S3+McGee,+Emily

=Lesson 1= //**(H)**1.2 Students will be shown a video called "The Cell Theory Animation- Explaining the Laws of All Living Organisms" by DevastatingAnimation. . Students will briefly talk with a peer about the video. They will watch it again, writing down each of the four component parts. Movie will lead into a discussion about Cell Theory. (**Hook**)// //**(E)** 1.3 Students will know biology, life, cells, Cell Theory, and relationships between cell structure and cell function. (**Equip**) Students will use Inspiration programming to design a think map graphic organizer to synthesizing what they know about life and specific cellular components. (**Explore**) Students will be asked to think about this question independently and then with a partner. Two partner sets will be paired to produce a digital poster illustrating group understanding of life. Each student will chose a role within the group for creating the digital poster. All student will be required to speak during the presentation of their digital poster. (**Experience**)// //**(R)**1.4 Students will have two full class periods to work on their group projects. They will be expected to have a rough draft by the end of the first day for peer review at the end of the class period. This will utilize the "Two Stay, Two Stray" method of peer review. (**Revise**) Students will jot down feedback from their peers and consider what alterations they need to make in the next class. (**Rethink**) After the first half of the next class student projects will be reviewed by the teacher. (**Refine**) Students will have the second half of class to finish products.// //**(E)**1.5 Students will complete a pre-assessment quiz, in the form of a KWL Chart, prior to the lesson, which will focus on the essential understandings of the lesson: biology, life, cells, Cell Theory, and relationships between cell structure and cell function. Students will complete the same formative assessment in the form of an exit ticket at the end of the third class. Students will be asked to self-assess their understanding of the lesson's essential questions. After presenting their digital poster students will be asked to reflect on their learning process, understanding, and how the lesson instruction and assessment benefited their unique learning style. Students will be assessed formatively through a group interview design. Product will go into student portfolio. (**Evaluate**)// //__Verbal-Linguistic-__ Students will receive lecture on Cell Theory and specific cellular components. Students will be asked to take notes of the board and from two movies.// //__Logical-Mathematical-__ Students will find relationships between structural components and form sequences among them. They will be asked to solve problems scientifically.// //__Visual-__ Students will watch an animated movie and will have many diagrams drawn on the board for them to copy into their notes. Also students will use a graphic organizer to represent their visual and spacial ideas.// //__Musical-__ Students will watch two movies that contain composed music.// //__Interpersonal-__ Students will often be asked to reflect on what they learned or saw with a peer. Partners will discuss their graphic organizer then join another partner set and create a digital poster together.// //__Intrapersonal-__ Students will be asked to self-assess and reflect several times during the lesson. Five seconds of "think-time" will be allotted before any peer conversation.// //__Naturalist-__ Students will be asked often throughout the lesson to relate what they have learned to the world around them, in their own bodies, animals bodies, and even on a surface level to plants. This will give naturalists the opportunity to put the information into a context that suits their learning style. (**Tailors**)// //**(O)** 1.7 Students will be able to demonstrate what it means to be alive and the specific cellular components required for life. **EXPLAIN**// //Students will be asked to create a digital poster, using Glogster software, to illuminate what it means to be alive on both the organismic and cellular level. This lesson should take 4 days to complete. (**Organize**)// || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * //**(W)** 1.1 Students will understand that there exists a structural hierarchy within organisms that dictates function among and within cells. (**Where**) This theory is an important piece of infrastructure for understanding all biological processes-- because without each component piece life would not be possible. (**Why**) **Students describe structure and function of cells at the intracellular and molecular level, including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on individuals.** (**What**)//

//**(H)**2.2 (**Hook**) Students will be asked to make a list or draw what they believe their biological structural hierarchy consists of. They will share with a partner then we will collaborate as a whole class, writing on the board the components they listed. From that list we will generate what components I expect them to know.// //**(E)**2.3 Students will know atoms, molecules, organelles, cells, tissues, organs, organ systems, organism, unicellular, multicellular, hierarchy in cells and organisms, and relationships between structural components. Students will use a "Sequence Chart" graphic organizer to map the sequence of growing relationships between structural components. (**Equip**) Students will collaborate using the "Team-Pair-Solo" cooperative learning strategy, where they will work as a group to answer a question, then work with a partner, then work alone. This learning activity is designed to motivate students to progress through a question that was initially too hard to conceptualize alone to the ability to answer it independently. (**Explore**) Students will produce a PowerPoint presentation that includes audio component to demonstrate their understanding of component relationships in structural hierarchy. (**Experience**)// //**(R)**2.4 Students will complete a pre-assessment quiz, in the form of an entry ticket, prior to the lesson, which will focus on the essential understandings of the lesson:atoms, molecules, organelles, cells, tissues, organs, organ systems, organism, unicellular, multicellular, hierarchy in cells and organisms, and relationships between structural components. Students will complete the same quiz as an exit ticket at the end of the third class for formative assessment.. Students will be asked to self-assess their understanding of the lesson's essential questions. After presenting their PowerPoint presentation students will be asked to reflect on their learning process, understanding, and how the lesson instruction and assessment benefited their unique learning style. (**Evaluate**)// //**(E)**2.5 Students will have two one full class period, over two days, to work on their group projects. They will be expected to have a rough draft by the end of the first day for peer review at the end of the class period. Peers will use checklists to give feedback to the group. (**Revise**) Students will jot down feedback from their peers and consider what alterations they need to make in the next class. (**Rethink**) After about 20 minutes of the next class student projects will be reviewed by the teacher. (**Refine**) Students will have about 20 minutes of class to finish products.// //**(T)** 2.6// //__Linguistic-__Students will receive a presentation on structural hierarchy and the component parts of multicellular organism structure, using humans as an example. Students will be asked to take notes of the board and from the "Hierarchy of Life" movie.// //__Visual-__Students will watch an animated movie called "Hierarchy of Life" created by kilobugs, on YouTube.  and will have many diagrams drawn on the board, utilizing many colors. Also students will use a graphic organizer for brainstorming thoughts.// //__Logical-Mathematical-__ Students will find relationships between structural components and form sequences among them. They will be asked to solve problems scientifically.// //__Musical-__ Students will watch a movies that contains composed music. I will make a beat to the structural hierarchy progression.// //__Interpersonal-__ Students will often be asked to reflect on what they learned or saw with a peer. Whole group discussions will take place to compile what students know and need to know. Students will work together on their formative assessment piece.// //__Intrapersonal-__ Students will be asked to make a list or visual representation of the components of structural hierarchy they already know, to be compiled on the board. Students will be asked to self-assess and reflect several times during the lesson. Five seconds of "think-time" will be allotted before any peer conversation.// //__Naturalist-__ Students will be asked often throughout the lesson to relate what they have learned to the world around them, in this case the mammalian body. This will give naturalists the opportunity to put the information into a context that suits their learning style. (**Tailors**)// //**(O)**2.7 Students will be able to demonstrate their understanding of structural hierarchy in organisms, illuminating the relationships between molecules, cells, tissues, organs, and organisms. **APPLY** Students will produce a PowerPoint presentation, including audio components, to demonstrate cellular hierarchy by illuminating the relationships between molecules, macromolecules, organelles, cells, tissues, organs, and organisms. This lesson should take 3-5 days to complete.(**Organize**)// || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * //**(W)**2.1 Students will understand that there exists a structural hierarchy within organisms that dictates function among and within cells. (**Where**) This theory is an important piece of infrastructure for understanding all biological processes-- because without each component piece life would not be possible. (**Why**) **Students describe structure and function of cells at the intracellular and molecular level, including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on individuals.** (**What**)//

//**(H)**3.2 (**Hook**) As students enter the classroom I will distribute cards with a specific organelles drawn on them and their function written on the back. Students will find others in the classroom with the same cards. Together they will act out the function of the organelle and tell what organelle it is. This will lead us into a discussion on organelles.// //**(E)**3.3 Students will know organelle, mitochondria, chloroplast, nucleus, endoplasmic reticulum, golgi apparatus, lysosome, cell wall, cytoplasm, and organelle structure and function. Students will use a Venn Diagram to map out two organelles and their similarities and differences with each other. (**Explore**) Student will participate in "Round Robin Brainstorming" to design an Olympic Style Venn Diagram to map out the similarities and differences between five organelles. (**Equip**) Students will create a digital poster using this the Venn Diagram as a model. (**Experience**)// //**(R)**3.4 Students will have half a class period to form their comparisons between organelles. They will be working collaboratively with all students in "Round Robin Brainstorming" to gather constant feedback as they progress towards their goal. Groups will be given two minutes transition time to jot down feedback for revision. (**Rethink**) Students will be given half a class period to make revisions to their project draft. (**Revise**) I will assess the component pieces of the project using a clear rubric half way through the allotted time. Students will have approximately 20 minutes to make changes.(**Refine**)// //**(E)**3.5 Students will complete a pre-assessment quiz, in the form of an entry ticket, prior to the lesson, which will focus on the essential understandings of the lesson: organelle structure and function of mitochondria, chloroplast, nucleus, endoplasmic reticulum, golgi apparatus, lysosome, cell wall, and cytoplasm.Students will be assessed formatively using a Fold Over Diagram to demonstrate level of understanding. Students will be asked to self-assess their understanding of the lesson's essential questions. After presenting their Digital Poster presentation students will be asked to reflect on their learning process, understanding, and how the lesson instruction and assessment benefited their unique learning style. (**Evaluate**)// //**(T)**3.6 (**Tailor**)// //__Linguistic-__ I will present Cell Theory and specific cellular components. Students will be asked to take notes of the board and from YouTube video. Students will be asked to compare and contrast specific functions of individual organelles.// //__Visual-__ Students will be shown a video called "Cellular World" created by Hirofumi Seo. and will have many diagrams drawn on the board, utilizing many colors. Also students will use a graphic organizer for brainstorming thoughts.// //__Logical-__ Students will use the comparisons they make between organelles and create an Olympic Style Venn Diagram, choosing to highlight similarities and differences between certain ones. This will assess the students' ability to recognize relationships and patterns betwen concepts and things, think logically, and solve problems scientifically.// //__Interpersonal-__ Students will often be asked to reflect on what they learned or saw with a peer. Students will work together in "Round Robin Brainstorming" cooperative groups to design Venn Diagram.// //__Intrapersonal-__ Students will be asked to self-assess and reflect several times during the lesson. Five seconds of "think-time" will be allotted before any peer conversation.// //__Kinesthetic-__ Students will act out the function of specific organelles through bodily movement to teach the class what they know.// //__Naturalist-__Students will be asked often throughout the lesson to relate what they have learned to the world around them. This will give naturalists the opportunity to put the information into a context that suits their learning style. This will show students' ability to// //identify and classify the components that make up their environment. (**Tailors**)// //**(O)**3.7 Students will be able to compare and contrast the specific functions of individual organelles and how they impact the cell as a whole. **PERSPECTIVE** Students will create a Olympic Style Venn Diagram poster to compare and contrast specified cellular components' on structure and function. This lesson should take 3 days to complete. (**Organize**)// || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * //**(W)**3.1 Students will understand that there is a basic structure of cells and cellular components work independently and collaboratively to allow the cell to function as a whole. (**Where**) Students will understand that each organelle supports the entire cell and each cell supports the body's entire system, allowing every one of us to grow, reproduce, and live. (**Why**) **Students describe structure and function of cells at the intracellular and molecular level, including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on individuals.** (**What**)//

//**(H)**4.2 (**Hook**) Class will take on the role as a body. In assigned groups students will delineate the specific organs that can be used analogously to specific organelles. Students will present their analogies to the class.// //**(E)**4.3 Students will know organelle, mitochondria, chloroplast, nucleus, endoplasmic reticulum, golgi apparatus, lysosome, cell wall, cytoplasm, and organelle structure and function. Students will use a "Flow Chart" to map their ideas of how organelles relate the the larger system of their choice. (**Explore**) Students will work together in a cooperative learning group focused "Team Talk Questions" to direct groups discussion for making a "Flow Chart" to map out analogies. These groups will share their analogies with the class. (**Equip)** Students will form analogies relating the functions of organelles to components of a larger system (i.e. body, city, ecosystem, world, etc.) in a word document. They will be asked to explain why the analogy works and make a graphic illustration each component. (**Experience**)// //**(R)**4.4 Students will have 40 minutes to create analogies. Groups will then swap their work. Peer groups will evaluate analogies to make sure they fit and make sense. They will use the "Two Stars, One Wish" method of review. (**Rethink**) Students will have 25 minutes to edit there work. (**Revise**) I will walk around the room reviewing analogies and giving specific, constructive feedback. Students will be expected to have a finished product by the end of the period. (**Refine**)// //**(E)**4.5 Students will be assessed formatively using a method called "The Microscope" where they will reflect on what they know about organelles and their specific functions to make generalized statements that connect what they have learned to their personal, social, or academic lives. Individual assessment will be added into students' portfolios. Students will self-assess their progress and reflect on what they have learned.(**Evaluate**)// //**(T)**4.6 (**Tailor**)// //__Verbal/Linguistic-__ Students will form analogies and create a written product comparing organelles to a larger system.// //__Logical/Mathematical-__Students will analyze what they know in order to make systematic analogies.They will fill out a flow chart. This will assess the students' ability to recognize relationships and patterns between concepts and things, think logically, and solve problems scientifically.// //__Visual/Spacial-__ Students will have the option to illustrate their analogies as long as there is a written piece to accompany it explaining the analogy and why it works.// //__Interpersonal-__ Students will be engaged in an active discussion at the beginning of the lesson. Group findings will be presented to the class. Students will work collaboratively in groups to fill in a flow chart and create logical analogies.// //__Intrapersonal-__ Students will be asked to self-assess their progress in the lesson, reflect on what they have learned and what they think they could do to be more successful.// //__Naturalist-__ Students will be asked often throughout the lesson to relate what they have learned to the world around them. This will give naturalists the opportunity to put the information into a context that suits their learning style. This will show students' ability to// //identify and classify the components that make up their environment.// //**(O)**4.7 Students will be able to use an analogous relationship to relate the functions of organelles to a larger system (such as team, city, ecosystem, world, etc.) **EMPATHY** Students will form analogies relating the functions of organelles to components of a larger system in a word document.They will be asked to explain why the analogy works and make a graphic illustration each component. This lesson should take 2 days to complete.(**Organize**)// || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * //**(W)**4.1 Students will understand that there is a basic structure of cells and cellular components work independently and collaboratively to allow the cell to function as a whole.(**Where**) Students will understand that each organelle supports the entire cell and each cell supports the body's entire system. (**Why**) **Students describe structure and function of cells at the intracellular and molecular level, including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on individuals.** (**What**)//

//**(H)**5.2 (**Hook**) Watch the video "The Protein Diet- Loose Fat Not Muscle" by[|drummerlars]  and have students think about why I showed them a diet video before a class on essential macromolecules. A class discussion will ensue.// //**(E)**5.3 Students will know molecule, macromolecule, protien, amino acid, enzyme, nucleic acid, DNA, RNA, transcription, carbohydrate, lipid, soluble, insoluble, energy storage, how molecules build macromolecules which allow cellular processes to occur, nucleic acids carry information to build proteins, amino acids link to form proteins, nucleic acids store genetic information, RNA builds proteins, amino acids are protein building blocks, enzymes regulate chemical reactions (metabolism), function of nucleic acids and proteins in self as an organism, and the function of carbohydrates and lipids. Independently, ideas will be jotted into an "Idea Wheel" graphic organizer (**Explore**) Students will use the "Solo-Pair-Team" cooperative learning group strategy, where they will build ideas on their own, collaborate with a peer, and then a group of peers. (**Equip**) Students will create an audio talk show explaining how essential macromolecules can be seen in humans on a daily basis. (**Experience**)// //**(R)**5.4 Students will have one full class period to plot how essential macromolecules can be seen in humans and record a talk show explaining what they came up with. Students will make connections independently then share them with a partner for peer review. (**Rethink**) Partners will then collaborate to synthesize what they came up with collectively and think of any other connection. (**Revise**) Students will get into groups of four or five and jot down notes for their talk show. I will walk around making sure students are on the right track before they begin to record. (**Refine**)// //**(E)**5.5 Students will complete a pre-assessment quiz, in the form of an entry ticket, prior to the lesson, which will focus on the essential understandings of the lesson: the essential macromolecules and their role in cells and in the body. A formative assessment in the form of "Definitions-R-Us" will prompt students to demonstrate their understanding of macromolecules by creating their own definitions. Students will self-assess their individual progress through the lesson an reflect on what they have learned, would like to learn, and necessary steps to ensure that they do. (**Evaluate**)// //**(T)**5.6 (**Tailor**)// //__Verbal/Linguistic-__ I will present information on proteins and their functions in cells and in the body. The class will take a formative assessment asking them to write definitions for macromolecules.// //__Visual/Spacial-__ Students will use a graphic organizer to compile their thoughts.// //__Musical-__ The hook movie has very exciting music at the beginning to grab the musical audiences' attention and bring focus to the ideas at hand. Students will create a Garage Band product to share with the class.// //__Interpersonal-__ Students will work collaboratively in cooperative learning groups to create a Garage Band talk show production. Students will participate in several class discussions.// //__Intrapersonal-__ Using the "Solo-Pair-Team" arrangement, students who learn through intrapersonal thought and reflection can make their own evaluations before getting into a pair and a group.// //__Naturalist-__ Students will be asked often throughout the lesson to relate what they have learned to the world around them. This will give naturalists the opportunity to put the information into a context that suits their learning style. This will show students' ability to// //identify and classify the components that make up their environment.// //**(O)**5.7 Students will be able to recognize how each essential macromolecule can be seen in humans on a daily basis. **SELF-KNOWLEDGE** Students will record an audio talk show using Garage Band software describing how essential molecules can be seen in everyday life. This lesson should take four days. (**Organize**)// || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * //**(W)**5.1 Students will understand that four essential macromolecules (nucleic acids, proteins, carbohydrates, and lipids) dictate the work of all cells and organisms.(**Where**) Students will understand the value of these macromolecules and how/why they support the body's ability to live and grow. (**Why**) **Students describe structure and function of cells at the intracellular and molecular level, including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on individuals.** (**What**)//

//**(H)**6.2 (**Hook**) Students will be asked to grab a dry erase marker and write or draw two things they know about proteins on the board. We will link and try to sequence what they know. This will focus their attention specifically on proteins.// //**(E)**6.3 Students will know nucleic acid, DNA, RNA, transcription, amino acid, protein, synthesis, nucleic acids carry information to build proteins, amino acids link to form proteins, nucleic acids store genetic information, RNA builds proteins, amino acids are protein building blocks, enzymes regulate chemical reactions (metabolism), and function of nucleic acids and proteins in self as an organism.// //Students will use a "Time Line" graphic organizer to sequence the events of protein synthesis. (**Explore**) Students will work in cooperative learning groups using "Partners" to figure out the events and sequence of protein synthesis. Students will transpose what they know into a story line. (**Equip**) Students will create a Comic Life presentation illustrating their understanding of protein synthesis.(**Experience**)// //**(R)**6.4 When partner groups have finished their comic strip story line they will pair up with another group and trade notes. Peers will review each others story boards for 10 minutes. Partners will then have time to revise their story board before they transpose the information into the digital comic making software. I will walk around the room throughout the period giving students feedback and helping them revise their storylines and comics.// //**(E)**6.5 Students will complete a pre-assessment quiz prior to the lesson to assess understandings and misconceptions they have with regard to the essential understanding. Students will be tested formatively using the "How Do I Know What I Know?" method of assessment. At the end of the unit, students will take KWL assessment that they took at the beginning of the unit for summative assessment. Students will self-assess their level of understanding and reflect on what they have learned throughout the entire unit. (**Evaluate**)// //**(T)**6.6 (**Tailor**)// //__Verbal/Linguistic-__ I will present information on protein synthesis events and sequence to students. Students will be asked to write out this process. Students will then be asked to write a script for their comic life production.// //__Visual/Spacial-__ Students will create a comic life create illustrating their knowledge of protein synthesis.// //__Musical-__ Students will be expected to ass music to their comic life production.// //__Interpersonal-__ Students will work together for collaboration and creation.// //__Kinesthetic-__ Students will be asked to make a kinesthetic presentation of protein synthesis in a large group.// //__Naturalist-__Students will be asked often throughout the lesson to relate what they have learned to the world around them. This will give naturalists the opportunity to put the information into a context that suits their learning style. This will show students' ability to// //identify and classify the components that make up their environment.// //**(O)**6.7 Students will be able to illustrate the process of protein synthesis and how proteins are used in the body. **INTERPRET** Students will use Comic Life software to show protein synthesis and demonstrate its importance in the body. This lesson should take 3 days. (**Organize**)// ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * //**(W)**6.1 Students will understand that four essential macromolecules (nucleic acids, proteins, carbohydrates, and lipids) dictate the work of all cells and organisms. (**Where**) Students will understand the value of these macromolecules and how they support the body's ability to live and grow. (**Why**) **Students describe structure and function of cells at the intracellular and molecular level, including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on individuals.** (**What**)//

2004 ASCD and Grant Wiggins and Jay McTighe