Problem Based Enhanced Language Learning

iteachELLs, Mary Lou Fulton Teachers College at Arizona State University

Teacher: Angela Ashton Grade/Subject: IGCSE Biology (9th grade)

Title of Experience/Topic: Design Your Own Experiment and Write a Formal Laboratory Report

Problem:
The Phoenix Zoo wants to grow a vegetable garden for the animals. There are four plots of land to
choose from to grow this garden. The Zoo’s Horticulturist Department is not sure how plants will grow in
each plot and they want to hire a research team of scientists to find out. These scientists will need to
conduct experiments then report the findings back to the Zoo Horticulturists.
Description of each plot of land:
Plot 1. Soil has high salinity.
Plot 2. Receives no sunlight.
Plot 3. Receives excessive sunlight.
Plot 4. Soil is contaminated with acid rain (vinegar).
We are that group of scientists! How do we do set up an experiment to answer research questions?
What are our questions? How do we report our results back to the Zoo Horticulturists?
In your assigned research team, pick one of the four plots of land to study. Each team will design an
experiment to test how seeds will germinate under the chosen conditions. Collect appropriate data during the
experiment. Synthesize your findings in a typed laboratory report that will communicate the purpose,
hypothesis, materials used, procedures followed, data collected, results, and overall conclusion of the
experiment with at least one reference.

Time Frame: Three weeks total. Each week is one 45 minute class period and two 90 minute class periods.
The experiments are conducted for the first two weeks. The third week is finishing reports and presentations.

Content Standards:
 3.L2U1.6 Plan and carry out investigations to demonstrate ways plants and animals react to stimuli.
 Essential HS.L2U1.21 Obtain, evaluate, and communicate data showing the relationship of
photosynthesis and cellular respiration; flow of energy and cycling of matter.
 Plus HS+B.L2U1.8 Develop and use models to develop a scientific explanation that illustrates how
photosynthesis transforms light energy into stored chemical energy and how cellular respiration breaks
down macromolecules for use in metabolic processes.

Integrated Language Arts Standards:

 9-10.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
 9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined
in standards 1–3 above.)
 9-10.W.7 Conduct short as well as 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.
English Language Proficiency (ELP) Standards:
Reading:
 AZ ELP Standard 1 I-3: cite specific details and evidence from the texts to support the analysis.
 AZ ELP Standard 2 I-1: determine the meaning of less frequently occurring words and phrases and
content specific words.
Writing:
 AZ ELP Standard 3 I-4: integrate graphics or multimedia when useful.
Speaking/Listening:
 AZ ELP Standard 5 I-1: adapt language choices and style (includes register) according to purpose,
task, and audience.

Content Language Objectives:

 Use language to interpret, assess, and report on observations and experimental data.
 Use scientific language to design, plan, and assess experiments.
 Use written language to communicate scientific ideas.
 Use scientific concepts, definitions, and vocabulary to make predictions and hypotheses by writing a
title page, purpose and hypothesis section, and materials and procedure section of a formal scientific
laboratory report using a lab template with sentence starters.

Sub-Objectives:
 Demonstrate the ability to plan and carry out a scientific investigation by checking on current
experiments and making adjustments as needed.
 Demonstrate understanding of a formal laboratory report’s sections including title, purpose and
hypothesis, and materials and procedures by writing a rough draft of a laboratory report.
 Students will be able to follow written and oral directions in order to complete the lesson activities.
 Students will be able to stay on task during transitions and independent work.

Materials:
Student laptops, projector, clicker/pointer, experiment (already set up), water, beakers, lab packets, notebook
paper, internet access, and notebook paper.

Vocabulary taught prior to the experience: Vocabulary developed during lesson:

Horticulture Title
Plot Purpose and hypothesis
Salinity Materials and procedures
Photosynthesis Independent variable
Acid rain Dependent variable
pH Control variable
Germination Google sketch
Google docs
Rough draft

Lesson Planning Considerations:

Academic Conversation:

Students will practice using scientific language in their writing. Language stems will be given, such as, The
purpose of this experiment is to determine the effect of (independent variable) on (dependent variable)…..
The hypothesis of this experiment is…… Materials section should be in a table format with quanity and
materials. Procedure section should be a numbered list with step by step instructions. Students can chose to
use a prediction chart to help create a hypothesis.

Establish the Problem:

Students will be given the bell work question: Have you ever been to the Phoenix Zoo? And told to free
write for five minutes. Several students will be asked to share their experiences. The teacher will make a
point of highlighting any stories that include plants or ask a prompting question, such as, When you were at
the Phoenix Zoo did you notice any flowers, shrubs, or trees?. Next the teacher will explain the role and use
of plants at the zoo as beneficial to the animals. The term horticulture will be introduced. Next the above
problem will be introduced. An overview of the entire project will be given.

Creating the Experience:

Students will be assigned to groups of two or three according to reading and writing ability level. Students
will be given graphic organizers to help brainstorm and conduct their own plant experiments. Each
laboratory section will be written about in class after it has been completed in person. For example, students
will be given a table full of materials to choose from the set up their experiments. After their experiments
are set up then they will write what they used and list their procedure.

Evaluate:

Students will submit a rough draft of their laboratory report after completing each section to receive teacher
feedback and ensure scaffolding support as formative assessments. The finished laboratory report will be
submitted electronically at the end of the unit as a summative assessment.

Lesson Plan Step-by-step instructions: Day 3 of 9

Engage:

Teacher will: Student will:

 Students will be given the bell work  Free write for five minutes.
question: Have you ever been to the  Check on experiments and determine
Phoenix Zoo? And told to free write for adjustments needed.
five minutes. Several students will be asked  Record experiment observations.
to share their experiences. The teacher will  Listen quietly to the PowerPoint presentation
make a point of highlighting any stories that while taking notes about the first 3 sections of
include plants or ask a prompting question, a laboratory report.
such as, When you were at the Phoenix Zoo  Ask questions if clarification is needed.
did you notice any flowers, shrubs, or
trees?. Next the teacher will explain the role
and use of plants at the zoo as beneficial to
the animals. An overview of the entire
project will be reviewed.
 Let students share their zoo experiences.
  Tell students they will have a guest from the
zoo on the last day of the plant lab to hear
their presentations and recommendations.
Explore:
Teacher will:
 Tell students the time frame for completing
the experiment checks.
Explain:
Teacher will:
 Present directions and time frame
(approximately 40 minutes) for students to
get a laptop and type the first 3 sections of
their laboratory reports.
 Walk around the classroom answering
questions and providing advice where
needed.
 Encourage students to expand on answers to
develop full, well written paragraphs.
Ellaborate:
Teacher will:
 Assignment will be due Monday for
students needing extra time for
differentiation.
 IEP plans will be followed for individual
students.
 Co-teacher will help with classroom
management when needed and help answer
questions if needed.
Evaluate:
Teacher will:
 Rough draft of first three sections of lab
report as a formative assessment.
 Final lab report as summative assessment.
 Each lesson will have opening and exit
questions to assess formative learning.
Student will:
 Follow directions from the teacher to check
experiments, make any needed adjustments,
and record data within the time frame given.
Student will:
 Download the lab template from Canvas.
 Type the first 3 sections of their laboratory
reports, individually, using their lab packet
and notes.
 Submit the lab rough draft to Canvas before
the end of the class period for a grade out of
10 points.
 Work collaboratively with group members.
Student will:
 Reference prior laboratory assignments, such
as the Heart Lab, to reinforce the concept of
independent variable, dependent variable, and
control variable.
 By the end of the Unit students will complete a
full laboratory report to reinforce the concepts
of hypothesis, materials, procedure, data,
results, and conclusion.
Student will:
 Use class time appropriately to work on each
section of the laboratory report.
 Come in for tutoring if they fall behind or need
additional support.
 Complete assignments on time.
Post teach Reflection:
Students who fell behind in the step by step writing process of the lab report had difficulty catching up in
time to submit their work. I think I need to have students turn in every single section at the end of each day
as formative assessments. If students fall behind this would make it easier to identify them sooner. Also, the
writing and literacy aspects of this lesson were challenging for some students, I think I need to offer
additional resources for how to write scientific paragraphs with examples like sentence starters. Since the
unit as a whole took place over three weeks, students with lackluster organizational skills had trouble
keeping track of their various papers. This led to confusion when those papers where needed as guides to
complete the report. In the future I think it would be easier to give the students a packet stapled together.
This would also make it easier for parents to help at home if student need additional help.
 Appendix

Grading Rubric

Section Points Possible Points Earned

Title 5
Hypothesis 10
Materials and Procedures 10
Data and Results 15
Conclusion 15
References 5
Typed 5
Correct grammar, full 5
sentences in paragraph format
Total 70

Title
 There is a title.
 The title makes sense.
Introduction
 There is an introduction.
 Why did you conduct the experiment (rationale)?
 What did you hope to learn (purpose)?
 What did you think would happen (hypothesis)?
Procedure/Methods
 There is a procedure or methods section.
 The steps are clearly listed.
 The procedure is accurate and thorough.
 Diagrams of the lab set-up are included (if applicable).
 The diagrams are neat and clearly labeled.
PowerPoint