Title: Adjunct Displays
Author: Kelsey Ramsey
Subject: Biology
Grade Level: 8th

Common Core Standards:
CCSS.ELA-LITERACY.RST.6-8.4

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

CCSS.ELA-LITERACY.RST.6-8.5

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

CCSS.ELA-LITERACY.RST.6-8.7

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Science Standards:

NS.1.2.1

Communicate observations orally, in writing, and in graphic organizers:

   • T-charts

   • Pictographs

   • Venn diagrams

   •  Bar graph

LS.4.4.2

Illustrate the interdependence of organisms in an ecosystem

LS.2.2.2

Differentiate among herbivores, carnivores, and omnivores

Lesson Goals:

The students will be able to use adjunct displays as an effective supplemental tool to accompany the information in the text. 

Lesson Materials: text, adjunct displays, jenga, 

Anticipatory Set: 

1. Ask the students if they can define autotroph, herbivore, carnivore, and omnivore. 
2. Ask the Students if they can create a simple food chain.  
• Draw a blank simple food chain on the smartboard 
• Ask a students to label the levels of the food chain
• Ask each student to write an organism in its correct location in the food chain.  

           Example: 

 
     3. Tell the students what standards you are working with. Explain that my goal is for them to be able to use adjunct displays to have a better understanding of complex systems. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.1      Customize the display of information The teacher will ask students to write the information on the board large enough that students will be able to see the information.  1.3       Provide alternatives for visual information .The teacher will write the information on the board as well as provide a printed blank for any student that needs extra support.  2.1       Define vocabulary and symbols The teacher will define “herbivores, carnivores, omnivores, producers, primary consumers, secondary consumers, and tertiary consumer” for the students.	6.2      Support planning and strategy development When students are giving examples of  producers and consumers I will also be checking for comprehension by asking “why?” This will allow them to begin working with the definitions of herbivores, carnivores, and omnivores.	9.1      Guide personal goal-setting and expectations Students will be asked to contribute to the examples, and will understand they will be expected to work with the content.
3.1      Provide or activate background knowledge The teacher will have the students explain what an ecosystem is, which they have learned in previous lessons. 3.2       Highlight critical features, big ideas, and relationships The teacher will outline the importance of balance in an ecosystem, and why the hierarchy is necessary.  3.4       Support memory and transfer Carrying what they know about the organisms around them, and learning to work with this information in new ways.

Introduction and model new knowledge

 Explain to the students that organisms fall into different categorized based on their food source.

 

           Give Example of:

• Producer

Photosynthesis

• Primary consumer- an organism that feeds directly upon the producer

• Secondary consumer- an organism that gains its energy from eating a primary consumer

• Tertiary consumer- a consumer that derives its energy from eating a secondary consumer

Explain that there is a loss of energy at each level that creates an energy pyramid. 

This loss of energy means that there must by an uneven amount of the different levels to be able to support the organisms in the ecosystem.

Food Chain, Food Web, Energy Pyramid

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.2      Provide alternatives for auditory information. I will allow any students that need to assistance with auditory information I means to listen to the video again at there own speed and volume. I will also supply them with a transcript of the video.	5.3      Provide ways to scaffold practice and performance. I model for my students how to evaluate an organisms role in an ecosystem, before being asked to evaluate and organism on their own.	8.2      Vary levels of challenge and support. I will ask various questions that work with the context as different levels of compression ranging for simple definitions, to examples, to the relationship between the organisms.
2.1   Define vocabulary and symbols. Some students will not be familiar with the terms, and in this case I will create  and display a vocab list they may reference. 1.1       Customize the display of information.  I am incorporating different ways for the students to learn the information by providing the information in text, and verbally, before moving into the vdieo.		7.2      Enhance relevance, value, and authenticity We will discuss how fragile the balance must be in an ecosystem as well as what the consequences would be if it was not balanced.

Guided Practice After we have discussed the various roles of the different types of organisms and the required balance we will play a quick game of Jenga. This will allow the students to visualize the balance required I have labeled the pieces with the different levels each level has a different number of pieces to represent that the levels require different population sizes  When the student pulls a piece they must give an example of what organism that block might represent.  Recognition “What” Multiple means of Representation Strategic “How” Multiple means of Action and Expression Affective “Why” Multiple means of Engagement  3.3       Guide information processing. The students will be guided by the color coded blocks, but will be responsible for specific questions.    7.1    Increase individual choice and autonomy. The individual is able to choice their block, and what organism that block represents in the ecosystem.   8.3      Foster collaboration and communication. The students will play the game as a group, and must maintain balance to be able to continue.  Independent Practice After the guided practice activity I will give each student a graphic organizer to fill out on their own. This graphic organizer will include a blank food chain and a pyramid.  We will then discuss their work, and correct any issues they may have had.  Recognition “What” Multiple means of Representation Strategic “How” Multiple means of Action and Expression Affective “Why” Multiple means of Engagement   8.4 Increase mastery-oriented  feedback.  By giving the student the opportunity to ask questions I am allowing them to master the material before assessment.        Wrap-up      For the wrap up we will again touch on the importance of these systems and what could happen in the case that they are not properly balanced.  Recognition “What” Multiple means of Representation Strategic “How” Multiple means of Action and Expression Affective “Why” Multiple means of Engagement  3.4      Support memory and transfer.      The students have to recall the information from previous lessons on ecosystems, and use new information to evaluate possible future events.   8.1      Heighten salience of goals and objectives.      Students will show that they have comprehended the material by participating in the discussion.  Assessment  For an assessment the students will be asked to create a new food chain and pyramid including an estimated population for the energy pyramid. They will not be provided with a graphic organizer, so they will be expected to develop them on their own.   Recognition “What” Multiple means of Representation Strategic “How” Multiple means of Action and Expression Affective “Why” Multiple means of Engagement    2.5      Illustrate key concepts non-linguistically. This assessment allows the students to show their understanding of the material non-linguistically by creating their graphic organizers.       5.2      Provide appropriate tools for composition and problem solving I will provide the students with laptops as well as pen and paper to create their graphic organizer.         7.1      Increase individual choice and autonomy. Students are given complete control of the organisms used and the populations.