Brief Description

This is an inquiry-based lesson. Students will search the Internet for information to compare and contrast vertebrates and invertebrates. The students will use the Inspiration web to facilitate their comprehension of the new science vocabulary. The students will present their findings in a PowerPoint presentation.

Standards and Frameworks

Technology Standards

STANDARD 3: TECHNOLOGY PRODUCTIVITY TOOLS

Students use technology tools to enhance learning, to increase productivity and creativity, and to construct technology-enhanced models, prepare publications and produce other creative works.

ESSENTIALS (Grades 4-8)

Students know and are able to do all of the above and the following:

3T-E3. Publish and present information using technology tools

5T-E1. Locate information from electronic resources

• PO 1. Identify electronic research resources

• PO 2. Define subject searching and devise a search strategy to locate information using available electronic research resources (i.e., electronic card catalog, online or CD-ROM reference sources, grade level appropriate Internet resources)

Strand 4: Life Science

Life Science expands students’ biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics.  This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment.

Concept 1:  Characteristics of Organisms

Understand that basic structures in plants and animals serve a function.

PO 2.  Classify animals by identifiable group characteristics:

·         vertebrates – mammals, birds,  fish, reptiles, amphibians

·         invertebrates – insects, arachnids

Acquire and use new vocabulary in relevant contexts. 

• PO 1. Use knowledge of root words and affixes to determine the meaning of unknown words. 

• PO 2. Use context to determine the relevant meaning of a word. 

Concepts and Generalizations

The students will compare and contrast vertebrates and invertebrates while creating a power point composed of scientific language.

Objectives

Academic and Technological:

Academic:

• The students will be able to identify the differences between a vertebrate and invertebrate.

• The students will be able to apply correct scientific terminology to their Power Point presentation.

• The students will be able to compare and contrast vertebrates and invertebrates.

Technological:

• The students will be able to find the correct website for their power point presentation.

• The students will be able to explain their comparisons between vertebrates and invertebrates using power point.

• The students will be able to use the Internet to research their contrasts of the vertebrates and invertebrates.

Pre-Requisite Technology Skills

• Students will need to know how to navigate on the Internet and log on.

• Students will need to have a basic understanding of Power Point.

• Students will need to have a basic knowledge of how to insert pictures into Power Point.

Materials

• Computer connected to the Internet.

• Power Point program installed on computer

• Basic word processing skills.

 Lesson Differentiation

•    Strategies

•    Choice of websites

•     Flexible seating

•     Work alone / together

•     Computer mentors

            This lesson differentiates What?

This lesson differentiates by having the students use different websites that they can choose that will be best for them. The PowerPoint that is required as the students final product will be at their level which will include many various levels within the class. The ability for the students to use comparing and contrasting will utilize their higher levels of thinking.

This lesson differentiates How?

This lesson differentiates by having the student at various levels of readiness able to navigate through the Internet to gather information on the topic of their choice regarding vertebrate and invertebrates. This activity is a high interest level lesson because the students are able to have a choice on the numerous vertebrates and invertebrates. The students will have the option of working alone or with a partner. The availability for the students to use power point lends itself to motivating students with high interest and the ability for them to work at their level.

Procedures

1. The students will choose a website that has been provided for them or after reviewing those sites they may go on to other websites of their own choosing. When they have chosen some text to begin researching students will use word predictions as a pre-assessment for their new science vocabulary. They will choose a word in the text that they do not know and make a guess as to what they think it is. They will write on sticky notes and when they have finished place the sticky notes on butcher paper at the front of the room, or if you prefer the students may write down the words at their seat on sheet of paper and keep it for them to review and refer back to.

vertebrates

http://www.fi.edu/tfi/hotlists/animals.html

http://www.kidport.com/RefLib/Science/Animals/AnimalIndexV.htm

http://www.flmnh.ufl.edu/vertpaleo/

invertebrates

http://netvet.wustl.edu/invert.htm

http://www.enchantedlearning.com/subjects/invertebrates/index.shtml

http://zoltantakacs.com/zt/pw/in/index.shtml

 

2.                  The students will discover information on these websites on the differences between vertebrates and invertebrates using the correct scientific language they will write their comparisons in the venn diagram on Inspiration that is provided for them. This will organize their ideas. It is possible that the students may need to do this activity during 2 class periods.

3.                  This may be done at a later date. They will go to program Inspiration for the venn diagram where they will write what the vertebrates or invertebrates have the same, different or alike.

4.                  Using the correct science vocabulary the students will produce a power point presentation. All students are on various levels of reading and technology knowledge. My struggling students will have a minimum of 3 slides to do with the higher students having a minimum of 6 slides to complete. These are only minimums they may make as many slides as they would like. This activity could take 2 to 3 class periods to complete depending on the length of the class periods.

5.                  At a later date the students will present their findings using their power point.           

Assessment

The teacher will choose 10 words from the pre assessment that the students selected as their word prediction. The teacher will write those words on a poster, and place them around the room. The teacher will need to divide the students into 10 groups and assign each group one of the vocabulary words with a specific colored marker. Each group that was assigned a word will write down a fact, connection or definition of the word, they will only need to write down one entry. The groups will rotate clockwise, each time they come to a word they will read what is listed and add their new discovery. Only one entry is needed per group. They will do this until all groups have visited each word. When they return to the original word that group will share with the whole class the findings of their word. This will give the students 10 opportunities to use the word.

 The assessment will also be the final product of the power point where the students have to use the correct scientific vocabulary.