SAW PresentationJanuary 2012 - Gibson

Lesson Plan Techniques & Critiques

The Cell Theory (p.170)

Typically I produce these usual, detailed, heavy-laden scientific terms & constructs power-points.

The example here is a slide from a power-point pertaining to the “Cell Theory” in biology.

• All living things are made up of “cells”

• “Cells” are the basic units of structure and function (for all living things);

• New “cells” are produced from existing “cells”.

January 2012 SAW – Teacher Lesson Technique Share – Presentation & Critique

Gibson - Science

The Cell Theory (p.170)

A very USEFUL approach was added by my Special Education Co-teacher, Ms. Jo Eck.

She noted and encouraged me to “highlight” or “underscore” the “essence” of each term or construct ---Ie. Use “plain-speak”.

• All living things are made up of “cells”

• “Cells” are the basic units of structure and function (for all living things);

• New “cells” are produced from existing “cells”.

January 2012 SAW – Teacher Lesson Technique Share – Presentation & Critique

Gibson - Science

The Cell Theory (p.170)

• All living things are made up of “cells”

• “Cells” are the basic units of structure and function (for all living things);

• New “cells” are produced from existing “cells”.

Underscored “plain-speak”

The Cell Theory (p.170)

VAK

There is also the usual “visuals” gif images &/or gif animations that can be added to the terms & constructs – as seen in the next slide.

January 2012 SAW – Teacher Lesson Technique Share – Presentation & Critique

Gibson - Science

“Basic” Cell Structures (p.171)

• Cell membrane – a thin, flexible barrier around a cell that separates it from the surrounding environment.

“Basic” Cell Structures (p.171)

• Cell membrane – a thin, flexible barrier around a cell that separates it from the surrounding environment.

Underscored “plain-speak”

Visuals (VAK)

• Using an aptly modified graphic organizer (GO) is nothing more than a “re-presentation of the same information; adding another “pass” at it.

• I make myself remember: it takes a minimum of seven repetitions presented at least;

• three different ways [to move] information from “short-term” [to] “long-term” memory.

January 2012 SAW – Teacher Lesson Technique Share – Presentation & Critique

Gibson - Science

• The next slide is a modified Venn-diagram (GO) that places the restated term or construct in the center of the slide;

• It then uses a “visual” component – my crafted prokaryote & eukaryote cell membranes with structures added that locates the term under consideration or instruction. In this case the “nucleolus”.

• This is also becomes a “scaffold” as I build upon the various features.

January 2012 SAW – Teacher Lesson Technique Share – Presentation & Critique

Gibson - Science

“Basic” Cell Types (p.172)

Prokaryotes EukaryotesCell StructureCell Nucleus

Cell Nucleoid

Cell ‘s DNA

Cell ‘s DNA

The nucleolus is

where “ribosomes”

are made.

Scaffold component

New information

Compare & contrastComponent - Venn

Use your power point kinesthetically …

(VAK) in conjunction with the Smart-board to add to the

“repetition” process:

In the power-point:a. insert a series of slides,

after you’ve completed an objective by creating “term boxes” on one side – with changing definitions on the other.

b. take the PwrPt OUT of the “View” mode… this creates a Smart-board “drag-n-drop” quick mini-informal assessment [of] their notes & understanding.

January 2012 SAW – Teacher Lesson Technique Share – Presentation & Critique

Gibson - Science

“Basic” Cell Types (p.172)

Vacuoles

Lysosomes

Nucleous

Endoplasmic Reticulum (ER)

Mitochondrion

Golgi Apparatus (GA)

Chromosomes

Chromatin

mt-DNA

Chromosomal DNA These small sac-like structures or “baggies” that store most of the cell’s raw materials such as: water, salt, proteins, carbohydrates, lipids… until needed are called?

Unit 3: Domains, Kingdoms & the Cell

Plantae

Fungi

Animalia

Protista

Archaebacteria

Eukyara

Archaea

BacteriaDomains

Kingdoms

Eubacteria

Unit 3: Domains, Kingdoms & the Cell

Plantae

Fungi

Animalia

Protista

Archaebacteria

Eukyara

ArchaeaBacteria

Domains

Kingdoms EubacteriaPlant-like

Animal-likeFungal-like

Unit 3: Domains, Kingdoms & the Cell

Plantae

Fungi

Animalia

Protista

Archaebacteria

Eukyara

ArchaeaBacteria

Domains

Kingdoms Eubacteria

Plant-likeAnimal-like

Fungal-like

• Set up your objectives & expectations;

• Get THEM to actively engage in the learning & review processes kinesthetically via drag-n-drop and marker boards or sheets of paper on a group of desks.

• Use the power-point, but insert term boxes on one side – with changing definitions on the other.

• Take the PwrPt OUT of the “View” mode… this creates a Smart-board “drag-n-drop” quick mini informal assessment of their notes & understanding.

• For the students just “sitting there” while the others are up at the Smart-board doing the “drag-n-drop”… have them write on the “low-tech” marker pads what the answer is.

• Have the latter group hold up their boards as the students are at the Smart-board doing the “drag-n-drop”… keeps all involved.

Unit 2: The Six Step Scientific Method

The third step is?

PURPOSE-or-

QUESTIONObserved events

?

This’ too much! Think I’ll get him to

give me an “RR” pass. I’m going

with!

RESEARCH

January 2012 SAW – Teacher Lesson Technique Share – Presentation & Critique

Gibson - Science

Approach Pros Cons

Pwr-pt w/gifs Visual component Can be too “busy”…

Use “Plain-speak” SPED tool

•Draws attention;• Organizes;• adds to “passes”

•Slows delivery• “Bores” high performers a bit

Modified GO’s •Draws attention;• Organizes;• adds to “passes”• Adds different “V”

• Adds to content delivery times

Exit “view” mode in pwr-pt presentation

•Draws attention;• Organizes;• adds to “passes”• Adds “K” component;• assess informally

• Adds to content delivery times;• limits no. of “engaged” students.

Use hand-held marker boards.

•Adds passes;•Assess informally;•Engages all learners

• can become a “toy” to some.