Genetics and Bioengineering
Two Weeks
Science
Lesson Plan
Teacher:
8th Grade Science
Grade:
8th
Lesson Title:
Bioengineering an Accessible Garden
STRANDS
Embedded Technology and Engineering
Biodiversity and Change
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
This unit will focus on the Engineering Design Process; specifically bioengineering and adaptive or assistive technology. This unit will also briefly touch on biodiversity
and genetic diversity and how diversity within a population is necessary for survival. Students will arrive learn about the field of bioengineering in Project Lead the Way
and will specifically arrive at a definition of adaptive and assistive technology in class. The unit will start with an introduction from an individual with a disability who will
discuss some of the challenges they face day to day. He or she will also introduce some pieces of adaptive or assistive technology that help to make life easier. The
culmination of the unit will be for the students to work as a team to develop a product, either adaptive or assistive in nature that allows an individual with a disability to
work efficiently in a garden. The disabilities we will study include an amputee, an individual in a wheel chair, an individual with severe arthritis, and an individual who is
blind. At the end of the unit students will participate in a school wide engineering fair. They will display the project they created as well as a poster outlining the
engineering design process. Judges will be invited to pick the top engineering project and parents will also have an opportunity to attend and look at the students
Engineering projects. In Social Studies students will be studying reconstruction. Students will specifically be looking at the number of individuals with war related
injuries, how those numbers compare to today, and what technology and help was available at that time. In math students will be proving, through geometric proofs,
aspects of their engineered product. In language arts students will be focusing on creating a grammatically correct display board as well as reflecting on the project
through creative writing. Students will also be learning more about disabilities and how they affect an individual in iWellness and they will be working to finalize and
create their display board in Media.
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
MOTIVATOR
Day 2: “Similarities and Differences” (see appendix A)
Students will complete an activity on similarities and differences. Students will be required to work in groups to very quickly establish all of the similarities that the
entire group shares. Students will then reflect on this activity with questions about how similarities and differences help to build a group and how they contribute to
society as a whole.
Day 3: “Class with a Disability”
Students will be given different disabilities on a slip of paper (mute, deaf, blind, amputee, etc.) The lesson will then proceed as normal, but students will have to
maintain the disability throughout the lesson. After teaching the lesson for day 3, stop with plenty of time left in class to discuss some of the challenges faced during the
lesson. This should start as an individual reflection, then a table discussion, and finally a whole class discussion.
DAY
Objectives
(I can….)
Materials &
Resources
Instructional Procedures
Differentiated
Instruction
Assessment
Remediation:
Formative
Assessment:
1
Project Day – See Unit Plan
Reengineering and Reconstruction: Enabling a Society – An
Introduction
2
I can describe
the importance
of maintaining
the earth’s
biodiversity.
I can explain
iPad
Apple TV
Similarities and
Difference Unit
Hook
Essential Question(s):
1. How can I describe the importance of maintaining the earth’s
biodiversity?
2. How can I explain how adaptive and assistive technology responds to
social and economic needs in society?
Students can
use the
biodiversity
website (see
appendix B)
Questioning during
class
Square, Triangle,
how adaptive
and assistive
technology
responds to
social and
economic
needs in
society
Biodiversity
Discussion
Questions
Protocol for
Disability
Awareness
Biodiversity
informational
Website
(See Appendix B)
Set: The start of the lesson will be the unit hook described above and
included in appendix A. This activity will give students the opportunity to look
at similarities and differences they all have with one another.
Teaching Strategy(s):
1. Begin with a discussion on similarities and differences. This discussion
should be an extension of the set activity. Instructor should include
discussion how everyone is different in some way. These differences
can be used to make a group stronger.
2. The discussion on diversity in general will then lead into a discussion
on biodiversity in nature. This activity will follow the “ING” model.
Students will start by working on the discussion questions
individually. Then they will discuss with a neighbor. Finally, they will
discuss with a group. End the activity with whole class discussion.
3. Students will then learn about proper protocol when working with
individuals who have disabilities. Students will read the Protocol for
Disability Awareness document. Have students read each protocol
point aloud. After each point allow students to question or comment
on the point.
Summarizing Strategy: Square, Triangle, and Circle. Students will list 4 things
relating to biodiversity that “square with my thinking” , 3 topics relating the
biodiversity “angles” they disagree with, and 1 question about biodiversity or
disabilities that is “circling” in your head.
Students can be
heterogeneously
grouped to
utilize peer
tutors
and Circle activity
Students can be
given extra time
to prepare
responses
during dicussion
Performance
Assessment:
Enrichment:
Students can
serve as peer
tutors
Students can
serve as leaders
during the unit
hook activity
(see appendix A)
Individual answers
to biodiversity
discussion
Student
participation
during in-class
discussions
Summative
Assessment:
End of unit
culminating event:
Engineering Fair
3
I can
differentiate
between
adaptive and
assistive
engineered
products.
iPad
Apple TV
Adaptive and
Assistive
Technology
Presentation
Essential Question(s):
How can I differentiate between adaptive and assistive engineered
products?
½ Project Day – See Unit Plan
Reengineering and Reconstruction: Enabling a Society –
Planting a Garden
Disability cards
(See Appendix C)
Set: As students enter the room, give all students a different disability card.
The instructions are outlined above in the unit hook. Students will work
through the lesson with their given disability.
Teaching Strategy(s):
1. Start the lesson by asking students to provide a definition for adapt
and assist. Students should first develop a definition as individuals
and then discuss with their table groups. Come to one definition for
each term as a class.
2. Work through the Adaptive and Assistive Technology presentation.
Have students take notes during the presentation. Students will learn
about different products that are considered adaptive or assistive.
3. Once the presentation is complete, have students remove their
disability. Students will then discuss the challenges they faced during
a normal class period. Have some table discussion and then entire
class discussion.
Remediation:
Students will be
given a copy of
the notes for
Adaptive
Assistive
Presentation
Formative
Assessment:
Definitions of
Adaptive and
Assistive
In class
observations and
questioning
Students will be
heterogeneously
2$ summary
grouped to
allow peer
Performance
tutoring and
Assessment:
collaboration
Discussion at the
Enrichment:
conclusion of the
disabilities activity
Students can
Summative
assist others
Assessment:
with research.
Homework
Assignment
End of unit
culminating event:
Summarizing Strategy – $2 summary – Each word is worth 10 cents. Students
will create a $2 summary about the challenges they faced during the lesson
while having a handicap.
Engineering Fair
Homework: Choose one adaptive bioengineering technology and one
assistive bioengineering technology to draw. Divide your paper into two
sections and draw and color each. Label the item and write one sentence on
how each piece of technology can help organisms in their daily lives.
4
I can describe
and explain
adaptive and
assistive
bioengineered
products.
I can explore
how
technology
responds to
social, political,
and economic
needs.
iPad
Apple TV
Adaptive and
Assistive
Technology
Handout
Adaptive and
Assistive Products
Video 1
Essential Question(s):
1. How can I describe and explain adaptive and assistive bioengineered
products.
2. How can I explore how technology responds to social, political, and
economic needs?
½ Project Day – See Unit Plan
Reengineering and Reconstruction: Enabling a Society –
Researching the Disability
Adaptive and
Assistive Products
Video 2
Research Logs
Reliable Website
Rubric
Frayer Diagram
(See Appendix D)
Remediation:
Heterogeneous
grouping
Providing a
handout on
adaptive and
assistive
products
Enrichment:
Heterogeneous
Grouping and
peer tutoring
Set: Play the two YouTube videos in the resources outlining several different
types of products that are adaptive or assistive. Have students determine if
each product is adaptive or assistive.
Teaching Strategy(s):
1. Students will use the day today to locate and evaluate resources that
can be used in conjunction with the unit project. Students will already
have been assigned a specific disability and they will have time to
continue research.
2. Pass out the research logs and reliable resource rubrics. Demonstrate
how to use the log as well as the rubric.
Formative
Assessment:
Questioning during
the presentation
Observations and
questioning during
the research
Think, Pair, Share
Frayer Diagram
Homework
Performance
Assessment:
Internet research
and evaluation by
the rubric
Summative
Assessment:
End of unit
culminating event:
engineering Fair
3. Lead a short discussion on information students will want to research.
This includes products that have already been created, specific
challenges associated with a given disability, materials that could be
used to create a product, and any general information on how
individuals garden with a disability.
4. As students conduct research allow students who locate good
resources to airplay the given website and summarize the results to
the rest of the class. Students should also be completing the research
logs and summarizing each source they locate.
Summarizing Strategy: Think, Pair, Share. Have each student share one new
product, technology, or piece of information about the given disability with
another student. Then have individual students pair up and share this fact
with a partner. Have students repeat with several partners.
Homework: Students will create a frayer diagram with some key vocabulary
relating to engineering: Bioengineering, Adaptive Technology, Assistive
Technology
5
Project Day – See Unit Plan
Reengineering and Reconstruction: Enabling a Society –
Asking, Imagining, and Planning the Product
6
I can
distinguish
between the
intended
benefits and
Google Drive
Assessment
iPad
Rough sketch of
Essential Question(s):
How can I identify the tools and procedures needed to test the design
features of a prototype?
Set: The Google drive assessment will serve as the hook for the lesson.
Remediation:
Formative
Assessment –
Students will be
heterogeneously Google Drive Form
grouped based
Questioning and
the unintended
consequences
of a new
technology
product from
Reengineering and
Reconstruction:
Enabling a Society
project
Practice TCAP tests
Apple TV
Doceri or PDF Notes
app
Picture of New
Technology (such as
Xbox 1)
(See Appendix E)
Students will complete the online assessment to determine understanding of
adaptive and assistive products as well as prior knowledge of intended
benefits and unintended consequences of new products. Students will also
discuss the intended benefits and unintended consequences of a well know
technology (in this case the Xbox 1) as a hook to this portion of the lesson.
Teaching Strategy(s):
1. Begin the lesson by looking at several examples of TCAP questions on
the topic of adaptive and assistive bioengineered products. Ask
students to provide a definition of adaptive and assistive. Also
provide students with a definition, if the given definition is
unsatisfactory. Discuss the solutions to the problems with the entire
class
2. Lead into the topics of intended benefits and unintended
consequences. Display a picture of a well-known piece of technology,
such as an Xbox 1. Have students brainstorm individually a list of
intended benefits and unintended consequences of this new
technology.
3. Once all students have had ample time to brainstorm alone, allow
time for some class wide discussion. Start very broad and get more
specific to the technology. Create a running list on the board or on
the image of the technology.
4. The instructor should then introduce the idea of testing a product “in
the mind” before actually creating the product.
5. Students will then take turn airplaying their new technology. Students
will have an opportunity to list the intended benefits and unintended
consequences of each group’s technology. The presenter will take
notes and return on the next project day to their group to present
their findings.
Summarizing Strategy: Students will complete the post-assessment at the
conclusion of the lesson. It will mirror the pre-assessment and give feedback
as to what students learned during the lesson and what may need to be re-
on prior
performance
and assessment.
Instructor can
direct specific
questions
designed for
students
needing
intervention
during the group
discussion.
Enrichment:
Students can be
asked to lead off
the discussion
on intended
benefits and
unintended
consequences.
Students can
also be asked
specific
advancing
questions during
the class
discussion.
Students can
then share what
they have
group discussion
Performance
Assessment –
Observation of
student discussion
and critical
thinking during the
new technology
discussion and
student created
products
discussion.
Summative
Assessment –
End of Unit
culminating event:
Engineering Fair
7
I can Identify
the tools and
procedures
needed to test
the design
features of a
prototype.
iPad
Apple TV
Adaptive or
Assistive Product
Design
Scientific Method
Record Sheet
Identify the
Variables Activity
(See Appendix F)
covered.
learned with the
rest of the class.
Essential Question(s):
How can I identify the tools and procedures needed to test the design
features of a prototype?
Remediation:
Heterogeneous
grouping and
peer tutors
Set: Pose the following scenario to the students: “How can we test if hand
sanitizer does in fact kill 99.9% of germs?” Have students brainstorm a way
that this can be tested. They should identify the independent, dependent, and Provide students
with extra
control variables.
guidance while
Teaching Strategy(s):
creating
procedures
1. Have a short discussion in review of types of variables. Relate back to
the set activity.
Enrichment:
2. Review the differences between the EDP and the Scientific Method.
Peer tutoring
Students will need to test if the claims they make about their device
are true. Therefore they will be completing the scientific method
within the context of the EDP. Have students meet with their partner
to come up with one similarity and one difference between the two
processes. Have student pair’s pair up to share these similarities and
differences.
3. Instruct students on how to complete the scientific method record
sheet. Work through the example from the set.
4. Students will complete the scientific method record sheet to design
an experiment to test their product created during the project days.
Summarizing Strategy: Students will work through the “identify the variables”
activity. Students will complete the first example in class and then complete
Students can
provide
assistance to
other students
while creating
Formative
Assessment –
Observation and
questioning during
class
Set activity
questioning and
brainstorming
Summarizing
activity
In-class research
work
Homework activity
Summative
Assessment –
End of unit
culminating event:
Engineering Fair
the rest for homework.
Homework: Students will complete the Identify the Variables activity as
homework.
8
Project Day – See Unit Plan
Reengineering and Reconstruction: Enabling a Society –
Creating the Product
9
Project Day – See Unit Plan
Reengineering and Reconstruction: Enabling a Society –
Improving the Product
10
Project Day – See Unit Plan
Reengineering and Reconstruction: Enabling a Society –
Finalizing the Product
STANDARDS
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
GLE 0807.T/E.1 Explore how technology responds to social, political, and economic needs.
GLE 0807.T/E.3 Compare the intended benefits with the unintended consequences of a new technology.
GLE 0807.T/E.4 Describe and explain adaptive and assistive bioengineered products.
GLE 0807.5.5 Describe the importance of maintaining the earth’s biodiversity.
SPI 0807.T/E.1 Identify the tools and procedures needed to test the design features of a prototype.
SPI 0807.T/E.3 Distinguish between the intended benefits and the unintended consequences of a new technology.
SPI 0807.T/E.4 Differentiate between adaptive and assistive engineered products (e.g., food, biofuels, medicines, integrated pest management).
SPI 0807.5.4 Identify several reasons for the importance of maintaining the earth’s biodiversity.
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8th Science Genetics and Bioengineering