L5+McGee,+Emily

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Emily McGee **__Lesson #:__** 5 ** __Facet__ ** : Self-Knowledge
 * __ Grade Level __**** : ** 9-Diploma **__Numbers of Days:__** 4
 * __ Topic: __**


 * __ 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 ** molecule, macromolecule, protein, amino acid, enzyme, nucleic acid, DNA, RNA, transcription, carbohydrate, lipid, soluble, insoluble, energy storage, how molecules build macromolecules which allow cellular processes to occur, nucleic acids carry information to build proteins, amino acids link to form proteins, nucleic acids store genetic information, RNA builds proteins, amino acids are protein building blocks, enzymes regulate chemical reactions (metabolism), function of nucleic acids and proteins in self as an organism, and the function of carbohydrates and lipids.


 * Student will be able to ** recognize how each essential macromolecule can be seen in humans on a daily basis.


 * Product: ** Students will record an audio talk show using Garage Band software describing how essential molecules can be seen in everyday 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 build a firm understanding of the impact of cellular processes at an intracellular and molecular level.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**
 * 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.

A formative assessment in the form of "Definitions-R-Us" will prompt students to demonstrate their understanding of macromolecules by creating their own definitions. Students will self-assess their individual progress through the lesson and reflect on what they have learned, would like to learn, and necessary steps to ensure that they do.

//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:// molecule, macromolecule, protein, amino acid, enzyme, nucleic acid, DNA, RNA, transcription, carbohydrate, lipid, soluble, insoluble, energy storage //.////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.//


 * 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 "Definitions-R-US" where they will create definitions for their vocabulary words to demonstrate understanding, 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. Individual assessment will be added into students' portfolios. 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.//

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

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.


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

Students will record an audio talk show using Garage Band software describing how essential molecules can be seen in everyday life. //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: 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 Garage Band show their understanding of how essential molecules can be seen in their own lives. This project will be used as summative assessment of students understanding of key concepts and ability to think creatively and deeply. 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 group podcast performance to illustrate their understanding of how essential molecules can be seen in the human body.//


 * __ 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 then collaborate to synthesize what they came up with collectively and think of any other connection. Independently, ideas will be jotted into an "Idea Wheel" graphic organizer Students will use the "Solo-Pair-Team" cooperative learning group strategy, where they will build ideas on their own, collaborate with a peer, and then a group of peers. Students will create an audio talk show explaining how essential macromolecules can be seen in humans on a daily basis.


 * Section II – Groups and Roles for Product **

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. Students will have one full class period to plot how essential macromolecules can be seen in humans and record a talk show explaining what they came up with. Students will make connections independently then share them with a partner for peer review. Partners will then 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 proteins and their functions in cells and in the body. Students will complete several worksheets, chapter readings, a written formative assessment quiz, and create a script for a podcast on Garage Band.


 * Visual: ** Students will use a graphic organizer to compile their thoughts. They will have the option of using coloring book pages to help them understand the structures of several important macromolecules for reinforcement and practice.


 * Musical: ** The hook movie has very exciting music at the beginning to grab the musical audiences' attention and bring focus to the ideas at hand. Students will create a Garage Band product to share with the class.


 * Intrapersonal: ** Using the "Solo-Pair-Team" arrangement, students who learn through intrapersonal thought and reflection can make their own evaluations before getting into a pair and a group.


 * Interpersonal: ** Students will work collaboratively in cooperative learning groups to create a Garage Band talk show production. Students will participate in several class discussions.


 * Naturalist: ** Students will be asked often throughout the lesson to relate what they have learned to the world around them. This will give naturalists the opportunity to put the information into a context that suits their learning style. This will show students' ability to identify and classify the components that make up their environment.


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

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

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


 * Plan for accommodating absent students: **

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


 * __ Extensions __**

Students will be asked to create a podcast using Garage Band software, using Type II technology, in order to show what they know. They will create a recording 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 covers the same topic more in depth. Students will not go ahead to another lesson, be assigned extra work, or left to sit and do nothing.


 * __ Materials, Resources and Technology __**

White board markers Extra paper Vocabulary/Definitions word list Vocabulary/Definitions quiz “Idea Wheel” graphic organizer “Definitions-R-Us” handout The Biochemical Nature of the Cell from //__Biology: The Dynamics of Life Content Mastery__// //Proteins from __Biology: The Dynamics of Life Content Mastery__// //Proteins from __Biology Coloring Book__// //Amino Acids from __Biology: The Dynamics of Life Content Mastery__// //Amino Acids from __Biology Coloring Book__// //Carbohydrate from __Biology: The Dynamics of Life Content Mastery__// //Carbohydrates I from __Biology Coloring Book__// //Lipids from __Biology: The Dynamics of Life Content Mastery__// //Lipids from __Biology Coloring Book__// Gifted Extensiosn

Garage Band tutorial 
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**

Day 1 8:00 Students will sit in quadrants in the room with a group of peers. Attendance. I will explain to students that theu will be learning about essential molecules in the body and how they impact the body in ways that can be seen every day. I will describe the importance of maintaining high, constant levels of these essential macromolecules in order to support the body’s ability to live and grow. 8:05 Students will watch the video "The Protein Diet- Loose Fat Not Muscle" by [|drummerlars] < [] >. I will ask students to talk amongst their peers about the video, what they saw, and their initial reaction to it. I will then ask students why they think I showed them a video on diet to start a class on essential molecules. A class discussion will ensue. 8:20 I will explain what I mean by “essential macromolecule” and ask students to reflect on what they know about molecules from prior lessons. Students will have several minutes to write down what they remember bout molecules and what they think macromolecules means. This writing prompt will be used for formative assessment. 8:35 I will handout Vocabulary/Definitions word lists to students and tell them they will have a quiz. I will then go into a description of nucleic acids. I will show students diagrams on the board and draw my own. We will discuss what role DNA plays in the body and how we can see its effects every day. Students will be asked to take notes. 8:55 Students will be asked to take a couple of minutes and reflect on what they just learned about nucleic acids without using their notes. This will be used for formative assessment. 9:00 I will ask students to get up and walk around the room for a minute, jump up and down, make a funny noise, then return to their seats. We will continue our talk about nucleic acids. I will give students a coloring page on nucleic acids that they can work on in class and finish at home.

Day 2 8:00 Attendance. Students will be asked to write down what they remember about nucleic acids, to be sued for formative assessment. We will have a quick class discussion on what was learned yesterday about nucleic acids. I will do a quick recap of everything. 8:15 We will then start a discussion about proteins. I will ask students what they know about proteins. We will make a list of where proteins can be seen in every day life on the board. I will then go into an animated lecture, utilizing board space and PowerPoint/ projector to teach students about proteins, their importance in the cell and in the body. 8:45 Students will be asked to write a quick reflection of what they just learned about proteins, then take two minutes and talk about it in their groups. 8:50 I will then ask students to write down what they know about carbohydrates and lipids. They will then discuss what they know with their group peers. We will then discuss as a class what students know about carbohydrates and lipids. I will clear up any misconceptions they may have about them. We will have a discussion about where carbohydrates and lipids can be seen in the body. 9:15 I will remind students that they have a Vocabulary/Definitions quiz the following class period. I will hand out a protein coloring page for students to complete as homework.

Day 3 8:00 Attendance. Students will reflect on what they know about nucleic acids, proteins, carbohydrates, and lipids. 8:10 I will hand out the Vocabulary/Definitions quiz. Students will have 15 minutes to work on it. Anyone who finishes early can work on a Lipids Coloring Page. 8:30 I will pass out markers to the class. They will correct their own quiz for immediate feedback on how they did. I will ask students to individually show me how they did and I will make note of their scores. Students will be asked to take their quizzes home and redo them. 8:40 I will answer any questions students have about nucleic acids, proteins, carbohydrates, and lipids. We will discuss these essential macromolecules in depth for about twenty minutes. 9:00 I will hand out a formative assessment in the form of “Definitions-R-Us” that will prompt students to demonstrate their understanding of essential macromolecules by creating their own definitions. Students that finish before the end of the period may work on coloring their Lipids Coloring Page.

Day 4 8:00 Attendance. I will handout the project description/checklist and the project rubric. We will go over them and I will answer any clarifying questions. 8:05 Students will be given an “Idea Wheel” graphic organizer to jot down ideas for how essential molecules can be seen in the body. Students will work independently on this work sheet. I will walk around the room answering clarifying questions and prompting students to engage in higher-order thinking. 8:25 Using the cooperative learning structure “Solo-Pair-Team” students will take their independently answered graphic organizer and collaborate with a partner within their group to synthesize ideas and think more in depth about the prompt. 8:35 Students will then collaborate as a whole group to synthesize what they came up with. Students will then talk about ideas for a radio talk show. They will script out their talk show. I will be walking around the room answering questions and checking for understanding. 8:50 Students will open Garage Band and record their talk show. These will be no longer than 3 minutes in length. Students will be asked to finish editing their project by the end of the class period. 9:15 Students will be asked to reflect on the lesson and the project 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. These evaluations will be considered lightly. Students will fill out a “Idea Wheel” 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 molecule, macromolecule, protein, amino acid, enzyme, nucleic acid, DNA, RNA, transcription, carbohydrate, lipid, soluble, insoluble, energy storage, how molecules build macromolecules which allow cellular processes to occur, nucleic acids carry information to build proteins, amino acids link to form proteins, nucleic acids store genetic information, RNA builds proteins, amino acids are protein building blocks, enzymes regulate chemical reactions (metabolism), function of nucleic acids and proteins in self as an organism, and the function of carbohydrates and lipids.

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. Protiens 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.

Lipid: Lipids are molecules that include fats, waxes, sterols, among others. The main biological functions of lipids include energy storage, as structural components of cell membranes, and as important signaling molecules.

Carbohydrates: The most abundant class of organic compounds found in living organisms. They origionate as products of photosynthesis. Carbohydrates are a major source of metabolicenegry, both for plants and animals that depend of plants for food. Aside from the sugars and starches that meet this vital nutritional role, carbohydrates also serve as structural materials (cellulose), a component of energy transport compound ATP, recognitioni sites on cell surfaces, and one of the three essential components of DNA and RNA. Carbohydrates are called saccarides, or if they are very small, sugars. Carbohydrates are broken into two distinct categories: Simple Carbohydrates and Cokplex Carbohydrates. Glucose is a commonly known and very important type of carbohydrate.


 * __ Handouts __**

Vocabulary/Definitions word list Vocabulary/Definitions quiz “Idea Wheel” graphic organizer “Definitions-R-Us” handout The Biochemical Nature of the Cell from //__Biology: The Dynamics of Life Content Mastery__// //Proteins from __Biology: The Dynamics of Life Content Mastery__// //Proteins from __Biology Coloring Book__// //Amino Acids from __Biology: The Dynamics of Life Content Mastery__// //Amino Acids from __Biology Coloring Book__// //Carbohydrate from __Biology: The Dynamics of Life Content Mastery__// //Carbohydrates I from __Biology Coloring Book__// //Lipids from __Biology: The Dynamics of Life Content Mastery__// //Lipids from __Biology Coloring Book__// Gifted Extensiosn


 * __ 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: //** Self-Knowledge


 * // 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. //**

Students will think logically and linguistically as complete several worksheets, chapter readings, a written formative assessment quiz, and create a script for a podcast on Garage Band. 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 podcast 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 production in the form of a radio talk show or podcast. 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 “Idea Wheel”. 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: //**


 * Verbal: ** I will present information on proteins and their functions in cells and in the body. Students will complete several worksheets, chapter readings, a written formative assessment quiz, and create a script for a podcast on Garage Band.


 * Visual: ** Students will use a graphic organizer called the “Idea Wheel” to compile their thoughts. They will have the option of using coloring book pages to help them understand the structures of several important macromolecules for reinforcement, practice, and enrichment.


 * Musical: ** The hook movie has very exciting music at the beginning to grab the musical audiences' attention and bring focus to the ideas at hand. Students will create a Garage Band product to share with the class.


 * Intrapersonal: ** Using the "Solo-Pair-Team" arrangement, students who learn through intrapersonal thought and reflection can make their own evaluations before getting into a pair and a group.


 * Interpersonal: ** Students will work collaboratively in cooperative learning groups to create a Garage Band talk show production. Students will participate in several class discussions.


 * Naturalist: ** Students will be asked often throughout the lesson to relate what they have learned to the world around them. This will give naturalists the opportunity to put the information into a context that suits their learning style. This will show students' ability to identify and classify the components that make up their environment.


 * // Type II Technology: //** Students will engage in Type II Technology in order to create am effective podcast in the form of a radio talk show to demonstrate how essential macromolecules can be seen in the body everyday. 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 Garage Band recording and editing 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.// A formative assessment in the form of "Definitions-R-Us" will prompt students to demonstrate their understanding of macromolecules by creating their own definitions. //Students will 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:// molecule, macromolecule, protein, amino acid, enzyme, nucleic acid, DNA, RNA, transcription, carbohydrate, lipid, soluble, insoluble, energy storage //.////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 Garage Band 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 record an audio talk show using Garage Band software describing how essential molecules can be seen in everyday life. //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 molecule, macromolecule, protein, amino acid, enzyme, nucleic acid, DNA, RNA, transcription, carbohydrate, lipid, soluble, insoluble, energy storage, how molecules build macromolecules which allow cellular processes to occur, nucleic acids carry information to build proteins, amino acids link to form proteins, nucleic acids store genetic information, RNA builds proteins, amino acids are protein building blocks, enzymes regulate chemical reactions (metabolism), function of nucleic acids and proteins in self as an organism, and the function of carbohydrates and lipids. 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.


 * // 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. ||  ||   ||