K Walters Week 7 Writing piece

Week 7 Writing Piece- Domain 3

Drexel University
Kelly Walters

K Walters Week 7 Writing piece

Lesson 6 Vaccinate This!

Teacher Kelly Walters
I.

Grade Level HS Biology Grade 11/12

Content and Standards:

NGSS Standards
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of
interacting systems that provide specific functions within multicellular organisms.
HS-LS1-3 Plan and conduct an investigation to provide evidence that feedback
mechanisms maintain homeostasis.
HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental
conditions may result in: (1) increases in the number of individuals of some
species, (2) the emergence of new species over time, and (3) the extinction of
other species.
Cross Cutting concepts
Stability and change
Structure and Function
Patterns
Cause and effect
Science and Engineering practices
Asking questions and defining problems
Engagement in Argument from evidence
Obtaining, Evaluating and communicating information
Disciplinary core Ideas
LS1.A Structure and function:
Multicellular organisms have a hierarchical structural organization, in
which any one system is made up of numerous parts and is itself a

component of the next level.

Feedback mechanisms maintain a living systems internal conditions
within certain limits and mediate behaviors, allowing it to remain alive
and functional even as external conditions change within some range.
Feedback mechanisms can encourage (through positive feedback) or

discourage (negative feedback) what is going on inside the living system.

Systems of specialize cells within organisms help them perform essential
functions of life.

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LS4.C Adaptation:
Changes in the physical environment, whether naturally occurring or
human induced, have thus contributed to the expansion of some species,
the emergence of new distinct species as populations diverge under
different conditions, and the declineand sometimes the extinctionof

some species.
Species become extinct because they can no longer survive and reproduce
in their altered environment. If members cannot adjust to change that is
too fast or drastic, the opportunity for the species evolution is lost.

ELA/Literacy
WHST.9-12.7 Conduct short as well more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
WHST.11-12.8 Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the specific task, purpose, and audience;
integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one course and following a standard
format for citation.
RST.11-12.2 determine the central ideas or conclusions of a text; summarize
complex concepts, processes, or information presented in a text by paraphrasing
them in simpler but still accurate terms.
RST.11-12.7 Integrate and evaluate multiple sources of information presented in
diverse formats and media (e.g., quantitative data, video, multimedia) in order to
address a question or solve a problem.
RST.11-12.1 Cite specific textual evidence to support analysis of science and
technical texts, attending to important distinctions the author makes and to any
gaps or inconsistencies in the account.

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II.

Prerequisites:
It should be expected that students have knowledge of cells, types of cells and
basic cellular structure. Students should be comfortable and/or be familiar with
the systems of the human body, specifically the circulatory and the skeletal
system as they play a role in the immune system as well. Based on previous
lessons students should know which components are involved in the specific
immune response and the roles B- and T-cells play. Also, students should be
aware of the primary and secondary immune response as was discussed in
previous lectures. Students recently went over pathogens and how we defend
against them and should be able to transition this knowledge to vaccinations
(virus and bacteria) in this lesson. It is important that students be able to retrieve
and apply the information from their previous lessons because this will help them
make the appropriate connections.
Basic reading, drawing, and writing skills are needed for this lesson. Also, for
this lesson students should know how to use Venn diagram to compare and
contrast. Student should be able to work collaboratively within an excel
document on google docs. It is also assumed that students will have the ability to
navigate the internet and determine reliable resources for information sources.

III.

Essential Questions (provide a framework)

What is the essence of the immune system?

o Essential Idea: Immunity is based on recognition of self from nonself and destruction of foreign material.
How does the immune system protect us?
o Essential Idea: The human body has structures and processes that
resist the continuous threat of invasion by pathogens
o Essential Idea: The immune system has multiple lines of defense
to prevent infection.
o Essential Idea: Production of antibodies by lymphocytes in
response to particular pathogens gives specific immunity.
o Essential Idea: Vaccines contain antigens that trigger immunity but
do not cause the disease.

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o Essential Idea: Immunity depends upon persistence of memory
cells.
o Essential Idea: Production of vaccines is a way for humans to
assist our immune system to protect it from disease.
IV.

Instructional Objective:

Students will be able to identify and explain the similarities and

differences between Active and passive immunity by creating a Venn

diagram.
Students will be able to justify why vaccines are given to the public for
public health purposes, by reading The Vaccination debate and

participating in a class discussion.

Students will describe how the human immune system responds to
vaccines, by participating in a group discussion and critical thinking

questions.
Students will understand the role of herd immunity by a class case study
discussion on Influenza.

V.

Instructional Procedures:

Before

We will briefly go over what content will be covered in class today. Will

remind students of the upcoming timeline, debate, and exam.

Students will be asked the question, Got Immunity? What does this
mean and how many of this have it? Can anyone give examples of

something they may be immune to?

This prompt will take place while I check their outputs in their interactive
notebooks. The students will be encouraged to right down their thoughts

to these questions in their notebooks while they wait.

During
I will restate the essence of the immune system "the essence of the
immune system is the ability to recognize 'self' from 'non-self'. I will

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have student share some of their ideas. That they listed from their starter

question.
Understanding the essence of the immune system and how will this play a

role in immunity? Key focus is on non-self.

Will start the interactive lecture on immunity and vaccines.
After we cover the content on passive and active immunity we will stop
and as a class perform a chalkboard splash. (Venn diagram, active vs passive

immunity) I will guide this discussion.

After this is completed we will continue our lecture with vaccinations.
We will stop and do a quick think after vaccinations. Students will be
required to describe whats happening in the picture? Visual connection

to what happens when you vaccinate.

After we discuss main concerns with the safety of vaccinations students
will participate by using internet resources to fill in a Vaccinated disease

worksheet.
Students will use (CDC and WHO) to collaboratively complete this
document. It will serve as a primer for their vaccination debate and as a

potential resource for information.

Students will briefly watch a video on herd immunity and will tie this into

a discussion on the influenza virus.

The influenza discussion will lead into our discussion of their upcoming

vaccination debate.
Students will be instructed to read The Vaccination Debate. Students will

create a pros and cons table on vaccination from this.

After
Go over what was covered in class
Allow students to get students started on the vaccination debate article.
Encouraged to use this as a guide to start researching the great vaccination

VI.

debate that we all hear about.

Review what is for homework, output, and the critical thinking question.
Students will complete an exit ticket.

Materials and Equipment:

Power point- Will be used for lecture

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Interactive lab notebooks-Will be used for notetaking, critical thinking, output and
lesson summary
The vaccination Debate Handouts-these will be used for students that choose their
reading on paper.
Vaccination debate key point- Provided for students to document the key points they
found within the article.
Exit ticket-it will be used for exiting the class
Starter resources list-These are resources to get students started on their search.
Interactive Spreadsheet- This will be used for the collaborative classwork on filling in
the information on common vaccinated diseases.
Herd immunity video- used to explain herd immunity.
Vocabulary list- used to highlight key terms for students in lesson
VII.

Assessment/Evaluation:

We will as a whole class do a chalkboard splash in which we will

complete a Venn diagram on the whiteboard. Comparing and contrasting
active and passive immunity after I have lectured on these key concepts.
Base on student input and feedback during this interaction I will be able to
determine if students needs to be re-taught on these topics. I will also be
able to determine if I need to elaborate or provide additional examples.
This will also help me determine and adjust the flow of my lecture.

Throughout my slides I have a number of questions to help my students

think critically. For example on slide 3. The students response and
participation in these questioning sessions will help guide me in evaluating
the understanding my students have by forcing them to apply it to new
situations. This feedback will help guide me in my lesson and also give
opportunities for immediate feedback and re-teaching of necessary
concepts and content.

Students will be asked to participate in a guess whats happening in this

picture discussion. Students will explain what is happening at key points

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in a diagram. This will provide me immediate feedback on their
understanding of the vaccination response and the immune response it
requires. This interaction will provide me with opportunities to address
any misconceptions or remaining questions regarding vaccinations, how
they are administered and their effects.

Students will be stopped and asked to participate in a collaborative

document documenting key information in relation to common diseases
we are vaccinated for. During this activity I will talk with students and
answer any questions they may have remaining. I will be using this as an
opportunity to address student concerns on a one-on one situation. This
will give opportunities for students who do not want to ask questions in
front of the class to have concerns met.

There will be a whole class discussion after the video on herd immunity to
create connections to the flu virus today and the importance of vaccination
for this common illness. Especially strains like H1N1 and swine flu. This
will provide another opportunity for me to evaluate understanding and reteach any content necessary. This should provide a cumulative assessment
of their understanding of the days lesson and content.

Exit ticket will be used to measure students understanding of active and

passive immunity by having them apply their understanding to different
situations. This will help guide me to their final understanding by the end
of class. If necessary I will address any trends or misconceptions I see as
a result of the exit ticket in the next class.

VIII.

Differentiation:

The students will be asked to reflect on the days lesson in their interactive
journal as part of their output. This is done individually and will be used
by me to assess their understanding. Also, as part of their interactive

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journal students will complete a summary of that days lesson. This will be
done in the students chosen manner.

As a part of the interactive journal the students are required to answer a

critical thinking question. Students can answer this in any manner they
choose as long as they make the connection necessary to that days
content.

There are a number of additional resources that I provide for the students
to access to extend their learning. There are videos and websites. These
are at different levels and formats which give students an opportunity to
extend their learning or supplement what they take away from the lesson.
I also embed these items within my lectures whenever possible to
supplement the content.

All students have access to the class blog as well as all of the
accompanying documents in the google docs folder. I also provide a
variety of links and additional leveled resources for students in their lesson
folder on google docs.

This class has 4 Tier 1 SEN students. They are not formally identified yet
and are in tier one response to intervention. To meet the needs of this
student organizational strategies are incorporated into the lecture. On the
dry erase board is the daily class agenda and a class web blog is also
provided prior to the start of class for students. The additional
supplemental information is provided as well as I e-mail the class after
every lesson recapping everything and providing clarification on items if
necessary.

Article (and accompanying table) that they will read will be provided on
paper and as digital pdf so students have a choice based on their
preference. Although this will be done individually the students will be

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cold called in the next days lesson to provide their key points that they
found with the class. This will allow students opportunity to add items
they may have overlooked to their tables.
IX.

Technology:

There will be a PowerPoint lesson affiliated with this lesson. Within this PowerPoint
we will participate in the completion of a collaborative datasheet on common
vaccinated diseases. Computers will be incorporated into this lesson for students to
search for content and information for their table. Also the use of videos within my
lecture will be used to supplement the content being covered. All my materials are
provided in their digital format for my students to access during class through
classroom folders in google docs.
X.

Self-Assessment

Throughout this lesson I have embedded small questions and answer sessions as well
as a number of assessments to gauge my students understanding. Form all of these
assessment points I will adjust and modify my lesson as well as content delivery
during my instruction. All of my assessments are periodically spaced throughout the
lesson to ensure continuing monitoring of student understanding. This will allow me
to immediately address any misunderstanding and misconceptions with immediate
feedback. If students are struggling with their understanding with this lesson it will
provide guidance for me for use of some of my instructional techniques and their
effectiveness with this particular group of students. Perhaps students will not
participate well in the creation of the Venn diagram. I need to evaluate why. Was it
based on their lack of understanding of the content or lack of enthusiasm for Venn
diagrams? This can easily be evaluated based on students willingness to participate in
an activity, as well as the answers they provide. From previous lesson I have
discovered that chunking of information in this manner works well for these students
as they can easily be overwhelmed with content. By chunking and giving them
opportunities to apply that information I am providing myself and the students

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opportunities to apply and ensure understanding in a variety of successful ways that
can meet the needs of my all my students.
Using these many methods of assessment will also provide me with feedback on
successful tools and strategies to use again with these students. Also, during this
lesson I plan on using my assessments to guide my instruction. Based on their
interactions it will allow me to expand or limit the breadth of content in my delivery.
The spiral questioning that I plan on starting with the questions placed in my
PowerPoint will be a direct reflection of their understanding and using their responses
will guide me in my instruction. I will modify my instruction accordingly as I have
created this lesson to be adapted for my students needs.
REFLECTION ON MY INSTRUCTION OF THE LESSON:
This lesson went rather well for me. I was impressed with how well the students
responded to the Venn diagram chalkboard splash in class and how the more willingly
participated in the discussions. One of the changes that I have made to my
presenting with this group of students is that I am focusing on chunking information
for them. This really helps with the students staying actively engaged in the lesson
and provides them immediate opportunities to apply their knowledge and
understanding. I believe that also by doing it this way they create a better connection
to their learning. This is because I try and create discussion and opportunities for
them to make personal connections to the content through my total participation
techniques. This was the most successful class yet on active engagement and
participation of students in my lesson. There are usually a select few students that
always want to share their answers which relies me to rely on cold calling. This
lesson students, that normally dont, were actively participating in the questioning and
answering and the interactive components of my lesson. This was encouraging and
helped guide my lesson. I even added in a few additional question and answer based
off of my students responses to previous questioning sessions. I was excited at this
and was encouraged by my students interest.

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Although the students did show more interest it did not run exactly to schedule. I
had allotted about 10 minutes for the students to work on the collaborative common
vaccinated diseases. This was based on the time it took me to complete the 3 I did
within the chart as a model for my students. It took the students about 15 minutes
but I allowed this because they were actively working and asking questions. I also
took this time as an opportunity to start small discussions on vaccination and the pros
and cons in relations to these diseases. This was time well spent by me and the
students. I was able to use this to help the students start to mentally prepare
themselves for their upcoming vaccination debate and measure their understanding.
I did not use the exit ticket at the end of class. My goal for this lesson was to get the
students through the lecture and to introduce them to the vaccination debate article
and idea. I was successful in my goal of this. I had the lesson planned that if the
students were not actively participating I could use the exit ticket to use up time that
may have turned into dead space. I had the exit ticket available as resource if time
permitted because the students were actively involved I did not use it. We spent time
during class interacting and participating in informative discussion and activities like
the chalk board splash and collaborative worksheet. I definitely made sure that I had
sufficient assessments built in throughout my lesson so if the exit ticket was not used
I would still have a good estimate of the student understanding. Class went by fast
which to me meant that it was engaging.
INDIVIDUAL COMPONENTS HIGHLIGHTED:
Domain 3a
Domain 3b
Domain 3c
Domain 3d
Domain 3e
REFLECTION ON THE DOMAIN:

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Since I have set myself the goal of being proficient in Danielsons domain s and
dabble in distinguished. I approach every lesson with this in my mind. After going
through this lesson I definitely identify Danielsons third domain as my strongest in
reaching my goal out all of her domains. This is definitely the domain I have been
most comfortable with and most natural for me to implement in my own pedagogy.
Although I view this as my strength there is always room for improvement because I
learn from my students every day as well.
When viewing this lessons I definitely believe that I reached proficient within domain
3a, communicating with students. I present my information in a conceptual way and
try to enrich it with real life correlations, graphics, and multiple modes of
communication. When teachers present concepts and information, they make those
presentations with accuracy, clarity, and imagination, skilled teachers embellish
their explanations with analogies or metaphors, linking them to students interests and
prior knowledge. (Danielson, 2013, pg. 55) An area that I definitely could improve
on in 3a is directions for activities and expectations for learning. If I did this more
effectively during the lesson or perhaps at the end of the lesson I would not have to email my students a re-cap of that days lesson or need to clarify. This is definitely
something I will need to improve on.
I believe I was the best at ensuring that I met proficiency in domain 3b and may have
dabbled in distinguished! Especially because the teacher uses a variety or series of
questions or prompts to challenge students cognitively, advance high-level thinking
and discourse, and promote metacognition. (Danielson, 2013, pg.63) My goal would
be to improve on my student participation. This has not been a strong area for me and
finally within this lesson students really started to participate more actively. IT was a
turning point for me in my lessons. I will use the strong areas of student involvement
in this lesson and my assessment from my interactions in class to guide me in
developing my next lessons. This will serve as a building block and hopefully guide
me to create more student participation in my future lessons.

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My goal in domain 3c is based on my complete lack of student grouping within this
lesson. During this analysis I realized that I had almost every activity and discussion
done whole group or independently. For example, I could have modified the visual
vaccination activity into a think pair share. This would have provided a small group
opportunity and ensured peer-peer interaction within the class. This would have also
presented an opportunity for peer feedback and discussion of key concepts of this
lesson with peers. This is another level to ensure engagement in the classroom. In
observing a lesson, it is essential not only to watch the teacher but to pay close
attention to the students and what they are doing. (Danielson, 2013, pg. 65) By doing
think pair share or small group work this will provide opportunities for me to pay
close attention to their discussions with their peers and measure understanding that is
not guided by me, that may be more authentic of the students understanding. Within
this domain I feel I definitely met my goal of proficient but still with areas for
improvement.
Within this domain 3d, Using assessment in instruction I fell that I was definitely
proficient. It is definitely an integral part of my instruction. I feel that a good goal fo
me in this domain would to be improve the student self-assessment and monitoring of
progress. This is an area that was lacking in my lesson. Actually when thinking
about it right now I cannot think of any tools I can use to ensure this in my classroom.
My goal is to establish a toolkit to ensure this area of domain 3d in my classroom. It
is important that this be used because it will ensure that the students are truly
independent learners and will also enhance their chances of success in the classroom.
The final area in domain 3(e), Demonstrating Flexibility and responsiveness is
definitely something that I plan into my lessons. Shifting the approach in midstream
is not always necessary; in fact, with experience comes skill in accurately predicting
how a lesson will go and being prepared for different possible scenarios. (Danielson,
2013, pg. 77). This is definitely something that I do within my lessons. I always
have a socrative quiz or even and exit ticket available just in case. Also, within a unit
if there is an activity that I do not use in one lesson I keep it in a holding pond
because it can potentially be use in another lesson of that unit. A good goal for me in

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this domain would be to have different levels of the same activity. This is something
that I have not done for other lessons. This would allow me to differentiate based on
the classes understanding and adjust accordingly with different versions of the same
activities. Another thing that I do within my lessons is I try to successfully
accommodate students questions and interests. (Danielson, 2103, pg. 79) For
example I had students come to class with their own lists of what they had been
vaccinated for. This definitely helps students make better connections with their
understanding. My goal is to keep doing this and maybe possibly have students get
involved by coming to class with an in the news clip relating to our units. This will
definitely help students participate in class and maybe help them create personal
connections to the content being covered.
References:
Danielson, C. (2013). The Framework for Teaching Evaluation Instrument, 2013 Edition.
New York: Charlotte Danielson. Retrieved from
http://www.danielsongroup.org/framework/.