Carrie Schultz

10th Grade Biology

Date: November 30, 2017 Period(s): 1st, 2nd, 3rd, 6th
Materials:
Teachers will need: Students will need:
 Water Project directions printed  Water Project directions – 1 per group
 Water Project village descriptions printed  Water Project role and village list - 1 of
– found on pages 30-33 in the Water each per group (4 total)
Project pdf.  1 white board, marker, and eraser cloth
 Have computers available per group.
 Have white boards, markers, and eraser  Computer(s)
cloths available.
 One Deck of playing cards with only the
ace through 8 cards.
Standards:
 HS-ESS3-3: Create a computational simulation to illustrate the relationships among
management of natural resources, the sustainability of human populations, and biodiversity.
Objectives:
1. I can research various technologies to bring water to areas that do not have access to it.
2. I can determine the best technology to bring water to a village in Africa.
3. I can explain findings from research
Overview: We will be taking a grade on worksheet 6.3 and the students will have a lab.
Introduction/Hook:
 “Good Things”
Instructions for the lesson:
1. State the day’s objectives and agenda. Explain to the students that today they will be working on
a new lab.
2. Have students get out worksheet 6.3; take completion grades.
3. Have the students grab all their belongings and stand at the back of the room.
4. Hand each student a playing card. Once they are all handed out the aces sit together, ones sit
together…all the way up to eight. Once they are all sitting at a desk explain that the aces and 5s
each are village one, 2s and 6s are village two, 3s and 7s are village three, and 4s and 8s are
village 4. They are to keep their card for another moment.
5. Next, assign each student a role within their village:
a. Clubs – Geologists
b. Spades – Climatologist
c. Hearts – Village Elder
d. Diamonds – Public Health Officer
6. Handout the village roles and descriptions 1 of each per group
7. Explain to the students that they are to write their findings on a white board. They will explain
their findings to the class. They must use details to explain why they believe their choice is the
best option. The other students can dispute each group’s findings if they do not believe they are
correct.
8. Encourage them to draw out examples of what they are finding if this helps them to understand
how each works.
9. Have 1 student from each group grab 1 white board, 1 marker, and 1 eraser cloth.
 10. Take the students down to the chemistry lab. Have them begin working immediately.
Closure Activity/Wrap-up:

Homework:
Nothing
Assessment (Summative and Formative):
The explanation each group gives serves as a formative assessment.
Technology:
Computers
Differentiation:
What will I differentiate: Content Process Product
How will I differentiate: For Readiness By Interest Learning Profiles
Specific Group/Student: Visual learners will be engaged by reading and writing. Auditory learners will be
engaged by the discussions. Kinesthetic learners will be engaged by the movement and drawing options.
Accommodation:
Specific Group/Student: There are several students whom have difficulty staying on quiet and on task
for an extended length of time. They also have difficulty controlling impulses. These students will be
given kind reminders to keep their attention. Such as: saying eyes up here to the whole class, saying
their name while you are speaking to the class, etc. If it becomes more distracting they may need to be
moved to a different seat.

Another student is allowed to go to the “cooling off” area in the office if they are getting frustrated.
Modification:
Specific Group/Student:
Reflection: