L4+McGee,+Emily

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Emily McGee ** __Lesson #:__ ** 4 ** __Facet:__ ** Empathy
 * __ Grade Level __**** : ** 9-Diploma **__Numbers of Days:__** 4
 * __ Topic: __** Cell Organelles Structure, Function, and Relationship


 * __ PART I: __**


 * __ Objectives __**
 * Student 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.//


 * Student will know **//organelle, mitochondria, chloroplast, nucleus, endoplasmic reticulum, Golgi apparatus, lysosome, cell wall, cytoplasm, and organelle structure and function.//


 * Student will be able to **//use an analogous relationship to relate the functions of organelles to a larger system (such as team, orchestra, city, ecosystem, world, etc.)//


 * Product: **//Students will form analogies relating the functions of organelles to components of a larger system and use Prezi software to bring their analogies to life.//


 * __ Maine Learning Results (MLR) Alignment __**

//__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.// //


 * Rationale: ** Students will discover how individual organelle structures contribute to the functioning of the cell and allow cellular processes to occur.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**

//Students will complete an assessment quiz at the start of the lesson, which will focus on the essential understandings of the lesson:////organelle, mitochondria, chloroplast, nucleus, endoplasmic reticulum, Golgi apparatus, lysosome, cell wall, cytoplasm, and organelle structure and function.//
 * 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.//

//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 11 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: organelle, mitochondria, chloroplast, nucleus, endoplasmic reticulum, Golgi apparatus, lysosome, cell wall, cytoplasm, and organelle structure and 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. Because all students will have the option to redo this quiz until they get a one hundred, only the first time will act as formative assessment, the final grade will be considered summative.//


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

//Students will receive several kinds of feedback throughout the lesson. 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. Students will use peer feed backing techniques throughout the lesson as they work in cooperative learning partners and groups. During the project peer groups will evaluate analogies to make sure they fit and make sense. They will use the "Two Stars, One Wish" method of review. Students will often be asked to share what they know or have written with their peers.//

//They 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.// Anything students pass in for grading will be handed back to them the next day; I am a firm believer in quick feedback. I also believe that, with the exception of tests, students should have the option to redo any piece of work. So constructive feedback will be given to students. Students will undergo a large deal of peer feed backing throughout the unit, especially when they start the Prezi project. Students will have time to review and self-assess their learning and needs as learners.


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

//Students will be asked to write analogies to linguistically demonstrate their understanding of organelle functions, then illustrate them through the production of a Prezi digital presentation. This project will assess students' understanding of organelle, mitochondria, chloroplast, nucleus, endoplasmic reticulum, Golgi apparatus, lysosome, cell wall, cytoplasm, and organelle structure and function. 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%//

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 8 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: mitochondria, chloroplast, nucleus, endoplasmic reticulum, Golgi apparatus, lysosome, cell wall, and cytoplasm. 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. Vocabulary and Definitions Quizzes will be graded overnight and returned the next class. They will have constructive feedback on them. Students will have a week to redo them for a 100%. At the end of the week quiz grades will be recorded for summative assessment.


 * __ Integration __**


 * Technology: **//During the lesson students will use Prezi software to illustrate their analogies between cell structures and a larger system. Students will have the option to illustrate and scan their own pictures or find pictures on line that to done infringe on Copyright Laws. The final analogy project will be used as summative assessment of students understanding of key concepts, ability to think creatively and deeply, and for project preparation. Students’ presentations will be assessed based on their ability to creatively demonstrate understanding of overarching concepts and key ideas.//


 * 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. As a final assessment in the lesson, students will be asked to write a strand of analogies relating organelles of the cell to a larger system. Students will create a Prezi digital presentation that states and illustrates their analogies and gives a rational of why their analogies are valid.//


 * Art: **//Students will be challenged artistically to decorate their analogies with artwork. Students will create a digital presentation to illustrate their analogies and bring them to life. They will be graded on clarity of thought and creativity.//


 * __ Groupings __**


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

//Students will work together in a cooperative learning group focused "Team Talk Questions" to direct groups’ discussion for making a "Word Web" to map out analogies. These groups will share their analogies with the class. Students will use a "Word Web" to map their ideas of how organelles relate the larger system of their choice.//


 * Section II – Groups and Roles for Product **

Students will sit in groups of four in the room. I will decide these groups based on personality, work habits, and group dynamics based on previous observations in the class. Students will decide their specific roles in the group, working to chose a different role than they have had for previous projects. 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. Groups will work on "Word Web" together. When time has elapsed groups will split up into assigned partners. Partners will discuss how information could be demonstrated in a Prezi digital presentation.

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 __**


 * __ MI Strategies __**


 * Logical: **//Students will analyze what they know in order to make systematic analogies. They will fill out a “Word Web” graphic organizer to categorize information and ideas. The “Word Web” will assess the students' ability to recognize relationships and patterns between concepts and things, think logically, and solve problems scientifically.//


 * Verbal: **//Students will form analogies and create a written product comparing organelles to a larger system. Students will then script a presentation that states their analogies, the actual function of the cell structure, and a rational for why the analogy works. This writing will appear in student groups’ digital presentation.//


 * Visual: **//Students will illustrate their analogies in some way in order to create a representation of their system.//


 * Musical: **//Students will have a choice of what system they want to relate their cell to. One viable option provided was an orchestra for students that have an understanding of musical composition.//


 * 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.//


 * 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 “Word Web” and create logical analogies. Students will work together in groups of four to create their digital comics. Students will be expected to work cooperatively with all members of the group, and will be assessed on their performance in this area by other members of the group and myself.//


 * Kinesthetic: **//Students will be engaged in a class activity where they will take on the role of an organelle, cell structure or molecule, and be expected to bodily demonstrate the function of that particular structure.//


 * Naturalist: **//Students will be asked often throughout the lesson to relate what they have learned to the world around them. Students will also have the option to relate their organelle system to a natural system if that is what makes sense in their mind. 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.//


 * __ 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. 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.//

//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 create analogies between two complex systems and illustrate their ideas and formed relationships digitally using Prezi software. Students will have freedom to search the internet for useable information, material, and media.// 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 cover 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.//


 * __ Materials, Resources and Technology __**

//White board markers// //Extra paper// //Entrance Quiz// //A View of the Cell, continued from __BIOLOGY: The Dynamics of Life Reinforcement and Study Guide__// //Nucleus and Endoplasmic Reticulum from __Biology Coloring Book__// //Mitochondrion and Chloroplast from __Biology Coloring Book__// //Golgi Complex, Lysosomes, Microbes from __Biology Coloring Book__// //Lesson 4 Vocabulary/Definitions List// //Lesson 4 Vocabulary/Definitions Quiz// //A View of the Cell continues from __Biology: The Dynamics of Life Content Mastery__// //Flow Chart// //Project description and checklist// //Project Rubric//
 * __ Source for Lesson Plan and Research __**

//Prezi tutorial []’// //Prezi software []//


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**

//Day 1// //8:00 Students will enter the room to find the seating arrangement has changed from paired rows to groups of four (quadrants). Students will sit wherever they want initially. Attendance. I will ask students to push all the desks to the outskirts of the room evenly around the walls. I will ask students to sit on the desks.// I will then explain to students that we are going to do an activity to review the previous lesson and start thinking about the next lesson. Students will be given a sign with an organelle or cellular structure written on it, a trash bag with head and armholes cut in it, and a card with specific directions on it. I will ask students to raise their hand for the specific organelles they want to be. Some students will not get cards or signs initially, but all will be wearing trash bags. I will point out the signs on the walls that say “Cell Membrane, “ and the signs on the floor that say “Cytoplasm” to start the explanation of the activity. I will ask students where they think I am going with this activity. I will explain that the “Nucleus” will stand in the middle of the room and read directions for other organelles to follow. Students will understand that when they hear their organelle name they will do what is said on the cards. I will ask students to be creative and get excited! 8:15 I will put on David Grisman mandolin music at a low level. Students will play the kinesthetic cell game. I will sit on the outskirts and facilitate that it runs smoothly and make observations of participation and understanding for formative assessment. Students should have a good understanding of the role of the cell from the prior lesson. 8:30 When the class has finished the game I will ask students to pull their desks out and put them back into quadrants. //I will give students their new seating arrangement.// I will have previously decided these groups based on personality, work habits, and group dynamics based on previous observations in the class. Students will be asked to sit down a take five minutes to reflect on what they think the purpose of that game was and what they think they learned from it. I will collect their writing. 8:40 I will then ask students to talk for two minutes in their group about what they wrote. We will then have a discussion about the game, its significance, and its intended result. I will explain to students that my intention for the game was for students to put together the information that they know and have learned about individual cells and think about how they work together as a whole. I will ask students to describe what a system is and we will talk about it in relationship to the cell. I will ask students if they thought the activity was helpful. 9:05 //Students will complete a pre-assessment quiz, which will focus on the essential understandings of the lesson:// //organelle, mitochondria, chloroplast, nucleus, endoplasmic reticulum, Golgi apparatus, lysosome, cell wall, cytoplasm, and organelle structure and function.// //9:17 I will remind students that their Vocabulary/Definitions quiz will be the following class and to really review them because it will be a short answer quiz.//

//Day 2// //8:00 Attendance. I will pass out “Team Talk Questions” handout to students. These questions will direct their conversations within the group. Students will chose their role in the group, being asked to choose one they have not done yet in this class if possible. Students will discuss questions and the “Recorder” will write down the group’s answers. I will walk around the room to answer clarifying questions.// //8:20 As students finish with their question sheets I will hand the project explanation, checklist, and rubric to all students. I will explain to students what their expectations are for the project and how I expect them to complete this task. I will then ask students to discuss what system they want to use and how they can relate it to the cell. I will make it very clear that their system needs to be broad enough to make analogies to each organelle listed. Students will have 30 minutes to create analogies. I will walk around answering clarifying questions, prompting thought and discussion within the group. I will ask students to explain their ideas to me and why they think the analogy works. I will give them the OK to continue if their system analogy seems big enough.// //8:50 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. Groups will split up using the “Two Stay, Two Stray” method, so there are critiquers and receivers. Students will be advised to reflect on the project; what system they are using, why they think it will work, how they would like to demonstrate it, and a potential storyline idea. Also, if they have come up with a definitive idea start creating or finding specific pictures for their digital comic.// //9:10 I will hand out Vocabulary/Definitions quizzes.// Students will complete a short answer quiz on a list including: organelles, nucleus, endoplasmic reticulum, cell wall and compare and contrast mitochondria and chloroplast. When students are finished I will collect quizzes. Students will be asked to look over the Prezi tutorial for homework.

//Day 3// //8:00 In groups, students will start to edit their work. They will have time to discuss their ideas on how to demonstrate their analogies and they types of storylines they came up with for homework. I will handout a “Word Web” for students to start organizing their thoughts and ideas. I will advise them to write the cell and functions and the analogous structure and functions, and to draw connections to the system as a whole. I will walk around the room reviewing analogies and giving specific feedback.// //8:20 Students will begin scripting their storyline, creating or finding graphics, and starting work on Prezi. This will be a dynamic period where students will have the freedom to be working on whatever they need to get their project done. The group may all be working at the computer or they may be split up with some students making or finding pictures, working on scripts, or finding information online, while others are fiddling with Prezi software. Students will get on pass during the period to leave the room to use the school scanner to scan in any pictures they might have. I will be working my way around the room clarifying questions and providing intellectual and technical support. Students will have the whole period to work on their projects.// //9:10 Students will be asked to clean up and reform their seating groups. I will remind them that they will have half of the following period to work on their projects then they will be presenting them. I will ask them to consider working on their projects at home or during study hall if they need to and to definitely take advantage of the time to plan for the 40 minutes of work time to be able to use it efficiently and effectively.//

//Day 4// //8:00 Students will get right to work on their projects. They will have 40 minutes to work on them before we transition into presentations. I will walk around answering clarifying questions and providing technical support.// //8:20 I will tell “Time Keepers” to remind their groups that they have 20 more minutes to work.// //8:25 I will ask students to finish up what they are working on and prepare for presentations of their comics.// //8:40 Students will present their comics. I will ask who wants to go first and resort to choosing groups if no one volunteers. The “Presenter” in the group will stand in the room and read the comic to the class. (Modifications of this will be made available in certain circumstances if students take the initiative to talk to me prior.)// //9:15 For homework students will be given a paper 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. They will be asked to self-assess their progress and reflect on what they have learned.//

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 presentation to demonstrate understanding. I will walk around whenever students are actively working in groups to check for understanding.
 * Where, Why, What, Hook, Tailor: Intrapersonal, Interpersonal, Visual, Kinesthetic, Verbal **

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 also have plenty of peer review opportunities for feed backing and my support during presentations, workshops, and projects.

Students will be expected to use high-order thinking throughout this unit as they make comparisons between a number of organelles and cell structures. They will also have to work on their toes because the project period will be very fast paced and students will have to figure out a way to synthesize the information given to them by their peers to collaboratively make a product.
 * Equip, Explore, Rethink, Tailors: Interpersonal, Logical **

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 a number of cell structures by both structure and function, and how they interact with other cell structures to impact the cell as a whole 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 fill out a “Word Web” to organize their thoughts and get them started on their project. 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: Interpersonal, Intrapersonal, Logical, Visual, Verbal **

Students will be asked to self-assess and reflect upon their learning. Students will receive timely feedback on all homework and quizzes. 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: Intrapersonal **


 * __ Content Notes __**

//Students will know organelle, mitochondria, chloroplast, nucleus, endoplasmic reticulum, Golgi apparatus, lysosome, cell wall, cytoplasm, and organelle structure and function.//

In cell biology, an organelle is a specialized subunit within a cell that has a specific function, and is usually separately enclosed within its own lipid bilayer. The name //organelle// comes from the idea that these structures are to cells what an organ is to the body (hence the name //organelle,// the suffix //-elle// being a diminutive). While most cell biologists consider the term organelle to be synonymous with "cell compartment", other cell biologists choose to limit the term organelle to include only those that are DNA-containing, having originated from formerly-autonomous microscopic organisms acquired via endosymbiosis.

The most notable of these organelles having originated from endosybiont bacteria are: Other organelles are also suggested to have endosymbiotic origins, (notably the flagellum) Under the more restricted definition of membrane-bound structures, some parts of the cell do not qualify as organelles. Nevertheless, the use of organelle to refer to non-membrane bound structures such as ribosomes is common.This has led some texts to delineate between membrane-bound and non-membrane bound organelles. These structures are large assemblies of macromolecules that carry out particular and specialized functions, but they lack membrane boundaries. Such cell structures include:
 * mitochondria (in almost all eukaryotes)
 * chloroplasts (in plants, algae and protists).
 * ribosome
 * cytoskeleton
 * flagellum
 * centriole

Eukaryotic organelles
Eukaryotes are one of the structurally complex cell type, and by definition are in part organized by smaller interior compartments, that are themselves enclosed by lipid membranes that resemble the outermost cell membrane. The larger organelles, such as the nucleus and vacuoles, are easily visible with the light microscope. They were among the first biological discoveries made after the invention of the microscope. Not all eukaryotic cells have each of the organelles listed below. Exceptional organisms have cells, which do not include some organelles that might otherwise be considered universal to eukaryotes (such as mitochondria).There are also occasional exceptions to the number of membranes surrounding organelles, listed in the tables below (e.g., some that are listed as double-membrane are sometimes found with single or triple membranes). In addition, the number of individual organelles of each type found in a given cell varies depending upon the function of that cell.

A eukaryotic cell contains many organelles, for example, the nucleus, endoplasmic reticulum, Golgi apparatus, mitochondria, and chloroplast. However, not all these organelles are found in only one cell or in a n organism. The chloroplast, for instance, is abundant in plants cells but not in animal cells.

Prokaryotes are believed to have no organelles.

A cell's organelles are crucial to the function of the cell. They carry out many of the processes that enable the cell to live.


 * __ Cell Membrane __** - A thin layer of lipids and proteins that separates the cells' contents from its' environment controls what enters and leaves the cell. Also known as the plasma membrane, the call membrane is a biological membrane that separates the interior of all cells from the outside environment. The cell membrane is selectively permeable to ions and organic molecules and controls the movement of substances in and out of the cells. It basically protects the cell from outside forces. It consists of the lipid bilayer with embedded proteins. Cell membranes are involved in a variety of cellular processes such as cell adhesion, ion conductivity, and cell signaling and serve as the attachment surface for several extracellular structures, including cell wall and cytoskeleton.
 * __ Cell Wall- __** This structure is found only in plants. It is a tough, rigid outer covering that protects a plant cell and helps it maintain its shape. The cell wall is the touch, usually flexible but sometimes fairly rigid layer that surrounds some types of cells. It is located outside the cell membrane and provides these cells with structural support and protection, and also acts as a filtering mechanism. A major function of the cell wall is to act as a pressure Bessel, preventing over-expansion when water enters the cell. They are found in plants, bacteria, fungi, algae, and some archaea. Animals and protozoans do not have cell walls.
 * __ Chloroplast __** - Structures in cells that enable the plant to make sugars through photosynthesis. A chloroplast is an organelle found in plant cells and other eukaryotic organisms that can conduct photosynthesis. Chloroplasts capture light energy to conserve free energy in the form of ATP and reduce NADP to NADPH through a complex set of processes called photosynthesis. The material within the chloroplast is called the stroma, corresponding to the cytosol of the original bacterium, and contains one or more molecules of circular DNA. It also contains ribosomes; however most of its proteins are encoded by genes contained in the host cell nucleus, with the protein products transported to the chloroplast. Within the stroma are stacks of thylakoids, which are the site of photosynthesis. The thylakoids are arranged in stcks called grana. A thylakoid has a flattened disk shape. Inside it is an empty area called the thylakoid space or lumen. Photosynthesis takes place on the thylakoid membrane; as is mitochondrial oxidative phosphorylation, it involves the coupling of cross-membrane fluxes with biosynthesis via the dissipation of a proton electrochemical gradient.

**__ Cytoskeleton __** - Network of protein fibers extending throughout the cytoplasm. It gives the cell support and helps it maintain its shape. It also enables the cell itself to move.
 * __ Endoplasmic Reticulum __** - When ribosomes are attached to the cystolic side of the membrane it is considered to be rough ER. Rough ER is prominent in cells that are making proteins for export such as digestive enzymes, hormones, structural proteins, or antibodies. Smooth ER makes lipids, processes carbohydrates, and modifies chemicals that are toxic to the cell. The Er is found in eukaryotes. It forms an interconnected network of tubules, vesicles, and cisternae within cells. Rough ER synthesize proteins, while smooth ER synthesize lipids and steroids, metabolize carbohydrates and steroids (but not lipids), and regulate calcium concentration, and the attachment of receptors on cell membrane proteins.
 * __ Golgi Complex __** - A curved membrane stack resembling a stack of pancakes. It finishes the past transitional modifications, concentrates and packages proteins for export or storage. The Golgi apparatus is found in most eukaryotic cells. It processes and packages proteins after their synthesis and before they make their way to their destination; it is particularly important in the processing of proteins for secretion. Cell synthesize a large number of different macromolecules. The Golgi apparatus is integral in modifying, sorting, and packaging these macromolecules for cell secretion (exocytosis) or use within the cell. It primarily modifies proteins delivered from the rough endoplasmic reticulum but is also involved in the transport of lipids around the cell, and the creation of lysosomes. In this respect it can be thought of as similar to a post office; it packages and labels items which it them sends to different parts of the cell. Enzymes within the cisternae of the Golgi complex are able to modify the proteins by addition of carbohydrates and phosphates. In order to do so, the Golgi imports substances such as nucloide sugars from the cytosol. These modifications may also form a signal sequence, which determines the final destination of the protein. The Golgi is a major site of carbohydrate synthesis.
 * __ Lysosomes __** - Contain digestive enzymes that help break down large molecules of carbohydrates, proteins, and lipids. They digest old organelles that are no longer useful to the cell. Lysosomes contain acid hyrolase enzymes to break down waste materials and cellular debris. Lysosomes digest excess or worn-out organelles, food particles, and engulf bacteria and viruses. Lysosomes fuse with vacuoles and dispense their enzymes into vacuoles, digesting their contents. They are created in the Golgi apparatus.
 * __ Mitochondria __** - The cell powerhouses contain the molecular machinery for the conversion of energy from the break down of glucose into ATP, which is the energy source of the cell. The mitochondrion is a membrane-bound organelles found in most eukaryotic cells. These organelles are sometimes described as “cellular power plants” because they generate most of the cell’s supply of ATP (adenosine triphosphate), used as a source of chemical energy. In addition to supplying cellular energy, mitochondria are involved in a range of other processes, such as signaling, cellular differentiation, cell death, as well as the control of the cell cycle and cell growth. The number of mitochondria in a call varies widely by organism and tissues widely by organism and tissue type. Many cells have only a single mitochondrion, whereas others can contain several thousand mitochondria.
 * __ Nucleus __** - A spherical, sometimes elongated structure that contains the genetic material. It is called the control center of the cell. The nucleus is a membrane-enclosed organelles found in eukaryotic cells. It contains most of the cell’s genetic material, organized as multiple long linear DNA molecules with a large variety of proteins, such as histones, to form chromosomes. The genes within these chromosomes are the cell’s nuclear genome. The function of the nucleus is to maintain the integrity of these genes and to control the activities of the call by regulating gene expression— the nucleus is, therefore, the control center of the cell. The center of the nucleus, a structure called the nucleolus, is involved in the assembly of ribosomes.
 * __ Ribosomes __** - Small organelles composed of ribosomal DNA and some different proteins.


 * __ Handouts __**

//Entrance Quiz// //A View of the Cell, continued from __BIOLOGY: The Dynamics of Life Reinforcement and Study Guide__// //Nucleus and Endoplasmic Reticulum from __Biology Coloring Book__// //Mitochondrion and Chloroplast from __Biology Coloring Book__// //Golgi Complex, Lysosomes, Microbes from __Biology Coloring Book__// //Lesson 4 Vocabulary/Definitions List// //Lesson 4 Vocabulary/Definitions Quiz// //A View of the Cell continues from __Biology: The Dynamics of Life Content Mastery__// //Flow Chart// //Project description and checklist// //Project Rubric//


 * __ 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 confidant 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, etc. 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. //**

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. Students will have the opportunity to work closely with various cell structures including organelles like the mitochondria, chloroplast, nucleus, endoplasmic reticulum, Golgi apparatus, lysosome; and other cell structures like the cell wall, cytoplasm. Students will ideally have a deep understanding for the many ways these structures dictate the function of the cell. By the end of the lesson, students will be able to form an analogous relationship to relate the functions of organelles to a larger system of their choice to demonstrate their understanding of cell structures’ specific functions and how they impact the cell as a whole. Through the end of the lesson project, where students create a large analogy with many embedded analogies to compare different cell structures, students should effectively demonstrate their empathy by illuminating value in something as abstract as organelles by relating them to something plausible. Students will work in cooperative learning groups to answer directed questions that will allow them to get their hands wet with this thought process, while practicing their critical thinking and evaluating skills.


 * // 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 apply 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. 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: //**//Empathy//


 * // Rationale: //** In accordance with MLR standards, which state that students need to be able to describe the “//structure and function of cells at the intracellular and molecular level,” this lesson will effectively teach students about specific cell structures and their functions within the cell and demonstrate their understanding and mastery of the essential understandings and critical content pieces.//


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

Students will think logically and linguistically as they create an analogy between the cell system and a large system of their choosing. This project will assess the students' ability to classify, think critically, and solve problems scientifically, also to present ideas creatively, descriptively, and fluidly. Students will be expected to participate in reading, writing, class discussions, and presentations in order to strengthen linguistic skills, public speaking, and stating ideas and facts appropriately and scientifically. Students will be bombarded with visuals as I explain things on the board with diagrams, projector slides, movies, graphic organizers, and models. They will create their own visual representation in the form of a digital story. Students will have the opportunity to represent an organelle function kinesthetically. 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. Nature is inherent in the field of biology and will be talked about and related to frequently during all lessons. These students will have the opportunity to relate the cell system to a natural system if it meets their learning needs. Students will have the opportunity to work alone and with peers throughout the lesson. Students will sit in groups of four and will work closely with these peers throughout the lesson. These people will be expected to collaborate and can bounce ideas off and ask questions throughout the lesson if they so choose. Students will be asked to reflect, self-assess, and evaluate themselves and their learning throughout the lesson. Students will also be given five seconds of “think-time” before any peer conversation. Students will often be asked to reflect on what they learned or saw with a peer. Students will work together in their cooperative groups to answer “Team Talk Ques. Class discussions will be frequent in the classroom as information is delivered, concepts covered, and assignments or projects given. I am a firm believer in taking time to consider student’s thoughts and include them in their own learning, so questions, additions, and comments will be welcomed throughout any lesson.


 * // MI Strategies: //**


 * Logical: **//Students will analyze what they know in order to make systematic analogies. They will fill out a “Word Web” graphic organizer to categorize information and ideas. The “Word Web” will assess the students' ability to recognize relationships and patterns between concepts and things, think logically, and solve problems scientifically.//


 * Verbal: **//Students will form analogies and create a written product comparing organelles to a larger system. Students will then script their analogies, cell structure functions, and a rational to create a digital presentation using Prezi software.//


 * Visual: **//Students will illustrate their analogies in a Prezi digital presentation of their system.//


 * Musical: **//Students will have a choice of what system they want to relate their cell to. One viable option provided was an orchestra for students that have an understanding of musical composition.//


 * 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.//


 * 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 “Word Web” and create logical analogies. Students will work together in groups of four to create their digital comics. Students will be expected to work cooperatively with all members of the group, and will be assessed on their performance in this area by other members of the group and myself.//


 * Kinesthetic: **//Students will be engaged in a class activity where they will take on the role of an organelle, cell structure or molecule, and be expected to bodily demonstrate the function of that particular structure.//


 * Naturalist: **//Students will be asked often throughout the lesson to relate what they have learned to the world around them. Students will also have the option to relate their organelle system to a natural system if that is what makes sense in their mind. 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.//


 * // Type II Technology: //**

Students will engage in Type II Technology as they bring to life an analogous relationship between the cell system and a larger system. Students will need to create a hard copy of their group project before than can translate it into a virtual product. Students will need to think critically and categorize information logically, sequentially, and quickly. Students will gain experience working with Prezi software.


 * // Rationale: //** Students will use many intelligences inherent to the criteria for this lesson. Students will have the opportunity to strengthen their abilities working with intelligences they are less familiar with and excelling in their proclivities. My hope is that by offering a number of ways to look at a problem students will find the way that best suits them to learn the concept. Students will engage in higher-order thinking using Type II Technology to think critically, categorically, logically, and sequentially.


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * // Formative: //** Students will complete an assessment quiz at the start of the lesson, in the form of an entry ticket, 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. This assessment precedes instruction in order to check students' prior knowledge and identify misconceptions, interest and learning style preferences. This diagnostic assessment will provide information to assist my planning and guide differentiated instruction.

I will systematically check students understanding throughout 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 also have plenty of peer review opportunities for feed backing and my support during presentations, workshops, and projects.

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 8 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: mitochondria, chloroplast, nucleus, endoplasmic reticulum, Golgi apparatus, lysosome, cell wall, and cytoplasm. 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.

Students will receive several kinds of feedback throughout the lesson. 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. Anything students pass in for grading will be handed back to them the next day; I am a firm believer in quick feedback. I also believe that, with the exception of tests, students should have the option to redo any piece of work. So constructive feedback will be given to students. 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 undergo a large deal of peer feed backing throughout the lesson, especially when they start the Venn diagram project.

Students will be asked to self-assess their learning. Students will receive timely feedback on all homework and quizzes. 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.

Students will fill out a “Team Talk Question” worksheet, write a string of analogies, and complete a “Word Web” graphic organizer to categorize their thoughts and get them started on their project. 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. 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.


 * // Summative //****// : //** Students will be asked to create a digital presentation using Prezi software in order to illustrate analogies they create in groups that compare the cell system to a larger system. Through this project students will demonstrate their understanding of cell structure functions and their importance in the whole cell system. 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%, and Grammatically Correct-5%

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 8 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: mitochondria, chloroplast, nucleus, endoplasmic reticulum, Golgi apparatus, lysosome, cell wall, and cytoplasm. This quiz will be used at first as a formative assessment because it will be indicative of the language I can use in the class and the approximate reading comprehension I can expect. 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 and have them re-graded for summative assessment. All students will have the opportunity to get a 100% on every quiz.


 * // Rationale //****// : //** Students will be assessed formally and informally throughout the lesson utilizing a variety of formative and summative techniques. Students will complete a pre-assessment quiz that precedes instruction in order to check students' prior knowledge and identify misconceptions, interest and learning style preferences. This diagnostic assessment will provide information to assist my planning and guide differentiated instruction. Students’ performance in class and on assignments will be used formatively to support my class planning and instruction methods. Summative assessment will be given in order to check students’ understanding of the essential questions, critical details, and the overall success of the lesson and the students. ||  ||   ||