L4+Baum,Jennifer+Lynn


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


 * Teacher’s Name:** Ms. Baum **Lesson: 4 Self-Knowledge**
 * Grade Level:** 10 **Topic:** Differences between and within cells

**__ Objectives __** ** Student will understand that ** differentiation can be found within and among cells of the same organism. **__ Maine Learning Results Alignment __** Maine Learning Results: Science and Technology-E. The Living Environment E4. Heredity and Reproduction Grade 9-Diploma //Genetics// Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species.
 * Student will know** details of differentiation and previous content and vocabulary.
 * Student will be able to** be aware of the similarities and differences between cells within an organism.


 * Rationale:** Students will be able to discover the similarities and differences between different cells of the same organism in order to better understand how cells within the same organism (with the same DNA) are able to differ in function, appearance, and location**.** By understanding how cells are similar and different, students can better understand how DNA expresses itself differently from cell to cell.

**__ Assessment __** ** Formative (Assessment for Learning) ** Students will be given a T-chart that they will be able to use in order to separate the similarities and differences in cells within an organism. They will also be able to predict and inquire some of the similarities and differences between cells of the same organism. Students will work in a think-pair-share group that will allow them to reflect both individually as a team. After being introduced to the similarities and differences that they should be looking for in the slides, students will be able to go back and re-examine and observe the different slides in order to connect and apply the material to actual slides. Each student will also be given the opportunity to self-reflect on his or her observations in a blog entry.

Students will learn about how cells within the same organism (with the same DNA) are able to differ in function, appearance, and location. After this lesson, students will have the opportunity to express their creativity by creating a podcast in the form of a song, rap, story, interview, etc…which explains and describes the differences and similarities of cells within an organism. Students will be assessed with a checklist that tells students what needs to be included in their final Podcast product.
 * Summative (Assessment of Learning)**

**__ Integration __** ** Technology: ** A Podcast will be created as a final assessment for this lesson in order to have students organize and demonstrate their understandings of the differences and similarities of different cells within the same organism. The Podcast will be used to creatively reflect their understanding of the material.

Music: I will be able to integrate music into this lesson by having students create a rap or song and by using Garageband to make a Podcast.
 * Other Content Areas:**

English: I will be able to integrate an important English concept into this lesson by having students compare and contrast the similarities and differences between different cells of the same organism. **__ Groupings __** During the lesson, students will be able to work both individually and with partners when observing the cell slides. Also, the class will be asked to break down into think-pair-share groups where students will be asked to reflect individually, then share those thoughts and observations with a partner, then also with the class. This will promote ideas and key observations when creating their final Podcast product.

**__ Differentiated Instruction __** ** Strategies **
 * Interpersonal:** Students will have the ability to work with peers and as a class in order to compare and collaborate observations and ideas.
 * Visual/Spatia**l: Students will have the ability to actually see slides of the different cells.
 * Bodily/Kinesthetic**: Students will be able to handle the slides and microscopes in order to determine the differences in cells within an organism.
 * Logical:** Students will have the opportunity to work with probes and microscopes.
 * Intrapersonal**: Students will have the ability to observe slides on an individual basis and make their own conclusions about the comparison of cells within an organism.
 * Verbal:** The entire class will have the opportunity to collaborate their observations and talk about what they learned through the lab.

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

Absent: If you are absent during any part of the lesson, I expect you to look at the class wiki to see what you missed and what you will need to make up for when you return. If you have any questions about your task, you are expected to first talk to a classmate or teammate, and if you still have questions contact me immediately. The work will be due within one day of your return to school. If you are absent during the any part of this lesson it is expected that you contact me in order to see what you missed and how you can make up the lab experience and how you will create your Podcast.

Technology: A Podcast will be created as a final assessment for this lesson in order to have students organize and demonstrate their understandings of the differences and similarities of different cells within the same organism. The Podcast will be used to creatively reflect their understanding of the material.
 * Extensions**

**__ Materials, Resources and Technology __**
 * laptops (for podcasts)
 * Slides
 * muscles
 * heart
 * nerves
 * blood cells
 * Graphic organizer
 * microscopes
 * probes

**__ Source for Lesson Plan and Research __** Stem Cells [] T-chart tchart_eng.pdf Different cell types [] Nerve cells [] Application of Differentiation in Human Genome Project [] Blood cells [] Muscle cells []  **__ 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. //** This lesson achieves the goals set forth by Standard three by creating a learning environment that is welcoming and accepting of all different learners. Students will be able to collaborate regularly with their peers in order to feed off of each other’s thoughts, ideas, and creativity. For those students who learn best in an auditory way, they will be able to learn the material through the introductory lecture and by listening to the think-pair-share groups when they discuss their key observations of various slides. If a student learns better in a visual way, they will have the opportunity to learn through the graphic organizer as well as the numerous slides that will be looked at throughout the lesson. For those students who need social and bodily/kinesthetic learning, they will be able to interact with the microscopes and probes and will be able to collaborate with their peers. Students will have lots of time to self-reflect and will create an environment, which promotes creative and engaging learning.
 * Rationale:**

Students will be introduced to the key similarities and differences between different cells within the same organism. By learning about these similarities and differences, they will better be able to understand the concept of differentiation of stem cells in the next lesson. See content notes. //Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species.// In this lesson, students will be learning through the facet of Self-Knowledge. By the end of the lesson, students will will be aware of their own bodies and the differences between cells within themselves. Mastery and understanding of this content will be demonstrated with the creation of a Podcast, which will demonstrate student's understanding of the variation between cells of the same organism.
 * //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:**


 * Interpersonal:** Students will have the ability to work with peers and as a class in order to compare and collaborate observations and ideas.
 * Visual/Spatia**l: Students will have the ability to actually see slides of the different cells.
 * Bodily/Kinesthetic**: Students will be able to handle the slides and microscopes in order to determine the differences in cells within an organism.
 * Logical:** Students will have the opportunity to work with probes and microscopes.
 * Intrapersonal**: Students will have the ability to observe slides on an individual basis and make their own conclusions about the comparison of cells within an organism.
 * Verbal:** The entire class will have the opportunity to collaborate their observations and talk about what they learned through the lab.


 * Type II Technology:** A Podcast will be created as a final assessment for this lesson in order to have students organize and demonstrate their understandings of the differences and similarities of different cells within the same organism. The Podcast will be used to creatively reflect their understanding of the material in a way that will show the student sees the variation between cells of the same organism.


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

Students will be given a T-chart that they will be able to use in order to separate the similarities and differences in cells within an organism. They will also be able to predict and inquire some of the similarities and differences between cells of the same organism. Students will work in a think-pair-share group that will allow them to reflect both individually as a team. Feedback will be given to the students by explaining what observations the students should have noticed by looking at the slides of cells. After being introduced to the similarities and differences that they should be looking for in the slides, students will have a chance to go back and re-examine and observe the different slides in order to connect and apply the material to actual slides. Each student will also be given the opportunity to self-reflect on his or her observations in a blog entry.
 * Formative (Assessment for Learning)**

Students will learn about how cells within the same organism (with the same DNA) are able to differ in function, appearance, and location. After this lesson, students will have the opportunity to express their creativity by creating a podcast in the form of a song, rap, story, interview, etc…which explains and describes the differences and similarities of cells within an organism. Students will be assessed with a checklist that tells students what needs to be included in their final Podcast product.
 * Summative (Assessment of Learning)**

**__ Teaching and Learning Sequence __** // Total class time: 120 minutes // The classroom will be set up in a U-shape in order to better control the flow of the classroom. Students will be able to look at microscopes throughout the lesson and will then reflect upon their observations so having the classroom arranged in this way will allow students to discuss their predictions/observations more easily and be able to move from the lab bench to their seats more smoothly.

Day 1: 8:00-8:20 Hook: Slide predictions and simple observations 8:20-8:30 Outline goals and agenda for lesson (10 min) 8:30-8:50 Brief lecture of differences between cells of the same organism (20 min) 8:50-9:15 A closer look at slides (20 min) 9:15-9:25 Discussion as a class about slide comparisons (10 min) 9:25-9:35 Blog entry reflection (10 min) 9:35-10:00 Start podcast (25 min)

Class will begin with students being able to visit a few microscope stations where they will have the opportunity to observe different cells that are found in humans such as blood cells, nerves, muscles, epidermal cells, heart cells, etc...I will then briefly outline the goals, expectations, and agenda for the lesson. We will then use a think-pair-share method in order for the students to reflect on their observations individually, with a partner, then as a class. After reflecting on their observations, I will verbally give a lecture about the different cells that can be found within the same organism. After delivering the lecture, students will be given an opportunity to take a closer look at the different slides and cell types with their new knowledge about what to look for when observing different cell types. Students will then have the opportunity to discuss their comparisons and observations of the slides. Students will then have an opportunity to briefly blog about their observations as a way for me to formatively assess students about their understanding of differences and similarities of cells within the same organism. Finally I will introduce the final assessment for the lesson, which will be a podcast where students will have the opportunity to create a song, rap, story, interview, etc....which explains and describes the differences and similarities of cells within an organism. Student will understand that differentiation can be found within and among cells of the same organism. By knowing how all cells have the same genetic code, but differ greatly in appearance and function is critical in order to know why feet do not typically grow out of the side of your head. //Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species.// Students will be hooked at by being able to look at slides at the beginning of the lesson in order to interact with, discover, and inquire about the similarities and differences between cells.
 * Where, Why, What, Hook, Tailor: Interpersonal, Visual/Spatial, Bodily/Kinesthetic, Logical, Intrapersonal, Verbal, Musical**

Students will know details of differentiation, differences and similarities between cell and previous content and vocabulary. (see content notes). I will deliver all of this material verbally before allowing the students to use both the graphic organizer and interactive websites in order to better understand how each of the processes work. Throughout the lecture portion, I will be open to questions for clarification and student participation throughout it. I will also encourage my students to think critically and to try to uncover the reasoning for themselves. I plan on creating an environment where students feel safe and welcome to ask questions and to think outside the box. After I deliver the material, I will make myself available for students to approach for more questions and will float around the room to check for understanding and to give feedback to students. I will also give students opportunities to reflect individually and with groups in order to check for understanding of the material.
 * Equip, Explore, Rethink, Tailor: Intrapersonal, Interpersonal, Verbal**

Students will use a T-chart in order to separate the similarities and differences in cells within an organism. During the lesson, students will have the opportunity to look at the differences and similarities between different cells within the same organism. Students will also have the ability to use the think-pair-share method in order to reflect individually, with a partner, and as an entire class. Before they begin their final assessment of making a podcast, students will have plenty of opportunities to figure out some of the similarities and differences between different cells within the same organism. In the think-pair-share groups individuals will have to share several observations of what they noticed when looking at the various slides. They will have several opportunities to go back and re-observe the cell slides in order to make sure they see the variation between cells. The final assessment will be a podcast, which will require students to explain the similarities and differences between cells. This product will be graded with a checklist for what they are expected to include. Students will have plenty of opportunities to discover the similarities and differences between different cells of the same organism.
 * Explore, Experience, Rethink, Revise, Refine, Tailors:** **Intrapersonal, Interpersonal, Musical, Logical**

Students will be able to self-assess themselves and their observations while they are in the think-pair-share groups. They will also be able to follow a checklist while creating their Podcasts. I will be able to talk to both individuals and groups in order to make sure that they are staying on task and have a good understanding of the material. Students will also have an opportunity to reflect their thoughts, predictions, and knowledge in a blog that I will be able to assess formatively. Understanding the similarities and differences between different cells of the same organism will become really critical especially in the next lesson where students will learn about stem cells and how they differentiate from cell to cell.
 * Evaluate, Tailors: Intrapersonal, Interpersonal, Logical.**

1. **NERVE CELL:** The other name of nerve cell is NEURONS. They are electrically excitable cells in the nervous system that process and transmit information. Neurons are the core components of the brain, and spinal cord in vertebrates and ventral nerve cord in invertebrates, and peripheral nerves.
 * Content Notes**

2. **MUSCLE CELL:** It is long and slender in shape, and contains fibers that help in relaxing and contracting action of the muscles. There are three types of muscles in our body: smooth muscle, striated muscle, and cardiac muscle.

3. **EPITHELIAL CELL OR SKIN CELL:** They are square in shape and flat. They give protection to the body. Skin is made up of two types of layers: the dermis-outer layer of the body and the epidermis-inner layer of the body.

4. **FAT CELL:** These cells have large empty spaces for fat material storage. Another name is ADIPOCYTE. They are the cells that primarily composed of fat. They are specialized in storing energy as fat. There are two types of adipose tissue, white adipose tissue, and brown adipose tissue. They are also known as white fat and brown fat.

5. **SEX CELL:** They are of two types: a) SPERM (male sex cell) b) EGGS (female sex cell). Sex cells are also called GAMETE. Both male and female sex cells containing 23 single chromosome [haploid] (all other body cells contain 23 sets of chromosomes [diploid]). ( [] ) 6. **BLOOD CELLS (Erythrocytes):** The background cells in this micrograph are erythrocytes (red blood cells). These cells are non-nucleated, biconcave discs that are filled with hemoglobin. The primary function of these cells is to carry oxygen from the lungs to the body cells. Woman usually have 4-5 million erythrocytes per cubic millimeter of blood, men have 5-6 million. If this number is considerably higher, polycythemia may be the cause. If the number is considerably less, the person has anemia.

T-chart Checklist for podcast
 * Handouts**