see main points from each team
1. The teacher acting as the scribe for the class allows students to focus on listening rather than on note taking.  It also allows students to visualize all of the ideas simultaneously on a large board (overhead or projector).  This should take place as students are presenting and will act as the rough draft of the class model.

Time Table – who is going to be doing what and when during the lesson to make sure that students are actively engaged. Use a table for this as shown below.

Clock	Activity	Students Doing	Teacher Doing
0-2	Video	Watching	Passing out NASA letter
2-5	Go into Teams	Going into teams	Ensuring students are going where they need to
5-10	Reading NASA notice	Reading the NASA notice	Passing out poster paper
10-30	Modelling	Creating models using the NASA notice as evidence	Monitoring the process of model building
30-55	Presenting Models	Presenting or Listening to others present	Writing the important parts of each teams model using the computer or projector
55	End of Class	Leaving	Getting ready for the next period

Assessment.

1. The formative assessment of the lesson will take place during the presenting of the models.  The models will be assessed using the rubric below which students will have been made aware of prior to the lesson.

	4	3	2	1
Evidence Based	Model uses all of the appropriate evidence necessary to make the model clear and concise. All explanations in the model are supported by evidence.	Model has an incomplete use of evidence. Some areas do not have enough evidence or unnecessary evidence is used. All explanations in the model are supported by evidence.	Model lacks appropriate evidence, and explanations are not completely supported by given evidence.	Model has no evidence, and/or any explanations included are not supported by evidence.

Modifications. Describe the modifications you will make for different learners

1. In order to accommodate for diverse learners one could have students use multiple tools for creating models. One team could use power point, another a poster, another could use the chalkboard  The lesson already allows for students to see the material in multiple fashions (they have to work with the material, listen to others ideas, see others ideas, and during the next lesson evaluate other teams ideas).  The teacher could also provide students with a print out of the most important ideas to go into the students notebook if students have a difficult time learning information from powerpoint/projectors.
2. Describe modifications for bilingual students.
1. One could modify the lesson for bilingual students in a few ways.  The easiest way is to put all students of the same language in the same team.  This would allow students to talk through the information in their native language.  Then when the students have to present, they would have to present in English.  The second way would be to translate the NASA article into the students primary language.  Bilingual students would then be able to read the NASA article in their own language but would still be required to interact with other students in English.

Homework. Use the SIM posted in the blog and answer the questions asked throughout the SIM