Micro Biology TEAMS Unit

Summary

The TEAMS (Technology enhancing Achievement in Middle School) model for an interdisciplinary unit with the development of microbiology as the thematic topic.

Materials

Materials for this unit are available in the attached document The development of Microbiology Teams Table. The document is downloadable and contains all of the hyperlinks to the various Internet resources. The Science section is a fully developed project that has additional materials. These materials are available in the background for teachers section.

Background for Teachers

Student Prior Knowledge

Students should be within the grade levels of 9-12. They need to have basic computer skills: How to turn on a computer, log in, and know how to type in a specific URL. In addition, the students need to have basic group processing skills due to the small group nature of this unit.

Intended Learning Outcomes

Students will gain a thorough understanding of the structure and function of cells, DNA, cloning and the development of microbiology through and interdisciplinary unit based on the TEAMS model, incorporating language arts, science, social studies, and technology. In addition students will use group processing skills to complete each activity.

Instructional Procedures

This is a unit plan that has an open format. Due to the individual nature of instruction, this lesson is a framework not a step-by-step project. The Instructor has all of the basic information for each section of the project as well as resource information, and can create a set of steps that fit their students, situation, and teaching style.

Strategies for Diverse Learners

The following suggestions are ways to adapt this lesson to meet the needs of diverse learners:

Gifted student could be challenged in several ways. First, instead of spending 20 minutes at each station the student could be encouraged to move through each station at their own pace. This will allow the student to stay engaged. If the student has additional time they could serve as a peer tutor to students who are struggling,conduct additional research about a topic that they explored in the unit, or complete a reflection journal about the activity.

Struggling Student could be paired with student who is helpful and can give the student the additional support they need to be successful. Another option is to have the student complete two of the four stations, or allow them to proceed through the stations at their own pace, and only require them to turn in the work for the stations they completed.

Special needs students typically have required modifications and the instructor should refer to their IEP to make the accommodations.

Extensions

This type of cross-curricular project could easily be extended to other core curricular areas. Additional content areas considered for this project included Math and Fine Arts.

Assessment Plan

The students work can be assessed using several methods. Each assignment can be graded and tracked for each phase of the unit. A grading rubric has been provided for the science lab report that will be used for the science labs, and the labs completed in the technology section of this unit. Due to the hands on nature of this unit success or failure of the students is quickly apparent. The instructor should be able to identify the students who are struggling with the process and provide additional support to assist the student to complete each activity. The final assessment could be a reflective essay on what they have learned from this unit.

Bibliography

Encarta. (2004). Deoxyribonucleic Acid: Retrieved April 8, 2004 from http://encarta.msn.com/encyclopedia_761561874/Deoxyribonucleic_Acid.html

Genetic Science Learning Center University of Utah. (2003). Click and Clone: Retrieved April 2, 2004 from http://gslc.genetics.utah.edu/units/cloning/clickandclone

Genetic Science Learning Center University of Utah. (2003). How to Extract DNA from Anything Living: Retrieved April 2, 2004 from http://gslc.genetics.utah.edu/units/activites/extraction.

Genetic Science Learning Center University of Utah. (2003). Put an Enzyme to Work: Retrieved April 2, 2004 from http://gslc.genetics.utah.edu/units/activities/proteins.

Genetic Science Learning Center University of Utah.(2003). Space Doctor: Retrieved April 2, 2004 from http://gslc.genetics.utah.edu/units/genetherapy/spacedoctor/.

Nova, (2001). Cracking the code of life: Retrieved April 2, 2004 from http://www.pbs.org/wgbh/nova/genome/program.html

Reiser, R., and Butzin, S. (1998."Project TEAMS Integrating Technology into Middle School Instruction". TechTrends,March 1998,pp.39-44.

Utah State Office of Education. (2004). Biology Core: Retrieved April 8, 2004 from http://www.usoe.k12.ut.us/curr/science/core/bio/html/BIOCORE03.HTM?core=3 &course_num=3520.

Utah State Office of Education. (2004). Language Arts Tenth Grade Core: Retrieved April 8, 2004 from http://www.usoe.k12.ut.us/curr/lang_art/sec/core.htm.

Utah State Office of Education.(2004). Educational Technology Core: Retrieved April 8,2004 from http://www.usoe.k12.ut.us/curr/EdTech/newcore.htm.

Utah State Office of Education.(2004)Social Studies Secondary World Civilization Core: Retrieved April 8, 2004 from http://www.usoe.k12.ut.us/curr.soc.st/secondary/worldsiv.html#core.

Winstead, C. (1999). A Cell is a Small City: Retrieved April 12, 2004 from http://edservices.aea7.k12.ia.us/edtech/teacherpages/cwinstead3/.