Cooperative Lesson

TOPIC

DURATION: (2) 50 minutes class periods

Textmasters Scientific Literature Circle: Mendels Legacy Acknowledgement: Willog, L. (2012). The Science text for all, Using Textmasters to help all students access written science content. Science Scope, 35(5), 56-63. PURPOSE The purpose of this lesson is for students to understand how to read information text to obtain key ideas. This will help them to develop key skills that they can apply to other areas in their life, as well as school. They will also learn to work cooperatively on these task to develop the groups understanding of the material. The lesson will also help the students to understand why they look like they do, and how genetics plays a role in their life. MATERIALS Student Handouts: o Description of Roles & Instructions for Textmasters o Role sheets o Student Reflection Sheet Textbook Examples of Graphic Organizers Paper and pencils STANDARDS & BENCHMARKS Michigan Common Core: Standard 2.1 Develop critical reading, listening, and viewing strategies. Standard 2.2 Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal level. CE 2.1.1 Use a variety of pre-reading and previewing strategies to make conscious choices about how to approach the reading based on purpose, genre, level of difficulty, text demands and features.

Cooperative Lesson Michigan High School Content Expectations: Biology Standard B4: Genetics Students recognize that the specific genetic instructions for any organism are contained within genes composed of DNA molecules located in chromosomes. They explain the mechanism for the direct production of specific proteins based on inherited DNA. Students diagram how occasional modifications in genes and the random distribution of genes from each parent provide genetic variation and become the raw material for evolution. Content Statements, Performances, and Boundaries B4.1c Differentiate between dominant, recessive, codominant, polygenic, and sexlinked traits. B4.1d Explain the genetic basis for Mendels laws of segregation and independent assortment. OBJECTIVES

Student(s) will be able to: Actively listen to other students in group. Value the contribution of all group members. Develop questions pertaining to the content of the text. Identify key vocabulary terms from the reading. Summarize the reading. Create a concept map of of reading to represent understanding. Describe how Mendel was able to control pea plant pollination. List the steps in Mendels experiments on true-breeding garden peas. Compare and constrast dominant and recessive traits. Discuss the two laws of heredity that came from Mendels work. Analyse how Mendels results can be supported by scientific knowledge of genes and chromosomes. ASSESSMENT OF OBJECTIVES Individual assessment: Each individual will be assessed by the completion of their role sheet with attached rubric. Group assessment: The group will come up with a strategy to present information to someone who has not encountered the information in the text. The strategies will be assessed with the attached rubric.

Cooperative Lesson

ANTICIAPATORY SET Prior to the lesson, students were told to read the text. An explanation was given that they would be working in groups to learn strategies to approach information text. When the students enter the room, they will be given a handout to review that describes each role and the Instructions for the Textmaster Activity. They will have a few minutes to look over each role. Directed questions will be asked about each role to check for understanding. INPUT & MODELING 1. Warm-up (Day 1: 3 minutes) a. Instructor will give students written directions on Textmaster roles and instructions for activity. b. Students will read and review roles. c. Instructor will check for understanding of roles by asking a few directed questions. 2. Give instructions, Instructor will: (Day 1: 5 minutes) a. Explain that main purpose of this activity is to provide the students with tools to read information text. b. Stress that there is a difference to reading for information and reading for pleasure. c. Explain that this will help them not just for biology, but in other classes and on the job. ( give funny example, such as it will help them read instruction on how to put together a bookcase from Ikea) d. Explain how to listen and respect each other in group. Leave time for contribution and for group members to formulate ideas. e. Review written instructions and answer questions. 3. Assign groups (Day 1: 3 minutes) a. Hand out folders/packets to Discussion Director b. Have Discussion Directors hand out role sheets to members 4. Scaffolding Roles (Day 1: 10 minutes) a. Have similar roles spend time filling out their role sheets. All Discussion directors work together, all summarizers work together, etc. b. Assist individuals and groups. 5. Guided Practice (Day 1: 25 minutes) a. Groups meet and discuss text using their assigned roles. b. Groups decide how to present content. 6. Group presentations (Day 2: 45 minutes)

Cooperative Lesson a. 3-5 minutes each. b. Groups present project that explains content. 7. Student Reflections (Day 2: 3 minutes) a. Students reflect on Textmaster strategy compared to traditional reading assignment/lecture & note taking. b. Students reflect on group dynamics, what went well, what can be improved. 8. Wrap up (Day 1 & 2: 2 minutes) a. Acknowledge what went well with lesson, give examples of what was seen for good listening and sharing in groups. b. Give feedback on what could have gone better. c. Ask students what they though of addressing the text in this way. 9. Independent Practice and Assessment a. Students will be able to answer study guide questions on content. b. Students will work on shared portion of content presentation. c. Student self-reflection on Textmaster strategy. 10. Group Assessment a. Assess content presentation from group using rubric. b. Student reflection on group dynamics.

CHECK FOR UNDERSTANDING Circulate to observe how students are performing on task. Collect class assignment

CLOSURE Point out what went well with group work and student participation. Indicate areas where students could improve. Give specific examples without using student names. Ask for student feedback.

ADAPTATIONS/DIFFERENTIATION 1. Learners who have reading problems will benefit from listening to other students. Encourage them to have students read portions of the text that they obtained information from. Learners with reading problems will also be assigned the Graphic Guru role to play to their strengths. 2. Learners with attention problems will be given a non-verbal clue that has been agreed upon in advance. This non-verbal clue will prompt the students to ask themselves if they are paying attention to the speaker.

Cooperative Lesson

EXAMPLES OF COMPLETED STUDENT ROLE SHEETS

Cooperative Lesson

Cooperative Lesson

Cooperative Lesson

Cooperative Lesson

ATTACHMENTS: STUDENT HANDOUNTS Roles & Instructions Role Worksheets Student Reflection & Group Evaluation