L6+Horne,Daniel+Patrick


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


 * Teacher’s Name: Mr. Horne**
 * Date of Lesson: 6 Perspective**
 * Grade Level: 9-12**
 * Topic: Cells in life**

__**Objectives**__

 * Student will understand** **the structure and function of cells at intercellular and molecular levels.**
 * Student will know** **mitochondria, glucose, water, metabolism, energy, protection, diffusion,cell junctions, osmosis, DNA, proteins, amino acid, mitosis, meiosis.**
 * Student will be able to** **reflect how all things that happen occur in cells.**

__**Maine Learning Results Alignment**__
Maine Learning Results: Science and Technology - E. The Living Environment E3: Cells Grades 9-Diploma Students describe structure and functions of cells at the intercellular and molecular level including differentiation to form systems, interactions between cells, and their environment, and the impact of cellular processes and changes on individuals.
 * Rationale:** Students should know the key roles of cells and how it effects life in all life.

__**Assessment**__
Students will choose an animal that they wish to learn more about. After students have chosen their animal they will fill out a KWL chart on that animal. Students will fill out what they know about that animal and what they want to know about it. After they have completed this chart I will collect this sheet and keep it for after their assignment is finished to use a comparison to see how much they researched and learned about their animals and how cells impact it.
 * Formative (Assessment for Learning)**

For this lesson students will work by themselves on a short documentary on their animal. This documentary will address where the animal lives, what it eats, where is fits in its ecological society, what it eats, and how it reproduces. While addressing all of those aspects the students must include aspects on how cells effect those processes such as mitosis and meiosis, metabolism, and any other specific cells or adaptations that animal may have. After students have finished their documentaries they will present them to the class and teach the class about the animal they have chosen. Product: iMovie, 2 Weeks
 * Summative (Assessment of Learning)**

__**Integration**__
__**Technology**:__ Students will create and iMovie on their chosen animal and present it to the class. Students will also be viewing sections from the planet earth series to give them and example of how animals are explained in film and also to give them idea on what animal they would like to chose. I will be showing many clips as well as my own iMovie to use as an example of what I want them to do for the project

__Groupings__
There will be no groupings for this project but students will be free to collaborate in groups about their animals so that if other students know information about that animal they will be able to retrieve it from their peers.

__**Differentiated Instruction**__
**Verbal-Linguistic:** Students will discuss in groups their animals and why they chose them for their project  **Bodily/Kinesthetic:** S tudents will look at class room pets and observe how they live.  **Visual/Spatial:** Students will see and example of the project that I the teacher have done.  **Naturalist:** Students will observe the class pets or more Planet Earth to show them more about animal lifestyles  **Intrapersonal:** Students will be asked to explore their animal at home and bring in a more descriptive analysis of their animal  **Interpersonal**: Students will work in groups to explain why they chose their animal and give a brief description
 * Strategies**

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

//**Absent:**// If students are absent for the assigning of the project I will have tell them what they have to do and give them a day to complete their KWL chart about their animal. If a students is absent for and extended amount of time I will ask them if they would like extra time to complete the project and if so they will be given the amount of days they were absent as extra time for the project.

I will use segments from the Planet Earth series to show students what they should strive for and to inspire them for their project. I will also have created my own project to be used as an example for the students. Students will be able to use the Planet Earth series for their project and will be allowed to borrow the discs they want to view. Also students will be using iMovie to create their movie.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptop
 * projector
 * planet earth
 * pets
 * example
 * handouts

__Source for Lesson Plan and Research__
Planet Earth series Teacher example- [|Octopus cells]

__**Maine Standards for Initial Teacher Certification and Rationale**__
In this lesson students are subjected to different learning styles, such as beach balls (variety of resources, adaptive environment, various manipulative(s), choices of activities, spontaneity, extensions to activities and personal freedom), Clipboards (organization, structure, visual directions, clear closure, sequential learning, clear procedures, consistent routines, clear expectations), Microscope (discovery learning, analyzing concepts, deep exploration, discussion, focus on details, ownership), Puppy (comfortable environment, encouraging atmosphere, supportive grouping, safe climate, respectful colleagues, empathic listeners, sensitive peers). These will be addressed through the group activities and the KWL that the students will fill out. Also the puppy learners will be able to seek advice from the teacher and fellow students through the collaboration stage.
 * //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:**

Students will know the content and will use that to describe structure and functions of cells at the intercellular and molecular level including differentiation to form systems, interactions between cells, and their environment, and the impact of cellular processes and changes on individuals. The part of the MLR that was used was understanding cells at an intercellular and molecular level. I used the perspective facet of learning. I have students go beyond just the cell and show how it really does effect life in the world around us.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

**Verbal-Linguistic:** Students will discuss in groups their animals and why they chose them for their project  **Bodily/Kinesthetic:** S tudents will look at class room pets and observe how they live.  **Visual/Spatial:** Students will see and example of the project that I the teacher have done.  **Naturalist:** Students will observe the class pets or more Planet Earth to show them more about animal lifestyles  **Intrapersonal:** Students will be asked to explore their animal at home and bring in a more descriptive analysis of their animal  **Interpersonal**: Students will work in groups to explain why they chose their animal and give a brief description
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**


 * //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)** Students will choose an animal that they wish to learn more about. After students have chosen their animal they will fill out a KWL chart on that animal. Students will fill out what they know about that animal and what they want to know about it. After they have completed this chart I will collect this sheet and keep it for after their assignment is finished to use a comparison to see how much they researched and learned about their animals and how cells impact it.

**Summative (Assessment of Learning)** For this lesson students will work by themselves on a short documentary on their animal. This documentary will address where the animal lives, what it eats, where is fits in its ecological society, what it eats, and how it reproduces. While addressing all of those aspects the students must include aspects on how cells effect those processes such as mitosis and meiosis, metabolism, and any other specific cells or adaptations that animal may have. After students have finished their documentaries they will present them to the class and teach the class about the animal they have chosen. Product: iMovie, 2 Weeks

__Teaching and Learning Sequence__
Day 1 Day 2
 * Hook- 30 min
 * Discussion- 20 min
 * Discussion/setup project- 30 min
 * Work on KWL chart- 25 min
 * Sharing- 15 min
 * Research- 40 min

For this lesson my classroom will be made into a U shape so that the students will all be able to view the movies easily. For the first day of this lesson I will show students clips from the Planet Earth series to show them how specific animals live. After I show them these videos I will ask the students how cells would play a part in those animals lives. After we discuss this to my liking I will introduce the project they will be doing for the end of this lesson. I will ask them to think about an animal they would like to research for homework and bring that to class the next day. For the second day of this lesson I will give the students their KWL chart that they will fill out the first two columns. After students have filled out their charts they will meet with other students to discuss their animals and share what they know, and other students will give any information they may know about that animal to that student. After this has gone on for about fifteen minutes students will begin research on their animal for the remainder of the class. At the end of this lesson students will be able to express structures and functions of cells at intercellular and molecular levels. It is important that by the end of this lesson students know the key roles of cells and how it effects living in all life on earth. Finally students will realize the biggest reason they are learning this is to be able to describe structure and functions of cells at the intercellular and molecular level including differentiation to form systems, interactions between cells, and their environment, and the impact of cellular processes and changes on individuals. To start this lesson students will watch a few segments on Planet Earth to introduce the theme of the lesson and their projects. **Hook, Where, Why, What,** **Tailors**: Visual learners will enjoy the videos. Intrapersonal learners will benefit from the KWL charts. Interpersonal learners will benefit from the group collaboration. Kinesthetic and naturalistic learners will enjoy the classroom pets and group work.

After I show the segments of Planet Earth I will introduce students to the project they will complete. For this project students will need to know mitochondria, glucose, water, metabolism, energy, protection, diffusion,cell junctions, osmosis, DNA, proteins, amino acid, mitosis, and meiosis. These are all the concepts they should know from previous lessons that will be incorporated into their projects. Students will chose their animals for homework on the first day of the lesson and then come back and complete their KWL chart on that animal. After students have completes their KWLs they will discuss their choices with other students to see if they know anything about their animal and to assist other students in their choices. **Revise, Equip, Explore,** **Tailors**: Visual learners will enjoy the videos. Intrapersonal learners will benefit from the KWL charts. Interpersonal learners will benefit from the group collaboration. Kinesthetic and naturalistic learners will enjoy the classroom pets and group work.

Students will fill out their KWL charts on their animal of choice to start their projects. After students have completed they will collaborate with other students to see if they can add anything to their carts as well as contribute to other students charts. The purpose of this lesson is to show students that cells are a very integral part of life in all creatures on this planet from single celled organisms to human beings. This lesson will act as a review of the materials and will put them together in a fun and entertaining way for students. If students understands cells that is good but if a student can express how cells and cell functions impact life, that is a deep understanding of what was taught in the unit. After this project is completed and presented students watching the presentation will be writing down a critique of the presentation and those will be collected and given to the students presenting. The students will be able to write a short reflection taking into account what students have written down and hand in for a few extra points on their project. **Revise, Explore, Experience,** **Tailors:** Visual learners will enjoy the videos. Intrapersonal learners will benefit from the KWL charts. Interpersonal learners will benefit from the group collaboration. Kinesthetic and naturalistic learners will enjoy the classroom pets and group work.

Students will self-assess through the feedback their peers have given them and through their reflection piece after their presentation. For me as a teacher I will be providing my own feedback with the students during the presentation. My feedback will be given through rubrics so that the students see their grade and what they could have done better. This project will provide a good segue into the next unit which could be any number of topics because cells are the basis of all biology so going from cells to something bigger is a perfect unit ender. **Evaluate**


 * Content Notes**

Planet Earth series Teacher example- [|Octopus cells]


 * Handouts**
 * [|KWL chart]**