Lesson Plan:

Understanding A Scientific Article

Teacher Candidate: Miriah Mertell Date: 06/10/2014
Grade and Topic: 9th and 10th grade Biology
Mentor Teacher: N/A School: Bolton High
Length of Lesson: Time required depends on the number of students per class, but this lesson may take up to a week or a
week and a half.

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:
Understand how "keeping up" with scientific findings is an integral part of interacting and being knowledgeable
in today's society.

LESSON OBJECTIVE (SWBAT):
Use a database to search for scientific articles.
Comprehend and summarize/explain the main ideas/topics/research covered in a scientific article that they choose,
and presenting the article orally to their peers.
Create a digital PowerPoint presentation to aid in explaining/summarizing a scientific article to peers, not
allowing the PowerPoint presentation to represent the summary by itself, but using it as a supplementary tool for
the student's oral presentation.
Orally present a summary of a recent scientific article (within the past 5 years) to their peers, in 3-5 minutes.

STANDARDS ADDRESSED:
ISTE-S Standards 1. Creativity and Innovation. Demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. b. Create original works as a means of personal or group
expression
ISTE-S Standards 3. Research and information fluency. Apply digital tools to gather, evaluate, and use
information. c. Evaluate and select information sources and digital tools based on the appropriateness to specific
tasks
ISTE-S Standards 6. Technology Operations and Concepts. Demonstrate a sound understanding of technology
concepts, systems, and operations. b. Select and use applications effectively and productively
CCSS.ELA-Literacy.RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text's explanation
or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text
CCSS.ELA-Literacy.RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the
grades 9-10 text complexity band independently and proficiently.

MATERIALS:
Connection to the internet and to the scientific journal database, ScienceDirect, via the University of Memphis
library website: http://www.memphis.edu/libraries/
Connection to the internet and YouTube, in order to show a video on PowerPoint presentations.
Found at: https://www.youtube.com/watch?v=OC1OixM_118
A computer, with digital presentation tool (preferably Microsoft PowerPoint)
A printer
A pen/pencil
Paper
Flash drive/DropBox/E-mail (Some way for the students to save their work)
Copies of rubrics for the oral/PowerPoint presentation, and a student "think sheet" that will guide them as they
choose their article and create their presentation.



BACKGROUND and RATIONALE:
Ideally, this lesson should be used as an enrichment lesson to aid students in understanding scientific
research/findings, allow students the capability to integrate technology into the classroom environment, and
practice explaining scientific findings/research/explanations to their peers.
This lesson will aid students' ability to comprehend complex scientific terminology, and increase their vocabulary.
Science is ever changing, and this lesson will serve as a way of helping students understand that science evolves
on a (sometimes) daily basis, and hopefully peak their interest into a realm of science which is new and exciting.
This lesson will also integrate subject areas such as English and oral communication into the classroom setting.

PROCEDURES AND TIMELINE:
Introduction/ Problem Statement: Science is ever-changing. Articles in journals are published every day,
and if you do not keep up with (like reading) articles and scientific findings you can very soon be left behind.
Think of your cell phone, and the way the scientific technology has changed even as you have gone from
elementary to high school. I'll bet most of you understand better how to navigate the web, use your phone,
Instagram, Facebook, and work an endless number of apps and programs better than your parents do! However,
what will happen as you age, if you do not keep up with all of the technology and scientific findings? You will get
"left behind", just like (most of) your parents and grandparents have been.

So, over the next few days, we are going to focus on "keeping up" with science. I will help you access a scientific
journal database, ScienceDirect, and give you "creative license", so to speak, in selecting an article which you are
interested in. The article must be approved by me, and follow school appropriate guidelines. You will read and
summarize the article, and then create a PowerPoint presentation in order to aid you in presenting the article and
your summary to the class.

Procedures:
Before the computer (30-47 minutes): The introduction of the problem statement shouldn't take
more than five minutes. Afterwards, I will explain that they will need to present their article summary
orally to the class, using a PowerPoint presentation as an aid only. I will tell them that the PowerPoint
presentation should not be their presentation in its entirety, rather, it should be used as a supportive and
supplementary aid to their presentation. (In other words, they should not read the PowerPoint slides
directly when presenting.) I will pass out the rubric so that they understand what they are being grading
on, as well as a "think sheet" to help guide them as they choose their article and design their presentation,
and we will go over it as a class. I will then show the YouTube video, "PowerPoint Extreme Makeover",
found at https://www.youtube.com/watch?v=OC1OixM_118, in order to aid students in understanding
what I expect from their PowerPoint presentations. I will then have them brainstorm ideas of topics they
may like to research to present to the class.
At the computer (47 minutes, for two-three days): Day one: I will direct the students to the
University of Memphis library website, show them how to log in, and then how to enter the ScienceDirect
Journals database. Once they have gotten access to the database, I will direct them to research the topic
ideas that they thought of yesterday during the brainstorming sessions, and then show them how to search
by subject, or keywords. I will then circulate the room, allowing them to ask me questions about potential
topics, while they search for the article that they want to summarize and present to the class. By the end of
the class, students should have an article selected, and I will ask them to print the article, as well as save a
copy of the pdf of the article. Their homework for the night will be to read the article and summarize it in
their own words, in order to prepare for the next day. Day two (and three if needed): I will direct the
students to open MS PowerPoint, and provide assistance as needed as they create their presentations. I
will remind them to reflect on the YouTube video we saw in class, as well as use their think sheets, in
order to help them create a digital presentation that will aid their oral presentation and not become their
sole presentation. (In other words, I will remind students that they should not have a lot of text per slide,
that they should focus on one main idea per slide, make it look graphically pleasing but not
overwhelming, use animations to aid their presentation and not simply because they want to, and that their
PowerPoint presentation should add to their oral presentation, not be the entire presentation, Also, I will
remind them to not read the slides when presenting to the class.) I will further remind them to refer to the
rubric in order to ensure they include everything that I require for the assignment, and to save their work!
After the computer (47 minutes, every day, until the students in the class have all
presented). Students will present their oral presentations. The order in which they present will be via
volunteers at first (and until I run out of volunteers) and then via random order. While each student is
presenting, the other students in the class should be taking notes, in order to prepare them for the quiz that
will encompass questions and answers from each student's presentation, that the student provided to me at
the time of their presentation. I will remind the students once more to not read their slides directly, and act
as a "warning system" by raising my hand at 30 seconds before they've reached their time goal, putting it
down once they've reached it, re-raising my hand 30 seconds before they go over their time limit, and
putting it down either once they've finished or once they've gone over time.

Closure (20 minutes, the day after all presentations have been completed): The students will take a
quiz over the questions that their peers provided, covering the articles and ideas that were presented on.

DESCRIPTION OF STUDENT PRODUCT
AND ASSESSMENT EVIDENCE:
Product: The students will turn in their completed think sheet, a printed/handwritten copy of their question and
answer, a printed copy of the original article, and a digital copy of their PowerPoint presentation, via e-mail. They
will not have to turn in the summary of their article, but I will allow them to do so if they wish.
Rubric for presentation/PowerPoint: (created using Rubristar)
CATEGORY
16-20
Excellent
11-15
Good
6-10
Fair
0 -5
Needs Improvement
Delivery Holds attention of entire
audience with the use of
direct eye contact, seldom
looking at notes/ PowerPoint.
Speaks with fluctuation in
volume and inflection to
maintain audience interest
and emphasize key points.
Consistent use of direct eye
contact with audience, but
still returns to
notes/PowerPoint. Speaks
with satisfactory variation of
volume and inflection.
Displays minimal eye contact
with audience, while reading
mostly from the notes/
PowerPoint. Speaks in uneven
volume with little or no
inflection.
Holds no eye contact with
audience, as entire report is
read from notes/PowerPoint.
Speaks in low volume and/ or
monotonous tone, which
causes audience to disengage
Enthusiasm/
Audience
Awareness
Demonstrates strong
enthusiasm about topic
during entire presentation.
Significantly increases
audience understanding and
knowledge of topic; convinces
an audience to recognize the
validity and importance of the
subject
Shows some enthusiastic
feelings about topic. Raises
audience understanding and
awareness of most points
Shows little or mixed feelings
about the topic being
presented. Raises audience
understanding and knowledge
of some points
Shows no interest in topic
presented. Fails to increase
audience understanding of
knowledge of topic.
Content/
Organization
Demonstrates full knowledge
by answering all class
questions with explanations
and elaboration. Provides
clear summary of the article,
and references it several
times.
Is at ease with expected
answers to all questions,
without elaboration. Provides
somewhat clear summary of
the article, and references it
occasionally.
Is uncomfortable with
information and is able to
answer only rudimentary
questions. Briefly summarizes
the article, although not
clearly, with very little
references to it made.
Does not have grasp of
information and cannot
answer questions about
subject. Does not clearly
summarize the article or does
not summarize it at all, with
no references made to it.
Use of
PowerPoint
as visual aid
PowerPoint was carefully
prepared and supported the
presentation effectively as an
aid. It clarified and reinforced
the spoken message, and
added impact and interest to
the presentation. Care was
taken to follow the guidelines
set forth (from the video
shown in class), such as
focusing on one idea per slide,
limiting bullet points, not
using stock templates, etc.
PowerPoint supported the
presentation effectively as an
aid. It clarified and reinforced
the spoken message. Some
care was taken to follow the
guidelines set forth (from the
video shown in class), such as
focusing on one idea per slide,
limiting bullet points, not
using stock templates, etc.
PowerPoint was occasionally
appropriate as an aid and
related to the spoken
message. Little care was taken
to follow the guidelines set
forth (from the video shown
in class). More than one idea
per slide was shown, bullet
points used more than should
be, or stock templates were ,
used etc.
PowerPoint was not effective
as an aid to the spoken
message, or it contained all
the words from the spoken
message. No care was taken
to follow the guidelines set
forth (from the video shown
in class). More than one idea
per slide was shown, bullet
points used more than should
be, or stock templates were,
used etc.
Question
for class
Question for class was well
thought out, related to the
summary of the article, and
was presented and
ANSWERED within the oral
presentation. A copy of the
question and answer was
given to the teacher.
Question for class was
decently related to the
summary of the article, and
was presented and
ANSWERED within the oral
presentation. A copy of the
question and answer was
given to the teacher.
Question for class was not
well related to the summary
of the article, and/or was
presented but NOT answered
within the oral presentation.
A copy of the question and
answer was given to the
teacher.
Question for class was not
related to the summary of the
article/or off topic completely
OR it was not presented
within the oral presentation.
OR, a copy of the question
and answer was NOT given to
the teacher.
Students will also be graded on whether or not they stay within the time limit of three to five minutes. 5 points will be
deducted for every 10 seconds above or below time limit.

MODIFICATIONS:
For any student in which accommodations must be made, such as extra time, I will allow extra time to finish the
assignment. They will further be allowed to choose to go first or later (I will not pick them to present on the first
day. For any student with a speech disability (such as stuttering), I will allow them to a.) record their presentation
at home, and present it to the class while they stand (but not speak), or b.) present their presentation to me before
or after class.

Student "Think Sheet" for "Summary of a Scientific Article" Oral and Digital
PowerPoint Presentation
Notes on video, "PowerPoint Extreme Makeover":
What types of mistakes do people usually make when presenting presentations using PowerPoint?
__________________________________________________________________________________________
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What are things that PowerPoint presentations should and should not include? How should PowerPoint be used
in a oral presentation?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________________________________
Name a few "rules" that you will ensure to follow when creating your PowerPoint presentation.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________

Before computer:
Brainstorming: Brainstorm several ideas of science-related discoveries that you could potentially find a recent
article (within the last 5 years) about. Write these ideas in the space provided below. These ideas/key words will
serve as a place to get you started when we go to the journal database tomorrow.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_______________________
At the computer: (Hint check off the boxes when you complete/follow a direction.)
(Day one): Following my instructions, log onto the ScienceDirect journal database located online via the
University of Memphis Library. Search for a recent (within past 5 years) article that addresses one of the ideas
or key words you brainstormed yesterday. This is the point when you can change your mind! If you find an
article that does not address an idea that you brainstormed yesterday, but it is interesting to you, USE IT!
After today, your topic/article is fixed, and you may not change it!
1.) Once you find your article, call me over to approve it._____________________(my signature).
2.) SAVE your article to a flash drive/DropBox/e-mail, etc., and PRINT a copy!
3.) Your homework for tonight is to summarize the article. If you find your article and get it approved before the
end of class, you may start summarizing it now.

(Day two & three): Using your summary of the article and the article itself, create a PowerPoint presentation to
aid in your oral speech. Keep in mind the video we saw in class, as well as the rubric that I will be grading you
with, and format your PowerPoint with the following specifications:
1.) Your PowerPoint should AID your oral presentation, not overwhelm it or be the sole presentation. (Yes, this
means you have to speak in front of the class make sure you PRACTICE so you know you are within the time limit of
3-5 minutes.)
2.) You should NOT read the slides directly! Rather you should use them to guide your presentation.
3.) Do NOT use a template! Also, make sure your presentation uses a good color scheme that is easily read from
distances (stay away from green and red together, or green and blue together; try to use either a dark background and light
font color, or vice versa).
4.) Try to limit each slide to one idea! Do not overwhelm each slide with lots of writing or several pictures.
Remember! You should NOT be reading the slides off when you present.
5.) If you must use bullets, use them sparingly! They should really only be used at the beginning and end of a
presentation as you introduce the outline of the presentation or summarize the main points of the presentation.
6.) Same goes for animations and sounds! Yes, they make the presentation more interesting, but too much or too
many different kinds make the presentation hard to follow. They should only be used when it benefits the points you are
trying to make!
7.) Make sure to ask the question AND provide the answer about your article summary during your
presentation! If I were you, I would just make this my last slide. (Here's a good place to add animation that WILL benefit
the presentation; between the question and answer!)
8.) Cite all sources!!
9.) Finally, you should turn in to me before you present:
a.) A copy of your question and answer (even if it's on your PowerPoint, I still want one turned in by hand.)
b.) An e-mailed copy of your PowerPoint presentation.
c.) A printed copy of the journal article that you chose to summarize.
d.) This "think sheet", completed of course.

Last but not least! Be respectful as your peers present and take notes! There will be a quiz made from
peer questions the day after all presentations are finished!