L6+McGee,+Emily

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Emily McGee **__Lesson #:__** 6 ** __Facet__ ** : Interpret
 * __ Grade Level __**** : ** 9-Diploma **__Numbers of Days:__** 3
 * __ Topic: __** Protein Synthesis


 * __ PART I: __**


 * __ Objectives __**


 * Student will understand that ** four essential macromolecules (nucleic acids, proteins, carbohydrates, and lipids) dictate the work of all cells and organisms.


 * Student will know ** nucleic acid, DNA, RNA, transcription, amino acid, protein, synthesis, nucleic acids carry information to build proteins, amino acids link to form proteins, nucleic acids store genetic information, RNA builds proteins, amino acids are protein building blocks, enzymes regulate chemical reactions (metabolism), and function of nucleic acids and proteins in self as an organism.


 * Student will be able **** to ** illustrate the process of protein synthesis and how proteins are used in the body.


 * Product: ** Students will use Comic Life software to show protein synthesis and demonstrate its importance in the body.


 * __ 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 build a firm understanding of the impact of cellular processes at an intracellular and molecular level and gain the ability to interpret how it affects the individual organism as a whole.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**


 * Section I – checking for understanding during instruction **

Students will be tested formatively using the "How Do I Know What I Know?" method of assessment.

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. //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 Comic Life project. Students will have time to review and self-assess their learning and needs as learners.

When partner groups have finished their comic strip story line they will pair up with another group and trade notes. Peers will review each others story boards for 10 minutes. Partners will then have time to revise their story board before they transpose the information into the digital comic making software. I will walk around the room throughout the period giving students feedback and helping them revise their storylines and comics.


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

Students will create a digital story using Comic Life software that illustrates the process of protein synthesis and how it is important in the body. //This project will assess students' understanding of the vocabulary and essential understanding of the lesson. 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: nucleic acid, DNA, RNA, transcription, amino acid, protein, synthesis, nucleic acids carry information to build proteins, amino acids link to form proteins, nucleic acids store genetic information, RNA builds proteins, amino acids are protein building blocks, enzymes regulate chemical reactions (metabolism), and function of nucleic acids and proteins in self as an organism. 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: ** Students will transpose what they know about protein synthesis and the importance of protein in the body into a story line. They will use this storyline to create a Comic Life presentation illustrating their understanding of the enduring understandings.


 * English: ** Students will transpose what they know about protein synthesis into a storyline for the creation of a digital story using Comic Life software. Students will be challenged to think creatively and linguistically to create analogous relationships in order to create their stories. Students must be able to justify their story choice. Students will reflect on how story can be effective in conveying technical information and what they learned from the project.


 * __ Groupings __**


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

Students will be sitting in quadrants with other students of varying skill level and proclivities who I have observed work well together in my classroom. Students will make connections independently then share them with a partner for peer review. Partners will synthesize what they came up with collectively and think of any other connections or ideas they can think of. Students will use a "Time Line" graphic organizer to sequence the events of protein synthesis.


 * Section II – Groups and Roles for Product **

Students will be sitting in quadrants but will be working with a partner on their projects. I will encourage group collaboration but partner specific work. Partners will delineate their own roles based on a group role handout. Students will have one full class period to plot how a linear sequence of protein synthesis and design a story idea that demonstrates the process. Students will make connections independently then share them with a partner for peer review. Partners will collaborate to synthesize what they came up with collectively and think of any other connection. Students will get into groups of four or five and jot down notes for their talk show. I will walk around making sure students are on the right track before they begin to record.


 * __ 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 be asked to both reflect on their learning and collaborate with peers.


 * __ MI Strategies __**


 * Verbal: ** I will present information on protein synthesis events and sequence to students. Students will be asked to write out this process. Students will transpose what they know about protein synthesis into a storyline for the creation of a digital story using Comic Life software. Students will be challenged to think creatively and linguistically to create analogous relationships in order to create their stories. Students must be able to justify their story choice. Students will reflect on how story can be effective in conveying technical information and what they learned from the project.


 * Visual: ** Students will use a graphic organizer in the form of a “Time Line” to organize the information they know about proteins. Students will create a digital story utilizing Comic Life software to illustrate their knowledge of protein synthesis and the importance of proteins in the body. Students will illustrate their stories or find pictures online that do not infringe upon Copyright law.


 * Musical: ** Students will be expected to add music or some audio component to their Comic Life production to enhance its effectiveness.


 * Interpersonal: ** Students will work together with a partner to collaborate and synthesize their knowledge of prtein synthesis in order to design a digital story to illustrate it.


 * Kinesthetic: ** Students will be asked to make a kinesthetic presentation of protein synthesis in a large group.


 * Naturalist: ** Students will be asked often throughout the lesson to relate what they have learned to the world around them. Students will be asked specifically to consider how proteins can be seen in the body and what important roles do they pay in the body. 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, 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 chose 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 __**

Students will be asked to create a digital story using Comic Life software, using Type II technology, in order to show what they know about protein synthesis and the importance of proteins in the body. They will create a digital story that demonstrates the process and importance of protein synthesis in the body. 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 Vocabulary/Definitions word list Vocabulary/Definitions quiz “Time Line” graphic organizer Protein Structure I from //__Biology Coloring Book__// Protein Structure II from //__Biology Coloring Book__// RNA and Protein Synthesis from //__Biology: The Dynamics of Life Content Mastery__// DNA Transcription from //__Biology Coloring Book__// Protein Synthesis: Translation from //__Biology Coloring Book__// KWL Chart from Lesson 1


 * __ Source for Lesson Plan and Research __**

//__Biology: The Dynamics of Life Content Mastery__// //__Biology Coloring Book__// //Comic Life Tutorial //


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**

Day 1 8:00 Students will sit with the same group of peers as the previous lesson. Attendance. Student will be assigned a partner at their desk, with whom they are expected to collaborate with for the remainder of the three day lesson. However, I will encourage group discussions within their clusters at appropriate times regarding classroom information. 8:05 I will explain to students that I want them to understand the process of protein synthesis and the importance of proteins in the body. 8:10 Students will be asked to grab a dry erase marker and write or draw two things they know about proteins on the board. We will link and try to sequence what they know. This will focus their attention specifically on proteins. 8:25 I will start an animated presentation on protein synthesis. Students will be invited to take their role as an active learner and ask questions and share relevant information in order to contribute to the learning of their peers. 8:50 Students will be asked to self-reflect on what they learned in the past 25 minutes. When they are finished they will be asked to stand-up and move to the back of the room. Students will be asked to jump up and down ten times. I will then give students two minutes to move about the room, maintaining minimal noise levels but allowing them to engage in two minutes conversation of their choice. 9:10 I will give students a Protein Synthesis Coloring Page to work on for homework along with a vocabulary list. I will remind students that they will be tested on the Vocabulary/Definitions words the following class period. Students will have the option to start working on their coloring page.

Day 2 8:00 Attendance. Students will be given their Vocabulary/Definitions quiz. 8:15 I will ask students to do a quick reflection of what was talked about the following class period. Students will collaborate with their peers on what they wrote and what they remember. 8:20 I will ask students if they have any questions regarding protein synthesis. I will answer all questions then do a quick recap of protein synthesis. 8:35 I will give students the project explanation and checklist along with a project rubric. I will explain my expectations for group collaboration and the project. 8:40 Students will work in cooperative learning groups using "Partners" to figure out the events and sequence of protein synthesis. Students will use a "Time Line" graphic organizer to sequence the events of protein synthesis. 9:00 I will ask students how they are doing and how much more time they need. Students will be asked to wrap up their thought. I will handout a formative assessment paper to demonstrate student understanding in the lesson, thus far. Students will be tested formatively using the "How Do I Know What I Know?" method of assessment. 9:15 I will ask student to come up with several ideas for a story line for homework.

Day 3 8:00 Attendance. Students will discuss their ideas for a digital story with their partner. I will have students take five minutes and decide on a good one to use. I will walk around answering clarifying questions and giving the OK on storyline ideas. Students will work with their partner to transpose the information in the “Time Line” graphic organizer into a linear representation of protein synthesis in the form of a digital story. I will walk around answering clarifying questions and providing thoughtful prompting. I will also be checking for group collaboration and individual participation. 8:20 Students will design a quick storyboard to guide their progress through the creation of their project. When partner groups have finished their comic strip story line they will pair up with another group and trade notes. Peers will review each other’s storyboards, utilizing effective constructive criticism techniques. 8:30 Partners will then have time to revise their story board before they transpose the information into the digital comic making software. I will walk around the room throughout the period giving students feedback and helping them revise their storylines and comics. 9:10 I will ask students to join me back at the desks. I will handout the “KWL” sheet students filled out at the beginning of the lesson and ask them to fill in the “L” column to show me what they have learned over the course of the unit. This will affect my teaching strategies in the future. Students will be asked to sel-asses their learning for homework.

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 consider how essential macromolecules can be seen in the human body every day. 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: Verbal, 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 how each essential molecule can be seen in the human body, its importance, and how it effects the cell. Students will demonstrate their knowledge through a several formative quiz’s 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. Students will fill out a “Time Line” to organize their thoughts and get them started on their project. Student's storyboards 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 nucleic acid, DNA, RNA, transcription, amino acid, protein, synthesis, nucleic acids carry information to build proteins, amino acids link to form proteins, nucleic acids store genetic information, RNA builds proteins, amino acids are protein building blocks, enzymes regulate chemical reactions (metabolism), and function of nucleic acids and proteins in self as an organism.

Many atoms make molecules, many related molecules make organelles, many organelles allow cells to function, many related cells make tissues, tissues form organs, groups of organs form organ systems, organ systems allow whole organisms to function.

atom<molecule<organelle<cell<tissue<organ<organ system<organisms Compounds, such as carbon dioxide, salt, and water, are made of combinations of the elements. Their molecules can be separated back into the elements
 * Elements, such as oxygen (O), gold (Au), iron (Fe), nitrogen (N), and carbon (C), cannot be broken down into anything else.

Molecule: an electrically neutral group of at least two or more atoms held together by covalent bonds. Molecules are small particles that make up all living and non-living things. They are made up of even tinier particles called atoms. Molecules are made from as few as two atoms to hundred of millions of atoms.

Macromolecules: A very large molecule commonly created by polymerization. Commonly refers to nucleic acids, proteins, carbohydrates, and lipids. Although living cells are primarily made up of water, a number of other molecules are also abundant. Gigantic molecules called macromolecules populate the cell and provide it with importance functions for life. Macromolecules provide structural support, a source of stored fuel, the ability to speed biochemical reaction. All except lipids are considered polymers. A polymer is a chair of similar subunits, or monomers, that are links together by covalent bonds. In proteins, the monomers are amino acids; in carbohydrates, the monomers are sugars; in nucleic acids, the monomers are nucleotides. Lipids are a diverse group of molecule, that come in a variety of nonpolymeric forms.

Nucleic Acids: Biological molecules essential for life, and include DNA and RNA. Together with proteins, nucleic acids make up the most importance macromolecules. Both are found in all living things. The function of nucleic acids and proteins are to function in encoding, transmitting, and expressing genetic information. DNA molecules are generally double stranded and RNA are generally single stranded. Nucleic acids are linear polymers (chains) of nucleiotides.

Protein: Biochemical compounds consisting of polypeptides that typically form globular forms that facilitate biological function. The sequence of amino acids in a protein is defined by the sequence of a gene, which is encoded in the genetic code. Proteins are the chief actors within the cell, said to be carrying out the duties specified by the information encoded in genes. Proteins have the ability to bind to other molecule specifically and tightly. Proteins may act as enzymes which catalyze chemical reactions. These reactions are highly important in metabolism. Structural proteins confer stiffness and rigidity to otherwise-fluid biological components. Some places this can be seen in the human body is cartilage, keratin, and connective tissue.

DNA is a nucleic acid that contains the genetic instructions used in the development and functioning of all known organisms. The DNA segments that carry this genetic information are called genes, but other DNA sequences have structural purposes, or are involved in regulating the use of this genetic material. Along with RNA and proteins, DNA is on of the three major macromolecules that are essential for all known forms of life. DNA consists of two long polymers of simple units called nucleotides, with backbones made of sugars and phosphate groups joined by ester bonds. These two strands run opposite directions to each other and are therefore anti-parallel.

RNA is one of the essential macromolecules necessary for life. Like DNA, RNA is made up of a long chain of components known as nucleotides. Each nucleotide consists of a nucleobase, a ribose sugar, and a phosphate group. The sequence of nucleotides allows RNA to encode genetic information. All cellular organisms use messenger RNA (mRNA) to carry the genetic information that directs the synthesis of proteins. RNA molecules play an active role in cells by catalyzing biological reactions, controlling gene expression, or sensing and communicating responses to cellular signals. One of these active processes is protein synthesis, a universal functions whereby mRNA molecules direct the assembly of proteins on ribosomes. This process uses transfer RNA (tRNA) molecules to deliver amino acids to the ribosome, where ribosomal RNA (rRNA) links amino acids together to form proteins. Most RNA molecules are single-stranded. Single-stranded RNA molecules adopt very complex three-dimensional structures since they are not restricted by the repetitive double-helical form of the double stranded DNA.


 * __ Handouts __**

Vocabulary/Definitions word list Vocabulary/Definitions quiz “Time Line” graphic organizer Protein Structure I from //__Biology Coloring Book__// Protein Structure II from //__Biology Coloring Book__// RNA and Protein Synthesis from //__Biology: The Dynamics of Life Content Mastery__// DNA Transcription from //__Biology Coloring Book__// Protein Synthesis: Translation from //__Biology Coloring Book__//


 * __ 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 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: //** Interpret


 * // Rationale: //** In accordance with MLR standards, which state that students need to be able to describe the “at the intracellular and molecular level…. the //impact of cellular processes,” this lesson will effectively teach students about specific cellular processes, molecules, and their impact on the cell, as well as 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. //**


 * // MI Strategies: //** Students will think logically and linguistically as complete several worksheets, chapter readings, a written formative assessment quiz, and create a script for a digital story to be created using Comic Life software. 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. The digital story project will assess the students' ability think critically and to present ideas creatively, descriptively, and fluidly. Students will be bombarded with visuals as I explain things on the board with diagrams, projector slides, movies, graphic organizers, and models. Students will have the option to use coloring pages focused on understanding essential macromolecules as reinforcement, practice, or enrichment. They will create their own audio-visual production in the form of a comic or digital story. 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 a designated partner throughout the lesson. Group members 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 fill in a “Time Line” graphic organizer. 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.


 * Verbal: ** I will present information on protein synthesis events and sequence to students. Students will be asked to write out this process. Students will transpose what they know about protein synthesis into a storyline for the creation of a digital story using Comic Life software. Students will be challenged to think creatively and linguistically to create analogous relationships in order to create their stories. Students must be able to justify their story choice. Students will reflect on how story can be effective in conveying technical information and what they learned from the project.


 * Visual: ** Students will use a graphic organizer in the form of a “Time Line” to organize the information they know about proteins. Students will create a digital story utilizing Comic Life software to illustrate their knowledge of protein synthesis and the importance of proteins in the body. Students will illustrate their stories or find pictures online that do not infringe upon Copyright law.


 * Musical: ** Students will be expected to add music or some audio component to their Comic Life production to enhance its effectiveness.


 * Interpersonal: ** Students will work together with a partner to collaborate and synthesize their knowledge of prtein synthesis in order to design a digital story to illustrate it.


 * Kinesthetic: ** Students will be asked to make a kinesthetic presentation of protein synthesis in a large group.


 * Naturalist: ** Students will be asked often throughout the lesson to relate what they have learned to the world around them. Students will be asked specifically to consider how proteins can be seen in the body and what important roles do they pay in the body. 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 in order to create an effective digital story using Comic Life software to demonstrate the process of protein synthesis and its important in the body. Students will be asked to hand in a written copy of the script. Students will need to think critically and categorize information logically, sequentially, and quickly. Students will gain experience working with Comic Life 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: //** 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 be tested formatively using the "How Do I Know What I Know?" method of assessment. //Students will share this work with their peers for feedback. At this point in the unit it will be expected that students have mastered the art of constructive criticism and positive feedback so they should be able to deliver it effectively without time being directed to teaching them. Students will have the opportunity to redo work for one week after they get it back with feedback on it. 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 each other’s work. 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. Students will self-assess their progress and reflect on what they have learned.//

//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 less than 10 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:// nucleic acid, DNA, RNA, transcription, amino acid, protein, synthesis, nucleic acids carry information to build proteins, amino acids link to form proteins, nucleic acids store genetic information, RNA builds proteins, amino acids are protein building blocks, enzymes regulate chemical reactions (metabolism), and function of nucleic acids and proteins in self as an organism. //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 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 as many times as they need within a week from the time they get them back with feedback on them. Every student should receive a hundred on quizzes. //Because all students will have the option to redo this quiz only the first time will act as formative assessment, the final grade will be considered summative.// 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 Comic Life project. Students will have time to review and self-assess their learning and needs as learners.

Students will self-assess their individual progress through the lesson and reflect on what they have learned, would like to learn, and necessary steps to ensure that they do. //Individual assessments and reflections will be added into students' portfolios.//


 * // Summative: //** Students will create a digital story using Comic Life software to demonstrate protein synthesis and important role of proteins in the body. //This project will assess students' understanding of the vocabulary and essential understanding of the lesson. 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: nucleic acid, DNA, RNA, transcription, amino acid, protein, synthesis, nucleic acids carry information to build proteins, amino acids link to form proteins, nucleic acids store genetic information, RNA builds proteins, amino acids are protein building blocks, enzymes regulate chemical reactions (metabolism), and function of nucleic acids and proteins in self as an organism. 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.

About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * // 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. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||

Portions not contributed by visitors are Copyright 2011 Tangient LLC.