L1+McGee,+Emily

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Emily McGee **__Lesson #:__** 1 ** __Facet:__ ** Explain
 * __ Grade Level __**** : ** 9-Diploma ** __Numbers of Days:__ ** 5
 * __ Topic: __** Biology and Cell Theory


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** there exists a structural hierarchy within organisms that dictates function among and within cells.


 * Student will know ** biology, life, cells, Cell Theory, and relationships between cell structure and cell function.


 * Student will be able to do ** demonstrate what it means to be alive and the specific cellular components required for life.


 * Product: ** Digital Poster

__ Content Area: __ Science and Technology
 * __ Maine Learning Results (MLR) Alignment __**

__Standard Label:__ E. The Living Environment

__Standard:__ E3. Cells

__Grade Level Span:__ Grade 9-Diploma

//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.//


 * Rationale: ** This lesson will illuminate the structure and function of cells at the intracellular level and how interactions between cells form larger systems to support life.


 * __ Assessments __**


 * __ Pre-Assessment: __**

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.


 * __ Formative (Assessment for Learning) __**

I will systematically check students understanding throughout the class period and the lesson by asking them to do a "thumbs up, thumbs neutral, thumbs down" for quick assessment. If the many students have their thumbs neutral and/or down I will ask them what they could use clarification on and provide it. If the majority of the students have their thumbs up, I will give a quick recap, them continue. I will catch up with the students who do not understand fully when the class breaks into activity and make sure they are brought up to speed.

Students will receive several kinds of feedback throughout the lesson. Students will receive their short answer quizzes back the following class, with clear feedback on them. Students will be expected to fix any mistake they have made on their quizzes and hand them back in. Every student should receive a hundred on quizzes. Students will use peer feed backing techniques throughout the lesson as they work in cooperative learning partners and groups. Students will often be asked to share what they know or have written with their peers.

On the third day of the lesson students will complete an Exit Ticket before leaving demonstrating their understanding of Cell Theory. 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.

Students will create a "Think Map" graphic organizer using Inspiration software to prepare for creating their group digital poster. This graphic organizer will be assessed for student understanding as well.


 * Section I – checking for understanding during instruction **

I will systematically check students understanding throughout the class period and the lesson by asking them to do a "thumbs up, thumbs neutral, thumbs down" for quick assessment. If the many students have their thumbs neutral and/or down I will ask them what they could use clarification on and provide it. If the majority of the students have their thumbs up, I will give a quick recap, them continue. I will catch up with the students who do not understand fully when the class breaks into activity and make sure they are brought up to speed.

There will be many opportunities for formative assessment to occur throughout the class periods. I will be keen on jotting down notes and paying attention to the feedback I give students and how they use that feedback to better their work and themselves.

Students will also use a journal frequently in class, briefly answering prompts that require them to evaluate their current learning, feelings, and thoughts on a specified subject. This will be useful in getting to know students and learning how to best suite their individual learning needs.


 * Section II – timely feedback for products (self, peer, teacher) **

Throughout the lesson students will be asked to briefly discuss an idea with their seat partner. In this way students will have the opportunity to bounce ideas of each other and get constant, consistent feedback from their peers to support each other’s learning. Students will get a chance to practice their criticism skills as both a giver and receiver. During student projects groups will have the opportunity to receive a lot of peer feedback because I will a lot time specifically for it. I will give students feedback through their work efforts written and orally. Any papers that are passed in, which the exception of tests, will be handed back with the expectation that it will be fixed.


 * __ Summative (Assessment of Learning): __**

•**Glogster**

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 project will assess students' understanding of biology, life, cells, Cell Theory, and relationships between cell structure and cell function. Students will use Inspiration programming to design a think map graphic organizer to synthesizing what they know about life and specific cellular components. 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. 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. Students will jot down feedback from their peers and consider what alterations they need to make in the next class. After the first half of the next class student projects will be reviewed by the teacher. Students will have the second half of class to finish products. 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.

Students will be assessed using a rubric that delineates the important components of the project and the level of proficiency shown. Rubric will be broken into Outstanding, Excellent, Very Good, and Good with very clear descriptions of what constitutes each. Students will be graded based on Content-30%, Required Elements-20%, Collaboration with Peers-20%, Layout-15%, Creativity-10%, Grammatically Correct-5%

•**Quizzes**

Biology has a language of its own and understanding the vocabulary is critical to success in reading assignments, lecture, and lab and is thus a critical aspect of the class. Students will be given a word list of 5 vocabulary words and/or definitions that they need to know for the lesson. Students will complete a short answer quiz during the lesson on a list including: biology, life, cell, Cell Theory, how cell structure dictates cell function. This quiz will be used as formative assessment because it will be indicative of the language I can use in the class and the approximate reading comprehension I can expect and summative in nature because it will be graded to show learning. Vocabulary and Definitions Quizzes will be graded overnight and returned the next class. They will have constructive feedback on them. Students will have a chance to redo them.


 * __ Integration __**
 * Technology: ** Throughout the lesson students will become familiarized with the computer software Glogster and Inspiration. Inspiration will be used as formative assessment of students understanding of key concepts, ability to sequence information and for project preparation. Glogster software will be utilized to creatively demonstrate students understanding of overarching concepts and key ideas. Students will create a digital poster using Glogster software to demonstrate their understanding of structural hierarchy within organisms and how structures dictate function among and within cells and organisms.


 * English: ** Students will practice their writing skills and demonstrate reading comprehension as an embedded layer of the course. Students will be assigned readings, syntheses, reflections, self-assessments, scripts, and analogies. Students will be asked to speak and write linguistically about analytical ideas. Students will be expected to review and revise their writing, checking for grammar, spelling, and punctuation, sentence structure, paragraph structure, and thought clarity.


 * Art: ** Students will be challenged artistically to design a digital poster using many graphics, and draw what they see. They will be graded on clarity of thought and creativity.


 * History: ** Students will learn a brief history on how the field of biology developed. They will learn about the origins of Cell Theory and how it has been revised to what we know today. Students will understand the impact of this knowledge and how it has changed how people look at biology and the world today.


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

The seating arrangement for this lesson will be partners sitting in rows. I will design the seating arrangement for this lesson based on the MI test I give students on the first day. Students will sit with a student who has similar proclivities. By sitting students with partners in rows, I may avoid talking and touching to a certain extent through separation without loosing the important peer collaboration, discussion, and proximity for quick clarifying questions.

Students will create a "Think Map" graphic organizer using Inspiration software to prepare for creating their group digital poster. This graphic organizer will be assessed for student understanding as well. Students will work independently to design a think map, organizing what they know about life and cellular components. When time is called students will turn to their partner and compare their graphic organizer and add to on of them to make it complete. Students will pair up with the partner group directly to the left to form a group of four.


 * Section II – Groups and Roles for Product **

Students will pair up with the partner group directly to the left to form a group of four. Students will decide their specific roles in the group. There will be a "Leader" in charge of making sure group discussions are all inclusive and keeping all students on track. There will be a "Recorder" who is in charge of compiling member's ideas and collaborative graphic organizer. There will be a "Presenter" who is in charge of presenting the group's finished work. And there will be a "Time Keeper/ Errand Monitor" who's job it will be to encourage the group to stay on task, let students know time intervals have elapsed, and leave to get supplies or ask questions from the teacher when group is stuck or does not agree.

Students know at the start of the project that at the end they will complete a group rubric and score their group members on a scale of 0-4 on their cooperativeness, role, and effort. I will be assessing group dynamics throughout the time period and jotting down notes, student's group rubric will be considered if certain instances apply.


 * __ Differentiated Instruction __**

This lesson will incorporate many different teaching and learning styles. I will present information to students, often checking for understanding through finger signs, through lecture, drawings on the board, slides or PowerPoint. I will try to break up any pure instruction with a quick class discussion or reflection writing piece. Students will often be given worksheets of which they will have the option of choosing the difficulty they want to attempt. All tiered work will be labeled “Mountainous,” “Up Hill,” or “Straight Ahead” as suggested by Tomlinson and McTighe in //Integrating Differential Instruction and Understanding by Design//. Students will be asked to both reflect on their learning and collaborate with peers. All major assignments, including Vocabulary/Definitions quizzes will have varying levels of acceptable depth based on the essential question.


 * __ MI Strategies __**


 * Verbal: ** Students will receive lecture on Cell Theory and specific cellular components. Students will be asked to take notes off the board and from two movies.


 * Visual: ** Students will watch two animated movies and will have many diagrams drawn on the board, utilizing many colors. Also students will use a graphic organizer for brainstorming thoughts.


 * Musical: ** Students will watch "The Cell Theory Song" by jaremeytamaz <[]> on YouTube.


 * 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.


 * Interpersonal: ** Students will often be asked to reflect on what they learned or saw with a peer. Students will work in close peer groups on the final lesson project. They will be evaluated on collaboration with peers.


 * 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.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**

All students will be respected in my classroom for who they are, their strengths, abilities, proclivities, and everything they have to offer. Based on the backwards design model the level to which students delve into the content material is less important than their ability to answer the essential question, thus the depth with which a student answers a question correctly will be reflected in their grade, but for some will not be a point of penalizing. Students who require modifications and accommodations in my classroom will receive them accordingly. I will review their IEP's, 504's, and ELLIDEP's to accommodate their needs and help them grow. The most important thing for these students is personal growth. They will be expected to work hard for their achievements like the rest of the students and will not be assigned less work, just potentially different work. These students may receive revised vocabulary lists and quizzes, or be expected to read different sections in the book. Worksheets that cover the material differently may be assigned to replace reading out of the book. Tiered worksheets will be offered for any assignments and students will have the opportunity to choose the level of difficulty they want to work at.

ESL students may have the option of taking quizzes and tests orally. They will be expected to find definitions in their native language to coincide with English definitions if it will help them to learn.


 * Plan for accommodating absent students: **

Absent students will be expected to come see me and get their assignment and missed work. Class work will be expected to be turned in the next day; there will be no extension on homework. Late assignment policy applies.


 * __ Extensions __**


 * Type II technology: **

Students will be asked to create a Glogster poster, using Type II technology, in order to show what they know. They will include links that strengthen their argument and embed pictures and files. By allowing students to use a fun computer program, where they can design and play students will be engaged to recall the material as they add it into their project.


 * Gifted Students: **

Gifted and talented students will be asked to investigate further into the concept topic for enrichment purposes. They may have revised assignments that focus on more in depth questions and ideas. Students who finish an assignment early will quietly move to an enrichment station of their choice, which focuses on the concept using a variety of intelligences. These students may receive a revises list of vocabulary words or be asked to flip to a section of the book that covers the same topic more in depth. Students will not go ahead to another lesson, be assigned extra work, or left to sit and do nothing.

Gifted or Accelerated Students or those who finish before the class period has ended will have the opportunity to complete worksheets. These handouts may include but will not be limited to: Gifted/Accelerated Extensions copied from BIOLOGY: The Dynamics of Life
 * Characteristics of Life
 * Types of Living Things
 * Unifying Concepts of Animal Structure and Function
 * The Study of Life
 * What is Biology?
 * Biology: The Study of Life


 * __ Materials, Resources and Technology __**

Textbooks

Seating Chart

Pre-assessment KWL Chart

[]

Vocabulary/Definitions word list

Extra paper

Dry erase markers

Digital Poster rubric

Inspiration Software

Inspiration tutorial

Glogster tutorial

YouTube video "The Cell Theory Animation- Explaining the Laws of All Living Organisms" by DevastatingAnimation.

Students will watch "The Cell Theory Song" by jaremeytamaz <[]> on YouTube.

Handout explaining project with checklist

Rubric for project

Handout for individual Roles in group

Peer evaluation sheet for groups
 * __ Source for Lesson Plan and Research __**

List all ULR and describe.

Pre-assessment [|KWL Chart]

[|Glogster tutorial]Video shows how to use Glogster software.

Vocabulary/Definitions List will include biology, life, cells, Cell Theory, cell structure, cell function.

Teacher resource room

[|YouTube Video]

[|YouTube Song]

Extra paper

Text Books

Handout for Individual Group Roles

__BIOLOGY: The Dynamics of Life__


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**

I will systematically check students understanding throughout the class period and the lesson by asking them to do a "thumbs up, thumbs neutral, thumbs down" for quick assessment. If the many students have their thumbs neutral and/or down I will ask them what they could use clarification on and provide it. If the majority of the students have their thumbs up, I will give a quick recap, then continue. I will catch up with the students who do not understand fully when the class breaks into activity and make sure they are brought up to speed.

Students will receive several kinds of feedback throughout the lesson. Students will receive their short answer quizzes back the following class, with clear feedback on them. Students will be expected to fix any mistake they have made on their quizzes and hand them back in. Every student should receive a hundred on quizzes. Students will use peer feedbacking techniques throughout the lesson as they work in cooperative learning partners and groups. Students will often be asked to share what they know or have written with their peers.

On the third day of the lesson students will complete an Exit Ticket before leaving demonstrating their understanding of Cell Theory. 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.

Students will create a "Think Map" graphic organizer using Inspiration software to prepare for creating their group digital poster. This graphic organizer will be assessed for student understanding as well.

Day 1:

7:55 Students will sit in their assigned seats in paired rows next to a partner. Students will be allowed to chat until the bells rings.

8:00 Attendance will be taken and a KWL Chart handed out to each student. I will talk to students about the lesson they are about to start, explaining that they will be expected to memorize a list of vocabulary/definitions that will be essential for the lesson and the unit, do some text book reading, collaborate with peers, self-assess progress, and ultimately create a digital poster demonstrating understanding of concepts. I will explain to students that the topics for the KWL are biology, life, cells, and Cell Theory: the essential understanding of this lesson and for the entire year. Students will be asked to write down everything they know and want to know about those four topics. We will discuss what they think.

8:20 I will begin an animated lecture on biology, life, and cells using pictures and writing on the board, along with dialogue. I will use my undying enthusiasm for the amazing world of biology to excite students. Students will be asked to take notes. I will check for understanding several times, asking students to give "Thumbs up, thumbs down" for how they are feeling. Instruction will be adjusted accordingly. I will explain to students that they are expected to understand that a structural hierarchy within organisms dictates function among and within cells. I will explain that the importance of understanding this theory is the critical to building a firm infrastructure for understanding all of the biological processes that will be covered through the year.

8:40 I will pass out the worksheet "Biology: The Study of Life" from __BIOLOGY: The Dynamics of Life__ for students to complete alone or with a partner. I will circulate the room addressing any questions students might have regarding the material covered or the worksheet. I will collect these when students are finished.

8:55 I will hand out vocabulary/definitions list and explain my expectations regarding the quiz. I will write the actual quiz questions down on the board and ask students to jot them down in their notes as questions to consider while they study for their quiz. I will also give students a Study Skills packet copied out of __BIOLOGY: The Dynamics of Life__. I will briefly go over the first two pages and ask students how they could use these techniques as they study for their first quiz. I will offer my time and support during a free period or after school if students want to plan a time to meet with me to cover the material. I will explain to students that I expect every person to get a 100% on every quiz because I expect them to be retaken until a 100% grade is achieved because I believe the information I am quizzing students on is important to understand 100%.

Day 2

8:00 Homework will be passed in upon entering the room. Attendance will be taken. I will do an open format assessment of students by asking them to answer the best they can what they know about biology, life, and cells. 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 their assigned partner, with whom they sit based on the classroom arrangement, 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.

8:20 I will discuss cell theory with students. We will write out the components on the white board. Under the components we will make a collaborative list of where we can see these things taking place and what we know about them. I will systematically check students understanding throughout the class period and the lesson by asking them to do a "thumbs up, thumbs neutral, thumbs down" for quick assessment. If the many students have their thumbs neutral and/or down I will ask them what they could use clarification on and provide it. If the majority of the students have their thumbs up, I will give a quick recap, then continue. Students will watch "The Cell Theory Song" by jaremeytamaz <[]> on YouTube in order to break up the lecture and engage musical learners.

8:50 I will ask students to take 5 minutes to reflect on what they just learned about Cell Theory, including as much detail about the movie and discussion as they can.

8:55 I will introduce a brief history of Cell Theory, relating it to the YouTube video we just watched, and how it has changed what we know about biology and life today. I will pass out "The Cell Theory" handout for supplementary reading and ask that students familiarize themselves with at least one scientist who aided our current understanding of Cell Theory.

9:05 I will hand out a half slip of paper and write the words: biology, life, and cells on the board. Students will write a short answer for what these words mean. I will remind students that their Vocabulary/Definitions quiz will be the following time we meet, to study, and again to consider the questions I wrote on the board. When they hand in their quick quiz they may wait for the bell to move to the next class.

Day 3

8:00 Attendance will be taken. Students will be asked to write a quick reflection of Cell Theory and its four parts on a slip of paper. For bonus point, students will have the opportunity to also describe how cell theory ties into what they know about biology, life, and cells.

8:10 I will introduce the relationship between cell structure and cell function. This will be an interactive discussion/presentation where students will help dictate what I write on the board through thoughtful prompting. We will create a solid base for understanding the relationship between structure and function in cells. Students will take notes from the board.

I will systematically check students understanding throughout the class period and the lesson by asking them to do a "thumbs up, thumbs neutral, thumbs down" for quick assessment. If the many students have their thumbs neutral and/or down I will ask them what they could use clarification on and provide it. If the majority of the students have their thumbs up, I will give a quick recap, then continue.

8:25 Students will be given the Vocabulary/Definitions quiz. They will be given 20 minutes to complete it. Students who finish early may move to an activity center and work on a work sheet ("What is Biology?" from __BIOLOGY: The Dynamics of Life__), play an interactive game, or reflect in their journal as a free write.

I will explain to students that they will be assessed on their group understanding of biology, life, cells, Cell Theory, and the relationship between cell structure and function through a 8:45 I will explain the group project of creating a digital poster. I will elaborate on the importance of being able to demonstrate what it means to be alive and the specific cellular components required for life that need to be addressed in the poster. I will explain what I expect to see in the poster, hand out a description of the project with a checklist on the bottom, and a rubric for self-assessment and guidance. I will also assign group members by pairing seat partners together to form a group of 4 or 5 for working with Glogster only. I will explain that I expect students to work collaboratively with their partners and demonstrate respect and etiquette while using the computers.

8:55 Students will find a computer with their assigned partner and take a look at the Glogster tutorial and play around with the software, explore its options and functions. They will have until the end of class. I will walk around providing technical support and answering any questions students may have for me.

Day 4

8:00 Attendance will be taken.I will explain my expectations for peer feedbacking and write a clear set of guidelines on constructive criticism and positive feedbacking.

8:05 Students will be asked to move to a computer independently and open up Inspiration software. Students will receive a quick tutorial on how to use it.

8:10 Students will then create a think map of what they know about the lesson. They will not be able to use their notes.

8:20 Students will join their partner at a computer and with their notes synthesize the think map into a new, more specific and all inclusive think map. Students will be asked to consider types of visual representation they could add to their Glogster presentation and write it in.

8:35 Students will walk around and give peer feedback on each others think maps. One student will stay at his/her computer while the other walks around. Each student will be required to look at two other think maps. I will also be circulating the room directing the use of constructive criticism and positive feedback, checking students' work, and answering any questions.

8:50 Students will rejoin their partner and consider what they saw in other people's think maps and the feedback they received from their peers. They will make any changes they find they need.

8:55 Student pairs will be selected to join other pairs to create groups of four to five students. Members of the group will share their graphic organizer to make sure they align. Students will be asked to open Glogster and get started on their digital poster. They will have until the end of class to work on it. I will be walking around providing guidance, guiding questions, clarifying any remaining misconceptions, and acting as tech support.

Day 5

8:00 Attendance will be taken. Students will get right to work on the digital poster in their groups. I will circulate the room offering my assistance, answering any questions, and making sure students are on task and following their group roles. Any groups that "finish" will be prompted to add embellishing effects or more resources to link to. I will walk around for twenty minutes and give students constructive critisism and taking notes on student progress.

8:20 Groups will break off into "Two Stay, Two Stray" to review peers work. Each pair will be required to review one other poster.

8:30 Groups will finish their products and prepare to present them in front of the class. I will explain that I expect to be able to hear the speaker(s) from the back of the room where I will be sitting.

8:45 Groups will present their Glogster poster in front of the class. Only the "Speaker" of the group is required to speak. I will fill out rubric that specifically follows MLR standards while students present. I will be sitting at the back of the room.

9:15 Students will complete a peer review sheet about their group members that I will take into consideration while grading. I will tell students that for homework I want them to reflect on their project: what they learned, how it can be applied to nature, where their greatest successes were, and what they could improve on next time. I will also hand out a list of vocabulary/definitions for the next lesson to be practiced and learned. Students will be expected to perform as learners in a variety of ways. Students will expected to be active listeners and note takers, collaborators and teammates. I will have to give a lot of instruction and information in the form of lecture, but I want it to be interactive lecture and discussion. Students will be expected to memorize specific vocabulary and definitions pertaining to the class, but the list will neither be extensive nor extraneous. All words or ideas will be reoccurring in the lesson and in the unit and is thus very important to know.
 * Where, Why, What, Hook, Tailor: Verbal, Visual, Musical, Interpersonal, Intrapersonal, and Naturalist **

I want students to feel safe and comfortable in my classroom. I want all students to feel valued and respected for their individuality and thoughts. I want to ensure all students feel comfortable with the material and understand what is expected of them. For this reason, I will often pause during lecture and check for understanding using hand signals. I will often break during lecture to allow students to reorganize their notes or write a quick reflection on what they just heard, to stimulate their brain to be more active learners. Students will work independently on their graphic organizer to allow students who are intrapersonal to think things through by themselves. Students will then pair up to talk about things collaboratively for intrapersonal students and collaboration in general. Students who are artistically or spatially inclined will benefit from the diagrams I draw on the board, the graphic organizer, and the creation of the digital poster to demonstrate understanding. I will walk around whenever students are actively working in groups to check for understanding.
 * Equip, Explore, Rethink, Tailors: Verbal, Visual, Interpersonal, Intrapersonal, and Naturalist **

Students will explore the essential questions and related facets of understanding through many self-assessments, reflections, evaluations, and syntheses. Students will be able to describe biology, life, cells, Cell Theory, and the relationship between cell structure and function by the end of the lesson. Students will demonstrate their knowledge through a formative quiz and a summative project. I will be there every step of the way for information, advice, and tech support. Students will be grouped according to their MI results. They will be paired with one partner, with whom them will sit during class periods. Often partners will collaborate with other specified partners to answer a directed question. Students in collaborative learning groups will be assigned roles as "Leader," "Speaker," "Recorder," and "Time Keeper/ Errand Monitor." At the end of the project students will be asked to evaluate their peers on contribution to the group effort. These evaluations will be considered lightly. Students will create a think map using Inspiration software to organize their thoughts before they create a digital poster demonstrating their knowledge from the lesson. Student's graphic organizers and projects will undergo a great deal of review, feedback, and revision throughout the work period. Students will constantly be asked to critique their peers' work to help them make it better and also to solidify what they already know. This lesson will be heavily tailored to meet the needs of all learners in my classroom.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Visual, Interpersonal, and Intrapersonal **

Students will be asked to self-assess their learning. They will be asked to give short answers to questions like: “What do you think you’ve learned the best?” “How do you think your mind has changed since the beginning of the lesson?” etc. Students will receive timely feedback on all homework and quizzed. Every aspect of the learning in this lesson will be built upon in the next lesson, in the entire unit, and for the entire year. Biology is a study of building blocks and one needs a firm basis from which to grow off.
 * Evaluate, Tailors: Verbal, Intrapersonal **

Students will know //biology, life, cells, Cell Theory, and relationships between cell structure and cell function.//
 * __ Content Notes __**

Biology: The science of life; that branch of knowledge which treats of living matter as distinct from matter which is not living; the study of living tissue. It has to do with the origin, structure, development, function, and distribution of animals and plants.

(Biota-Life Ology-The study of)

Lif e : a characteristic that distinguishes objects that have signaling and self-sustaining processes from those that do not, either because such functions have ceased, or else because they lack such functions and are classified as inanimate. Biology is the science concerned with the study of life. Living organisms undergo metabolism, maintain homeostasis, possess a capacity to grow, respond to stimuli, and reproduce, through natural selection, adapt to their environment in successive generations. More complex living organisms can communicate through various means. A diverse array of living organisms (life forms) can be found in the biosphere on Earth, and the properties common to these organisms—plants, animals, fungi, protists, archaea, and bacteria—are a carbon- and water-based cellular form with complex organization and heritable genetic information.

Cell Theory: one of the basic principles of biology. Credit for the formulation of this theory is given to German scientists Theodor Schwann, Matthias Schleiden, and Rudolph Virchow.

The Cell Theory states: The modern version of the Cell Theory includes the ideas that:
 * All living organisms are composed of cells. They may be unicellular or multicellular.
 * The cell is the basic unit of life.
 * Cells arise from pre-existing cells.
 * Energy flow occurs within cells.
 * Heredity information (DNA) is passed on from cell to cell.
 * All cells have the same basic chemical composition.

History of Cell Theory: The cell was discovered by Robert Hook in 1665. He examined (under a coarse, compound microscope) very thin slices of cork and saw a multitude of tiny pores that he remarked looked like the walled compartments a monk would live in. Because of this association, Robert Hooke called them cells, the name they still bear. However, Hooke did not know their real structure or function. Hooke's description of these cells (which were actually non-living cell walls) was published. His cell observations gave no indication of the nucleus and other organelles found in most living cells.

The first person to make a compound microscope was Zacharias Jansen, while the first to witness a live cell under a microscope was Antonie van Leeuwenhoek, who in 1674 described the algae Spirogyra and named the moving organisms animalcules, meaning "little animals". Leeuwenhoek probably also saw bacteria. Cell theory was in contrast to the vitalism theories proposed before the discovery of cells.

The idea that cells were separable into individual units was proposed by Ludolf Christian Treviranus and Johann Jacob Paul Moldenhawer. All of this finally led to Henri Dutochet formulating one of the fundamental tenets of modern cell theory by declaring that "The cell is the fundamental element of organization".

The observations of Hooke, Leeuwenhoek, Schleiden, Schwann, Virchow, and others led to the development of the cell theory. The cell theory is a widely accepted explanation of the relationship between cells and living things. The cell theory states: The cell theory holds true for all living things, no matter how big or small, or how simple or complex. Since according to research, cells are common to all living things, they can provide information about all life. And because all cells come from other cells, scientists can study cells to learn about growth, reproduction, and all other functions that living things perform. By learning about cells and how they function, you can learn about all types of living things.
 * All living things or organisms are made of cells and their products.
 * New cells are created by old cells dividing into two.
 * Cells are the basic building units of life.

Credit for developing cell theory is usually given to three scientists: Theodor Schwann, Matthias Jakob Schleiden, and Rudolf Virchow. In 1839, Schwann and Schleiden suggested that cells were the basic unit of life. Their theory accepted the first two tenets of modern cell theory (see next section, below). However the cell theory of Schleiden differed from modern cell theory in that it proposed a method of spontaneous crystallization that he called "Free Cell Formation". In 1858, Rudolf Virchow concluded that all cells come from pre-existing cells, thus completing the classical cell theory.

Cells: All living organisms on Earth are divided in pieces called cells. There are smaller pieces to cells that include proteins and organelles. Cells are small compartments that hold all of the biological equipment necessary to keep an organism alive and successful on Earth. A main purpose of a cell is to organize. Cells hold a variety of pieces and each cell has a different set of functions.

Cell Structure and Function: Cell structure is based on size, shape and components. Structure dictates function.

Cell Wall: Found in Plants, Bacteria, and Fungi. Structure-Outer layer, rigid & strong, made out of cellulose. Function-Support, protection, allows H2O, CO2, and O2 to diffuse in and out of cells

Cell Membrane: Found in all cells. Structure- plant: inside cell wall, animal- outer layer (cholesterol), double layer of phospholipids with proteins, selectively permeable. Function- Support, protection, controls movement of materials in and out of cell, barrier between cell and environment, maintains homeostasis.

Nucleus: Found in all eukaryotic cells. Structure: large & oval, may contain 1+ nucleoli, holds DNA. Function: controls cell activity, contains all genetic material of cell.

Cytoplasm: Found in all cells. Structure: clear, thick, jelly-like material (cytosol), organelles found inside cell membrane, contains cytoskeleton fibers. Function: Supports and protects cell organelles.

Endoplasmic reticulum: Found in all eukaryotic cells. Structure- network of tubes or membranes that connect to nuclear envelope and cell membrane, smooth with out ribosomes, rough with ribosomes.

Mitochondrion: Found in all eukaryotic cells. Structure: Peanut shaped, double membrane, outer membrane smooth, inner membrane folded into cristae. Function: Breaks down sugar (glucose) molecules to release energy, site of aerobic cellular respiration.

Chloroplast: Found in plant and algae cells. Structure: Green oval containing chlorophyll, double membrane with inner membrane in stacks called thykaloids, inner gel called stroma.

Golgi apparatus: Found in all eukaryotic cells. Structure: Stacks of flattened sacks. Function: Modify proteins made by cell, package and export proteins.


 * __ Handouts __**

Glogster Digital Poster Assignment and Checklist

Glogster Digital Poster Rubric

Vocabulary/Definitions List

Vocabulary/Definitions Quiz

Seating Chart

Class Grouping

Individual Roles in Group

KWL Chart

Study Skills Packet

Worksheets copied from __BIOLOGY: The Dynamics of Life__

The Cell Theory

Biology the Study of Life

What is Biology?

Gifted/Accelerated Extensions copied from __BIOLOGY: The Dynamics of Life__

Characteristics of Life

Types of Living Things

Unifying Concepts of Animal Structure and Function

The Study of Life

What is Biology?

Biology: The Study of Life


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**


 * //__ Learning Styles __//**


 * // Clipboard: //** Because of who I am as an individual my class will be very organized and structured. There will be a clear set of classroom expectations and routines to follow every day. Lessons will be presented sequentially, with clear learning and evaluating criteria upfront and available.


 * // Microscope: //** Inherent to the field of science, students will be expected to explore and discover, ask questions, analyze concepts, focus on specific facets and details, and collaborate with peers.


 * // Puppy: //** I want my classroom to be a comfortable, safe environment where students feel comfortable sharing their ideas and opinions, thoughts and explorations. I will encourage students to be confident and present what they know to others. Students will work in cooperative learning groups for collaboration and peer support.


 * // Beach Ball: //** Students will be expected to shift and transition quickly. My lesson will follow a very sequential order, but will be broken up often for self-assessment and reflection, change of pace to group activities, ect. Students will explore a variety of resources and choose how they want to incorporate them into their study.


 * // Rationale: //** Students will be given many opportunities for learning in a variety of styles. Students will be expected to work independently and collaboratively to achieve a common goal. Students will learn through sequential explanations, hand on activity, and digital exploration.


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * // Content Knowledge: //**

Students will have a good understanding of the lesson’s essential questions and understandings, and all students will have the option to delve deeply into the subject matter through a variety of tiered worksheets and hands on activities. MLR standards were followed rigorously in the planning of this lesson, and were used as a starting point for backwards design. Students will be able to explain their knowledge in order to demonstrate content mastery. Through the creation of their final product students will need to take an active role in higher order thinking and look deeply into learned facts.


 * // Rationale: //** This lesson demonstrates accuracy in content concepts and detail, while aligning directly to MLR standards and student needs. Activities will have a tiered option for students to benefit the individual learning of each person based on personal goals and curriculum goals.


 * // MLR: //**

__ Content Area: __ Science and Technology

__Standard Label:__ E. The Living Environment

__Standard:__ E3. Cells

__Grade Level Span:__ Grade 9-Diploma // 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. //


 * // Facet: //** Explain


 * // Rationale: //** Using the facets of understanding as a guide, an entire unit was designed with each facet being used as a template to design a summative assessment project. For lesson one, the "Explain" facet was utilized. Students will be expected to explain biology, life, cells, and Cell Theory through their digital poster presentation. Students will be expected to interpret what it means to be alive and what a human body needs to support life in a basic sense. Students will be asked to peer review each others works in order to gain insight on their own thinking and help others to progress. They will be asked to self-assess their progress through the lesson on how they are doing, how they could improve their learning, and what strategies work and do not work for learning the material. At the end of the lesson students will reflect on what they have learned and linguistically put it into a real world context of their choosing.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**


 * Verbal: ** Students will receive lecture on Cell Theory and specific cellular components. Students will be asked to take notes off the board and from two movies.


 * Visual: ** Students will watch two animated movies and will have many diagrams drawn on the board, utilizing many colors. Also students will use a graphic organizer for brainstorming thoughts.


 * Musical: ** Students will watch "The Cell Theory Song" by jaremeytamaz <[]> on YouTube.


 * 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.


 * Interpersonal: ** Students will often be asked to reflect on what they learned or saw with a peer. Students will work in close peer groups on the final lesson project. They will be evaluated on collaboration with peers.


 * 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.


 * // Type II Technology: //**

Throughout the lesson students will become familiarized with the computer software including Glogster. This tool will be used to creatively demonstrate students understanding of overarching concepts and key ideas. Students will create a digital poster using Glogster software to demonstrate their understanding of structural hierarchy within organisms and how structures dictate function among and within cells and organisms. Students will use Comic Life software to show protein synthesis and demonstrate its importance in the body. 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. Students will create a poster to compare and contrast specified cellular components' on structure and function. 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.Students will record an audio talk show using Garage Band software describing how essential molecules can be seen in everyday life.


 * // Rationale: //** This lesson will illuminate the structure and function of cells at the intracellular level and how interactions between cells form larger systems to support life.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * // Formative: //**

I will systematically check students understanding throughout the class period and the lesson by asking them to do a "thumbs up, thumbs neutral, thumbs down" for quick assessment. If the many students have their thumbs neutral and/or down I will ask them what they could use clarification on and provide it. If the majority of the students have their thumbs up, I will give a quick recap, them continue. I will catch up with the students who do not understand fully when the class breaks into activity and make sure they are brought up to speed.

Students will receive several kinds of feedback throughout the lesson. Students will receive their short answer quizzes back the following class, with clear feedback on them. Students will be expected to fix any mistake they have made on their quizzes and hand them back in. Every student should receive a hundred on quizzes. Students will use peer feedbacking techniques throughout the lesson as they work in cooperative learning partners and groups. Students will often be asked to share what they know or have written with their peers.

On the third day of the lesson students will complete an Exit Ticket before leaving demonstrating their understanding of Cell Theory. 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.

Students will create a "Think Map" graphic organizer using Inspiration software to prepare for creating their group digital poster. This graphic organizer will be assessed for student understanding as well.


 * // Summative: //**

**Glogster (50pts):**

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 project will assess students' understanding of biology, life, cells, Cell Theory, and relationships between cell structure and cell function. Students will use Inspiration programming to design a think map graphic organizer to synthesizing what they know about life and specific cellular components. 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. 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. Students will jot down feedback from their peers and consider what alterations they need to make in the next class. After the first half of the next class student projects will be reviewed by the teacher. Students will have the second half of class to finish products. 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.

Students will be assessed using a rubric that delineates the important components of the project and the level of proficiency shown. Rubric will be broken into Outstanding, Excellent, Very Good, and Good with very clear descriptions of what constitutes each. Students will be graded based on Content-30%, Required Elements-20%, Collaboration with Peers-20%, Layout-15%, Creativity-10%, Grammatically Correct-5%

•**Quizzes (20pts)**

Biology has a language of its own and understanding the vocabulary is critical to success in reading assignments, lecture, and lab and is thus a critical aspect of the class. Students will be given a word list of 5 vocabulary words and/or definitions that they need to know for the lesson. Students will complete a short answer quiz during the lesson on a list including: biology, life, cell, Cell Theory, how cell structure dictates cell function. This quiz will be used as formative assessment because it will be indicative of the language I can use in the class and the approximate reading comprehension I can expect.


 * // Rationale //****// : //** Students will be assessed throughout the lesson to provide me with meaningful information regarding instruction and student needs. Students will be assessed formatively consistently and throughout the lesson on many different levels. Formative assessment will be an embedded thread of my course. Students will also be assessed on their summative learning to demonstrate their level of mastery in the content. ||~  ||   ||   ||

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