L1+Burns,Courtney+Jane

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

**Teacher’s Name:** Ms. Burns **Date of Lesson:** 1 Application **Grade Level:** 8 **Topic:** Single Celled Organism v. Multi-celled Organisms

**__Objectives__**
**Student will understand that** Students will understand that all living things are composed of cells, ranging from one to millions **Student will know** Students will know cell theory and the critical details regarding the differences and similarities between single celled and mulit-celled organism. **Student will be able to** test that all living things are composed of cells, ranging from one to millions

**__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.

**Rationale:** Students will understand the each organism is different in that posses varying degrees of complexity. Students will also find that that the structure, functions and needs that they each have can also be similar to organisms which are much less complex than they are.

**__Assessment__**
**Formative (Assessment for Learning)** -Prior to the onset of the lesson, students will be asked to think about what they already know in regards to the similarities and differences between single celled organisms and multi-celled organisms, this will be in written form and handed in to the teacher so that the students can be assessed in regards to what they already know and what misconceptions they may have. -Students will work in a Think-Pair-Share cooperative learning group to discuss the similarities and differences between single celled organisms and multi-celled organisms. As student share the information to the group the teacher will be given the opportunity to makes corrections to misconceptions. The teacher will use this observational information to group students for the graphic organizer activity. -Students will work in pairs to complete a comparing concepts graphic organizer which allows them to list the similarities and difference we have talked about in class. While the students are working to complete these organizers, the teacher will circulate the room, listening to conversations, on the lookout for information students may not understand or are wrong about. If these situations arise, the teacher will either address the individual students or the group as a whole. -Before ending each day, the teacher will utilize the fist of five exercise in which students will hold up the number of fingers that represents their understanding of the content discussed during the class. Five fingers represents complete understanding and no fingers represents confusing or little understanding. The teacher will use this information to allow for a question and answer session before students leave.

**Summative (Assessment of Learning)** During this unit we will explore the idea that every organism has varying degrees of complexity, specifically, some organism may be composed of a single cell while others contain millions or even billions. We will talk about the way that these organism (single celled and multi-celled) are the same as well as who they are different. As a summative assessment, students will create a podcast in which they examine these similarities and difference between the organisms. Students may be creative with the assignment in that they may choose to tell a story, develop an interview, sing a song or create a radio show. Once students have completed their podcasts they will present them to the class as well as place them on the class wiki. (20pts).

**__Integration__**
**__Technology:__** Students will complete a podcast interview as final project for the end of the lesson. The interview will require students discuss the similarities and differences between single celled organisms and multi-celled organisms. To complete their audio pieces students will chose some sort of audio program, such as Garage Band or Audacity. Once these podcast interviews have been created, students will post their final products on the class wiki so that they can be presented to the class as a whole.

**__English and Art:__**: In order to integrate other content areas into the lesson, students will need to complete either a written or visual storyboard which contains the information included in the interview. If students choose to write out their story boards, they will form a chart which outlines the dialog in the interview. If students choose use drawings in their storyboards they must diagram what they have discussed in the interview.

**__Groupings__**
Students will work in Think-Pair-Share cooperative learning groups in order to discuss the similarities and differences between single celled organism and multi-celled organisms. Within each group one student will take on the role of the facilitator while the other takes on the role of the recorder, both members will be responsible for keeping track of the time while they discuss. As the facilitator, the student will initiate conversation and discussion between themselves and their partners. As the recorder, the student will take notes regarding the details of the discussion, what similarities and differences the students have identified between single celled and multi-celled organisms. It is important to note that while one student will be assigned as the facilitator, this does not mean that the other student cannot jump in to ask questions as well.

**__Differentiated Instruction__**
**Strategies** Verbal-Linguistic: Students will be allowed to talk with peers and write the information they find in the graphic organizers to be used for their podcast products. Logical/Mathematical: Students will calculate and/or discover the size differences that may exist between the two types of cells. Visual/Spatial: Students will have the option of drawing the out the physical similarities and differences they find. Students will also be encouraged to "paint" a detailed picture of the cell types for their audience within their podcasts. Bodily/Kinesthetic: Students will be allowed to search the internet, go to the library etc. to search for these similarities and differences between the cell types. Musical/Rhythmic: Students will be encouraged to add music to their podcasts and to look for songs which may compare and contrast the two cell types. Intrapersonal: Students will be allotted a few minutes before working in groups to think of possible similarities and differences between the two organisms on their own. Students may also complete their podcast individually. Interpersonal: Students will have the opportunity to work with other students to search for information, fill out their graphic organizers, and complete their podcasts. Naturalist: Students will be allowed to view actual video of moving single celled organisms in the beginning of the lesson. Through their own exploration and research of single celled and multi-celled organisms students will view actual pictures and perhaps other videos of both single and multi cellular organisms.

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

**Extensions** Students will complete a podcast interview as final project for the end of the lesson. The interview will require students discuss the similarities and differences between single celled organisms and multi-celled organisms. To complete their audio pieces students will chose some sort of audio program, such as Garage Band or Audacity. Once these podcast interviews have been created, students will post their final products on the class wiki so that they can be presented to the class as a whole. All students will be allowed to take the project requirements to the next level if they wish.

**__Materials, Resources and Technology__**
-laptops -audio program -rubrics -LCD projector -microscopic photo of multi-celled organism and single cell organism -comparing concept graphic organizer -checklist for podcast project -white board and markers -bring textbook -website resources for investigating information -tutorial for the audio program

__Source for Lesson Plan and Research__
Audacity- [|online tutorials] Grageband- [|online tutorials] graphic organize- [|comparing concepts], [|storyboard] cooperative learning- [|Think-Pair-Share] content- Single v. Multi- [|single celled v. mulit-celled organism], [|more information] Multi-celled- [|multi-celled organisms] Single celled- [|single celled organism] [|more information] Cell Theory- [|Cell Theory] [|more information] Eukaryotes v. Prokaryotes- [|Eukaryotes and Prokaryotes] The World of Cells by Wayne M. Becker, Lewis J. Kleinsmith, Jeff Hardin and Gregory Paul Bertoni.

**__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.//** **Rationale:** __Beach Ball-__ In order to complete their podcast 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 a podcast, the way they present their information will be their choice. Some students may choose to tell a story, hold an interview or perhaps a news show. __Clipboard-__ In order to keep all of their information straight and organized, students will be given a comparing concepts graphic organizer which will be used to note the similarities and differences between single celled organisms and multicellular organisms (Prokaryotes v. Eukaryotes). In addition, students will be given a checklist which contains a list of information they must include in their final projects. This will be used by student to keep track of the information they have included and will need to include in their podcast as they progress towards completion. __Microscope-__ Students will be asked to analyze the critical details in regards to the similarities and difference between the two different types of organisms in the world. 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 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//** **Rationale:** Students will know the critical details of the similarities and difference which exist between single celled organisms (Prokaryotes and/or Eukaryotes) and multi-celled organisms (Eukaryotes), for more information please refer to the content notes and the end of the pages. Once students have a strong understanding of the similarities and differences between the two types of organisms, they will apply their knowledge to the creation of podcast. These podcast can be made through either Audacity of Garage Band and be in the form of an interview, story or news show (whatever the students choose as long as it is agreed upon by teacher) as long as all the information on the checklist regarding similarities and differences in included.

**//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//** **Rationale:** **Verbal-Linguistic:** Students will be allowed to talk with peers and write the information they find in the graphic organizers to be used for their podcast products. **Logical/Mathematical:** Students will calculate and/or discover the size differences that may exist between the two types of cells. **Visual/Spatial:** Students will have the option of drawing the out the physical similarities and differences they find. Students will also be encouraged to "paint" a detailed picture of the cell types for their audience within their podcasts. **Bodily/Kinesthetic:** Students will be allowed to search the internet, go to the library etc. to search for these similarities and differences between the cell types. **Musical/Rhythmic:** Students will be encouraged to add music to their podcasts and to look for songs which may compare and contrast the two cell types. **Intrapersonal:** Students will be allotted a few minutes before working in groups to think of possible similarities and differences between the two organisms on their own. Students may also complete their podcast individually. Interpersonal: Students will have the opportunity to work with other students to search for information, fill out their graphic organizers, and complete their podcasts. **Naturalist:** Students will be allowed to view actual videos of moving single celled organisms in the beginning of the lesson. Through their own exploration and research of single celled and multi-celled organisms students will view actual pictures and perhaps other videos of both single and multi cellular organisms.

**//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)** -Prior to the onset of the lesson, students will be asked to think about what they already know in regards to the similarities and differences between single celled organisms and multi-celled organisms, this will be in written form and handed in to the teacher so that the students can be assessed in regards to what they already know and what misconceptions they may have. -Students will work in a Think-Pair-Share cooperative learning group to discuss the similarities and differences between single celled organisms and multi-celled organisms. As student share the information to the group the teacher will be given the opportunity to makes corrections to misconceptions. The teacher will use this observational information to group students for the graphic organizer activity. -Students will work in pairs to complete a comparing concepts graphic organizer which allows them to list the similarities and difference we have talked about in class. While the students are working to complete these organizers, the teacher will circulate the room, listening to conversations, on the lookout for information students may not understand or are wrong about. If these situations arise, the teacher will either address the individual students or the group as a whole. -Before ending each day, the teacher will utilize the fist of five exercise in which students will hold up the number of fingers that represents their understanding of the content discussed during the class. Five fingers represents complete understanding and no fingers represents confusing or little understanding. The teacher will use this information to allow for a question and answer session before students leave.

**Summative (Assessment of Learning)** During this unit we will explore the idea that every organism has varying degrees of complexity, specifically, some organism may be composed of a single cell while others contain millions or even billions. We will talk about the way that these organism (single celled and multi-celled) are the same as well as who they are different. As a summative assessment, students will create a podcast in which they examine these similarities and difference between the organisms. Students may be creative with the assignment in that they may choose to tell a story, develop an interview, sing a song or create a radio show. Once students have completed their podcasts they will present them to the class as well as place them on the class wiki.

**__Teaching and Learning Sequence__**

 * __Classroom Arrangement:__** The classroom will be arranged in isles so that each row contains two desk side by side. This will allow for students collaborate easily with each other during the Think-Pair-Share exercise. The spacing between the desks will allow for the teacher to move more freely throughout the room while observing the students.

Hook videos- 15minutes Students consider what they saw- 10minutes Students discuss, as a class what they saw- 10minutes Introduce Eukaryotes and Prokaryotes- 8 minutes Students work in pairs (Part of think-pair-share)- 10 minutes Students share what they came up with (Part of think-pair-share)- 10mintues Students grouped to fill in concept comparison graphic organizer- 30 minutes Students discuss the information they found with the class, creating a list on the board- 15minutes Introduce the podcast project (given examples of good and bad projects)- 10minutes Introduce the Garage band program/ tutorial- 30minutes Allow students to play with Garage band- 15minutes Briefly summarize project again, handout/go over checklists- 15minutes Group students- 2-3minutes Allow student to work on projects- 55minutes Check in with students while they work- 15mintues Collect checklists- 5minutes Present Podcasts- 80minutes Congratulate students and hand back checklist- 10minutes Speak about refining work- 10minutes Allow students to meet back up with their partner to discuss feedback- 10minutes Allow for questions and or comments about the project- 5mintues
 * __Agenda:__**
 * Day 1 (115min):**
 * Day 2 (118min):**
 * Day 3 (120min):**

During this lesson students will come to recognize that all organisms are composed of one or more cells. Through this recognition students will have a deeper understanding of the tenets of cell theory and that they themselves are composed of millions of the basic functional unit of life. Through understanding this notion students will understand that all living things are composed of cells, ranging from one to millions. Through this understanding students will also know the first two tenets of Cell Theory which will continue to be discussed throughout 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.** As a means of introducing and getting students excited about the lesson I will show students a series of short videos of single celled organism as well as multi- celled organisms underneath the microscope. Before students watch the video, I will encourage the students to consider what they are watching by taking notes of their observations and making guesses as to what they are seeing. After the videos are over, I will ask students to comment on what they saw and volunteer any guess they may have about what they just saw. Once the discussion is over, I will reveal to students what they watched. This exercise gets students to first understand just how small some organisms can be in relation to themselves and second be able to observe these animals interacting with their environments. Throughout the lesson there will be several situations in which students of different learning intelligences will be reached.
 * (Where),** **(Why),** **(Hook), (What), (Tailor: Verbal-Linguistic, Visual/Spatial, Bodily/Kinesthetic, Intrapersonal, Interpersonal, Naturalistic)**

After discussing what the students watched in the videos we will, as a group discuss the similarities and difference between single celled organisms and multi-celled organisms. Students will understand the the major difference between the two is the number of cells which make up their bodies. I will then introduce to them the two cell types, [|Eukaryotes and Prokaryotes] as well as [|Cell Theory](which we will discuss continuously throughout the unit). Once I have introduced the concept, the students will be broken into groups of two. In their pairs, students will consider what they believe are the similarities and differences between the two cell types, they will be given ten minutes to do brainstorm ideas. As they converse about their thoughts, I will walk the room listening to the conversations, paying close attention to any misconceptions etc. After their ten minute brainstorming exercise, I will ask students to talk as a class about what they discussed in their groups so that all groups will have an idea about which direction they should be heading as far as the type of information they gather. During this time, I will address any misconceptions the students may have had. Based on the observations I make during their individual conversations and the conversation we have as a whole group, I will rematch students will a different partner so that each group contains a student who demonstrates a strong understand and a student who I believe may need some work. After students have joined with their partners I will hand out the [|comparing concepts graphic organizer]. Using these graphic organizer students will be allowed to search the internet for the similarities and differences between the two cell types. These comparisons may describe the similarities and differences that are physical (appearance, surface area to volume ratio, size), functional (how they eat, create energy, remove energy) and behavioral (how they live, together or alone). While they are searching for information, I will wander around the room, helping students who need guidance and assistance looking for the information as well as answering questions. At the end of the class period I will collect their graphic organizers to look them over for errors and get a feel for the students who are struggling and those who are not. I will also explain to students that they will need to create a podcast, that will be presented to the class, in which they creatively discuss the similarities and differences they find between the both single celled organism and multi celled organism. For all information that will be discussed, please see content notes at the end.
 * (Explore), (Experience), (Revise), (Refine), (Tailors:** **Verbal-Linguistic, Logical/Mathematical, Visual/Spatial, Bodily/Kinesthetic, Intrapersonal, Interpersonal, Naturalistic**)

At the beginning of the second day I will further introduce to students the podcast projects they will need to create. In these projects students will need to, in a creative way, discuss the similarities and differences they found during the previous day. I will give the students examples of what they may choose to create including a audio story, an interview, a song or perhaps a new show. Once I have explained the project I will introduce to students the Garage Band program, showing them the tools they can use and how they may record and edit their audio pieces. After this tutorial, I will break students up into groups of three each, these groups will be created based on the observations made during the previous class where each group contains at least one person who has latched on to the information and at least one student who may be struggling slightly based on the information gathered from reviewing the graphic organizers. Once the groups have assembled I will hand back their graphic organizers with any comments that I may have made as well as checklist which will contain all the information they must be sure to include in their podcasts, however they may choose to do so, and a column for which they can check the information they have include as it is incorporated into the projects. They will be given time in class in which they can play around with the program, continue researching for information and begin the podcasts as well. During this time I will be available to students to answer any questions and listen to ideas students come up with the portray the information they need to in their projects.. During the remaining few minutes of class I will conference with each group and, using the checklist handed out earlier, question the students as to how they plan to incorporate the information in to their podcast. At the end of each conference I will hand students back their checklists, as a form of feedback, so they will see what information they still need to include in order to exceed the standards.
 * (Explore), (Experience), (Revise), (Refine), (Tailors: Interpersonal, Bodily-Kinesthetic, Visual/Spatial, Musical, Verbal-Linguistic)**

In order to self asses themselves students will be given a checklist which contains a list of all the information they should include in their podcasts. As students include this information they will check it off the list to ensure that all information is included and that they understand the concept as well. While students are working on their podcast projects, I will walk around the room and conference with each group of students. During these conferences students will discuss how they plan to include the information, this will allow me to assess that students understand the information and that they are in fact going to be including all the necessary information in their podcasts. This will also give me information as to who the students work with one another. In addition to this self-assessment, prior to the conclusion of each class, students will be asked to assess their understanding of the information we've talked about (multi-celled and single celled organisms, Prokaryotes and Eurkaryotes, Cell Theory, the Garage Band program and what is expected of them for their projects). To do this I will use the fist of five technique to represent their understanding; one finger will represent little understanding and five fingers will represent full understanding. It will be important for student to understand how the content for, as mentioned before, as the unit progresses students will gain insight into all tenets of Cell Theory. In addition students will be able to use their skills in Garage Band for other projects throughout the year.
 * (Evaluate), (Tailors:** **Interpersonal, Bodily-Kinesthetic, Visual/Spatial, Verbal-Linguistic**, **Intrapersonal)**

Students will know the critical details regarding the differences and similarities between single celled and mulit-celled organism, Eukaryotes and Prokaryotes as well as the first two tenets of Cell Theory.
 * Content Notes**

All organisms are composed of cells and these organisms can be composed of a millions of cells or just a single cell. The complexity of the organism involves the number of cells which compose its body. There are two different cell types and organisms, depending on the number of cells which make up their body, will fall into one of these two types of cells. The first type of cell is the Prokaryotic cell which can be divided into two subgroups, bacteria and archaea; bacteria being the single celled organisms that are commonly found such as //E. coli, Pseudomonas,// or //Steptococcus.// Archaea being the single celled organisms which live in areas of the Earth with extreme condition and because of their environment, have developed ways of getting energy which are unique to each organism, these include the //methanogens,// the //halophiles,// the //thermacidophiles//. //Methanogens// gain their energy hydrogen as they convert carbon into methane; //halophiles// live in extremely salty conditions while //thermacidophiles// live in environments which are extremely acidic. Eukaryotic cells are divided into several subgroups including animalia, plante, protista and fugi. It is important to note that not all of the subgroups contained under Eukaryotic cells are multi-celled, in fact, the subgroup protista, are single celled organisms which have Eukaryotic characteristics. Examples of Eukaryotic cells are Amoeba (protista), mushrooms (fungi), cats (animalia), evergreens (plante). It is also worth mentioning that single celled organisms will either live on their own or in colonies and multicellular organisms will either live alone or in groups.

There are several characteristics that allow for the distinction between the two cell types, the first being sheer size. Prokaryotic cells are typically between 1-5µm, but cells can be as small as .2µm. Eukaryotic cells are usually 10-100µm, but some nerve cells can be up to two meters in length. A fact which may interest the mathematical/logical students is that cell size is limited by their need to maintain a specific surface area to volume ratio which helps to maintain a certain concentration of substances with as well as area by which molecules can be transported in. As mentioned before, Prokaryotic organisms are always unicellular but Eukaryotic cells are not always multicellular, they too can be unicellular. Another difference between the two lies within the organisms. Inside of the Prokaryotic organism you will not find a no nucleus and no membrane bound (surrounding membrane which acts as a barrier) organelles (if there are organelles at all). Eukaryotic organisms on the other hand have a nucleus and many membrane bound organelles. You will also find that the Eurkayotic cells have a cytoskeleton structure which gives the cell a fluid structure; you will not find this in Prokaryotic cells. The two also differ in their DNA. While it is true that each cell contains DNA (a crucial aspect of life), the DNA of the Prokaryotic cells are circular (connect front to end, like a circle) while the DNA of Eukaryotic cells are linear, meaning there is a definitive front and definitive end. Behaviorally both cells have the capability to move however it is typical for Eukaryotic cells to move via flagella or cilia which are highly functioning which means they are constantly moving or waving in various directions. Prokaryotic cells may also make use of flagella but it is likely to be highly inflexible. The means by which these cells divide is also a point of differentiation. Prokaryotic cells divide via binary vision where the cell breaks apart in a few or several pieces (these pieces may or not be similar in size or composition), Eukaryotic cells however divide via mechanisms we will talk about later on in the unit, mitosis and meiosis. Related to reproduction, Eukaryotic cells may reproduce either asexually (only one parent) or sexually (two parents) but Prokaryotes typically reproduce asexually. Finally the two differ in the types of metabolic pathways (or methods of extracting energy). Prokaryotic can use any number of ways to collect energy and they methods typically depend on the environment in which they live (as mentioned before), Eukaryotes on the other hand share the common metabolic pathways such as glycolysis, the Krebs cycle, the electron transport chain etc. (we will discuss these pathways later in the unit as well).

Finally as students come to understand the previous information they will understand the relationship to the Cell Theory which currently contains four tenets. The first tenet is the all organisms are composed of cells ranging from one to millions. The second tenet is that the cell is the basic unit of structure for all organisms and the third is that all cells arise only from preexisting cells (binary fission, mitosis and meiosis). These tenets will be referred to continuously throughout the unit as the information which pertains to each of the tenets is discussed in class.

-graphic organizer , -Audacity tutorial (Garage Band tutorial online) -project checklist 20A2547C-C5B7-B06F-6A95-E10011BDF7A71.02.28 20A2547C-C5B7-B06F-6A95-E10011BDF7A71.02.28 20A2547C-C5B7-B06F-6A95-E10011BDF7A71.02.28 20A2547C-C5B7-B06F-6A95-E10011BDF7A71.02.28 20A2547C-C5B7-B06F-6A95-E10011BDF7A71.02.28 20A2547C-C5B7-B06F-6A95-E10011BDF7A71.02.28
 * Handouts**