Adventist International Institute of Advanced StudiesSchool of Graduate Studies(Department of Education)

A Unit Plan on Plants and Humans as Organisms for Grade Seven Biology

A project presented in partial fulfillment for the courseEDCI 615, Instructional ModelsProfessor – Dr Prema Gaikwad

BySarah G. PagmanoaOn May 29, 2017

Table of Content

Goal..................................................................................................................................................3 Scope………………………………………………………………………………………………3

Sequence …………………………………………………………………………………………. 3

Topic Summary ………………………………………………………………………….. 3

Introduction ……………………………………………………………………………………… 3

Lesson 1: Concept Attainment.……………………………………………………………………4

Material for Concept Attainment …………………………………………………………………6

Lesson 2: Jigsaw …………………………………………………………………………………..8

Material for Jigsaw ………………………………………………………………………..............9

Lesson 3: Taba Inductive ………………………………………………………………………...11

Material for Taba… ……………………………………………………………………………....13

Lesson 4: Graffiti ………………………………………………………………….......................14

Material for Graffiti …………. …………………………………………………………………..16

Lesson 5: KWL…………….. …………………………………………………………………….18

Material for KWL…. ……………………………………………………………………………..19

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Unit on Plants and humans as organismGrade 8

Goal

Plants and humans as organisms are taught in fulfillment of the Cambridge curriculum requirement for earth science in grade seven (7). The goals of this unit are:

To help students to compare and contrast the functions of different organs in the body. To describe the structure of a plant. To distinguish the various skeleton and its functions. To define what is fixed and moveable joints.

Scope

This unit seeks to identify the different features of plants and humans as organisms. The various features and functions of plants and humans will be compared and contrasted based on their characteristics.

Sequence

The various topics are sequenced in an order in which to cater the learning capability of the student that start from the basic to the general features of plants and humans.

Topic Summary

Lesson Topic Teaching Strategy Purpose of Strategy1 Plant organs Concept Attainment For inductive thinking2 Human organ

systemJigsaw Cooperative learning

3 The human skeleton

Taba Inductive For inductive thinking

4 Joints Graffiti Assess prior knowledge & promote sharing of ideas

5 Muscles KWL Allows students to be on the same level

Introduction

In this unit, the main focus is about the plants and humans as organisms. It includes the structure and functions of plants, human system, and the functions and descriptions of muscles and joints.

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LESSON 1 – Concept Attainment

Subject: Biology Grade: 7Topic: Plant Organs Time: 45 minutes

Instructional Goal:

Students will know the structure of a plant.

Instructional Objectives: Students will

a. Name the structure of a plant.b. Define the term – organism, chlorophyll, and organs.

c. Name the concept, given a data set

d. Analyze or verify their own thinking processes used to arrive at the concept

e. Think inductively

Material

Words written on colored pieces of paper are prepared (Pictures are preferable but with time constraint now, only words are used). Some of the words would be under YES while others are for NO. The YES words examples are “flower, roots, leaf, bud, etc). The NO words are “rocks, clouds, wind, etc”

Procedure

a. INTRODUCTION

A plant is a living thing. Another word for living thing is an organism..

b. CONCEPT ATTAINMENT METHOD

PHASE 1: Data Presentation

Teacher Activity Student Activity

Students, today teacher has an idea in mind. I won’t tell you what the idea. I want you to find out what I have in mind. To help you get it, I am going to show you some pictures. You may not talk for a while because everyone needs time to think. I will give you time to respond

Student will listen carefully to teacher’s instructions.

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later.

I will present the exemplars beginning with YES. I will present another two Yes exemplars before showing a NO.

.

Watch carefully and think of the concept. They should mainly look at the YES words to work out any common thing with the exemplars.

PHASE 2: Testing

I will continue to show exemplars but ask students to respond favorably or unfavorably through actions such as thumbs up, standing up, hands up, etc.

I will ask the students to define the concept based on the given examples.

I will show more exemplars for reinforcement

Students will respond according to show if they have detected what teacher has in mind.

Give their responses.

Name the concept.

PHASE 3: Analysis

I will ask the students of what they were thinking of when they saw the first YES word. Then I will ask what confused them and later find out what helped them get the idea.

Students will respond to the teacher’s questions

Assignment: Do activity 1.1

Data Set (for CA)

Yes No

Flower RockRoots CloudsLeaves windBud featherPetiole bones

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ChlorophyllStomata

Materials: Concept Attainment

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LESSON 2: JIGSAW

Subject: Biology Grade: 7Topic: Human Organ System Time: 45 minutes

Instructional Goal:

Students will identify the different organs and its functions.

Instructional Objectives: Students will

a. learn to depend on each other on acquiring new knowledgeb. become experts in learning the different human system “expert” groupsc. teach or inform their groups of their topic of expertised. answer questions based on the four (4) topics learnt during jigsaw process

Material

whiteboard markers, textbook in each student, a reading passage divided into 4 parts

Teaching Procedure

a. INTRODUCTION

There are different parts of animals and humans are called organs. Every organ has its own work. For example, the heart is an organ for pumping the blood. A group of organ that work together is called organ system.

b. JIGSAW METHOD

I will divide students into 4 groups of 5 I will give each group a complete set of the descriptions of the 4 main distributions of human

organ system ( digestive system, circulatory stem, nervous, system, and respiratory system). Time will be given for each group member to read and comprehend their topic Students will then be asked to get into their expert groups to discuss with each other on their

specialized topic After that students will return to their home groups and teach their topic to the rest of the group Students in groups will be randomly asked to respond to any question based on what they

learnt and shared during the jigsaw process.

Explain the functions of each organ.

c. CONCLUSION

The digestive system breaks down food, circulatory system transport substances all over the body, nervous system allows all the parts of the body to communicate, and respiratory system helps oxygen to enter the body.

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Assignment: What is the biggest artery?

Material: Jigsaw

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LESSON 3: TABA INDUCTIVE

Subject: Biology Grade: 7Topic: The human skeleton Time: 45 minutes

Instructional Goal:

Students will be able to name the different human skeleton.

Instructional Objectives: Students will

a. work in groups of 5 to classify the data set into four (4) groupsb. identify a similarity between groups 1 & 3, 2 & 4 and a difference between groups 2 & 3 and 1

& 4c. hypothesize by asking two “what would happen if…..?” questionsd. answer their own hypothetical questions and verify theme. share practical uses of data setf. think inductively

Material

Data set is made up of colorful flash cards with assorted names of human skeleton. Tet (10) data sets are prepared for the whole class (10 groups).

Procedure

a. INTRODUCTION

There are 206 bones in an adult human being. Different bones have own functions and locations. Name the varieties of human bones.

b. TABA INDUCTIVE METHOD

PHASE 1 (Concept Formation)

Teacher Activity Student Activity

a. I will divide the class into 10 groupsb. Each group will be given a data setc. I will ask the students to group the given data set into 5 groupsd. I will tell the students that the exemplars that do not really fit into any group can be in the miscellaneous groupe. I will ask the students to identify 2

- classify data set into 5 groups

- identify 2 attributions of each group

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attributions of each group and name each group

- name each group

PHASE 2 (Interpretation)

a. I will ask the students to identify a similarity between groups 1&3 and 2&4b.. I will ask the students to identify a difference between groups 2&3 and 1&4

- look for the similarities and differences in the specified groups.

PHASE 3 (Application)

a. I will ask each group to ask two “What if…” questionsb. Students will answer their questions and verify them

- Ask “what if…” questions- Answer their own questions and verify them

Discussion

Each group will discuss the functions of skeleton, then share 2 uses of the data set.

Conclusion

The skeleton supports the body and helps it to move. Without skeleton, human cannot stand, walk or even sit.

Data Set Samples (for Taba)

Ulna, humerus, biceps, tibia, sternum, deltoid, cranium, hair, rib, scapula, nails, clavicle, femur, teeth, pelvic, maxillary, fibula, radius

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Material: Taba Inductive

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LESSON 5: GRAFFITI

Subject: Biology Grade: 7Topic: Joints Time: 45 minutes

Instructional Goal:

Students will name the bones in each joint.

Instructional Objectives: Students will

a. work cooperatively as a group

b. discuss and define joints and types of joints

c. name the bones found in fixed joints

d. identify the importance to reduce friction at moveable joints.

Material

Four (4) questions relating to “joints” are written on to of a separate sheet of paper.

Procedure

a. INTRODUCTION

A joint is a place where two bones meet. There are two main types of joints in our bodies..

b. GRAFFITI METHOD

Students will be divided into 4 study groups (5 members).

Each group will be seated in a large circular formation and call themselves group 1, group 2,

group 3 etc.

Each group will have a question sheet (questions sheets are different colored) and they will

discuss and write their responses on the question paper within 3 minutes.

At the end of that time, group 1 will pass the sheet to group 2; group 2 will give to group 3,

group 3 to group 4 etc.

The groups will discuss and write their reactions to the new questions after reading the

responses already written by the previous group.

After 3 minutes, the sheets are once again passed in the same order as before.

This continues till all the sheets are passed through all the groups.

In the final round, the original response sheet comes to the group.

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They review all the responses and summarize the ideas.

Each group will then share the summarized information from their graffiti sheets with the

whole class

GRAFFITI QUESTIONS

1. Why I is importance to reduce friction at moveable joint?

2. What are the two main types of joints?

3. Name the bones that form the ball-and-socket joint in your shoulder

4. What is the function of synovial fluid?

Conclusion

The bones at a fixed joint cannot move while the bones at a hinge joint or ball-and-socket joint can move.

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Materials: Graffiti

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LESSON 5: KWL

Subject: Biology Grade: 7Topic: Muscles Time: 45 minutes

Instructional Objectives: Students will

a. name the bones that the bicep attached to.b. explain the importance of tendons.c. discuss the antagonistic muscles

Material

White board marker, textbook

Teaching Procedure

a. INTRODUCTION

Today we are going to learn about muscles (write topic on the board). Muscles are organs that help us to move.

b. KWL METHOD

1. I will draw a KWL Chart under the topic – Muscles – then I will write the words “Know”, “Want to Know” and “Learned” in the appropriate columns.

Know (K) Want to Know (W) Learned

2. I will ask students what they already know about muscles and write their responses under K.

3. I will encourage students to ask questions about muscles and write their questions under W.

4. Then I will give sufficient time for students to silently read their textbook to verify what they think they know, to answer the questions they asked and to find if any new information is learned.

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5. After reading, the class will then verify the items under K, answer the questions under W which are to be written under L along with any additional information they will learn.

6. If some items are not verified or answered then students will be assigned research work on them.

c. CONCLUSION

Muscles produce a pulling force when they contract. They can only pull but they cannot push.

Material: KWL

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Reference: Mary Jones, Diane Fellowes-Freeman and David Sang, Cambridge Checkpoint, Science Coursebook, 3rd Edition, Cambridge, UK, 2013

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