L3+McGee,+Emily

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Emily McGee ** __Lesson #:__ ** 3 ** __Facet:__ ** Perspective
 * __ Grade Level __**** : ** 9-Diploma **__Numbers of Days:__** 3.5
 * __ Topic: __** Cellular Structures


 * __ PART I: __**


 * Student will understand that ** there is a basic structure of cells and cellular components work independently and collaboratively to allow the cell to function as a whole.


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


 * Student will be able to ** compare and contrast the specific functions of individual organelles and how they impact the cell as a whole.


 * Product: ** Students will create an Olympic Style Venn Diagram poster to compare and contrast specified cellular components' on structure and function.


 * __ Maine Learning Results (MLR) or Common Core State Standards(CCSS) Alignment __**

Content Area: Science and Technology Standard Label: E. The Living Environment Standard: E3. Cells Grade Level Span: Grade 9-Diploma // Students describe structure and function of cells at the intracellular and molecular level including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on individuals. //


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


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**


 * Section I – checking for understanding during instruction **

Students will complete an assessment quiz, in the form of an entry ticket, prior to the lesson, which will focus on the essential understandings of the lesson: organelle structure and function of mitochondria, chloroplast, nucleus, endoplasmic reticulum, Golgi apparatus, lysosome, cell wall, and cytoplasm.

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 be assessed formatively using a Fold Over Diagram to demonstrate level of understanding.

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

On the second day of the lesson students will complete an Exit Ticket before leaving demonstrating their understanding of cell organelles.


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

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 Venn Diagram project. Students will have time to review and self-assess their learning and needs as learners.


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

Students will be asked to create a digital Olympic Style Venn Diagram using Edraw Soft software, to illuminate what it means to be alive on both the organismic and cellular level. This project will assess students' understanding specific organelles and their function within the cell. Students will be assessed using a rubric that delineates the important components of the project and the level of proficiency shown. Rubric will be broken into Outstanding, Excellent, Very Good, and Good with very clear descriptions of what constitutes each. Students will be graded based on Content-30%, Required Elements-20%, Collaboration with Peers-20%, Layout-15%, Creativity-10%, and Grammatically Correct-5%

Biology has a language of its own and understanding the vocabulary is critical to success in reading assignments, lecture, and lab and is thus a critical aspect of the class. Students will be given a word list of 8 vocabulary words and/or definitions that they need to know for the lesson. Students will complete a short answer quiz during the lesson on a list including: mitochondria, chloroplast, nucleus, endoplasmic reticulum, Golgi apparatus, lysosome, cell wall, and cytoplasm. This quiz will be used 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: ** Throughout the lesson students will become familiarized with the computer software Edraw Soft. Edraw Soft will be used as formative assessment of students understanding of key concepts, ability to sequence information and for project preparation. Digital Venn Diagrams will be utilized to creatively demonstrate students understanding of overarching concepts and key ideas. Students will create a digital poster using Edraw Soft to demonstrate their understanding of cellular organelles structures and function.


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


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


 * History: ** Students will learn a brief history on how the cell and the microscope. They will learn about the origins of microscope usage and its widespread impact on today's' world. Students will understand the impact of this knowledge and how it has changed how people look at biology and the world today.


 * __ Groupings __**


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

//Students will use a Venn diagram to map out two organelles and their similarities and differences with each other. Student will participate in "Round Robin Brainstorming" to design an Olympic Style Venn Diagram to map out the similarities and differences between five organelles using their skills in giving and receiving constructive criticism and working interdependently.//


 * Section II – Groups and Roles for Product **

//Students will work in pairs. These pairs will conference and collaborate with several different pairs.// They will 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. In other words, students will be sharing information from a bunch of different cell structure comparisons, but groups will not be making comparisons between the same organelles so students will have to work to find groups with the organelles they need to make their linear five compartment Venn Diagram. Because the activity will be so fast paced students will be expected to have accurate information to share with their peers.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Logical: ** Students will use the comparisons they make between organelles and create an Olympic Style Venn Diagram, choosing to highlight similarities and differences between certain ones. This will assess the students' ability to recognize relationships and patterns between concepts and things, think logically, and solve problems scientifically.


 * Verbal: ** I will present Cell Theory and specific cellular components. Students will be asked to take notes of the board and from YouTube video. Students will be asked to compare and contrast specific functions of individual organelles.

<[]> and will have many diagrams drawn on the board, utilizing many colors. Also students will use a graphic organizer for brainstorming thoughts.
 * Visual: ** Students will be shown a video called "Cellular World" created by Hirofumi Seo.


 * Intrapersonal: ** Students will be asked to self-assess and reflect several times during the lesson. Five seconds of "think-time" will be allotted before any peer conversation.


 * Interpersonal: ** Students will often be asked to reflect on what they learned or saw with a peer. Students will work together in "Round Robin Brainstorming" cooperative groups to design Venn Diagram.


 * Kinesthetic: ** Students will act out the function of specific organelles through bodily movement to teach the class what they know.


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


 * __ Modifications/Accommodations __**


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

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

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


 * Plan for accommodating absent students: **

At the beginning of the semester Communication Buddies will be set up so students have a means for contacting someone in the class to get assignments or missed work. Absent students will be expected to come see me and get their assignment and missed work. Class work will be expected to be turned in the next day; there will be no extension on homework. Late assignment policy applies.


 * __ Extensions __**


 * Type II technology: ** Students using Type II technology will be expected to ass links and embed files and pictures. They will be expected to use more than one component of audio, video, text, music, etc.


 * 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 boar markers Extra paper Lesson Plans Computers Crayola Markers A View of the Cell from __BIOLOGY: The Dynamics of Life Content Mastery__ The Animal Cell from __Biology Coloring Book__ The Plant Cell from __Biology Coloring Book__ Cell Structures and Organization worksheet Biology: The Study of Life from __BIOLOGY: The Dynamics of Life Content Mastery__ Lesson 3 Vocabulary/Definitions List Lesson 3 Vocabulary/Definitions Quiz Fold Over Diagram Practice Venn diagram


 * __ Source for Lesson Plan and Research __**


 * Venn Diagram making software 
 * "Cellular World" created by Hirofumi Seo.<[]>


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**

Day 1 8:00 As students enter the classroom I will distribute cards with a specific organelles drawn on them and their function written on the back. Attendance will be taken. Desks will be arranged in groups of four. Students will find others in the classroom with the same cards. Together they will kinesthetically act out the function of the organelle and show what the organelle is. Students will try to guess what their classmates are acting out based on their learned knowledge of the vocabulary given out at the end of the last lesson. This will lead us into a discussion of the lesson surrounding organelles. This will act both as a pre-assessment for the lesson and a formative assessment of student's memorization or understanding of the vocabulary words and definitions. I will be standing at the back of the room clapping for student's performances and facilitating that all groups have an opportunity to go. 8:25 I will explain the lesson to students and my expectation that each student will have an enduring understanding of the basic structure of cells and how cellular components work independently and collaboratively to allow the cell to function as a whole. I will explain that the importance of this lesson is to understand that each organelle supports the entire cell and each cell supports the body's entire system, thus allowing each of us to grow, reproduce, and live. Students will be asked to jot down notes. This lesson should coincide with the MLR standard**:** //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.// 8:40 I will pass out worksheets for students to complete during our discussion. We will discuss several cell structures, including: cell wall, cytoplasm, and nucleus. I will draw a diagram of a cell on the board to illustrate what these organelles looks like and where they appear. We will create working definitions of these cell components and consider how they affect the greater cell and the body. I will ask students to write these into their "Cell Structures and Organelles" handout copied from __BIOLOGY: The Dynamics of Life__. 9:10 I will remind students that they will have a vocabulary quiz the following class on: organelle, mitochondria, chloroplast, nucleus, endoplasmic reticulum, Golgi apparatus, lysosome, cell wall, cytoplasm, and organelle structure and function. Students will be encouraged to come see me if they need extra help or want someone to practice with.

Day 2 8:00 Attendance. I will pass out the vocabulary/definitions quiz, which will be in the form of a match quiz with three short answers about cell wall, cytoplasm, and nucleus. 8:15 I will present the mitochondria, chloroplast, endoplasmic reticulum, Golgi apparatus, and lysosome functions to students. These structures will be added to our diagram of the cell. We will, as a class, develop working definitions for these structures. 8:45 Students will watch a YouTube video called "Cellular World" created by Hirofumi Seo.<[]> twice. They will be asked to sit back, relax and take in the music and beauty of the movie during one showing, and jot down the structures shown on the next showing. This should instill a sense of importance in these organelles. 8:50 Students will be asked to quickly self-assess their understanding in the lesson, what they need help with, and how the video helped solidify their understanding of the importance of these biological structures. 8:55 I will give students their project guideline, checklist and rubric, and explain the project. At this time pairs of two will be assigned by lining the student up based on how much sleep they got the previous night then having them “Split and Slide” to face their partner. I will ask students to write down who their partner is. I will explain the process they are going to go through to create their projects and how they will be receiving a lot of feedback from peers. I will make it clear what my expectations are for constructive, positive feedback.

Day 3 8:00 Attendance. Partners will sit together in the room. I will pass out 3 sheets of blank paper to every pair with markers. Pairs will create a Venn diagram comparing two organelles or cell structures writing down similarities and differences of both, making clear the functions of each specifically. I will ask that students use only one different cell structure from the people sitting at the quadrant. Students will work collaboratively for 20 minutes. 8:20 Students will then share their similarities and differences with the pair at their quadrant. They will create a double Venn diagram, where three cell structures are compared linearly. I will be walking around the room prompting students about what they know about the organelles they are looking at, searching for teachable moments, and providing tech support. Students will have 10 minutes to work collaboratively. 8:20 Groups of four will break off and each pair will visit with another table. They will look at the similarities and differences they have between their Venn Diagrams and linearly synthesize them on a new sheet of paper. Students will be asked to make sure their similarities and differences for individual organelles are coherent and all the same: add/delete information as necessary. Students will have 20 minutes to collaborate. Each pair in the class should have Venn diagram comparing either four or five cellular structures completed. Students will then be asked to go back to their original quadrant. If they do not have five cellular structures they should compare with their group to come up with another one. If that group doesn't have anything different students will be asked to find a pair in the room who does. 8:40 All pairs should have an Olympic Style Venn Diagram. Ideally there should only be two variations in the class. I will ask students to staple together their work with their product on top and hand it into me for summation assessment. Students will be asked to take the rest of class and create a digital poster using Inspiration or Glogster software. 9:17 I will explain to students that for homework I would like them to reflect on this experience: how it helped them learn, what they liked did not like, would do differently. I will explain that students will be given a quick assessment of this the following class period and to really consider their reflection. I will also ask students to look back over their vocabulary and definitions list to study for the quiz the following class period.

Day 4 8:00 Attendance. Students will be given a fold over diagram where they will draw the structure of 5 organelles and write their function. At the end of the class period students will be given a list of vocabulary relating to the next lesson.

Students will enter the room and sit in quadrants. On the third day of the lesson students will get their assigned project partner. Students will be asked to sit with their assigned partner. Pairs of two will be assigned by lining the student up based on how much sleep they got the previous night then having them “Split and Slide” to face their partner. I will ask students to write down who their partner is.

Students will be expected to perform as learners in a variety of ways. Students will expected to be active listeners and note takers, collaborators and teammates. I will have to give a lot of instruction and information in the form of lecture, but I want it to be interactive lecture and discussion. Students will be expected to memorize specific vocabulary and definitions pertaining to the class, but the list will neither be extensive nor extraneous. All words or ideas will be reoccurring in the lesson and in the unit and is thus very important to know.

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

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 know organelle, mitochondria, chloroplast, nucleus, endoplasmic reticulum, Golgi apparatus, lysosome, cell wall, cytoplasm, and organelle structure and function. Students will use a Venn diagram to map out two organelles and their similarities and differences with each other. Student will participate in "Round Robin Brainstorming" to design an Olympic Style Venn Diagram to map out the similarities and differences between five organelles using their skills in giving and receiving constructive criticism and working interdependently. Students will create a digital poster using this the Venn Diagram as a model. I will give students the information they need to be successful in this project. Then I will be walking around while they work answering questions, prompting new questions, and providing tech support. Students will need to really work together and rely on each other for this project because they will not have a lot of time to work on it, so it is important that peers have accurate information.//

Students will be expected to use high-order thinking throughout this unit as they make comparisons between a number of organelles and cell structures. They will also have to work on their toes because the project period will be very fast paced and students will have to figure out a way to synthesize the information given to them by their peers to collaboratively make a product. In other words, students will be sharing information from a bunch of different cell structure comparisons, but groups will not be making comparisons between the same organelles so students will have to work to find groups with the organelles they need to make their linear five compartment Venn Diagram.

Students will explore the essential questions and related facets of understanding through many self-assessments, reflections, evaluations, and syntheses. Students will be able to describe biology, life, cells, Cell Theory, and the relationship between cell structure and function by the end of the lesson. Students will demonstrate their knowledge through a formative quiz and a summative project. I will be there every step of the way for information, advice, and tech support. Students will be grouped according to their MI results. They will be paired with one partner, with whom them will sit during class periods. Often partners will collaborate with other specified partners to answer a directed question. Students in collaborative learning groups will be assigned roles as "Leader," "Speaker," "Recorder," and "Time Keeper/ Errand Monitor." At the end of the project students will be asked to evaluate their peers on contribution to the group effort. These evaluations will be considered lightly. Students will fill out a Venn diagram 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.

Students will be asked to self-assess their learning. They will be asked to give short answers to questions like: "What do you think you've learned the best?" "How do you think your mind has changed since the beginning of the lesson?" etc. Students will receive timely feedback on all homework and 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.


 * __ Content Notes __**

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

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

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

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

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

Prokaryotes are believed to have no organelles.

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


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

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


 * __ Handouts __**

A View of the Cell from BIOLOGY: The Dynamics of Life The Animal Cell from Biology Coloring Book The Plant Cell from Biology Coloring Book Cell Structures and Organization worksheet Biology: The Study of Life from BIOLOGY: The Dynamics of Life Lesson 3 Vocabulary/Definitions List Lesson 3 Vocabulary/Definitions Quiz Fold Over Diagram Practice Venn Diagram Project description and checklist Project rubric


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


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


 * //__ Learning Styles __//**


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


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


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


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


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


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

Students will understand that there is a basic structure of cells and cellular components work independently and collaboratively to allow the cell to function as a whole. Students will have the opportunity to work closely with various cell structures including organelles like the mitochondria, chloroplast, nucleus, endoplasmic reticulum, Golgi apparatus, lysosome; and other cell structures like the cell wall, cytoplasm. Students will ideally have a deep understanding for the many ways these structures dictate the function of the cell. By the end of the lesson, students will be able to compare and contrast the specific functions of individual organelles and how they impact the cell as a whole. Through the end of the lesson project, where students create an Olympic-Style Venn Diagram to compare and contrast different cell structures, students should effectively demonstrate their perspective by illustrating the bigger picture of the lesson. Through the “Round-Robin Brainstorming” activity to create the Diagram students will be able to critically evaluate what they see and hear while working with others and practicing their critical thinking and evaluating skills.


 * // Content Knowledge: //** Students will have a good understanding of the lesson’s essential questions and understandings, and all students will have the option to delve deeply into the subject matter through a variety of tiered worksheets and hands on activities. MLR standards were followed rigorously in the planning of this lesson, and were used as a starting point for backwards design. Students will be able to apply their knowledge in order to demonstrate content mastery. Through the creation of their final product students will need to take an active role in higher order thinking and look deeply into learned facts. This lesson demonstrates accuracy in content concepts and detail, while aligning directly to MLR standards and student needs. Activities will have a tiered option for students to benefit the individual learning of each person based on personal goals and curriculum goals.


 * // MLR: //**

//__Content Area:__// //Science and Technology//

//__Standard Label:__// //E. The Living Environment//

//__Standard:__// //E3. Cells//

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

// //Students describe structure and function of cells at the intracellular and molecular level including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on individuals.// //


 * // Facet: //****Perspective**


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


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


 * // MI Strategies: //** Students will think logically as they create comparisons between organelles and to make an Olympic Style Venn Diagram, choosing to highlight similarities and differences between certain ones. This will assess the students' ability to classify, think critically, and solve problems scientifically. Students will be expected to participate in reading, writing, class discussions, and presentations in order to strengthen linguistic skills, public speaking, and stating ideas and facts appropriately and scientifically. Students will be bombarded with visuals as I explain things on the board with diagrams, projector slides, movies, graphic organizers, and models. Students will have the opportunity to represent an organelle function kinesthetically. Students will be asked often throughout the lesson to relate what they have learned to the world around them. This will give naturalists the opportunity to put the information into a context that suits their learning style. This will show students' ability to identify and classify the components that make up their environment. Nature is inherent in the field of biology and will be talked about and related to frequently during all lessons. Students will have the opportunity to work alone and with peers throughout the lesson. Students will sit with a partner, with whom they can bounce ideas off and ask questions 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 "Round Robin Brainstorming" cooperative groups to design Venn diagram. 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.


 * // Type II Technology: //** Students will engage in Type II Technology through their Olympic Style Venn Diagram Project. Students will need to create a hard copy of their group project before than can translate it into a virtual product. Students will need to think critically and categorize information logically, sequentially, and quickly.


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


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


 * // Formative: //** Students will complete a pre-assessment quiz, in the form of an entry ticket, prior to the lesson, which will focus on the essential understandings of the lesson: organelle structure and function of mitochondria, chloroplast, nucleus, endoplasmic reticulum, Golgi apparatus, lysosome, cell wall, and cytoplasm. This assessment precedes instruction in order to check students' prior knowledge and identify misconceptions, interest and learning style preferences. This diagnostic assessment will provide information to assist my planning and guide differentiated instruction.

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

Biology has a language of its own and understanding the vocabulary is critical to success in reading assignments, lecture, and lab and is thus a critical aspect of the class. Students will be given a word list of 8 vocabulary words and/or definitions that they need to know for the lesson. Students will complete a short answer quiz during the lesson on a list including: mitochondria, chloroplast, nucleus, endoplasmic reticulum, golgi apparatus, lysosome, cell wall, and cytoplasm. This quiz will be used as formative assessment because it will be indicative of the language I can use in the class and the approximate reading comprehension I can expect.

On the second day of the lesson students will complete an Exit Ticket before leaving demonstrating their understanding of cell organelles.

Students will receive several kinds of feedback throughout the lesson. Students will use peer feed backing techniques throughout the lesson as they work in cooperative learning partners and groups. Students will often be asked to share what they know or have written with their peers. Anything students pass in for grading will be handed back to them the next day; I am a firm believer in quick feedback. I also believe that, with the exception of tests, students should have the option to redo any piece of work. So constructive feedback will be given to students. Students will receive their short answer quizzes back the following class, with clear feedback on them. Students will be expected to fix any mistake they have made on their quizzes and hand them back in. Every student should receive a hundred on quizzes. Students will undergo a large deal of peer feed backing throughout the lesson, especially when they start the Venn diagram project.

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

Students will fill out a Venn diagram 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. At the end of the project students will be asked to evaluate their peers on contribution to the group effort. These evaluations will be considered lightly.


 * // Summative: //** Students will be asked to create a digital Olympic Style Venn Diagram using Edraw Soft software, to illuminate what it means to be alive on both the organismic and cellular level. This project will assess students' understanding specific organelles and their function within the cell. Students will be assessed using a rubric that delineates the important components of the project and the level of proficiency shown. Rubric will be broken into Outstanding, Excellent, Very Good, and Good with very clear descriptions of what constitutes each. Students will be graded based on Content-30%, Required Elements-20%, Collaboration with Peers-20%, Layout-15%, Creativity-10%, and Grammatically Correct-5%

Biology has a language of its own and understanding the vocabulary is critical to success in reading assignments, lecture, and lab and is thus a critical aspect of the class. Students will be given a word list of 8 vocabulary words and/or definitions that they need to know for the lesson. Students will complete a short answer quiz during the lesson on a list including: mitochondria, chloroplast, nucleus, endoplasmic reticulum, Golgi apparatus, lysosome, cell wall, and cytoplasm. This quiz will be used at first as a formative assessment because it will be indicative of the language I can use in the class and the approximate reading comprehension I can expect. Vocabulary and Definitions Quizzes will be graded overnight and returned the next class. They will have constructive feedback on them. Students will have a chance to redo them and have them re-graded for summative assessment. All students will have the opportunity to get a 100% on every quiz.


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