Instructional Strategies PDF

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Running Head: INSTUCTIONAL STRATEGIES 1

Instructional Strategies Grand Canyon University: SEC 525 August 26, 2020

Instructional Strategies Template © 2019. Grand Canyon University. All Rights Reserved.

Running Head: INSTUCTIONAL STRATEGIES 2

Part 1: National or state standard within content area and grade level 7th Grade Life Science Next Generation Science Standards (NGSS) MS LS1-2. Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. Analysis how the standard fits into overall curriculum Students will learn the different parts of an animal and plant cells by using creating models to help them learn the functions of each part. The following learning strategy will help students learn the functions. Learning Objective (at least one) 1. Students will study cell parts and functions of animal and plant cells. 2. Students will create a model of plant and animal cells.

Research-based instructional strategy “Summarize New Learning a Graphic Way” Students will explore a web version of animal and plant cells and explore the different parts of animal and plant cells. The teacher will go over main components of parts of animal and plant cells and list the functions of each part. With the following work students have done, they will create a clay model of an animal and plant cell. Students will use toothpicks to label each part. On a separate paper student will write down the functions of each part of the cell.

Part 2: Summary The following lesson falls under the 7th Grade Life Science NGSS standard MS LS1-2. ‘Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function.’ This standard will have 7th graders understand the parts and functions of animal and plant cells. The following learning strategy I believe is most beneficial for this lesson is using the “Summarize New Learning in a Graphic Way.” This strategy (Killian, 2019) is used to help students better visualize a lesson with either images or models for students to learn from. Research (Lavery, 2008) has shown that visualizations help students better understand the topic and lesson. This strategy is excellent for students that are visual or physical learners. One © 2019. Grand Canyon University. All Rights Reserved.

Running Head: INSTUCTIONAL STRATEGIES 3

challenge this strategy has is that students are verbal learners could have difficulty using models to understand the lesson. Another challenge would be students that are self-conscious of their artistic ability can become frustrated or embarrassed of their work and may not want to complete the project.

The learning theory this strategy best fits into is the Connectivism Theory. The Connectivism Theory explains that students will create their own learning experience by working at their own pace and using their creativity to understand a topic. For the activity, students will create a clay model of a plant and animal cell. Students will conduct their own research to create the model and label the functions of the cells. With the clay model, students can add different colors or materials to help create them. Students will label the parts of the cell with toothpicks and on a separate sheet of paper, they will write the functions for each part of the cell. For the following activity, students will be given clay to work on their model. Students will be given 2 days to complete this activity. The teacher will also allow students to bring in extra material for their models. Students will also be given a tablet to work on to help them create their models. Students will be given a link to Khan Academy’s “Plant vs Animal Cells” link and a link to a list Plant and Animal Cells Document. This activity will have different resources for students at different learning levels. I will discuss strategies to help the following students: High Achievers, Moderate Achievers, Low Achievers, and IEP students. For students that are High Achievers (Azzam, n.d.), students will be challenged to conduct their research on the parts of the cells. Students will be allowed free access to the tablets to conduct their research on models and add onto their list of functions. For © 2019. Grand Canyon University. All Rights Reserved.

Running Head: INSTUCTIONAL STRATEGIES 4

Moderate Achievers, students will be given the standard materials listed previously. Moderate Achievers will also be encouraged to add onto their list of functions. For students that are Low Achievers, students will be given additional resources to help them understand the parts of the cell. Students will be given a link to “Overview of Animal and Plant Cells” video on Khan Academy. For IEP students, students will be given additional time to complete the activity if needed. The teacher will work with the schools IEP coordinator to discuss strategies that will benefit the student. IEP students have different cases so depending on what the IEP coordinator suggests the teacher will have to wait to discuss each student specifically. For all learners, students will be expected to create a model of an animal and plant cells. Students will have to label each of the cell on their models. On a separate paper, students will list the functions of each part of the cell. This activity allows students to use their creativity to create a model of a plant and animal cells. Using the Connectivism Theory, students will go at their own pace to create the model. This learning theory will also connect with the “Summarize New Learning in a Graphic Way,” learning strategy. This lesson will also complete the following NGSS standards for the students.

References © 2019. Grand Canyon University. All Rights Reserved.

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Azzam, A. (n.d.). Six Strategies for Challenging Gifted Learners. Retrieved August 22, 2020, from http://www.ascd.org/publications/newsletters/educationupdate/apr16/vol58/num04/Six-Strategies-for-Challenging-Gifted-Learners.aspx Lavery, L. (2008). Self-regulated learning for academic success: An evaluation of instructional techniques. University of Auckland. Plant vs animal cells review (article). (n.d.). Retrieved August 26, 2020, from https://www.khanacademy.org/science/high-school-biology/hs-cells/hs-plant-vs-animalcells/a/hs-plant-vs-animal-cells-review Killian, S. (2019, November 22). Evidence-Based Teaching Strategies - The Core List. Retrieved August 22, 2020, from https://www.evidencebasedteaching.org.au/evidence-basedteaching-strategies/

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