DB #3

Fetal Development

Grade: 12
 
Student Learning Objective:  
Students will develop an understanding fetal development.
Students will be able to state the changes that take place in each trimester.
  
Materials:
Copies of texts or access to the internet to review text online
Notebook paper and pen/pencil
3-2-1 Strategy Cards

Preparation for the Activities: The teacher will prepare his/her discussion notes as well as copies of the texts and strategy cards for the students to use. Prior to this lesson the students will have been working on assignments related to the human reproductive systems. Students will need to be in their cooperative learning groups.  
 
(Two Texts)
Text 1 Information: Sandra, A. (n.d.). Fetal Development, Human. Retrieved October 1, 2014.
 
Text 2 Information:
Pregnancy. (2010, September 27). Retrieved September 28, 2014, from http://www.womenshealth.gov/pregnancy/you-are-pregnant/stages-of-pregnancy.html
 
Flesh-Kincaid Readability Level: 12.6
 
Order of the Lesson:
Introduction/Discussion
Before Reading: KWL
During Reading: Note Taking
After Reading: Discussion, Create a Test, 3-2-1 Strategy
 
Introduction: The teacher will open a class discussion on fetal development, during the opening of the discussion she will ask students to create a KWL chart with a sheet of paper. The discussion will be used in assisting the students in completing the K section of their KWL chart using the prior knowledge they have on the topic of fetal development. The introduction discussion for this lesson should take no more than 10 minutes. As the discussion is coming to a close the teacher will pass out copies of the texts to the students. The teacher will then instruct the students on how to set up a sheet of paper folded in threes (tri-fold) for taking notes. They will label it with 1st, 2nd and 3rd trimester and will take notes as they read the texts provided to them.
 
CONTENT AREA STANDARD:

Discipline:
9th-12th Grade
SC.912.L.16.13 : (Links to an external site.)Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy.
 
 

ANCHOR STANDARDS FOR READING, WRITING, LISTENING, and SPEAKING:

CCSS Anchor Standard Addressed:
Reading
Writing
Listening and Speaking
K-12 CCSS Anchor Standards with Link and Standard Written Out:
CCSS.ELA-Literacy.CCRA.R.9 (Links to an external site.)
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
 
CCSS.ELA-Literacy.CCRA.W.9 (Links to an external site.)
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.CCRA.SL.1 (Links to an external site.)
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Corresponding Before, During and After Strategies
During reading: Students will read the provided texts and compare the differences. They will make note of any differences on their notes sheet.  
 During Reading: The students will take notes from the texts to be used in crafting test questions and participating in a group discussion.
Before and After Reading: The students will engage in a class discussion (listening and speaking) before and after reading the text to discuss prior knowledge and what they have learned from the texts.
 
Evaluation Using Formative Assessment
Before reading: The teacher will observe the students to ensure they have set up their KWL and trifold notes papers correctly, before they begin their reading. 
During Reading: The teacher will walk around the room to ensure students are writing down notes, using the trifold note taking strategy correctly.
Throughout lesson: The teacher will make notes on the seating chart for those students who had actively participated in the class discussions before and after reading. He or she will make sure to answer any questions as she is walking through the room while students read the text.

 
Estimated Time: This lesson should only take one to two class periods while the topic itself can be greatly expanded on in several class periods.
 
English Learner Strategies: Provide translator for texts portion, graphic organizers, fill in the blank notes to use during reading and student may work with a peer for the reading if needed.

Hess' Level of Cognitive Rigor Matrix: Webb’s DOK Level 1 Recall & Reproduction
 
Rigor Explained to Show Meeting this High Level of Cognitive Rigor: The students will be analyzing a complex subject matter by defining key terms and taking notes. They will use graphics/tables charts to formulate a time table for fetal development. They will use their new knowledge to brainstorm within cooperative learning groups to create test questions that will require recall and reproduction of the knowledge they have gained from the texts.
  
Reference Information for Hess' Level of Cognitive Rigor Matrix:
http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf
© 2009 Karin K. Hess: Hess’ Cognitive Rigor Matrix, khess@nciea.org
 
The Gradual Release Model: The teacher will lead students in a class discussion to gather prior knowledge, he/she will also instruct the students on what is expected of them throughout the lesson. The teacher will provide instructions on how to complete notes while reading. Students will then work alone to read the texts provided, collecting facts and information for their notes. After reading the teacher will again lead students in a class discussion about what they have learned. Working in cooperative learning groups the students will craft test questions for their peers. The cooperative groups will then trade their crated test questions with another group and answer the questions given to them. After each group has been able to exchange and complete the test questions they will trade back and grade each other’s work. Students will use their notes and in class test questions to complete a test at a later date.
 
About the scaffolding technique called the Gradual Release Model (I do it, We do it, You do it):
I do it: explicit teaching (explaining what they need to do)
We do it: guided practice (where you provide support by doing the activity with them)
You do it: independent practice (when the students practice the skills they learned on their own)
 
Gradual Release Model for the Strategies in this Lesson

Before Reading:
 I do it: The teacher will introduce the topic of fetal development to students. She/He will then explicitly explain how to complete the KWL chart, which the teacher will pass out to the class.
We do it: In class discussion will take place on the topic of fetal development. The teacher will provide guided practice by assisting students in completing the K of their KWL chart as a class, using prior knowledge of the students in the classroom.
You do it: The students will then complete an independent practice while completing their KWL chart.
During Reading:
 I do it: The teacher will explicitly provide instruction to read the provided text and to take notes.
 We do it: The teacher will provide guided practice and instruction to students on how trifold a sheet of paper and label with 1st Trimester, 2nd Trimester and 3rd Trimester. This strategy will aid note taking while reading.
You do it: The students will take notes while reading and place them in the corresponding sections on their trifold paper.
After Reading:
I do it (Activity one): The teacher will lead the students in a class discussion about what they have read.
We do it: (Activity one):  The teacher will work with the students during the discussion to complete the KWL chart.
 
 
After Reading:
I do it: (Activity two): The teacher will explain how to create a test within cooperative learning groups.   
We do it: (Activity two): The students will perform a guided practice while creating their test questions.
You do it: (Activity two): The students will take cooperative group created tests using the notes from their reading. The test will be gone over during same class period. Students are to use their corrected quiz and notes as a study aid for a later graded test.
 
After Reading:
You do it: (Activity three):  The teacher will provide instruction on the 3-2-1 activity to be turned in as they leave class.
 
 

 
Strategies and Links:
Class Discussion and completion of a KWL Chart
Trifold Note Taking- Emphasis on vocabulary and questions that may need more in-depth reading.
Activity one: Discussion
Activity two: Compose a Test
Activity three: 3-2-1 Strategy
 
Reflection: I feel that this lesson can provide a good jumping off point for further development of this topic. By introducing the students to the various stages of fetal development it opens up future discussions and research on various topics such as genetics, chromosomal abnormalities such as Downs Syndrome and baby care. If the teacher does not feel that the texts are appropriate for their classroom, it is easy to find other texts and visuals for this topic.
 
Objective Connections: From the reading and reviewing of the texts and notes taken while reading, the students will have an understanding of fetal development. Students will be able to provide confident, creditable, and well informed answers and information on the topic of fetal development to include, stages of development and terminology. These objectives will be met with the use of a gradual release model combining explicit teacher instruction during class discussion, guided practice while completion of a KWL chart and independent practice such as note taking. Additionally, the use of before, during and after reading strategies will aid in assisting students gain a better understanding. Some of these strategies include, class discussions, note taking, test composition with in cooperative groups and a 3-2-1 exit strategy.

 

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