L5+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__:** 5, Interpretation
 * __Grade Level__****:** 6-8 **__Topic__:** Organization of organisms
 * __Objectives __**
 * Student will understand that ** there is a relationship between cells, tissues, organs and organ systems and that tissues and organs work to serve the needs of organisms.
 * Student will know **cells, tissues, organs and organ systems and the relationship between each of these units.
 * Student will be able to do **to illustrate the relationship among cells, tissues, organs and organ systems including how tissues and organs serve the needs of the organisms.

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.
 * __Maine Learning Results Alignment __**

The purpose of this lesson is to get students thinking in terms of the big picture. Now that they have an understanding of cells they will be able to relate this knowledge to their role in forming the tissue of organs and how the organs unite to form the several organ systems of the body and ultimately the organism itself. In order for me to assess the students in regards to their understanding of the content (organization of organisms), the students will participate in "give one, get one" exercise. In this exercise each student will hold a piece of paper, creating two columns. At the top of one column, the student will write "get one" and at the top of the other column, the student will write "give one". I will announce a topic, concept or problem and the students will write down as much information regarding the proposed topic/problem. They will then raise their hand and look for a partner. These two partners will compare answers and, if they find an answer that they do not have but their partner does, they will write it in their "get one" column. After the students have consulted and discussed, they will raise their hand and look for a new partner who also has their hand raised. There will be opportunities for me to assess students understanding through class discussion and through observing them with their partners. In addition, when completing their Prezi presentations students should consult with me on a regular basis to ensure that they are on the right track in terms of their projects and give me insight as to whether or not there are still some pieces of information the students may be struggling with.
 * Rationale: **
 * __Assessment __**
 * Formative (Assessment for Learning) **

In class, we will discuss how the basic functional unit of life is related to the bigger picture, that is, how cells are related to tissues of Eurkaryotic organisms. From there we will discuss how tissues are related to organs as well as how organs are related to their organ systems. We will pay particular attention to how tissues serve the needs of the organs they compose. To demonstrate their understanding of these relationships students will use the Prezi program to answer the question "What make Me who I am?". This presentation should demonstrate a stepwise progression in which students begin with cells, answer how they are related to tissues, how tissues are related to organs and how all of these work to form an organ system. Students will choose to take on the role of either a teacher instructing students, a scientist explaining to someone who is not in the profession etc. Ultimately the choice is theirs as to which role they take on, however they must receive approval from me prior to starting the project to be sure they are headed in the right direction.
 * Summative (Assessment of Learning)**

In order to complete their graphic organizers, the students will be given the opportunity to use the internet to investigate the relationship between cells, tissues, organs and organ systems. In addition students will be assigned to create a Prezi presentation which answers the question "What Makes Me Who I Am?". Students will need to be sure that this presentation has flow and that the relationship between these topics (cells, tissues, organs and organ systems) is clear to the audience. Once these presentations have been completed, the students will need to link them to the class wiki.  __Art-__ Students will need to be sure that their Prezis are visually appealing and attractive to the audience. To do this, students may choose to incorporate their own art work which can be uploaded to the Prezi website from their computers.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Integration __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Technology: **
 * Other Content Areas:**

__<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">English- __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> students should be sure that any texts they include in their Prezi are free of grammar and/or spelling mistakes. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">As a cooperative learning strategy the students will participate in a round robin brainstorming exercise to develop their thoughts on the relationship between cells, tissue, organs and organ systems. The round robin brainstorming exercise requires that students be placed in groups of four so that there is one recorder. After students have had "think time" they will each propose their answers to the question and the recorder will take notes. With each new question, a new recorder is assigned. Students will also participate in an oral questioning exercise which will be conducted in pairs.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Groupings __**

**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Strategies: ** ** Verbal-Linguistic **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: Students will have the option of completing a graphic organizer, interacting with other students while completing the project and working collaboratively. The final project will also require student to create a story which demonstrate the relationship between cells, tissues, organs and organ tissue. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Modifications/Accommodations ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Differentiated Instruction __**
 * Visual/Spatial:** Students will create a Prezi which demonstrates their understanding of the relationship between cells, tissue, organs and organ systems; this will involve creating drawing within the comic life.
 * Logical/Mathmatical:** Students will need to brainstorm ways that cells, tissue, organs and organ systems are related to one another as well as how tissues serve the needs of organs.
 * Musical/Rhythmic:** Students will listen to the Freedie Scott song at the beginning of the unit and be asked to consider this song as we discuss the relationship between cells, tissue, organs and organ systems.
 * Intrapersonal:** In the round robin brainstorming activity students will be asked to think, on their own, of different ways cells, tissues, organs and organ systems are related to each other, as well as how tissues serve the needs of organs.
 * Interpersonal:** During the brainstorming activity, students will need to discuss their thoughts regarding the relationship between cells, tissue, organs and organ systems with their other group members.
 * Naturalist:** Students will be given the opportunity to go outside of the classroom to take picture which they believe will be relevant and useful to their discussion of the relationship between cells, tissues, organs and organ systems in their Prezi

** Absent: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students who are absent will be given the extra time they will need to get caught up with the rest of the class. If students have any questions regarding any of the content on the homework or in-class work they should come see me as soon as possible. If students are absent, they will need to complete the work necessary in a timely manner so they do not fall behind the progression of the class. If students are absent on the day of the presentations we will discuss how the student will make up this experience. If students feel that they need more time due to extended absences, they should see me to discuss what accommodations need to be made in order to complete the assigned work **__<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Extensions __** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">In class, we will discuss how the basic functional unit of life is related to the bigger picture, that is, how cells are related to tissues of Eurkaryotic organisms. From there we will discuss how tissues are related to organs as well as how organs are related to their organ systems. We will pay particular attention to how tissues serve the needs of the organs they compose. To demonstrate their understanding of these relationships students will use the Prezi program to answer the question "What make Me who I am?" . This presentation should demonstrate a stepwise progression in which students begin with cells, answer how they are related to tissues, how tissues are related to organs and how all of these work to form an organ system. Students will choose to take on the role of either a teacher instructing students, a scientist explaining to someone who is not in the profession etc. Ultimately the choice is theirs as to which role they take on, however they must receive approval from me prior to starting the project to be sure they are headed in the right direction. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">-Laptops -LCD Projector -White board markers -Graphic organizers -Prezi tutorial website <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">levels of organization chart- <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> 5 levels of organization- <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> cells are us- <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> A quick look at the levels of biological organization- <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> levels of organization information- <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> A quick look at the biological levels of organization- <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> cooperative learning- <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> chain of events graphic organizer- <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[]
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Materials, Resources and Technology __**
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Source for Lesson Plan and Research __**


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**

__<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Puppy- __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> 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. __Microscope-__ For their final lesson project, students may choose to relate the biological levels of organization to something that will more easily understood by their intended audience. In order to do this, students will need to think critically and creatively to find the similarities between this activity and the organization. For example, how does the relationship between cells, tissues, and organs and organ systems related to a baseball team? __Beach Ball-__ Students will have the choice of how they interpret the relationship between cells, tissue, organs and organ systems. Some students may choose to take on the role of a teacher, attempting to inform their students or a scientist attempting to inform the general public. Students will also have the choice of which media to incorporate into their Prezis, whether it drawings, videos, audio etc. __Clipboard-__ Students will be given a graphic organizer which will allow them to keep track of all the information they will need to complete their Prezi. During their round robin brainstorming exercise, students will be given the opportunity to take notes of what their class mates say.
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">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. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**

In order for me to assess the students in regards to their understanding of the content (organization of organisms), the students will participate in "give one, get one" exercise. In this exercise each student will hold a piece of paper, creating two columns. At the top of one column, the student will write "get one" and at the top of the other column, the student will write "give one". I will announce a topic, concept or problem and the students will write down as much information regarding the proposed topic/problem. They will then raise their hand and look for a partner. These two partners will compare answers and, if they find an answer that they do not have but their partner does, they will write it in their "get one" column. After the students have consulted and discussed, they will raise their hand and look for a new partner who also has their hand raised. There will be opportunities for me to assess students understanding through class discussion and through observing them with their partners. In addition, when completing their Prezi presentations students should consult with me on a regular basis to ensure that they are on the right track in terms of their projects and give me insight as to whether or not there are still some pieces of information the students may be struggling with.
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**
 * Verbal-Linguistic **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: Students will have the option of completing a graphic organizer, interacting with other students while completing the project and working collaboratively. The final project will also require student to create a story which demonstrate the relationship between cells, tissues, organs and organ tissue.
 * Visual/Spatial:** Students will create a Prezi which demonstrates their understanding of the relationship between cells, tissue, organs and organ systems; this will involve creating drawing within the comic life.
 * Logical/Mathmatical:** Students will need to brainstorm ways that cells, tissue, organs and organ systems are related to one another as well as how tissues serve the needs of organs.
 * Musical/Rhythmic:** Students will listen to the Freedie Scott song at the beginning of the unit and be asked to consider this song as we discuss the relationship between cells, tissue, organs and organ systems.
 * Intrapersonal:** In the round robin brainstorming activity students will be asked to think, on their own, of different ways cells, tissues, organs and organ systems are related to each other, as well as how tissues serve the needs of organs.
 * Interpersonal:** During the brainstorming activity, students will need to discuss their thoughts regarding the relationship between cells, tissue, organs and organ systems with their other group members.
 * Naturalist:** Students will be given the opportunity to go outside of the classroom to take picture which they believe will be relevant and useful to their discussion of the relationship between cells, tissues, organs and organ systems in their Prezi.
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Formative (Assessment for Learning) **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

In class, we will discuss how the basic functional unit of life is related to the bigger picture, that is, how cells are related to tissues of Eurkaryotic organisms. From there we will discuss how tissues are related to organs as well as how organs are related to their organ systems. We will pay particular attention to how tissues serve the needs of the organs they compose. To demonstrate their understanding of these relationships students will use the Prezi program to answer the question "What make Me who I am?". This presentation should demonstrate a stepwise progression in which students begin with cells, answer how they are related to tissues, how tissues are related to organs and how all of these work to form an organ system. Students will choose to take on the role of either a teacher instructing students, a scientist explaining to someone who is not in the profession etc. Ultimately the choice is theirs as to which role they take on, however they must receive approval from me prior to starting the project to be sure they are headed in the right direction. __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Classroom Arrangement- __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> The classroom will be arranged so that the desks are in groups of four and so that each member of the group can work with their partners as well as see the front of the room for board and or projector instruction. __Agenda-__ __Day 1 (120 minutes)__ Hook- 5 minutes introduce the lesson- 5 minutes round robin brainstorming- 60 minutes class discussion (relating information to the hook and answering questions)- 30 minutes graphic organizers (oral questioning exercise)- 20 minutes __Day 2 (120 minutes)__ Introduce projects- 5 minutes create an account for Prezi- 15 minutes work on projects- 100 minutes (during this time, students will work with their team and conference with me) __Day 3 (120 minutes)__ Presentations <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">As a result of this lesson, students will understand that cells, tissues, organs and organ systems are all connected to one another. They will future understand the fact that cells are the building block of all life for a collection of cells creates tissue, a collection of tissue composes an organ and a number of organs makes up an organ system. Understanding the relationships between these structures will allow students to recognize that all of these components must work together in order to form a healthy and functioning human being. **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, I will play the song "You got what I need" by Freedie Scott. After students have listened to the song, they will discuss how this song can be tied to the relationship between cells, tissue, organs, organ systems and a functioning organism.
 * Summative (Assessment of Learning)**
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Where, Why, What, Hook, Tailors: Musical, Interpersonal, Verbal, Logical. **

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">After the lesson hook, students will be broken into groups of four to participate in the round robin brainstorming exercise. During this exercise students will work to answer questions which I propose regarding the <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[|relationship] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> between cells, tissue, organs and organ systems. In this exercise, one member of the group of four, will start as the recorder. I will pose a question (as mentioned before) and students will be given "think time" to generate possible answers to these questions. After this "think time", in a round robin style, each student will share their answers and the recorder will be responsible for writing said answers down for later discussion. With each new question that is posed, a new recorder will be designated so that each member of the group has had the opportunity to take on the role of recorder. Through their discussions, students will begin to understand the <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[|levels of organization] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> found within organism. Students will know that a collection of cells works together to form a tissue, a collection of tissues together forms an organ and a collection of organs works together to form an organ system. Finally, it will be important for students to recognize that these organ systems work together to make them the functioning beings that they are and the consequences of a malfunction in the system of organization. As the students work in their groups I will walk around the room, making observations regarding the students content knowledge and understanding. After the teams have generated answers to the posed questions, we will reconvene as a whole class to discuss these answers. This class discussion will allow me to help students who are struggling, get an idea of student’s overall understand, clean up misconceptions and answer any questions. At the end of the discussion, I will hand out a “levels of organization” graphic organizer to each of the students. I will give them the opportunity to work in pairs to transfer the discussion material on to the organizers so that they will have a visual which can be used for their final projects. Please refer to content notes for more information regarding the material.
 * Equip, Explore, Rethink, Revise, Tailors: Interpersonal, Intrapersonal, Verbal, Logical.**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">After the lesson is over the students will be able to **interpret** the information they have learned into an online Prezi presentation. For these projects, students will reunite with their round robin brainstorming teams and create a virtual concept map of the biological levels of organization. Once students are in their groups they will first need to decide which view point they going to **interpret,** for example, they may take on the role of a teacher instructing students or perhaps a scientist explaining the relationship to people how are not in the profession. The students will be given all the time necessary to finish these projects in class and in order to ensure that student have all the information they need, each group will conference with me before they are scheduled to present. In these conferences, the group members and I will decided whether or not the students have effectively answered the question "What makes me who I am" and whether or not the answer to the question was **interpreted** in a way that will be understandable to the target audience (student, people who are uneducated with the content material etc.). In order to convey the information in a comprehensive manner, students may choose to include actual photos of organs, and body parts etc. or relation this relationship to something that the audience can connect to (how is the relationship between cells, tissue, organs, organ systems and organisms similar to a baseball team?) If the group and I have decided that the Prezi does not meet the criteria, the students will be given the opportunity to make corrections before they present to their classmates. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">After the students have completed the round robin brainstorming exercise, we will have a whole class discussion to talk about the answers which students generated during the exercise. This will give me insight into any misconceptions that students may have had and will give me the opportunity to clear up these misconceptions. Students will also be given the levels of organization graphic organizer which they will work on in pairs of two. While students work to fill in these organizers with the information they gathered during the class discussion I will walk around the room, listening to conversations that students have with one another. During this time I will also be able to answer student’s questions and make sure that they each have all the information they will need. Students will work in their brain storming groups on their Prezis at the end of the lesson and each group will first need to make a decision about which point of view they will be taking on (teacher, scientist etc.). After students have made their decisions, they will first need to meet with me to go over their plans they have in terms of conveying the information. I will give verbal feedback to the students and allow them to either further develop their ideas or get started on their presentations. This will be the first of several conferences which students will have with me while they work in class to complete their assignments. These conferences will serve as a mechanism for students to self-assess their progress and efforts during the creation of their projects.
 * Explore, Experience, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Logical, Naturalist, Bodily-Kinesthetic, Visual, Verbal.**
 * Evaluate, Tailors: Interpersonal, Intrapersonal, Verbal.**

As we have talked about in class discussions, cells are the basic unit of life. We have also learned about all of the organelles which are contained within the cell as well including the nucleus, the cytoplasm, the membrane, the mitochondria etc. You may also remember from your own research that each human being is composed of around one hundred trillion cells in total. Cells have the ability to transform food into energy, reproduce and take on specialized functions. A group of cells with the same specialized function form tissues. There are several different types of tissue that can be found within the body as well including nervous tissue, muscle tissues, connective tissues, and epithelial tissues (skin). The connective tissues are fibrous and are useful keeping muscle, tendons and bones connected to one another. There are several types of muscle tissue including smooth, cardiac and skeletal, each of which are responsible for expanding and contracting giving us our ability to move. Nervous tissues are linked with the organs including the brain and the spinal cord and are responsible for giving us our sensation. Finally epithelial tissue is responsible for covering the surface of organs within the body. A collection of tissues work together to form an organ. Organs are responsible for carrying out special functions in the body. As you probably know some organs include the heart, the brain, the stomach etc. or, if we are talking about plants, the roots, the stems, the leaves etc. Each organ in the body is organized into organ systems for example the spinal cord and brain form the nervous system, the stomach, the esophagus, and the intestine are part of the digestive system. All of these organs, working together to form a system, are responsible for carrying out different and important functions in the body. For example, the digestive system (stomach, intestine, mouth, esophagus etc.) works to break down food into smaller and smaller pieces so that nutrients can be absorbed into the body.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Content Notes __**
 * Content Notes **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Levels of organization graphic organizer
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Handouts __**