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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