L2+Burns,Courtney+Jane


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


 * Teacher’s Name:** Ms. Burns **Date of Lesson:** 2 Explanation
 * Grade Level:** 8 **Topic:** cellular functions with in organisms

__**Objectives**__

 * Student will understand that** there are several different functions carried out by the cells of organisms
 * Student will know** the cellular functions of the cell and the critical details of each process.
 * Student will be able to do** describe the basic functions carried out by cells within an organism

__**Maine Learning Results Alignment**__
Maine Learning Results: Science and Technology- E. The Living Ecosystems E3- Cells Grade 6-8- Cellular Structure and Function Students describe the hierarchy of organization and function in organisms, and the similarities and differences in structure, function, and needs among and within organisms.

Students will have a better understanding and appreciation of the "bigger picture" of the living world once they have understood the smaller details. Students will understand how these processes relate the themselves as functioning beings.
 * Rationale:**

__**Assessment**__
As a form of pre-assessment, students will be asked to take a short pre-test so that the teacher will have an understanding of what the students already know. This pre-test will ask students to name some of the organelles in the cell that they already know and what the function of these organelles is within the cell. As the lesson progresses, student will be placed in cooperative learning pairs. In their groups, students will complete Three Step Interviews with one another and while they ask one another questions I will walk around the room to listen to what students are saying and to make comments and corrections to the information. Additional formative assessment will be collected in the form of an exit ticket. On a slip of paper students will write down something they learned as well as something they don't understand or are still confused about, these will need to be passed in to me before the students leave the room.
 * Formative (Assessment for Learning)**

In this unit we will be describing the structure of the cell and the many organelles that help make up the cell structure. Students will learn the various names of each of the organelles that can be found in the cells of both animals and plants which will also allow them to recognize what makes each cell different. In order to explain the understanding of the structure of the cell, at the end of the unit, students will be asked to develop a creative explanation in which they describe each organelle found in the cell and their function. Students may choose which cell they wish to describe (plant or animal) and the way they wish to portray the organelles and their function. This could be done in the form form of a written piece or a visual piece however students must make sure that the information they provide in comprehensible and that what ever form of media they choose to use has some capability of being posted the class wiki. These creative explanations may be in the form of a song, a poem, a story etc.
 * Summative (Assessment of Learning)**

__**Integration**__

 * __T____echnology-__** Students will create a creative explanation of some sort which describes the many organelle of the cell, their purpose and function. These narrative may be written or visual however they must have the capability to be placed on the class wiki when they are finished. Students may choice to use other programs to create their products, such as Word, Paint, PowerPoint, Prezi, etc but there must be a way for people to access their projects from the wiki site.


 * __English and Art-__** In order to complete their final projects in which students develop a creative explanation of each of the organelles in the cells and the function, students may choose to write a informational piece of writing. In order for this to be done effectively, students will need to be sure to use imagery in their writing so that the reader can, as best as possible, imagine what the student is describing. If students are creating a different type of explanation piece, such as a song or a poem, they will need to make sure that there is correct literary devices (metaphors, similes, associations) used in the piece. Some students may choose to use art as a medium for creating the explanations, these may be collages, drawing, paintings, etc.

__Groupings__
Students will work in groups when conducting the Three Step Interview cooperative learning technique. Initially there will be only groups of two and in each group there will be one interviewer who is asking the questions, and one interviewee who is being asked the questions. After a specified amount of time the individuals will switch roles so that the interviewee is not the one asking questions and the interviewer is not the one being asked the questions. Once another chunk of time as passed, each pair will join up with another pair so that they now form a group of four. In their groups of four, each person will introduce their partner and the questions that they had and vice versa. The questions that students ask will relate to their exit tickets they turned in the previous day and the groups will be assigned based on the pre assessment information. Each pair will be of one person has perhaps more experience than the other.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal-Linguistic:** As a part of their final product, students will produce a creative explanation of the organelles and their purpose in the cell. Students may choose to develop a story, rap, song, poem etc. that will be placed on the class wiki.
 * Logical/Mathematical:** Students will be encouraged to research the size of organelles within the cell relative the whole cell and include this information in a creative way within their explanations.
 * Visual/Spatial:** Students will be given the opportunity to include visuals or organelles to add to their stories that will be placed on the class wiki.
 * Bodily/Kinesthetic:** Students will move from partner to partner and all around the room in order to participate in the Three Step Interview cooperative learning exercise.
 * Musical/Rhythmic:** Music will be played to signal to the student when it is time for them to switch from interviewer to interviewee as well as when to move to the next partner during the Three Step Interview exercise. The hook for the lesson is the [|cell song.].
 * Intrapersonal:** Prior to the start of the Three Step Interview, students will be asked to develop questions concerning the different organelles and their functions within the cells, which they will ask their peers during the exercise.
 * Interpersonal:** Students will work with peers in the Three Step Interview in order to test each other knowledge of cell organelles and the tasks they are involved in within the cell.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

**__Absent:__** Students who are absent will be given the extra time whey will need to get caught up with the rest of the class. If students have any questions regarding any of the similarities and differences between organisms, they may talk to other students or meet with the teacher. If students are absent, they will need to complete the work necessary in a timely manner so they do not fall behind the rest the movement of the class. If students are absent on the day of the presentations, they must be sure that they are ready to present the next time the class meets. If students feel that they need more time due to extended absences, they should see the teacher to discuss what accommodations needs to be made in order to complete the assigned work.

In this unit we will be describing the structure of the cell and the many organelles that help make up the cell structure. Students will learn the various names of each of the organelles that can be found in the cells of both animals and plants which will also allow them to recognize what makes each cell different. In order to explain the understanding of the structure of the cell, at the end of the unit, students will be asked to develop a creative explanation in which they describe each organelle found in the cell and their function. Students may choose which cell they wish to describe (plant or animal) and the way they wish to portray the organelles and their function. This could be done in the form form of a written piece or a visual piece however students must make sure that the information they provide in comprehensible and that what ever form of media they choose to use has some capability of being posted the class wiki. These creative explanations may be in the form of a song, a poem, a story etc.
 * Extensions**

__**Materials, Resources and Technology**__
-laptops -learning log- [] -rubrics - [|cell song.]. -word cluster graphic organizer- [] -animal cell graphic organizer- [] -cell organelle graphic organizer-[| http://www.slideshare.net/hohlert/cell-organelles-graphic-organizer-presentation] -checklist for creative explanation of cell parts -white board and markers -bring textbook -website resources for investigating information -tutorial for uploading to the wiki -Three Step Interview - [|http://its.guilford.k12.nc.us/act/strategies/three_step_interview.htm] -cell song lyrics- []

__Source for Lesson Plan and Research__
-Three Step Interview - [] -learning log- [] -cell organelles chart- [] -cell structure with sidebar containing links to all organelles- [] -in depth explanation of each cell and purpose- [] -example of a creative explanation of cell parts and function- [] -cell anatomy- [] -plant cell structure and parts- [] -anatomy of the animal cell- [] -animal cell diagram with descriptions of each of the organelles- [] -plant cell diagram with descriptions of each of the organelles- [] -animal cell graphic organizer- [] -cell organelle graphic organizer-[| http://www.slideshare.net/hohlert/cell-organelles-graphic-organizer-presentation] -cell song lyrics- []

__**Maine Standards for Initial Teacher Certification and Rationale**__
__Beach Ball-__ In order to complete their creative explanation projects, students will need to first research a variety of sources on the internet or perhaps in the library. Students will be given a number of websites that will contain the information that they will need for their projects however this does not mean they are restricted to using only these resources. In addition, although students will be required to create some sort of explanation that is creative, the ways they present their information will be their choice. Some students may choose to develop a story, a song, a rap, a poem etc. __Clipboard-__ In order to keep all of their information straight and organized, students will be given a cell organelles graphic organizer in which they will draw, and describe each of the organelles in the cell. There will also be a location for students to write down any other important piece of information they find regarding the organelles. In addition the students will be given a learning log in which they will jot down things they have learned throughout the lesson and by completing the final projects. __Microscope-__ Students will be asked to give critical details in regards to the different organelles, and their purposes, that can be found with in the cell. In order to do this, students will need to investigate how animal cells and plants cells are similar and different. There will be several opportunities for student to discuss their findings in both groups and the class as a whole. __Puppy-__ As mentioned in the syllabus, the class room environment will be one in which all learners feel comfortable, encouraged and safe, any situation which makes a student feel otherwise will be handled with discipline. With this in mind, there will be several opportunities for students to work with peers to discuss their ideas, opinions and findings. These groups will be either one on one, small or whole class.
 * //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.//**
 * Rationale:**

As a result of this lesson, students will know the many different organelles and their purposes within the cell. Using their understanding students will then be able to explain these different organelles and their purposes. This means they will be able to effectively explain to others what the various parts of cells are and what aspects of cells are similar and different between animal cells and plants cells. In order to demonstrate their ability to explain, students will develop so sort of creative explanation that can be in the form of a song, rap, story poem etc. These projects will be shared with the class and posted to the class wiki as well.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Verbal-Linguistic:** As a part of their final product, students will produce a creative explanation of the organelles and their purpose in the cell. Students may choose to develop a story, rap, song, poem etc. that will be placed on the class wiki.
 * Logical/Mathematical:** Students will be encouraged to research the size of organelles within the cell relative the whole cell and include this information in a creative way within their explanations.
 * Visual/Spatial:** Students will be given the opportunity to include visuals or organelles to add to their stories that will be placed on the class wiki.
 * Bodily/Kinesthetic:** Students will move from partner to partner and all around the room in order to participate in the Three Step Interview cooperative learning exercise.
 * Musical/Rhythmic:** Music will be played to signal to the student when it is time for them to switch from interviewer to interviewee as well as when to move to the next partner during the Three Step Interview exercise. The hook for the lesson is the [|cell song.].
 * Intrapersonal:** Prior to the start of the Three Step Interview, students will be asked to develop questions concerning the different organelles and their functions within the cells, which they will ask their peers during the exercise.
 * Interpersonal:** Students will work with peers in the Three Step Interview in order to test each other knowledge of cell organelles and the tasks they are involved in within the cell.

As a form of pre-assessment, students will be asked to take a short pre-test so that the teacher will have an understanding of what the students already know. This pre-test will ask students to name some of the organelles in the cell that they already know and what the function of these organelles is within the cell. As the lesson progresses, student will be placed in cooperative learning pairs. In their groups, students will complete Three Step Interviews with one another and while they ask one another questions I will walk around the room to listen to what students are saying and to make comments and corrections to the information. Additional formative assessment will be collected in the form of an exit ticket. On a slip of paper students will write down something they learned as well as something they don't understand or are still confused about, these will need to be passed in to me before the students leave the room.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Formative (Assessment for Learning)**

In this unit we will be describing the structure of the cell and the many organelles that help make up the cell structure. Students will learn the various names of each of the organelles that can be found in the cells of both animals and plants which will also allow them to recognize what makes each cell different. In order to explain the understanding of the structure of the cell, at the end of the unit, students will be asked to develop a creative explanation in which they describe each organelle found in the cell and their function. Students may choose which cell they wish to describe (plant or animal) and the way they wish to portray the organelles and their function. This could be done in the form form of a written piece or a visual piece however students must make sure that the information they provide in comprehensible and that what ever form of media they choose to use has some capability of being posted the class wiki. These creative explanations may be in the form of a song, a poem, a story etc.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__

 * __Classroom arrangement-__** The class while be arranged so that the desks are in groups of four. This will mean that two pairs of desk will be turned in to face each other. This will work best for the Three Step Interview process where initially students converse as pairs and, after some time has passed, they will join the group that sits across from them to complete the process by introducing their partners. This set up will also make it easier for me to move around the groups and observe how the students interact with one another.

__Day 1 (120)-__ Hook song- 10 minutes Take pre-assessment quiz- 15 minutes Introduce the idea of plant cells and animal cells- 10 minutes Put students in pairs- 5 minutes work with cell organelle graphic organizer- 40 minutes recollect as group- 5 minutes discuss findings as group (share pictures)- 20 minutes discuss difference between plant and animal cells- 10 minutes Introduce project- 5 minutes hand out exit slip papers and collect graphic organizers- 5 minutes __Day 2 (120)-__ Hand back exit slips with comments- 5 minutes Group students- 5 minutes Pairs portion of Three Step Interview process- 15 minutes Group portion of Three Step Interview process- 15 minutes Hand out checklists- 5 minutes Introduce and give examples of project ideas- 15 minutes Work Time- 50 minutes Exit slips- 10 minutes __Day 3 (120)-__ Hand back graphic organizers and exit slips with comments- 10 minutes Demonstrate how and where to post to wiki- 15 minutes Explain Learning Logs- 5 minutes Put students in groups- 5 minutes Work time- 60 minutes Conference with student groups- 15 minutes Hand out exit slips- 10 minutes __Day 4 (120)-__ Hand back exit slips- 5 minutes Hand in check lists- 5 minutes Presentations- 90 minutes Self reflection sheet- 10 minutes
 * __Agenda-__**

The goal of the lesson is for students to know the components of the cell which make up its structure. As students learn the organelles which make up the structure they will also come to understand the function of each of these. This information will be important for students to know so that they will be able connect the information they learn to processes we will discuss later on in the unit. These details will play a part in students understanding of the bigger picture of life. At the end of the lesson **students describe the hierarchy of organization and function in organisms, and the similarities and differences in structure, function, and needs among and within organisms**. In order to get students interested in the lesson which will be presented to them, they will listen to the [|cell song] This song is a fun way to introduce the importance of the cell and its function as the basic functioning unit of life. This song also introduces the many different types of organelles which can be found in the cell. Students will be given a copy of the lyrics to use as a source while researching for their creative explanations and as an aid for students who are more linguistic learners.
 * Why,** **Where,** **What,** **Hook, Tailor: Interpersonal, Intrapersonal, Verbal- Linguistic, Musical/Rhythmic)**

At the beginning of the lesson students will listen to the cell song which will introduce them to the lesson and what they are going to be learning about. Students will learn [|each of the organelles] include the nucleus, the cytoplasm, the mitochondria, the golgi apparatus, the ER (rough and smooth), vacuoles, lysosomes and ribosomes. In order to keep this information straight and clear so as not to confuse the individual organelles and their functions, students will use the [|cell graphic organizer]. This organizer will ask students to draw the organelle (to the best of their ability), the function of the organelle and any special information about the organelle include which cell the organelle can be found in. Students will work in pairs to discuss the information they find and to help one another better understand. As a class we will go over the different organelles and the information that the students found. This way all students will have the correct information and I will be able to clear up any misconceptions regarding the organelles and their functions. Additionally, prior to the end of each class, I will ask students to complete an exit slip in which they write down on thing they have learned and any questions they have which may involve clarifications. This will allow me to check for any other misconceptions that students may have. I will review and make comments on these slips so that they can be handed back to the students during the next class.Please see content notes for more information at the bottom of the packet.
 * Equip, Explore, Rethink, Revise, Tailors: Interpersonal, Intrapersonal, Verbal**-**Linguistic, Naturalistic, Visual/Spatial**

Using a collaboration of observations and information collected from the exit slips, students will be placed into pairs. In these pairs students will discuss the things that they wrote down on their exit slips concerning what they learned and things that they are confused about, this will be the first step in the Three Step Interview process. Initially, one student will be the interviewer, asking what questions the other student may have. After the music starts, signaling a transition, the interviewer will become the interviewee and answer the same question they just asked. The second step in the Three step interview process will involve the pair of students joining with another pair of student to form a group of four. The pairs will join again after there has been as musical transition signal and, once in these groups, the partners will take turns introducing one another to the other group members so that each student has the opportunity to share a question they have while the other students are given the opportunity to give answers to questions from their peers. As this Three Step Interview is going on, I will circulate the room, helping students answer question and listening as they communicate with one another. At the end of the lesson students will be asked to develop a comprehensive and creative **explanation** of all the organelles that can be found within the cell, as well as the function for each of them. These final projects may be in the form of a song, rap, story, poem etc. as long as they are understandable by the average person. Students must be sure that what ever form their project takes place as, can be posted to the class wiki so that friends, teachers, classmates and parents will be able to view them as well. These projects will be presented to the class as a whole on the last day of the lesson.
 * Explore, Experience, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Musical, Bodily-Kinesthetic, Verbal-Linguistic, Visual/Spatial**

In addition, prior to the finalization of the project, students will need to complete a checklist which marks all of the information that they can included in their explanations. Students will need to create these checklist themselves and review them with me before they present to the class. With the creation of their own checklists and after conferencing with me, students will be certain that they have included all the required information in their explanations and if they have not, they will have enough time prior to their presentations to include the appropriate details. Before students present their projects to the class, I ask them to hand in their checklist that they have created. Once students have finished with the presentations I will hand them back their checklist which I too have checked off as I heard the information they included. As previously mentioned, student will also get the chance to self-assess by filling out their exit slips with on which they will write something they have learned and something they are still confused about or have questions on. These slips will be handed back to the students before the start of the next class and will be used for students to participate in the Three Step Interview activity. In addition to turning in the completed checklists, students should also turn in their completed learning logs. These logs should contain a list of what the student should be have learned and a few notes about what they learned. I will review these and hand them back to the student also with there grades for their final project ones. Finally, as students develop an understanding of the cellular parts and their proposes, they will be prepared to and geared with some of the details they will need to complete their final unit project which will involve, again, students demonstrating their understanding of the critical details regarding the processes in the cell. Practice with posting to the wiki and using different creative mediums to present their information will also help students with their final projects.
 * Evaluate, Tailors: Interpersonal, Intrapersonal, Naturalistic, Musical, Verbal/Linguistic**

As we discussed in the previous lesson there are two different types of cells Prokaryotes and Eukaryotes. In this lesson we will discuss two types of Eukaryotic cells, those of the animal and those of the plant. As you can imagine there are several similarities and a few differences which exist between these two types of cells. The similarities between the two are simply that the contain a majority of the same types of organelles. They are different in two major ways however, the first being that the plant cell contains an organelle that you wouldn't find within an animal cell and that is the chloroplast. All organelles are held in their place by the **cytoplasm**. This structural piece is also found within both plants and animals. It is clear, jellylike, and is found just inside the cell membrane. This too is considered another supportive structure within the cell for it contains the **cystokeleton** which is a network of mirotubules and microfilaments which can basically be associated with the beams and bars which support the many buildings and rooms of a school. The endoplasmic reticulum or ER for short is located just outside of the nucleus and is used to pass material, such as proteins, into the cell. There are two type of ERs, the first being the smooth ER and the second being the rough ER. the rough ER is different from the smooth ER because it is covered in ribosome which give the structure a rough looking texture. Once the proteins have been created in the cell via the rough ER or the ribosomes, they are transported via vesicles to the **Golgi Apparatus** (also called Golgi Body) where they can continue to be processed and then packaged into different vesicles to that they can be moved to either other parts of the cell or to the outside of the cell. If protein containing vesicles are transported to the outside of the cell they are the taken up by neighboring cells of the body (plant or animal). Finally, the last organelle found in cells are **lysosomes**. These are relatively uncommon in plant cells but relatively common in animal cells. These small, round, membrane bound organelles are responsible for breaking down food molecules into smaller molecules as well as digesting dead organelles or harmful pathogens.
 * Content Notes**
 * The chloroplast** is the organelle where photosynthesis occurs within the plant, in other words, this is where the plant gets its food. Thse green (green because of the chlorophyll inside which contain green pigments), oval shaped organelle use the energy from the sun to create food for the plant cell.
 * The cell wall** is another structure within the plant cell that wouldn't be found in the animal cell. This structure is the outermost layer of the cell (similar to the plasma membrane) which gives the plants cell its structure. The cell wall is considered the protector of the cell, being made of strong cellulose and allowing molecules which are important to the cells survival such as H2O, O2 and CO2. This structure is also important for all the cells collectively, with their strong outermost layer, the support to grow.
 * The cell membrane** can be found in both plant and animal cells however they differ slightly in location within each of the cells. In the plant cell the cell membrane is located just beneath the cell wall. In the animal cell it is the outer most layer. Both of them are selectively permeable which means they will only allow certain molecules to enter the cell. It is because of this selectively permeable nature that the cell membrane is consider a protection mechanism for both cell types. It has the ability to support the cell, act as a barrier between the cell and its environment as well as other cells which helps to control movement of molecules in to and out of the cell, helps the cell maintain a balance (homeostasis).
 * The nucleus** is found within both plants and animals and could be considered the most important organelle in the cell because it is control of the activities that occur within the cell. These activities include cellular division, DNA replication, protein synthesis etc. (we will talk about these later). The nucleus is surrounded by its own **nuclear membrane** which acts just as the cell membrane does to protect the chromosomes which are held inside. This structure of the nucleus is also selectively permeable as well.
 * Ribosomes** are sites for protein synthesis or creation. They are small black structures that look like tiny specks within the cell which can be either free (not attached to anything and floating around on their own) or attached to the rough ER. These structures are found in both plants and animals as well.
 * Mitochondrion** are ofter referred to as the battery for both plant and animal cells. These bean like structures contain many folds which are the location sites for the break down of sugar into energy.
 * Vacuoles** can be found in both plants and animals however they differ within each structure. In the plant cells, one would typically find very few vacuoles one of which will be very large and responsible for giving more structural support of the cell. In the animal cell, one would find numerous vacuoles however they will be much, much smaller than those found in the plant cell. In both types of cells the vacuoles are also responsible for storing food, water and other nutrients.

- learning log - cell song
 * Handouts**
 * -** organelle graphic organizer [[file:Cell Organelle Graphic Organizer.docx]]