A
Thematic Construction:
A
Framework for Literacy, Curriculum and Content
Designers:
Pepper Raines, Agricultural
Education, peraines@vt.edu
Amy Wilson, Mathematical
Education, amwilso1@vt.edu
Jenny Campbell, Science
Education, jmorelan@vt.edu
Thematic Title:
“Bovine and Ovine: Breeds,
Attributes and Populations”
Content Areas:
Agriculture – Animal Science
(breeds, populations, marketing)
Mathematics – Statistics
(production, cost, import and export)
Science – Biology (genetics,
maturation)
Grade Level and Population:
Eleventh/Twelfth grade
Advanced Placement/Elective with permission
Time Frame:
Six weeks, Collaborative
Instructional Model
Purpose:
The
purpose of this thematic is to prompt students to see their content classes of
agriculture, math and science are intricately intertwined. Biologists would not
be able to make accurate measurements, appropriate calculations, or definitive
discoveries without the application of mathematics. Biology would not be able
to make the advancements that it has throughout the years if it could not study
animals and plants in agriculture.
Another purpose of this thematic is to demonstrate how math, science,
and agriculture work together to show the variety of products (milk, meat) that
are produced by different breeds of cattle and sheep. Agriculture would not be able to progress
without the incorporation of mathematics.
Whether or not it is realized math is used everyday in the field of
agriculture. Without the study of
agriculture or biology, math would not be applicable to most students. After this thematic, students will be able to
see themselves as part of a functioning society, by using the problem-solving,
research and record keeping skills gained during agriculture, math and biology
classes.
Rationale:
This
thematic will show students the value of cattle and sheep and their impact on
Goals:
Content
The agricultural content
focus will be on the breeds, attributes, and populations of sheep and cattle in
different countries. The scientific
focus for this thematic will show students the principles of the laws of
heredity as well as the basics of animal maturation using cattle and sheep
species. The mathematics focus will address statistical comparisons of
different cattle breed attributes in various countries.
Intent
Students will be able to make
measurements and comparisons between different cattle breed attributes using
researched statistical data. Students
will be able to understand the essential role of math and science in
agriculture. They will recognize the applications of math and science in
real-life areas such as agriculture. The major goal of the thematic for science
will be to show students that the physical characteristics of animals and
humans are a product of genetics and heredity.
Students will be able to recognize animal maturation as it pertains to
the human body.
Knowledge
In agriculture, students will
gain a better understanding of agriculture and realize its
importance in their lives.
The major goal of the thematic for science will be to show students the
principles of heredity and genetics for the mammalian body so students can make
educated decisions regarding their own bodies and health. In math, students will expand on their
knowledge of the usefulness of statistics in agriculture and science.
Skills
In agriculture, students will
be able to recognize sheep and cattle breeds by identifying their unique
characteristics. Students will make
marketing decisions for sheep and cattle using information from different
literature sources. The major goal of
the thematic for science will be for students to use a scientific model for
evaluation using record keeping skills gained. Students will be able to
construct a histogram and dot plot to record their research findings.
Objectives:
Quantitative
Agriculture –
- Students will be able to identify various sheep
breeds (such as Cheviot, Debouillet, Dorset, Rambouillet) and cattle
breeds (such as Angus, Charolais,
- Students will be able to accurately identify
characteristics of sheep breeds (such as height, weight, fleece weight and
length) and cattle breeds (such as color, height, weight, polled or
horned)
- Students will be able to explain the importance
of sheep and cattle in different countries
- Students will be able to compare and contrast the
populations of sheep and cattle in the
- Students will be able to give examples of
marketable sheep and cattle products and create new marketing strategies
for these products
Science –
o
Students will be
able to demonstrate the basic principles of the laws of heredity (dominant and
recessive traits).
o
Students
will be able to demonstrate genetic variation (mutation, recombination,
deletions, additions to DNA);
o
Students will be
able to demonstrate animal growth and maturation (cell and body development).
o
Students will be
able to demonstrate record keeping abilities by maintaining a log of class
discussions and experimentations using the scientific method (hypothesis, test,
conclusion).
Math –
- Students will be able to research statistical
data for different cattle and sheep populations, products, costs and
import/exports in selected countries.
- Students will be able to compare and contrast
measurement percentages of different cattle and sheep attributes.
- Students will be able to construct a histogram
and dot plot with their research findings.
- Students will be able to relate statistical
research to agriculture and science activities.
Qualitative:
Individual:
o
Respect for the
world of farmers and farming as it pertains to agriculture, biology and math.
o
Students will be
able to research data and questions outside of the classroom.
Group
o
Students will
learn the value of collaboration.
o
Students will be
able to demonstrate learning as an independent process.
Standards of Learning and/or Discipline
Based Professional Standards:
*Unless otherwise noted all
Standards of Learning come from the Virginia Department of Education
www.pen.k12.va.us
Agriculture
Content
–
ENG
10.4
The student will read and interpret informational materials.
a. Analyze and apply the information contained in
warranties, contracts, job descriptions, technical descriptions, and other
informational sources, including labels, warnings, manuals, directions,
applications, and forms, to complete specific tasks.
b. Skim manuals or informational sources to locate
information.
c. Compare and contrast product information contained in
advertisements with that found in instruction manuals and warranties.
ENG
10.7
The student will develop a variety of writing, with an emphasis on
exposition.
a. Generate, gather, plan and organize ideas for writing.
b. Elaborate ideas clearly through word choice and vivid
description.
c. Write clear, varied sentences.
d. Organize ideas into a logical sequence.
e. Revise writing for clarity of content and
presentation.
f.
Proofread and
prepare final product for intended audience and purpose.
BIO.5 The student
will investigate and understand life functions of archaebacteria, monerans
(eubacteria), protists, fungi, plants, and animals, including humans.
Key concepts include
a. how their structures and functions vary between and
within the kingdoms;
b. comparison of their metabolic activities;
c. analyses of their responses to the environment;
d. maintenance of homeostasis;
e. human health issues, human anatomy, body systems, and
life functions; and
f.
how viruses
compare with organisms.
BIO.7 The student
will investigate and understand bases for modern classification systems. Key
concepts include
a. structural similarities among organisms;
b. fossil record interpretation;
c. comparison of developmental stages in different
organisms;
d. examination of biochemical similarities and
differences among organisms; and
e. systems of classification that are adaptable to new
scientific discoveries.
Agricultural
Mechanics and Basic Animal Science II TASKS/COMPETENCIES Available:
www.CTEresource.org
Orienting
the Student to Agricultural Science and Mechanics
ANR8008.001 - Identify the scope of agriculture.
ANR8008.002
- Identify the three main components of an agricultural education program.
ANR8008.003 - Identify departmental policies and
procedures.
ANR8008.004 - Maintain housekeeping standards.
ANR8008.005 - Follow lab organization procedures.
ANR8008.006 - Demonstrate and use sound lab safety
rules
Identifying
Career Opportunities in Agriculture
ANR8008.007 - Identify careers in agriculture.
ANR8008.008
- Select and evaluate local agricultural employment opportunities.
ANR8008.009
- Outline a tentative course of study in advanced agricultural education.
Practicing
Leadership Skills
ANR8008.010 - Identify essential traits of leadership.
ANR8008.011 - Explain leadership principles.
ANR8008.012 - Explore opportunities for leadership.
ANR8008.016 - Prepare and deliver an oral presentation
or speech.
ANR8008.019 - Develop communication skills.
Identifying
Breeds of Animals
ANR8008.055
- Identify breeds, characteristics, and management practices of beef cattle.
ANR8008.056
- Identify breeds, characteristics, and management practices of dairy cattle.
ANR8008.058
- Identify breeds, characteristics, and management practices of sheep.
Feeding
Animals
ANR8008.063 - Identify nutrient needs of animals.
ANR8008.065 - Identify sources of feed for animals.
Emerging
Technology in Agriculture
ANR8008.082 - Describe scientific animal reproductive
technologies.
ANR8008.083 - Explore the principles of animal
genetics.
ANR8008.084 - Investigate the use of precision
agricultural management.
ANR8008.085
- Describe examples and applications of current and emerging physical and
mechanical technologies in agriculture.
Exploring
Food Science Issues
ANR8008.087 - Identify retail cuts of meat.
Skills –
C/T12.1
The Student will demonstrate a basic understanding of fundamental
computer operations and
concepts.
a. Successfully operate a multimedia computer system with
related peripheral devices.
b. Demonstrate touch-typing skills in computer use.
c. Use terminology related to computers and technology
appropriately in written and oral communications.
d. Describe how imaging devices may be used with computer
systems.
e. Describe how computers may be connected to form a
telecommunication network.
f.
Analyze and solve
simple hardware and software problems
g. Identify new and emerging technologies.
C/T12.2 The
student will use application software to accomplish a variety of
learning tasks.
a. Use advanced features of word processing, desktop
publishing, graphics programs, and utilities in learning activities.
b. Use spreadsheets for analyzing, organizing and
displaying numeric data graphically.
c. Design and manipulate databases and generate
customized reports.
d. Use features of applications that integrate word processing,
database, spreadsheet, telecommunication, and graphics.
e. Identify, select, and integrate video and digital
images in varying formats for creating multi-media presentations, publications
and/or other products.
f.
Select,
evaluate, and use appropriate technology for research and data collection.
g. Apply specific -purpose electronic devices (such as, a
graphing calculator, scientific probeware, or multi-function keyboards) in
appropriate content areas.
C/T12.3
The student will develop skills in
the use of telecommunications networks. Use local, wide area and worldwide
network communication systems to access, analyze, interpret, and synthesize
information.
a.
Compare and
contrast the use of local area networks, wide area networks and worldwide
networks.
b.
Access and use
telecommunications tools and resources for information sharing, remote
information access and retrieval, and multi-media/hypermedia publishing.
c.
Demonstrate an
understanding of the concepts of broadcast instruction, audio/video
conferencing, and other distance learning applications.
d.
Explain legal,
personal safety, network etiquette, and ethical behaviors regarding the use of
technology and information.
C/T12.4
The student will demonstrate skill in
the selection and use of appropriate technologies to gather, process and
analyze data and to report information related to an investigation.
a.
Design and use a
wide range of effective search strategies to acquire information.
b.
Use a wide
variety of electronic media and databases to search for and retrieve information.
c.
Evaluate the
usefulness, appropriateness, currency, and reliability of acquired information.
d.
Select
appropriate technology for communicating information for an intended purpose
and audience.
e.
Utilize a
variety of media and resources in collaboration with peers, experts, and other
to design a learning activity and/or presentation.
f.
Appropriately
cite electronic resources in gathering information.
g.
Apply
Copyright and Fair Use Guidelines in reporting information.
Virginia
a.
Demonstrate
reading skills on a level required for employment in a chosen career field.
b. Demonstrate math skills on a level required for
employment in a chosen career field.
c.
Demonstrate
writing skills on a level required for employment in a chosen career field.
d.
Demonstrate
speaking and listening skills on a level required for employment in a chosen
career field.
e.
Demonstrate
computer literacy on a level required for employment in a chosen career field.
f.
Demonstrate
reasoning, problem-solving, and decision-making skills.
g.
Demonstrate
understanding of the ?big picture.?
h.
Demonstrate a
strong work ethic.
i.
Demonstrate a
positive attitude.
j.
Demonstrate
independence and initiative.
k.
Demonstrate
self-presentation skills.
l.
Maintain
satisfactory attendance.
m.
Participate as
a team member to accomplish goals.
Statistics:
PS.1 The student
will analyze graphical displays of data, including dotplots,
stemplots, and histograms, to
identify and describe patterns and departures from patterns, using
central tendency, spread, clusters, gaps, and outliers. Appropriate technology
will be used to create graphical displays.
PS.3 The
student will compare distributions of two or more univariate data sets,
analyzing center and spread (within group and between group variations),
clusters and gaps, shapes, outliers, or other unusual features. Appropriate
technology will be used to generate graphical displays.
PS.7 The
student, using two-way tables, will
analyze categorical data to describe patterns and departure from
patterns and to find marginal frequency and relative frequencies, including
conditional frequencies.
Biology:
BIO.1 The student will plan and conduct
investigations in which
a) observations of living organisms are recorded
in the lab and in the field;
b) hypotheses are formulated based on direct
observations and information from scientific literature;
c) variables are defined and investigations are
designed to test hypotheses;
d) graphing and arithmetic calculations are used
as tools in data analysis;
e) conclusions are formed based on recorded
quantitative and qualitative data;
f) sources of error inherent in experimental
design are identified and discussed;
g) validity of data is determined;
h) chemicals and equipment are used in a safe
manner;
i)
appropriate
technology including computers, graphing calculators, and probeware, is used
for gathering and analyzing data and communicating results;
j)
research
utilizes scientific literature;
k) differentiation is made between a scientific
hypothesis and theory;
l)
alternative
scientific explanations and models are recognized and analyzed; and
m) a scientific viewpoint is constructed and
defended (the nature of science).
BIO.2 The
student will investigate and understand the history of biological concepts. Key
concepts include
a) evidence supporting the cell theory;
b) scientific explanations of the development of
organisms through time (biological evolution);
c) evidence supporting the germ theory of
infectious disease;
d) development of the structural model of DNA;
and
e) the collaborative efforts of scientists, past
and present.
BIO.6 The student will investigate and understand
common mechanisms of inheritance and protein synthesis. Key concepts include
a) cell growth and division;
b) gamete formation;
c) cell specialization;
d) prediction of inheritance of traits based on
the Mendelian laws of heredity;
e) genetic variation (mutation, recombination,
deletions, additions to DNA);
f) the structure, function, and replication of
nucleic acids (DNA and RNA);
g) events involved in the construction of
proteins;
h) use, limitations, and misuse of genetic information; and
i)
exploration
of the impact of DNA technologies.
Assessments:
Traditional evaluation
expectations will include tests, quizzes, reports, narratives and exams. Alternative/additional assessments for this
thematic include:
1) Content Connections
Journal - Bovine and Ovine: Breeds, Attributes, and
Populations Journal
This content connections
journal will encourage students to create connections between agriculture,
science, and math. The journal will be
separated into two sections, one for notes and one for activities. Students will put agriculture, science, and
math notes together in one section and these three content area activities in
the other section. Reflections will be
made at the end of each lesson to connect the three content areas according to
the notes taken and activities completed.
Student expectations include:
Agriculture:
·
Students will
record all observations and information gathered in class regarding sheep and
cattle breeds.
·
Handouts given in
class will be kept in the journal, stapled to the note pages creating a “mud
flap”.
·
Keeping a list of
words and definitions included on the Wall of Words in the classroom and Word
Search Activity.
·
Reflections on
previous knowledge of sheep and cattle and connecting to new knowledge gained
throughout the unit.
Science:
·
Students will
keep a log of class observations, which may be accompanied by a drawing or
picture.
·
Students will
keep handouts given in class in the journal, any handouts will be stapled to
the corresponding page of notes.
·
Students will be
expected to keep any scientific experiments detailed in the journal, using the
scientific method (hypothesis, test, conclusion)
·
Students will be
expected to use the journal to answer any questions or discussion prompts that
may arise or given by the teacher.
Math:
·
Recording
information regarding the different statistics of their research findings
between different cattle attributes.
·
Improved written
literacy skills describing their research findings, comparisons, and what they
learned from the mathematical research.
·
Demonstrate value
of collaboration as a process of learning
·
Use literacy
skills to help build on and comprehend mathematical research findings.
2) Student Brochette
The purpose of the student brochette is for the student
to:
-
Capture the major objectives of the thematic.
-
Express creatively the fundamental principles of the contents involved.
-
Discuss connections made between the contents involved.
-
Successfully demonstrate technology skills.
-
Reflect upon connections made between the contents involved.
The brochette will be made
from an 8.5 x 11 tri-folded, 6 sided document.
The brochette will address the following 6 issues:
Page
1: Introduction: Student’s name, 3 pictures (student doing something
agriculture, math and science related), and summary of
what the brochette
is
about.
Page 2:
Agriculture Beliefs:
A summary as to what students believe about the
different breeds of cattle and sheep.
Page 3: Math
Beliefs:
A
summary as to what students believe about the statistics.
Page 4: Science Beliefs:
A summary as to what students believe about
genetics, and maturation.
Page 5: Content Connections:
A
brief explanation of how the student connected agriculture, math and science
during this unit.
Page
6: Reflections: Thoughts on what the student has come to believe about the
study of agriculture, math and science and their
connection.
Instructional Resources:
Textbooks:
These texts will be used to
refer to as a resource only.
Animal Science textbooks:
MeeCee B. R. Mikesell,
Animal Science: Biology and Technology, Second Edition, Prentice Hall
2005
Lee, et. al. Introduction
to Livestock and Companion Animals, Third Edition
Prentice
Hall 2004
Statistics text book:
Wackerly, Dennis. Mathematical Statistic with
Applications: Sixth Edition.
and
Binding Press, Copyright 2002.
Biology Text:
Campbell, Neil A. et al. Biology:
Concepts and Connections: Fourth Edition. Prentice Hall,
Copyright
2002.
Journals/Magazines:
These journals/magazines will
be used to refer to authentic applications for research.
Agriculture:
Agronomy Journal
Journal of Animal Science
Progressive Farmer
Biology:
Nature
Popular Science
Discovery
Trade Books:
The trade books will be used
to provide students with applicable information pertaining to the course.
Southern
Forages
Community Resources:
These speakers will be used
to refer to the application of the subjects outside the classroom in the world
around the students.
Agriculture
Local college agriculture
professors
Local veterinarian
Local cattle farmer
Local sheep farmer
Biology:
A female genetic counselor
A local zookeeper
Artifacts:
These artifacts will be used
to provide students with a hands-on resource for the subject at hand.
Cattle horns
Cattle skull
Cattle stomach
Live cattle (if possible)
Sheep fleece
Sheep stomach
Live sheep (if possible)
Technologies and Sites:
These sites will be used to
refer students to the valuable resource of information available outside of a
textbook. These sites will be used in
class, and offered to students for use outside of class for research
information.
Agriculture
Breeds of Livestock –
Breeds of Cattle at CATTLE
TODAY
www.sheepandgoat.com/breeds.html
Math:
“Economic Performance of the beef-cow calf”.
www.ardeb.net/subfolder/library/.../cow/f-595web/f-595web1.htm
KUKOVICS,
Dr. Sandor. Research Institute for
Animal Breeding and Nutrition. REU Technical
Series 50: Sheep and Goat Production in Central and
Eastern European Countries p008
http://www.fao.org/regional/europe/PUB/RTS50/008.htm
Milk Production
www.eastagri.org/downloads/ae386e00.pdf
Mossman,
Barbara. “
“The technology of
traditional milk products in developing countries” http://www.fao.org/docrep/003/t0251e/T0251E01.htm
Biology:
Information on careers in the
Biological field (2004).
http://www.geocities.com/CapeCanaveral/Hangar/4707/hs-career.html
The Biology Project from the
http://www.biology.arizona.edu/human_bio/problem_sets/human_genetics/human_genetics.html
Dennis O'Neil
http://anthro.palomar.edu/mendel/mendel_1.htm
Interactive program that
supplement with exercises what students have learned in lessons
http://www.handsongenetics.com/mendel.html
Instructional Sets and Instructional
Engagements:
*Unless otherwise noted all activities
were taken from:
Stephens, E.C and Brown, J.E. A Handbook of Content
Literacy Strategies: 125 Practical
Instructional Engagement #1 Agriculture:
Characteristics of Cattle Breeds
The
purpose of this instructional engagement is to identify the characteristics of
major cattle breeds (examples include color, height, weight, body
structure). Using the “What’s in a
Picture?” strategy students will use the Internet (such as www.ansi.okstate.edu/breeds/cattle/) to find photos
of assigned cattle breeds. Student
expectations include examining cattle breed photos and listing different
characteristics (color, size, features) of that breed in their journals.
Students will also share their cattle breed information with the rest of the
class. Students are also expected to put the information presented by all other
students in their journals. (S&B, Ch.
Rationale:
This activity will allow
students to differentiate between cattle breeds more easily if they identify
the breed characteristics themselves.
Students will use decision-making skills to decide what characteristics
are most important in distinguishing the cattle breeds. This activity will also initiate collaboration
among students in sharing the breed information they have collected.
Instructional Engagement #1 Agriculture:
Characteristics of Cattle Breeds
The
purpose of this instructional engagement is to identify the characteristics of
major cattle breeds (examples include color, height, weight, body
structure). Using the “What’s in a
Picture?” strategy students will use the Internet (such as www.ansi.okstate.edu/breeds/cattle/) to find photos
of assigned cattle breeds. Student
expectations include examining cattle breed photos and listing different
characteristics (color, size, features) of that breed in their journals.
Students will also share their cattle breed information with the rest of the
class and students are expected to put the information presented by all other
students in their journals also. (S&B, Ch.
Rationale:
This activity will allow
students to differentiate between cattle breeds more easily if they identify
the breed characteristics themselves.
Students will use decision-making skills to decide what characteristics
are most important in distinguishing the cattle breeds. This activity will also initiate
collaboration among students in sharing the breed information they have
collected.
IS #2 Science: Find Out From Your Lab Partner
The purpose of this
instructional set is to introduce students to the principles of the Mendelian
laws of heredity (dominant and recessive traits). Using the “Ask Your Partner” strategy
students will be prompted to read a section of material regarding Mendelian
genetics and develop a list of questions throughout the reading and list the
questions in their journal. Student expectations
include sharing their questions with a partner and answering each other’s
questions. Students will then be expected
to pose any unanswered questions to the teacher and the rest of the class
(S&B, Ch. 6, pg 141).
Rationale:
This activity will help
introduce the students to the basic laws of heredity (dominant and recessive
traits). This also helps to identify students’
prior knowledge and perceptions of the laws of heredity. This activity will encourage students to
create connections between their prior experiences and new material presented
in the reading. This activity will also
encourage students to collaborate with their lab partner.
IE #2 Science:
I Wonder….
The purpose of this
instructional engagement is for students to demonstrate the laws of
heredity. Using the strategy “I Wonder
Why”, students will be provoked into discussion regarding heredity’s role in
the physical characteristics of various breeds of sheep (face color, wool
length). Student expectations will
include each student actively participating in the discussion by answering at
least one question referencing the instructional set’s reading (S&B, Ch. 6
pg 113).
Rationale:
This activity will help
further students’ knowledge on the basic laws of heredity while incorporating
the agriculture field. The activity will
also promote social interaction and collaborative learning processes. This activity will encourage students to
create connections between their prior experiences and the questions being
raised in the discussion. This activity
will also prompt students to collaborate with their classmates when answering
the questions raised during the discussion.
IS #3 Math -
What Animal is it?
The purpose of this
instructional set is to help students reflect and expand on their knowledge of
cows and sheep; and their different attributes (produce – milk, meat; cost,
population growth percentages) they have in various countries (
Using the “Do You Know”
strategy, students will get together into two teams. The instructor will share statistical facts
(Ex. Do you know this animal produces
milk, which animal is it? In
Rationale: This activity will help introduce statistical
research findings of cow and sheep attributes to the statistics class. By using statistical data as a source of
knowledge for the main content, students will recognize that the mathematical
research is relevant to the activity.
IE #3 Math -
Histogram and Dot plot
The purpose of this
instructional engagement is to have students understand and use a histogram and
dot plot (a bar graph of a frequency distribution in which the variable has
been divided and the heights of the bars are proportional to the class
frequencies) to mathematically represent
comparisons and contrasts between different cattle breed attributes (products –
milk, meat; cost, population growth percentages)in each particular
country. Using the “Histogram and Dot
plot” strategy, students will get together in pairs and construct a histogram
and dot plot based on their research findings (Reichmann, “Understanding
Histograms”,
http://www.luminous-landscape.com/tutorials/understanding-series/understanding-histograms.shtml). Students will be expected to accurately
measure their data (cow and sheep percentages) by utilizing the histogram and
dot plot.
Rationale: This activity will be used to help students
understand measurements. It will also be
used to make mathematically-based accurate comparisons of cattle breed
attributes in different countries. This
will help to further help students distinguish which countries are more or less
prominent in their cattle breed attributes.
This activity will also promote social interaction and creativity,
allowing students to compare and contrast their visual data.
IS #4 Agriculture/Math: What’s the Connection?
The purpose of this
instructional set is to inform students of the cross-content connections of
math and agriculture. By using the
“Quick-Write Strategy”, students will write for 5-7 minutes using a “how many”
prompt to list as many ways that math is used in agriculture. Students will be expected to list at least 4
ways that math is used in agriculture in their journals (measurements,
percentages, population) and share these with the class. (S&B,
Rationale:
Most students do not think
about or relate how math works in real-life situations such as
agriculture. Students will connect their
prior learning and perceptions to the usefulness of math in agriculture. Students will develop and enhance
communication and collaboration skills.
IE #4 Agriculture/Math: Pie Charts
The purpose of this
instructional engagement is to have the students demonstrate the content
connections between mathematics and agriculture. Using the “Mysterious Possibilities”
strategy, students will be given pie charts for countries with unlabeled
percentages of the sheep and cattle populations and be expected to identify and
label the type of livestock percentages that go with each country’s (U.S.,
Ethiopia, Brazil, Chile, etc.) pie chart. Students will be expected to make
educated guesses from the pie charts and interpret the pie charts in their
journals and collaborate with other students (S&B, Ch. 5, pg.62)
Rationale:
Students will be able to see
how countries differ based upon livestock populations. It will help them read and interpret the pie
chart and compare their findings with classmates. The activity will prompt students to
collaborate with their classmates and promote active learning through a visual
display of the pie chart rather than passive viewing of data.
IS # 5 Agriculture/Science: Time to Grow Up
The purpose of this
instructional set is to initiate student learning in the importance of beef
cattle development (growth, production of cattle – beef/dairy). Using the “Question of the Day” strategy
students will be given the question: Why
is it important that a calf has healthy development and growth while it
matures, and how does it relate to the profitability of cattle production? Students will be asked to write 10-15 minutes
answering this question in their journals. Students will be expected to draw
from their prior knowledge of animal maturation and their knowledge of cattle
(beef and dairy) industries and share their thoughts with the class. (S&B,
ch. 5, pg.68)
Rationale:
This activity will prompt
students to think about the scientific aspects of cattle growth and
maturation. The activity will also
prompt students’ interest into further exploration in the cattle industry in
relation to biology. This activity will
also show students how science is applicable to agriculture.
IE #5 Agriculture/Science: Imagine the Stages
The purpose for this
instructional engagement is to help students recognize the important stages
(birth, weaning, yearling, etc.) in the healthy maturation of a beef
steer. Using the “Visualizing” strategy,
students will get into groups and create a series of illustrations depicting
the important stages of maturation after exploring the major biological aspects
of animal maturation. Students will be
expected to illustrate at least 4 major stages in beef steer development and
the importance of proper nutrition for attaining desirable maturation goals in
a small picture book. (S&B, Ch.6 , pg.119)
Rationale:
The activity will help
further students’ knowledge on beef cattle production while incorporating the
field of biology. This activity will
also encourage students to make connections between their prior knowledge of
animal development and the maturation of beef cattle. This activity will also promote social
interaction and collaborative learning processes. Students will be prompted to visualize the
scientific and agricultural concepts of their learning.
IS #6 Math/Agriculture: Importance of Research
The purpose for this
instructional set is to help students understand the importance of mathematical
research and how it plays an intricate part in all content areas (science,
agriculture, etc.). Using the “Quick
Write” strategy students will write for 5-7 minutes in response to the “What
are the implications?” prompt. Students
will be expected to write what they believe would be the implications if
researchers were not accurate in their research and data (cancer research,
import/export statistics) in their journals. (S&B, Ch. 5, pg.64)
Rationale:
This activity will help
students recognize the importance of research in all content areas. It will also prompt students to be accurate
in their research findings to truthfully support what they are reporting. It will further student interest in accurate
research in order to support any arguments they may form on a particular
subject. This activity will promote
ownership in the student’s learning, by allowing the students to find their own
conclusions to any questions that may arise.
IE #6 Math/Agriculture: Sheep Marketing
The purpose for this
instructional engagement is to help students recognize the importance of
statistics in the agricultural market.
Using the “Examining the News: Internet” strategy, students will
research the internet and observe different sheep imports/exports percentages
in various countries (
Rationale:
This activity will allow
students to recognize that mathematical research is relevant to
agriculture. This activity will also
help develop students’ research ability by giving them an available
resource. This activity will also help
students accurately measure and compare the differences of exports/imports in
various countries.
Lesson Plan #1 (IS #3) – Math
Histogram and Dot plot
Purpose: The purpose of this instructional engagement
is to have students understand and use a histogram and dot plot (A bar graph of
a frequency distribution in which the variable has been divided and the heights
of the bars are proportional to the class frequencies.) to mathematically
represent comparisons and contrasts between different cattle breed attributes
(production – milk, costs, imports/exports, population) in each particular
country.
Rationale: This activity will be used to help students understand
measurements. It will also be used to
make mathematically-based accurate comparisons of cattle breed attributes in
different countries. This will further
help students distinguish which countries are more or less prominent in their
cattle breed attributes. This activity
will also promote social interaction and creativity, allowing students to
compare and contrast their visual data.
Goals:
Content:
Students will examine the
importance of statistical data in agriculture.
Students will also review Histograms and Dot plots as they document
observations of cattle milk production in various countries.
Intent:
Students will explore the
theme of theoretical statistical research as it relates to agricultural
investigation and observation. The
intention is for students to see how classroom content (agricultural
observations of cattle breed attributes) relates to mathematical statistical
discovery.
Knowledge:
Students will gain an
understanding of the importance of statistical research and accurate
measurement in mathematics. They will
discovery the role of the Histogram and Dot plot as a couple of means to
document mathematical observations.
Skills:
Students will develop the
skill of documenting observation through accurate and precise recording of data
and constructions of Histograms and Dot plots.
Objectives:
The students will demonstrate
the ability to:
- Explain the importance of accurately recording
mathematical observation.
- Explain how Histograms and Dot plots can be used
in recording observation.
- Record accurate data of cattle attribute
percentages in various countries.
- Make comparisons of the different countries’ milk
production percentages based on their research findings.
- Determine the patterns and frequencies in their
graphs.
- Explore and discuss their research findings and
distributions of their graphs.
Standards Addressed (SOLs):
*Unless otherwise noted all
Standards of Learning come from the Virginia Department of Education
www.pen.k12.va.us
Content:
PS.7 The
student, using two-way tables, will
analyze categorical data to describe patterns and departure from
patterns and to find marginal frequency and relative frequencies, including
conditional frequencies.
PS.3 The
student will compare distributions
of two or more univariate data sets, analyzing center and spread
(within group and between group variations), clusters and gaps, shapes,
outliers, or other unusual features. Appropriate technology will be used to
generate graphical displays.
Skills:
PS.1 The student
will analyze graphical displays of data, including dotplots,
stemplots, and histograms, to
identify and describe patterns and departures from patterns, using
central tendency, spread, clusters, gaps, and outliers. Appropriate technology
will be used to create graphical displays.
Activity Description:
Using the “Histogram and Dot plot” strategy, students
will get together in pairs and construct a histogram and dot plot based on
their research findings (from the link:
http://www.fao.org/docrep/003/t0251e/T0251E01.htm) of estimated cattle
and sheep attribute production in 1985 of cattle and sheep in the following
countries:
Students will record observations, and accurately
measure the amount of estimated milk production by constructing a Histogram and
Dot plot. Students will also make
comparisons of the different countries’ production percentages determining
which countries are the lowest to the highest in milk production by answering
the following questions:
1.
Which countries
have the highest cattle and sheep milk production and cost percentages? The
lowest?
2.
What is the
average amount of cattle exports between the 6 countries?
3.
Describe the
pattern of the cattle and sheep dot plots and histograms. Is it decreasing or increasing from country
to country? Or is it all out of the
loop?
4.
Which graph do
you think is more accurate?
5.
If you were a
huge cattle and sheep lover, which country(s) would you prefer to be going to?
Materials:
o
Computers –
website link: http://www.fao.org/docrep/003/t0251e/T0251E01.htm
o
Graph paper or
writing paper or Excel
o
Calculator
Procedure/Method of Instruction:
1.
The instructor
will take the students to the computer lab.
2.
Students will be
presented with the question: “Why is
accurately recording observations important in the comparisons of cattle breed
attributes such as milk production, population, costs, and exports/imports?”
3.
The instructor
will demonstrate and explain the definition of Histogram and Dot plot to the
students
4.
The instructor
will give the students the cattle attribute research website http://www.fao.org/docrep/003/t0251e/T0251E01.htm,
and instruct the students to research the given countries’ cattle attribute
percentages and record their findings
5.
Students will
construct a Histogram and Dot plot based on their research findings.
6.
Students will
answer the given questions accordingly.
7.
The class will
hold a discussion summarizing what they discovered and explaining the
importance of accurate graphical representation.
Rationale:
This activity will be used to
help students understand measurements.
It will also be used to make mathematically-based accurate comparisons
of cattle breed attributes in different countries. This will further help students distinguish
which countries are more or less prominent in their cattle breed
attributes. This activity will also
promote social interaction and creativity, allowing students to compare and
contrast their visual data of the Histogram and Dot plot.
Assessment:
Student expectations include record keeping of the
statistical data from the website in their journals. Also, thoughtful completion of questions 1
through 6 in the “Histogram and Dot plot” activity in their journals (questions
listed as “Activity Description”), as well as participation in class discussion
of the activity. Assessment will be
based on class discussion, participation, the material recorded, the
construction of their Histograms and Dot plots, and the questions answered for
the activity in their content connection journals.
Instructional Resources:
o
Technology &
Sites: To be used as a resource for
determining estimated cattle milk production in the given countries.
“The technology of traditional milk products in
developing countries” http://www.fao.org/docrep/003/t0251e/T0251E01.htm
Lesson Plan 2 (IE #2) - Science
“I Wonder.…”
Purpose:
The purpose of this lesson
plan will allow students to demonstrate the laws of heredity using the various
physical characteristics of sheep (face color, wool length).
Rationale:
This lesson will help further
students’ knowledge on the basic laws of heredity while incorporating the
agriculture field. This lesson will
encourage students to create connections between their prior experiences and
perceptions. The students will be able
to connect that knowledge with that the questions that are raised in the
discussion. This lesson will also prompt
students to collaborate with their classmates when answering the questions
raised during the discussion.
Goals:
Content
The goal for this lesson is
to show students the principles of the laws of heredity using sheep
species. Students will be able to
demonstrate the laws of heredity in applicable real-world circumstances.
Intent
Students will be able to
recognize that the physical characteristics of animals and humans are a product
of genetics and heredity.
Knowledge
Students will be able to
apply the principles of heredity and genetics of the mammalian body to make
educated decisions regarding their own body and health.
Skills
Students will be able to use
a scientific model for evaluation using record keeping skills gained
(hypothesis, test, conclusion).
Objectives:
Quantitative
o
Students will be
able to demonstrate the basic principles of the laws of heredity (dominant and
recessive traits).
o
Students
will be able to demonstrate genetic variation (mutation, recombination,
deletions, additions to DNA);
o
Students will be
able to demonstrate record keeping abilities by maintaining a log of class
discussion and experimentations using the scientific method (hypothesis, test,
conclusion).
Qualitative:
Individual
o
Students will be
able to research data and questions outside of the classroom.
o
Students will be
able to recognize that the physical characteristics of animals and humans are a
product of genetics and heredity.
Group
o
Students will
learn the value of collaboration.
o
Students will be
able to apply the principles of heredity and genetics of the mammalian body to
make educated decisions regarding their own body and health.
Standards of Learning
*Unless otherwise noted all
Standards of Learning come from the Virginia Department of Education
www.pen.k12.va.us
BIO.1 The student will plan and conduct
investigations in which
n) observations of living organisms are recorded
in the lab and in the field;
o) hypotheses are formulated based on direct
observations and information from scientific literature;
p) variables are defined and investigations are
designed to test hypotheses;
q) graphing and arithmetic calculations are used
as tools in data analysis;
r) conclusions are formed based on recorded
quantitative and qualitative data;
s) sources of error inherent in experimental
design are identified and discussed;
t)
validity
of data is determined;
u) chemicals and equipment are used in a safe
manner;
v) appropriate technology including computers,
graphing calculators, and probeware, is used for gathering and analyzing data
and communicating results;
w) research utilizes scientific literature;
x) differentiation is made between a scientific
hypothesis and theory;
y) alternative scientific explanations and
models are recognized and analyzed; and
z) a scientific viewpoint is constructed and
defended (the nature of science).
BIO.2 The
student will investigate and understand the history of biological concepts. Key
concepts include
f) evidence supporting the cell theory;
g) scientific explanations of the development of
organisms through time (biological evolution);
h) evidence supporting the germ theory of
infectious disease;
i)
development
of the structural model of DNA; and
j)
the
collaborative efforts of scientists, past and present.
BIO.6 The student will investigate and understand
common mechanisms of inheritance and protein synthesis. Key concepts include
j)
cell
growth and division;
k) gamete formation;
l)
cell
specialization;
m) prediction of inheritance of traits based on
the Mendelian laws of heredity;
n) genetic variation (mutation, recombination,
deletions, additions to DNA);
o) the structure, function, and replication of
nucleic acids (DNA and RNA);
p) events involved in the construction of
proteins;
q) use, limitations, and misuse of genetic
information; and
r) exploration of the impact of DNA
technologies.
Assessment:
Students will be expected to
answer each question thoroughly using the scientific method (hypothesis, test,
conclusion) in their content connections journal. After answering the questions, student will
also participate in discussion of the questions. Each student will be expected to actively
participate in the discussion by answering at least one question or offering
their perspective to an answer provided.
Students will be expected to reference material leaned regarding
genetics (text, journals, speaks) in their answers.
Instructional Resources:
Biology Textbook:
Campbell, Neil A. et al. Biology:
Concepts and Connections: Fourth Edition. Prentice Hall, Copyright
2002.
Procedures:
- Using the strategy “I Wonder Why”, students will
be provoked into discussion regarding heredity’s role in the physical
characteristics of various breeds of sheep (face color, wool length).
- Students will be asked various questions (
- Students
will draw from previous knowledge, perceptions and reading of Mendelian
genetics.
- The students will be shown pictures to aid their
learning while they are asked the questions.
- Questions may include:
“I wonder why this sheep has a black face,
but his sister has a white face?”
“I wonder why this sheep has a black and white mixed
face, but his mom and dad both
have black faces?”
“I
wonder what will be the color faces of the offspring of this mating (show a picture of a black face sheep and a white
face sheep)?”
- The remainder of the class time will be spent
answering the questions and discussing student results and reasoning
behind their hypothesis (test by punnett square, dominant and recessive
traits).
A Game Frame: Jeopardy:
The purpose for the game
frame is to reflect on students’ knowledge of the scientific, agricultural, and
mathematical aspects of cattle and sheep breeds, attributes, and
populations. This game is played similar
to the popular game show Jeopardy with one team winner at the end of the game.
Equipment:
15 second timer, 33 big word
cards (with categories and questions), tape, dry erase board
Preparation:
The students will get into to
3 different teams. This game will include two categories for each content area:
Agriculture: 1) sheep 2) cattle
Math: 1)
population facts 2) production
Biology: 1)
genetics 2) maturation
The categories will be
divided into 6 columns, with 5 question below them (ranging from 100 to 500
points). Student teams will choose their
category and point value, the teacher will then ask the corresponding
question. If the team answers
incorrectly or runs out of time (there will be 15 seconds to answer every
question) then one of the other teams gets a chance to answer the question, and
they will resume control of the “board”.
The teacher will record points as the students are playing.
To Win:
The team with the highest
number of points at the end of the game wins.
Possible Jeopardy Questions
Agriculture –
1st
Category: Holy Cow
100 – The
scientific term used for cattle? What is
bovine.
200 – Name
at least two cattle products? What is meat, milk, leather, etc.
300 – The
most commonly recognized breed of dairy cattle with the characteristic
black and white haircoat? What is the
400 – The
black beef cattle breed that is known for its marbling, small cow size,
and fertility? What is the Angus.
500 – The
stage of the breeding, pregnancy, and calving cycle when cattle require
the most nutrients or feed? What is postpartum anestrus.
2nd
Category: Don’t Be Sheepish
100 – The
scientific term used for sheep? What is
ovine.
200 – Name
at least two sheep products? What is meat, milk, wool, etc.
300 – The
animal that sheep originated from? What
is mouflon.
400 – This
breed is the number one white-faced breed of sheep in the
What is the
500 – This
breed has a distinctive white and wool-free face and legs, and helical
crimp in wool? What is the Cheviot.
Math -
1st Category: Meat
and Milk
100 – An
East African Zebu cow has 4.6% fat and a
is the difference in fat? A: What is 0.8?
200 –
These 2 breeds of sheep yield an average of 60-65 kg meat per year.
A: What are Lare e Matit and Lare e Polisit?
300 – In
this year
A: What
is 1991?
400 – These costs are generally
the highest annual variable cost associated with
the cow-calf production
enterprise.
A: What
are feed
costs?
500 – In 1998, this was the percentage of milk
production world-wide by cows.
A: What
is 85.5%?
2nd Category: Population, Not Potpourri
100 – This Eastern European country’s sheep
population was more than 3 times
bigger
than its goat population in 1997.
A: What
is
200 – This country has 25% of the sheep
population in the world.
A: What
is
300 – These 2 countries are the only
traditionally dairy exporting countries of
A: What are
400 – These 3 countries are the least developed
in dairy production of the three
southcone
groups.
A: What are
Peru, Bolivia, and Paraguay?
500 – This African country has an estimated
amount of 1 million metric tons milk
production.
A: What
is
Biology -
1st Category:
Genes, Not Your
100 – A
trait that will be expressed whenever present.
A: What is a dominant trait?
200 – He is considered the father of genetics.
A: Who is Gregor Mendel?
300 – A trait
that can only be expressed if there are two present.
A:
What is a recessive trait?
400 – Mom and
dad are both heterozygote for a trait then this with four offspring
this many will be born homozygous recessive for the
trait
A: What is one?
500 – Mom is
homozygous recessive for a trait, dad is heterozygous for the trait,
with four offspring this many will be born heterozygous
for the trait
A: What is 2?
2nd Category:
Seriously, Grow Up!
100 – This
is the name of the division of cells.
A: What is mitosis?
200 – This
is the sheep made famous after being cloned from a mammary gland
A: Who is Dolly the Sheep?
300 – This organelle
is considered the “brain” of the cell
A: What is the nucleus?
400 – These
are the five main phases of cell division
A: What are
Interphase, Prophase, Metaphase, Anaphase and Telophase?
500 – This is
the stage which DNA replication occurs
A: What is Interphase?
Diversity Addressed:
This thematic will address
the least disposed learner by incorporating visual and hands-on material. Students will be broken into groups of
different abilities (levels of skill, prior knowledge). The thematic will include a wide variety of
assignments that allow the students to collaborate as well as showcase their
specific strengths and abilities. These assignments will include short in-class
based coursework as well as progressive tasks (content connections journal,
picture book and brochette).
The thematic will also address gender by
breaking the class up into groups containing equal amounts of males and
females. This thematic will include the
works of female pioneers in the field of agriculture, math, and biology. Female roles will also be brought to the
students’ attention through local community resources such as a female genetic
counselor and extension agent.
Parent-Community Engagements:
During the six week thematic
period, invitations will be sent out to members of the community to speak to
the class regarding their professions or areas of expertise which relates to
the concept(s) at hand. The speakers
will provide insight into relevant applications for the information students
are gaining during the six week thematic.
Invitations will also be sent to parents to come and listen to the
speaker with their child or even to speak and provide additional
perspectives.
At the end of the six-week
period, there will be invitations sent to students and their family members,
class speakers (farmers), administration (school board, personnel, etc.), local
government officials (the mayor, etc.) and consultants to gather in the local
cattle farm for an end of unit celebration.
The invitations will ask the community members to join the students in
celebration from
There will also be a table
set up with the students’ journals and brochettes for the community to browse
through. There will be questionnaires
and surveys for the parents to fill out on two journals and two brochettes,
assessing the students’ work. There
will be light refreshments provided by the sponsor, a local community grocery
store (Kroger, Food Lion). Hamburgers
and BBQ will be served. Calves and sheep
will be on display for observation and petting.
Games will be played throughout the event including the cross-content
version of Jeopardy.
Vocabulary Engagements:
*Unless otherwise noted all
activities were taken from:
Stephens, E.C and Brown, J.E. A Handbook of Content
Literacy Strategies: 125 Practical
VE
One – Agriculture: Hide and Seek with Words
The
purpose of this Vocabulary Engagement is to facilitate student comprehension of
important vocabulary words used in the unit.
Using a Word Search activity, students will create a word search with
words they feel are essential to understanding the unit. The word searches will be collected then
distributed randomly to the class so that each student has a different word
search from their own. Students will
find the words in the word search and write down any words they do not
know. The student will then define these
words in their journals. Student
expectations include creating a word search with at least twenty words and
completing their peer’s word search given to them. The unfamiliar words must be defined in their
journals. (A. Burton, 2005)
Rationale:
Active learning will be prompted by having the students create their own word
search and will emphasize words that are important in the unit.
VE
Two – Agriculture: See the Writing on the Wall
The
purpose of this Vocabulary Engagement is to activate student’s prior knowledge
and introduce them to new vocabulary words used in the unit. Using a combination of the “Word Bank” and
“Wall of Words” strategies, students will be asked to contribute terms they
already know related to the new unit being introduced. These words will be written on 5” x 7” index
cards with a definition written on the back and students can also add an
illustration for the word. The index
cards will be displayed on a wall in the classroom and students will also put
these terms in their journals with the definitions. New terms will be added throughout the unit
as they are discovered. Student
expectations include making at least three index cards with terms related to
the unit and defining all the vocabulary words in their journals. (S & B,
ch.5, pg. 88, 92)
Rationale: These strategies will cause students to
recall their previous knowledge about a subject and prepare for the upcoming
unit by introducing new terms.
Displaying the words will also help students remember the important
words throughout the unit and help them with the activities in the unit. Students become involved in the learning
process by determining which words are important and displayed in the
classroom.
VE Three
– Math: Word Search
The purpose of this
vocabulary engagement is to help students understand mathematical vocabulary
words used in the current lesson. Using
a Word Search activity, students will develop a word search of their own using
only mathematical vocabulary from the lesson they feel are important. Students will then trade their puzzles with a
partner and find their partners’ words.
If the partner used different words, then those words must be defined in
the student’s connections journal.
Student expectations include developing a word search using a minimum of
ten words and trading with a partner to find someone else’s words. Students will also define any words that are
different that the ones they chose for their own word search (A. Burton, 2005).
Rationale: Implementing a word search activity promotes
enjoyable learning for the student as well as collaboration. The word search will also prompt students to
acknowledge words they feel are important to the lesson.
VE Four – Science: Truly Important
The purpose of this
vocabulary engagement is to enhance student understanding of key terms found in
the readings of genetics and heredity.
Using the “10 Most Important Words” strategy, students will be asked to
hypothesize what the ten most important words will be in their reading of
Mendelian genetics (dominant and recessive traits). Students will list the words in their content
connections journal. Students will then
be paired to compare and discuss their lists.
After reading the section, students will again pair up and revise their
list as to what the ten most important words they found to be and their meaning. Students will be expected to list at least
ten words prior to reading as well as after reading in their connections
journal. Students will also be expected to list what they believe to be the
definition of the ten words they found to be important after the reading (S &
B, Ch.5, pg. 88).
Rationale: This activity will
encourage students to actively read their assignment in order to find
meaning. New terminology is usually the
most difficult and confusing part when learning a new concept, this activity
will assist students during the initializing stage of learning. The activity promotes student collaboration
as well as promoting self-esteem allowing to a student to share uncertainties
of the material with fellow classmates.
Morphology:
Specialized Words:
Agriculture:
Agriculture
(ag’-ri-kul’-cher) the science and art of farming
agri
/ cult / ure ager (a field) + cult (to
till) + ure (noun suffix)
agricultural,
agriculturalist, agronomy
Purebred (pyoor-bred’)
belonging to a recognized breed of unmixed descent
pure
/ bred pure (unmixed) + breed (kind
or type)
breed,
breeding, breeder
Ruminant (roo’-me-nent)
an animal that chews its cud.
Rumin
/ ant rumen (first stomach) + ant
(noun suffix)
rumen,
ruminate, ruminative, rumination
Math:
Histogram (h
s
t
-gr
m
) A bar graph of a frequency distribution in which the widths
of the bars are proportional to the classes into which the variable has been
divided and the heights of the bars are proportional to the class frequencies.
histo / gram – histo(ry)(the
branch of knowledge that records and analyzes past events) + gram(something
written, drawn or recorded)
history, telegram, historian, sonogram
Frequency (fr
kwn-s) the number of measurements in an interval of a frequency
distribution. The ratio of the number of times an event occurs in a series of
trials of a chance experiment to the number of trials of the experiment
performed
Frequen / cy –
frequen(t)(regularly at short intervals) + cy(calendar year)
frequencies, frequent, currency,
frequently
Theoretical (th-r
t-kl)
Of, relating to, or based on theory
Theor /etic / al – theory(rules,
ideas, principles that apply to a subject) + etic(adjective suffix) +
o(ajective suffix) + al(relating to or characterized by)
theoretic, theoretically,
theory, theorem
Statistics (st-tstk) A
numerical value, such as standard deviation or mean, that characterizes the
sample or population from which it was derived
Stat / ist / ic /s –
stat(e)(the condition that somebody or something is in) + ist(practicing a
specific skill or belief) +ic(of or relating to) + s(plural suffix)
Statue, stature, state
Biology:
Genetics (jə-nĕt'ĭks)
1) The branch of biology that deals with heredity, especially the mechanisms of
hereditary transmission and the variation of inherited characteristics among
similar or related organisms. 2) The genetic constitution of an individual,
group, or class.
gen
/ et / ic / s gen (gene) + et (noun
suffix) + ic (adjective suffix) + s (plural suffix)
Geneticist, Genocide,
Genesis
Chromosome (krō'mə-sōm')
One of the linear or sometimes circular DNA-containing
bodies of viruses, prokaryotic organisms, and the cell nucleus of eukaryotic
organisms that contain most or all of the genes of the individual
Chromo / some chromo
(color) + some (noun, combining form)
Chromatin,
Chromoplast
Heredity (hə-rĕd'ĭ-tē) 1)the sum of the qualities and
potentialities genetically derived from one's ancestors ; the transmission of
such qualities from ancestor to descendant through the genes
hered / ity hered (heir) + ity (noun suffix)
Inheritance, Heir
Special Words:
Attribute (a’-tre-byoot’)
a characteristic or quality of a person or thing
at /
trib / ute at (to or toward) + tribe
(assign) + ute (noun suffix)
attributed,
attributing, attributable, attribution
Lactation (lak-ta’-shen)
the period during which milk is secreted
lact
/ at / ion lacto (milk) + at (verb
suffix) + ion (noun suffix)
lactate,
lacteal, lactic, lactose
Management
(man’-ij-ment) the act or manner of managing or controlling
man
/ age / ment mano (hand) + age
(verb suffix) + ment (noun suffix)
manage,
manager, manageable, managerial
Measurement (mzhr-mnt) The dimension, quantity, or capacity determined by
measuring:
Measure / ment – (measure)(amount, degree, quantity) + ment(action or
process)
Measuring,
temperament, engagement
Variation (vâr-
shn, vr-) A
function that relates the values of one variable to those of other variables
Vari/ at / ion – vari(diverse) + at(e)(verb suffix)+ ion(noun suffix)
Variable, varied, vary, various
Percentage (pr-sntj) A
proportion or share in relation to a whole; a part:
Per / cent / age – per(apiece)
+ cent(hundred) + age(collection of things)
Per capita, centimeter, cents, village
Nucleus (nū'klē-əs) 1) the small brighter and denser portion
of a galaxy or of the head of a comet
2) a central point,
group, or mass about which gathering, concentration, or accretion takes place:
as a: a cellular organelle of
eukaryotes that is essential to cell functions
3 : the peak of sonority in the
utterance of a syllable
nucle / us nucle (kernel of nut) + us (plural
suffix)
Nuclear,
Nuclei, Nucleuses
Observation (ŏb'zər-vā'shən) 1) an
act or instance of observing
a custom, rule, or law
2) a: an act of recognizing and
noting a fact or occurrence often involving measurement with instruments b:
a record or description so obtained
3) a judgment on or inference
from what one has observed
ob
/ serv/ at / ion ob (prefix:
inverse) + serv (to work for) at (towards) + ion (noun suffix )
Observance, Observe, Obscure
Recessive (
2) a: producing little or no phenotypic effect when
occurring in heterozygous condition with a contrasting allele b: expressed only when the determining
gene is in the homozygous condition
re
/ cess / ive re (prefix: again, backward) + cess (luck) +
ive (adjective suffix)
Recess, Recede, Recessively
Cellular (sĕl'yə-lər):
1) of, relating to, or
consisting of cells
2) containing cavities:
having a porous texture
3) of, relating to, or being a
radiotelephone system in which a geographical area (as a city) is divided into
small sections each served by a transmitter of limited range so that any
available radio channel can be used in different parts of the area
simultaneously
cell / ul / ar cell (organism’s smallest structural unit) +
ul (adjective suffix) + ar (adjective suffix)
Cellulite, Cellulose
Professional Standards Addressed:
While
we have addressed and attended to the purpose-intentions of the listed
standards associated with the following Professional Organizations throughout
this particular course (EDCI 5264, Comprehending Processes and Reading in the
Content Areas), we have for purposes of this partnered enterprise, that of
designing a ‘Thematic Construction’ focused in particular on the following
respective organizational ‘tenets’:
Interstate New Teachers Assessment and Support
Consortium Standars (INTASC):
Standard 1.
Subject Matter
Dispositions:
1.22
Appreciate
multiple perspectives and convey to learners how knowledge is developed from
the vantage point of the knower.
1.23
Have
enthusiasm for the discipline(s) s/he teachers and sees connections
to everyday life.
Performances:
1.35
Develop and
use curricula that encourages students to see, question and interpret ideas
from diverse perspectives.
Standard 2. Student Learning
Performances:
2.33
Use students’
thinking and experiences as a basis for instructional activities by, for
example, encouraging discussion, listening and responding to group interaction,
and eliciting samples of student thinking orally and in writing.
Standard 3. Diverse Learners
Knowledge:
3.15
Understand
cultural and community diversity and knows how to learn about and incorporate
student’s experiences, cultures, and community resources into instruction.
Performances:
3.37 Create a learning community in which individual differences are respected.
Standard 4. Instructional Strategies
Knowledge:
4.13
Enhance
learning through the use of a wide variety of materials as well as human and
technological resources(e.g. computers, audio-visual technologies,
videotapes & discs, local experts, primary documents & artifacts,
texts, reference books, literature and other print resources).
Performances:
1.35
Vary his or her role in the instructional process
(e.g. instructor, facilitator, coach, audience) in relation to the content and
purposes of instruction and the need of students.
Standard 5. Learning Environment
5.13 Know how to help people work
productively and cooperatively with each other in complex social settings.
5.14 Understand
the principles of effective classroom management and can use a range of
strategies to promote positive relationships, cooperative, and purposeful
learning in the classroom.
5.23 Value the
role of students in prompting each others learning and recognizes the
importance of peer relationships in establishing a climate of learning.
5.31 Create
a smoothly functioning learning community in which students assume
responsibility for themselves and one another, participate in decision making, work
collaboratively and independently, and engage in purposeful learning
activities.
5.32 Engage
students in individual and cooperative learning activities that help them
develop the motivation to achieve, (e.g.) relating lessons to students’
personal interests, allowing students to have choices in their learning,
and leading students to ask questions and pursue problems that are meaningful
to them.
5.33 Organize,
allocate, and manage the resources of time, space, activities, and attention to
provide active and equitable engagement of students in productive tasks.
5.34 Maximize the
amount of class time spent in learning by creating expectations and
processes for communications and behavior along with a physical setting
conducive to classroom goals.
5.37 Organize,
prepare students for, and monitors independent and group work that allows for full
and varied participation of all individuals.
Standard 6. Communication
6.12 Understand
how cultural and gender differences can affect communication in the
classroom.
6.32
Support and
expand learner expression in speaking, writing, and other media.
6.35 Use a
variety of media communication tools, including audio-visual aids and
computers, to enrich learning opportunities.
Standard 7.
Planning Instruction
7.12 Know how to
take contextual considerations (instructional materials, individual student
interests, needs, and aptitudes, and community resources) into account in
planning instruction that creates an effective bridge between curriculum
goals and students’ experiences.
7.31
Select and create learning experiences that are appropriate for
curriculum goals, relevant to learners, and based upon principles of
effective instruction (e.g. that activate students’ prior knowledge,
anticipate preconceptions, encourage exploration and problem solving, and build
new skills on these previously acquired.
7.32
Create lessons and activities that operate at multiple levels to
meet the developmental and individual needs of diverse learners and help each
progress.
Standard 8. Assessment
8.12 Select, construct, and use assessment strategies
and instruments appropriate to the learning
outcomes being evaluated and to other diagnostic purposes.
8.21 Value ongoing assessment as essential to the
instructional process and recognize that many
different assessment strategies acutely and systematically used, are necessary
for monitoring and promoting
student learning.
8.31 Use a variety of formal and informal
assessment strategies (e.g. observation, portfolios of student work, teacher-made tests,
performance tasks, projects, student self-assessments and standardized tests) to enhance his or her knowledge of
learners, valuate student’s progress
and performance and modify teaching and learning strategies.
Standard 9. Reflection and Professional Development
9.22 Understand the role of reflection, assessment, and learning as an ongoing process.
9.33 Draw
upon professional colleagues within the school and other professional areas as supports for refection, problem solving,
and new ideas, actively sharing experiences and seeking and giving feedback.
Standard 10. Collaboration, Ethics and Relationships
10.25 Be willing to work with other professionals to
improve the overall learning environment
of
students.
10.33 Identify and use community resources
to foster student learning.
International
Reading Association (IRA):
Standards for
Specialized
1.5 Perceive reading as the process of
constructing meaning through the interaction of the reader’s existing
knowledge, the information suggested by the written language and the context of
the reading situation.
2.13 Recognize the importance of giving opportunities
in all aspects of literacy (e.g. as readers, writers, thinkers, reactors,
and responders).
5.2 Use texts and trade books to stimulate
interest, promote reading growth, foster appreciation for the written word and
increase the motivation of learners to read widely and independently for
information, pleasure and personal growth.
5.5 Provide opportunities for creative and personal responses to literature, including storytelling.
6.6 Employ effective techniques and strategies
for the ongoing development of independent vocabulary acquisition.
7.3
Teach students to connect prior knowledge with new information.
8.1 Provide opportunities to locate and use
a variety of print, non-print and electronic reference sources.
8.3
Teach students strategies to organize and remember information.
10.1
Develop and conduct assessments that involve multiple indicators
of learner progress.
12.2
Adapt instruction to meet the needs of different learners to
accomplish different purposes.
12.4 Select and evaluate instructional
materials for literacy, including those that are technology – based.
Reading Specialist Program Status Matrix
3 – g Demonstrate
expertise in the structure of the English language, including an understanding
of syntax and vocabulary
development.
5: Research. The candidate must demonstrate the ability
to guide students in their use of technology
for both process and product as they work with reading, writing and research.
International Society For Technology For Education
Standards
2.1 Use productivity tools for word processing,
database management and spreadsheet applications.
2.1.1 Use features of word processing, desktop
publishing, graphics programs and utilities to develop professional products.
2.3.2 Conduct research and evaluate on-line sources of
information that support and enhance
curriculum.
2.4.2 Use electronic mail and web browser applications for
communications and for research to support
instruction.
2.7 Identify computer and related technology resources
to support regular professional growth
related to technology
3.3.2 Participate in collaborative projects and
team activities.
3.5.1 Conduct research and evaluate on-line
sources of information that support and enhance the curriculum.