L2+McGee,+Emily

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Miss McGee **__Lesson #:__** 2 ** __Facet:__ ** Apply
 * __ Grade Level __**** : ** 9-Diploma **__Numbers of Days:__** 5
 * __ Topic: __** Structural Hierarchy


 * __ PART I: __**


 * __ Objectives __**


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


 * Student will know ** atoms, molecules, organelles, cells, tissues, organs, organ systems, organism, unicellular, multicellular, hierarchy in cells and organisms, and relationships between structural components


 * Student will be able to ** demonstrate their understanding of structural hierarchy in organisms, illuminating the relationships between molecules, cells, tissues, organs, and organisms.


 * Product: ** Students will produce a PowerPoint presentation that includes audio component to demonstrate their understanding of component relationships in structural hierarchy.


 * __ 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: ** This lesson will teach the importance of structural hierarchy in organisms in order to illuminate cell differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes.


 * __ 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: atoms, molecules, organelles, cells, tissues, organs, organ systems, organism, unicellular, multicellular, hierarchy in cells and organisms, and relationships between structural components.

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

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

Students will complete the same pre-assessment as an exit ticket at the end of the third class for formative assessment.. Students will be asked to self-assess their understanding of the lesson's essential questions. After presenting their PowerPoint presentation students will be asked to reflect on their learning process, understanding, and how the lesson instruction and assessment benefited their unique learning style.


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

While working on group PowerPoint projects, students will collaborate using the "Team-Pair-Solo" cooperative learning strategy, where they will work as a group to answer a question, then work with a partner, then work alone. Groups will use a "Sequence Chart" graphic organizer to map the sequence of growing relationships between structural components. This learning activity is designed to motivate students to progress through a question that was initially too hard to conceptualize alone to the ability to answer it independently. Students will have two one full class period, over two days, to work on their group projects. They will be expected to have a rough draft by the end of the first day for peer review at the end of the class period. Peers will use checklists to give feedback to the group. Students will jot down feedback from their peers and consider what alterations they need to make in the next class. After about twenty minutes of the next class student projects will be reviewed by the teacher. Students will have about 20 minutes of class to finish products. After presenting their PowerPoint presentation students will be asked to reflect on their learning process, understanding, and how the lesson instruction and assessment benefited their unique learning style.

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.


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

•**PowerPoint (50pts):**

Students will produce a PowerPoint presentation that includes audio component to demonstrate their understanding of component relationships in structural hierarchy. Students will know atoms, molecules, organelles, cells, tissues, organs, organ systems, organism, unicellular, multicellular, hierarchy in cells and organisms, and relationships between structural components. Students will be assessed using a rubric that delineates the important components of the project and the level of proficiency shown. Rubric will be broken into Outstanding, Excellent, Very Good, and Good with very clear descriptions of what constitutes each. Students will be graded based on Content-30%, Required Elements-20%, Collaboration with Peers-20%, Layout-15%, Creativity-10%, Grammatically Correct-5%

•**Quizzes (20pts)**

Biology has a language of its own and understanding the vocabulary is critical to success in reading assignments, lecture, and lab and is thus a critical aspect of the class. Students will be given a word list of 5 vocabulary words and/or definitions that they need to know for the lesson. Students will complete a short answer quiz during the lesson on a list including: atoms, molecules, organelles, cells, tissues, organs, organ systems, organism, unicellular, multicellular, hierarchy in cells and organisms, and relationships between structural components. 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.


 * __ Integration __**


 * Technology: ** Throughout the lesson students will become familiarized with the computer software PowerPoint. The PowerPoint presentation will creatively demonstrate students understanding of overarching concepts and key ideas. Students will create a visual representation using PowerPoint to show structural Hierarchy. Project will include audio, video, and text components.


 * 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, and scripts. 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 interesting, creative PowerPoint presentation using many graphics. They will be graded on clarity of thought and creativity. Students will often be asked to copy a diagram off the board into their notes.


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

The seating arrangement for this lesson will be partners sitting in rows, seating changes may be made for some students depending on productivity during the previous lesson. By sitting students with partners in rows, I may avoid talking and touching to a certain extent through separation without loosing the important peer collaboration, discussion, and proximity for quick clarifying questions.

While working on group PowerPoint projects, students will collaborate using the "Team-Pair-Solo" cooperative learning strategy, where they will work as a group to answer a question, then work with a partner, then work alone. Groups will use a "Sequence Chart" graphic organizer to map the sequence of growing relationships between structural components. This learning activity is designed to motivate students to progress through a question that was initially too hard to conceptualize alone to the ability to answer it independently. Every student will make their own PowerPoint presentation.


 * Section II – Groups and Roles for Product **

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

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


 * __ Differentiated Instruction __**

This lesson will incorporate many different teaching and learning styles. I will present information to students, often checking for understanding through finger signs, through lecture, drawings on the board, slides or PowerPoint. I will try to break up any pure instruction with a quick class discussion or reflection writing piece. Students will be asked to both reflect on their learning and collaborate with peers.


 * __ MI Strategies __**


 * Logical: ** Students will find relationships between structural components and form sequences among them. They will be asked to solve problems scientifically.


 * Verbal: ** Students will receive a presentation on structural hierarchy and the component parts of multicellular organism structure, using humans as an example. Students will be asked to take notes of the board and from the "Hierarchy of Life" movie. Students will often be encouraged to speak up during discussions and talk through problems.


 * Visual: ** Students will watch two animated movies called "Structural Hierarchy Student Sample EDU 221" by ematreks22 and "Hierarchy of Life" created by kilobugs, on YouTube. <[]> and will have many diagrams drawn on the board and shown on the over head. Also students will use a graphic organizer for brainstorming thoughts.


 * Musical: ** Students will watch a movie that contains composed music. I will make a beat to the structural hierarchy progression.


 * Intrapersonal: ** Students will be asked to make a list or visual representation of the components of structural hierarchy they already know, to be compiled on the board. 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. Whole group discussions will take place to compile what students know and need to know. Students will work together on their formative assessment piece.


 * Naturalist: ** Students will be asked often throughout the lesson to relate what they have learned to the world around them, in this case the mammalian body. This will give naturalists the opportunity to put the information into a context that suits their learning style.


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

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

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


 * Plan for accommodating absent students: **

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


 * __ Extensions __**


 * Type II technology: **

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


 * Gifted Students: **

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


 * __ Materials, Resources and Technology __**

Vocabulary/Definitions word list

Extra paper

Dry erase markers

PowerPoint rubric

Sequence chart

PowerPoint tutorial

YouTube video "Structural Hierarchy Student Sample EDU 221" by ematreks22

Handout explaining project with checklist

Rubric for project

Handout for individual Roles in group

Peer evaluation sheet for groups

[|Sequence Chart]
 * __ Source for Lesson Plan and Research __**

[|"Structural Hierarchy Student Sample EDU 221"] YouTube Video


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**

Day 1:

8:00 Attendance will be taken.

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: atoms, molecules, organelles, cells, tissues, organs, organ systems, organism, unicellular, multicellular, hierarchy in cells and organisms, and relationships between structural components. I will talk to students about the lesson they are about to start, explaining that they will be expected to memorize a list of vocabulary/definitions that will be essential for the lesson and the unit, do some text book reading, collaborate with peers, self-assess progress, and ultimately create a PowerPoint presentation demonstrating understanding of concepts.

8:20 I will begin an animated lecture on structural hierarchy using pictures and writing on the board, along with dialogue. I will use my undying enthusiasm for the amazing world of biology to excite students. Students will be asked to take notes. I will check for understanding several times, asking students to give "Thumbs up, thumbs down" for how they are feeling. Instruction will be adjusted accordingly.

9:15 Students will be handed a homework sheet asking them to sequence the components of hierarchy and explain.

Day 2

8:00 Attendance will be taken. I will do an open format assessment of students by asking them to answer the best they can what they know about structural hierarchy. Students will be shown a YouTube video "Structural Hierarchy Student Sample EDU 221" by ematreks22. It will be a brief chance to get to know me as an individual. Students will briefly talk with their assigned partner about the video, what they saw and learned. They will then write a quick reflection on it.

8:20 I will discuss structural hierarchy with the class. We will write out the components on the white board. Under the components we will make a collaborative list of where we can see these things taking place and what we know about them. Students will be asked to take notes. I will systematically check students understanding throughout the class period and the lesson by asking them to do a "thumbs up, thumbs neutral, thumbs down" for quick assessment. If the many students have their thumbs neutral and/or down I will ask them what they could use clarification on and provide it. If the majority of the students have their thumbs up, I will give a quick recap, then continue.

8:50 Students will be asked to reflect on what they just learned about structural hierarchy.

8:55 I will present the progression of structural hierarchy further.

9:05 I will hand out a half slip of paper and ask students to write down the relationship between cells, organs, and organisms and give an example of where that progression of structural hierarchy can be observed in nature. When they hand in their Exit Ticket they may wait for the bell to move to the next class.

Day 3

8:00 Attendance will be taken. Students will write down what they know about structural hierarchy. We will have a quick discussion on what was retained from the previous class.

8:10 I will go more in depth into the components of structural hierarchy that I expect the students to understand. This will be an interactive discussion/presentation where students will help dictate what I write on the board through thoughtful prompting. We will create a solid base for understanding the relationship between bodily components. Students will also be asked to consider how cell structure and function, that was covered in the previous lesson, could be applied to structural hierarchy. Students will take notes from the board.

8:55 I will explain to students that they will be assessed on understanding of Structural hierarchy through an interactive project that culminates into the creation of individual PowerPoints. I will explain what I expect to see in the project, hand out a description of the project with a checklist on the bottom, and a rubric for self-assessment and guidance.

9:15 Students will given project description, rubric, and homework paper.

Day 4

8:00 Attendance will be taken. Students will be asked to move desks with their partner to join another partner set. Individual group roles ill be assigned. I will pass out a graphic organizer "Sequence Chart" for students to fill out. This "Sequence Chart" will show a linear progression from molecule to organism.

8:10 Without using their notes, groups will complete the sequence chart.

8:30 Students will join their partner at a computer and consider types of visual representation they could add to their PowerPoint presentation and write them down.

8:35 Students will walk around and give peer feedback on each others’ idea layouts. One student will stay at his/her computer while the other walks around. Each student will be required to look at two other think maps.

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

8:55 Student pairs will be split and move to their own computer where they will start their PowerPoint. They will have until the end of class to work on it. I will be walking around providing guidance and tech support.

Day 5

8:00 Attendance will be taken. Students will get right to work on the individual PowerPoint.

8:20 Students will be asked to take five minutes to review peers work and give constructive feedback.

8:30 Groups will finish their products and prepare to present them in front of the class.

8:45 Groups will present their PowerPoint poster in front of the class. I will fill out rubric that specifically follows MLR standards while students present.

9:15 I will tell students that I want them to reflect on their project, what they learned, where their greatest successes were, and what they could improve on next time. They will fill out a peer review sheet evaluating the others in their group. I will also hand out a list of vocabulary/definitions for the next lesson to be practiced and learned.

Upon entering the classroom students will sit down with their assigned partner in rows of paired desks. This is how they will sit for half of the unit. When we start the project student pairs will join another pair and pull their desks together to form quadrants. Students will work in there quadrants for the remainder of the lesson. Students will understand that there exists a structural hierarchy within organisms that dictates function among and within cells. This theory is an important piece of infrastructure for understanding all biological processes-- because without each component piece life would not be possible. 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. On the first day of the lesson, students will be asked to make a list or draw what they believe their biological structural hierarchy consists of. They will share with a partner then we will collaborate as a whole class, writing on the board the components they listed. From that list we will generate what components I expect them to know. Students will then be shown a YouTube video "Structural Hierarchy Student Sample EDU 221" by ematreks22 to get them hooked on the subject. Students with varying intellectual proclivities will have the opportunity to learn in a way that suites them best during this lesson. Students will receive a presentation on structural hierarchy and the component parts of multicellular organism structure, using humans as an example. Students will be asked to take notes of the board and from the "Hierarchy of Life" movie. Students will watch an animated movie called "Hierarchy of Life" created by kilobugs, on YouTube. <[]> and will have many diagrams drawn on the board, utilizing many colors. Also students will use a graphic organizer for brainstorming thoughts. Students will find relationships between structural components and form sequences among them. They will be asked to solve problems scientifically. Students will watch a movie that contains composed music. I will make a beat to the structural hierarchy progression.
 * Where, Why, What, Hook, Tailors: Verbal, Visual, Musical, Interpersonal, Intrapersonal, and Naturalistic **

Students will often be asked to reflect on what they learned or saw with a peer. Whole group discussions will take place to compile what students know and need to know. Students will be asked to make a list or visual representation of the components of structural hierarchy they already know, to be compiled on the board. 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. Students will be asked often throughout the lesson to relate what they have learned to the world around them, in this case the mammalian body. This will give naturalists the opportunity to put the information into a context that suits their learning style.

Students will know atoms, molecules, organelles, cells, tissues, organs, organ systems, organism, unicellular, multicellular, hierarchy in cells and organisms, and relationships between structural components. They will be asked to engage in discussion during informational presentations, study vocabulary ords for assessment and benefit during the lesson, and frequently be asked to self-reflect and evaluate what they have learned. Students will use a "Sequence Chart" graphic organizer to map the sequence of growing relationships between structural components. I will systematically check students understanding throughout the class period and the lesson by asking them to do a "thumbs up, thumbs neutral, thumbs down" for quick assessment. If the many students have their thumbs neutral and/or down I will ask them what they could use clarification on and provide it. If the majority of the students have their thumbs up, I will give a quick recap, then continue. Students will collaborate using the "Team-Pair-Solo" cooperative learning strategy, where they will work as a group to answer a question, then work with a partner, then work alone. This learning activity is designed to motivate students to progress through a question that was initially too hard to conceptualize alone to the ability to answer it independently. Students will produce a PowerPoint presentation that includes audio component to demonstrate their understanding of component relationships in structural hierarchy. Students will receive a presentation on structural hierarchy and the component parts of multicellular organism structure, using humans as an example. Students will often be asked to reflect on what they learned or saw with a peer. Whole group discussions will take place to compile what students know and need to know. Students will work together on their formative assessment piece. Students will be asked to make a list or visual representation of the components of structural hierarchy they already know, to be compiled on the board. 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. Students will be asked often throughout the lesson to relate what they have learned to the world around them, in this case the mammalian body. This will give naturalists the opportunity to put the information into a context that suits their learning style. Content information listen below under the heading "Content Knowledge."

Students will collaborate using the "Team-Pair-Solo" cooperative learning strategy, where they will work as a group to answer a question, and then work with a partner, and then work alone. This learning activity is designed to motivate students to progress through a question that was initially too hard to conceptualize alone to the ability to answer it independently. Students will be grouped in fours that will be put together by pairing two seating partners to create fill out a graphic organizer in the form of a "Sequence Chart." Each student will be given a role in the group, each with an assigned job. Students will fill out a peer evaluation form at the end that will be taken into consideration if need be when I grade. These will only be considered if they match observations I made or certain circumstances occur. Students will produce a PowerPoint presentation that includes audio component to demonstrate their understanding of component relationships in structural hierarchy. Students will work independently to create their PowerPoint presentation. I will have an idea of whether students are using higher order thinking abilities by observing them making connections and inferences with the information as they create their visual representation.

Students will be able to demonstrate their understanding of structural hierarchy in organisms, illuminating the relationships between molecules, cells, tissues, organs, and organisms, through a PowerPoint presentation, including audio components. Students will be assessed on their collaboration in the group, their success in the graphic organizer, and the overall success of the presentation.
 * Equip, Explore, Rethink, Tailors: Verbal, Visual, Musical, Interpersonal, Intrapersonal, and Naturalistic **

//Students will have two one full class period, over two days, to work on their group projects. They will be expected to have a rough draft by the end of the first day for peer review at the end of the class period. Peers will use checklists to give feedback to the group. Students will jot down feedback from their peers and consider what alterations they need to make in the next class. After about 20 minutes of the next class student projects will be reviewed by the teacher. Students will have about 20 minutes of class to finish products.//

//During these project students will interact with several intelligences, including but not limited to: verbal, visual, musical, interpersonal, intrapersonal, and naturalistic. Students have the opportunity to tackle a problem using a variety of intelligences, while working independently and with friends to create a visual with audio components that relates the somewhat abstract concept to a common natural system.//


 * Explore, Experience, Rethink, Revise, Tailors: Verbal, Visual, Musical, Interpersonal, Intrapersonal, and Naturalistic **

//Students will be asked to self-assess their understanding of the lesson's essential questions. After presenting their PowerPoint presentation students will be asked to reflect on their learning process, understanding, and how the lesson instruction and assessment benefited their unique learning style. Feedback will be provided throughout the lesson in a timely fashion through peer review, self-evaluation, and specific teacher feedback. Students will have the opportunity to fix anything they do during this lesson and will be encouraged to take advantage of that offer. Because of this policy I will provide feedback for students to revise their work. This lesson is critically important as a fundamental starting point for the rest of the course. This lesson will lead itself smoothly into the next lesson, its teachings lending way to the more specific information to come. Students will use interpersonal and intrapersonal skills in order to evaluate themselves and their peers.//

**Evaluate, Tailors: Verbal, Interpersonal, Intrapersonal**


 * __ Content Notes __**

Students will know //atoms, molecules, organelles, cells, tissues, organs, organ systems, organism, unicellular, multicellular, hierarchy in cells and organisms, and relationships between structural components.//

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<organism.


 * Elements, such as oxygen (O), gold (Au), iron (Fe), nitrogen (N), and carbon (C), cannot be broken down into anything else.
 * Compounds, such as carbon dioxide, salt, and water, are made of combinations of the elements. Their molecules can be separated back into the elements that they are made of, or other, but simpler, compounds.

Living organisms take chemicals into their bodies by eating, drinking, and breathing. They can break down, use, and change the elements and compounds that they take in. They are able to move, grow, sustain their bodies and reproduce because of chemical changes that take place within them. If atoms could not be joined together, life would not be possible. Atoms, however, can be connected to each other. When atoms are linked together, they are called molecules.

Organelles are made of molecules and are the small organs in each cell. Examples in aminal cells are: Neucleus, Ribosome, Lysosome. Organelle means "little organs." This means that organelles have specific roles to play in how cells work just like organs help the body to function properly as a whole. Some organelles are separate from the rest of the cell by lipid bi-layer similar in structure to the cell membrane. Some important organelles include: cell membrane, cell wall, nucleus, lysosome, mitochondria, chloroplast, endoplasmic reticulum, cytosol, golgi apparatus.

In this chapter we are looking at cells, the basic units of life. Even though cells are the basic units, they are still organized and made of smaller structures. Just as the body is made of organs, each having different shapes and functions, so the cells are made of organelles, which also have their own shape and function. We will be studying the following organelles:
 * 1) nucleus
 * 2) mitochondria
 * 3) endoplasmic reticulum
 * 4) chloroplast
 * 5) ribosome
 * 6) golgi body
 * 7) lysosome and vacuole

The cell can be compared to a factory. Like a factory, it makes products that need to be packaged and delivered to places inside or outside the cell. It needs energy to make its products, and blueprints to work from. Our goal in this project will be to understand how these organelles work together to help the cell do its work.

Cell Theory: Cells are the basic unit of all living things. All organs are made up of one or more cells. Cells are produced from other cells. All three of these statements come from the cell theory. The cell theory is a theory that is widely accepted as truth. Cell characteristics: All cells are alive and carry out respiration, reproduction (meiosis) and growth (mitosis). Cell arise from stem cells and become specialized for distinct functions such as: contraction, conduction, secretion, absoption, and protection. Cell specialization is also known as cell differentiation. All cells have a few things in common. For example: call membrane, DNA, cytoplasm, and ribosomes. Cell shapes vary greatly. They include spheres, cubes, flat, collumns, and doughnut shaped cells. Some cells are long and narrow, such as neurons. Other cells are wide and shot like eruthrocytes. Some cells are enclosed in a rigid cell wall, while others have a flexible membrane or none at all.

Many cells of the same kind work together to form one kind of tissue. Many different kinds of tissue works together to form one organ.

Tissue simply means group of cells that are working for the same purpose. So when you say that, cells make up tissues by working together in a group for the same purpose.

Our bodies are made of cells, tissues, and organs. The cell is the

smallest unit of life. All living things are made of cells. One kind of cell

makes one kind of tissue. Only hair cells can make hair tissue. Only nerve

cells can make nerve tissue. Only sweat gland cells can make sweat gland

tissue. Our bodies have many different kinds of cells because we have many

different kinds of tissue.

Tissues are large groups of cells all doing the same job. The different

kinds of tissues are classified into four groups, epithelial tissue, connective

tissue, nerve tissue, and muscle tissue. Within each group are many kinds of

tissue, but they are similar in the job they do. Epithelial tissue’s job is to

protect the body from injury and infection. This group includes the skin and

the inner surfaces of the body such as the surface of the lungs, stomach,

intestines, and blood vessels.

Cells group together in the body to form tissues - a collection of similar cells that group together to perform a specialized function. There are 4 primary tissue types in the human body: epithelial tissue, connective tissue, muscle tissue and nerve tissue.
 * 1) __ Epithelial Tissue __ - The cells of epithelial tissue pack tightly together and form continuous sheets that serve as linings in different parts of the body. Epithelial tissue serve as membranes lining organs and helping to keep the body's organs separate, in place and protected. Some examples of epithelial tissue are the outer layer of the skin, the inside of the mouth and stomach, and the tissue surrounding the body's organs.
 * 2) __ Connective Tissue __ - There are many types of connective tissue in the body. Generally speaking, connective tissue adds support and structure to the body. Most types of connective tissue contain fibrous strands of the protein collagen that add strength to connective tissue. Some examples of connective tissue include the inner layers of skin, tendons, ligaments, cartilage, bone and fat tissue. In addition to these more recognizable forms of connective tissue, blood is also considered a form of connective tissue.
 * 3) __ Muscle Tissue __ - Muscle tissue is a specialized tissue that can contract. Muscle tissue contains the specialized proteins actin and myosin that slide past one another and allow movement. Examples of muscle tissue are contained in the muscles throughout your body.
 * 4) __ Nerve Tissue __ - Nerve tissue contains two types of cells: neurons and glial cells. Nerve tissue has the ability to generate and conduct electrical signals in the body. These electrical messages are managed by nerve tissue in the brain and transmitted down the spinal cord to the body.
 * Organs **

Organs are the next level of organization in the body. An organ is a structure that contains at least two different types of tissue functioning together for a common purpose. There are many different organs in the body: the liver, kidneys, heart, even your skin is an organ. In fact, the skin is the largest organ in the human body and provides us with an excellent example for explanation purposes. The skin is composed of three layers: the epidermis, dermis and subcutaneous layer. The epidermis is the outermost layer of skin. It consists of epithelial tissue in which the cells are tightly packed together providing a barrier between the inside of the body and the outside world. Below the epidermis lies a layer of connective tissue called the dermis. In addition to providing support for the skin, the dermis has many other purposes. The dermis contains blood vessels that nourish skin cells. It contains nerve tissue that provides feeling in the skin. And it contains muscle tissue that is responsible for giving you 'goosebumps' when you get cold or frightened. The subcutaneous layer is beneath the dermis and consists mainly of a type of connective tissue called adipose tissue. Adipose tissue is more commonly known as fat and it helps cushion the skin and provide protection from cold temperatures.

Organ systems are composed of two or more different organs that work together to provide a common function.

Quick Recap:

Combining atoms to make molecules:

An atom is the smallest possible piece of an element that retains all the properties of that element. For example, a hydrogen atom reacts the same as a barrel full of hydrogen. Each atom is a building block. If you put two atoms of hydrogen (H) together, you get a molecule (H2). If you add that molecule of hydrogen to an atom of oxygen (O), you create a molecule of water. A molecule is a conglomerate of atoms. Got that?

Your body contains many different types of molecules that form the working parts, such as cells, as well as substances produced by some of those parts, such as hormones.

Singling out cell: The stuff of Life

Your cells perform many important functions without which you wouldn't be able to go about your business. While you breathe, your cells exchange the bad air for the good air. While you eat, cells produce the enzymes (proteins that speed up a chemical reaction) that digest the food and convert the nutrients into a useable form of energy. In short, your cells are like tiny motors that keep you running.

Each cell in your body performs the same tasks that your body as a whole performs: No smaller component than the cell performs all those important functions. That's why the cell is the "fundamental unit of life." Every living thing has cells, and those cells perform basically the same functions whether they're in a human, a horse, or a hyacinth.
 * Converting energy
 * Digesting food
 * Excreting waste
 * Reproducing
 * Taking in oxygen

Teaming up with Tissues:

The body contains several different types of cells, such as blood cells, nerve cells, and muscle cells. When cells of the same type "hang together" so to speak, and perform the same function, a tissue is formed. When you think of tissue, you probably think of skin, if not the box of facial tissues that you grab whenever you sneeze. In fact, the body contains four classes of tissues. Organs
 * Connective tissue, whichis found in blood and bones, serves to support body parts and bind them together.
 * Epithelial tissue (epithelium) is the type of tissue that lines organs and covers the body.
 * Muscle tissue — surprise! — is found in the muscles, which allow your body parts to move via the acts of contraction and relaxation.
 * Nerve tissue transmits impulses and forms nerves.

Atoms make up molecules; molecules make up cells; cells make up tissues; and two or more kinds of tissues working together make an organ. An organ is a part of the body that performs a specialized physiologic function. For example, the stomach contains epithelial tissue, muscle tissue, nerve tissue, and connective tissue, and the stomach has the specific physiologic function of breaking down food.

Organizing your Organ System

An organ system is a group of specialized organs working together to achieve a major physiological need. For example, the mouth, esophagus, stomach, small intestine, and large intestine are all organs of the digestive system. The digestive system is the organ system responsible for breaking down foods into nutrients that can be transported through the bloodstream.


 * __ Handouts __**

Vocabulary/Definitions List Vocabulary/Definitions Quiz Pre-assessment quiz

Sequence Chart Levels of Organization Worksheet Cell, Tissues, Organs work packet Cell, Tissue, Organs Supplementary Instruction Introduction: The Scientific Study of Life Enrichment packet

PowerPoint Project Explanation and Checklist

PowerPoint Rubric Group Evaluation Sheet


 * __ 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.


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


 * // MLR: //**

__ Content Area: __ Science and Technology

__Standard Label:__ E. The Living Environment

__Standard:__ E3. Cells

__Grade Level Span:__ Grade 9-Diploma

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


 * // Facet: //** Apply


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


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


 * // MI Strategies: //**


 * Logical: ** Students will find relationships between structural components and form sequences among them. They will be asked to solve problems scientifically.


 * Verbal: ** Students will receive a presentation on structural hierarchy and the component parts of multicellular organism structure, using humans as an example. Students will be asked to take notes of the board and from the "Hierarchy of Life" movie. Students will often be encouraged to speak up during discussions and talk through problems.


 * Visual: ** Students will watch two animated movies called "Structural Hierarchy Student Sample EDU 221" by ematreks22 and "Hierarchy of Life" created by kilobugs, on YouTube. <[]> and will have many diagrams drawn on the board and shown on the over head. Also students will use a graphic organizer for brainstorming thoughts.


 * Musical: ** Students will watch a movie that contains composed music. I will make a beat to the structural hierarchy progression.


 * Intrapersonal: ** Students will be asked to make a list or visual representation of the components of structural hierarchy they already know, to be compiled on the board. 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. Whole group discussions will take place to compile what students know and need to know. Students will work together on their formative assessment piece.


 * Naturalist: ** Students will be asked often throughout the lesson to relate what they have learned to the world around them, in this case the mammalian body. This will give naturalists the opportunity to put the information into a context that suits their learning style.


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

Throughout the lesson students will become familiarized with the computer software PowerPoint. The PowerPoint presentation will creatively demonstrate students understanding of overarching concepts and key ideas. Students will create a visual representation using PowerPoint to show structural Hierarchy. Project will include audio, video, and text components.


 * // Rationale: //** This lesson will illuminate the structure and function of cells at the intracellular level and how interactions between cells form larger systems to support life. It will incorporate a range of teaching and learning strategies in order to suite all student's individual learning styles. Tiering will take place in order to accommodate varying degrees of student mastery. Students will use type II technology in order to explore concepts through high order thinking techniques and to get get students actively involved in their own learning.


 * // 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: atoms, molecules, organelles, cells, tissues, organs, organ systems, organism, unicellular, multicellular, hierarchy in cells and organisms, and relationships between structural components.

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

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

Students will complete the same pre-assessment as an exit ticket at the end of the third class for formative assessment.. Students will be asked to self-assess their understanding of the lesson's essential questions. After presenting their PowerPoint presentation students will be asked to reflect on their learning process, understanding, and how the lesson instruction and assessment benefited their unique learning style.


 * // Summative: //**

//•//**//PowerPoint://** //Students will produce a PowerPoint presentation that includes audio component to demonstrate their understanding of component relationships in structural hierarchy. Students will know atoms, molecules, organelles, cells, tissues, organs, organ systems, organism, unicellular, multicellular, hierarchy in cells and organisms, and relationships between structural components. Students will be assessed using a rubric that delineates the important components of the project and the level of proficiency shown. Rubric will be broken into Outstanding, Excellent, Very Good, and Good with very clear descriptions of what constitutes each. Students will be graded based on Content-30%, Required Elements-20%, Collaboration with Peers-20%, Layout-15%, Creativity-10%, Grammatically Correct-5%//

//•//**//Quizzes//**

//Biology has a language of its own and understanding the vocabulary is critical to success in reading assignments, lecture, and lab and is thus a critical aspect of the class. Students will be given a word list of 5 vocabulary words and/or definitions that they need to know for the lesson. Students will complete a short answer quiz during the lesson on a list including: atoms, molecules, organelles, cells, tissues, organs, organ systems, organism, unicellular, multicellular, hierarchy in cells and organisms, and relationships between structural components. This quiz will be used as formative assessment because it will be indicative of the language I can use in the class and the approximate reading comprehension I can expect.//


 * // Rationale: //**

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