L2+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: 2 Empathy**
 * Grade Level: 9-12**
 * Topic: Differentiation amongst cells and how they interact with their environment**

__**Objectives**__

 * Student will understand** **differentiation to form systems and interactions between cells and their environment.**
 * Student will know** **functions, mitochondria, glucose, water, metabolism, energy, protection.**
 * Student will be able to** **role-play how certain biomolecules help cells perform.**

__**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 must understand how cells work to sustain life to better their own understanding of their own lives.

__**Assessment**__
Students will listen to a lecture containing multiple videos and diagrams to show the many types of cells and how thy are different. They will also listen to how specific chemicals and molecules effect cell processes. After this lecture they will collaborate in groups about what they have learned. After the collaboration they will tell the class one important fact they have learned. This will act as another type of reinforcer of the materials just covered. During that group work students will fill out an E-chart with the information their group has come up with.
 * Formative (Assessment for Learning)**

Students will create a short role-playing skit where they describe how certain chemical and molecules effect cells. They will devise a creative and informational movie where they film their skit. For this the students will receive a short tutorial on iMovie and how to properly use it so that they can have the best movei possible for this assignment. This will be assessed using a checklist to ensure that the students address all the chemicals and molecules they were asked to include and on how creative they were as a group. Product: iMoive, 1 week
 * Summative (Assessment of Learning)**

__**Integration**__
Students will learn how to create a movie using iMovie or another movie editing software. This will be used more times through the unit and the class so it is a very important technology to know and be able to use easily. For this or lesson the technology will be used to create a shot role playing film where the students describe how specific chemicals and molecules effect cells.

__**Art:**__ Students will need to use their creativity to create a scenario for their film. They will also need to act out their information in a way that is both entertaining and informative.

__Groupings__
The class will be counted to see how many students there are in total. After that they will be broken up into groups of four by counting off from one to how every many you need to make groups of four. Once that is completed they will group in their numbers and discuss what they have just learned and prepare what they are goin to say they have learned or what they found interesting in the lesson.

__**Differentiated Instruction**__

 * Strategies**

**Verbal-Linguistic:** Students will participate in a discussion on what things are good for your body and what things are bad for it.  **Logical/Mathematical:** Students will calculate how much ATP each molecule produces when it is digested.  **Visual/Spatial:** Students will create diagrams of specific processes being done within the cell.  **Musical/Rhythmic:** Students will create a poem or song describing a specific cell process  **Intrapersonal:** Students will be given a specific part of the cell and a specific biomolecule and will research it and present to the class  **Interpersonal**: Students will form groups and will create a glogster of a cell that shows what each part is responsible for

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


 * //Absent://** If students are absent they will be required to get the notes from their fellow students and will be assigned to a group for the project

I will use many different movies and animations to show the effects of certain chemicals and molecules in the cell and regarding the body as a whole. Students will create an iMovie of the information that have learned in the lesson.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptops
 * internet
 * video cameras
 * iMovie tutorial

__Source for Lesson Plan and Research__
[|cell differentiation] [|Fats] [|Electrolytes] [|Proteins] [|iMovie tutorial] [|Carbohydrates]

__**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 lectures, group work, presentations, and reflections in the lesson
 * //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 through the lecture and carry that over to their group work and presentation. The part of the MLR that is used is differentiation to form systems and interactions between cells and their environment. I used the empathy facet of learning.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

**Verbal-Linguistic:** Students will participate in a discussion on what things are good for your body and what things are bad for it.  **Logical/Mathematical:** Students will calculate how much ATP each molecule produces when it is digested.  **Visual/Spatial:** Students will create diagrams of specific processes being done within the cell.  **Musical/Rhythmic:** Students will create a poem or song describing a specific cell process  **Intrapersonal:** Students will be given a specific part of the cell and a specific biomolecule and will research it and present to the class  **Interpersonal**: Students will form groups and will create a glogster of a cell that shows what each part is responsible for


 * //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 listen to a lecture containing multiple videos and diagrams to show the many types of cells and how thy are different. They will also listen to how specific chemicals and molecules effect cell processes. After this lecture they will collaborate in groups about what they have learned. After the collaboration they will tell the class one important fact they have learned. This will act as another type of reinforcer of the materials just covered. During that group work students will fill out an E-chart with the information their group has come up with.

**Summative (Assessment of Learning)** Students will create a short role-playing skit where they describe how certain chemical and molecules effect cells. They will devise a creative and informational movie where they film their skit. For this the students will receive a short tutorial on iMovie and how to properly use it so that they can have the best movei possible for this assignment. This will be assessed using a checklist to ensure that the students address all the chemicals and molecules they were asked to include and on how creative they were as a group. Product: iMoive, 1 week

__Teaching and Learning Sequence__
Day 1 Day 2
 * Hook - 15 min
 * Discussion- 10 min
 * Lecture- 40 min
 * Free work- 15 min
 * Questions on Lipids- 5 min
 * lecture on cellular respiration- 50 min
 * Group work- 25 min

My classroom will be arranged into a U-shape with the large lab tables as desks and I will have my computer and Informational material at my desk in the middle of the U so that everyone can see me easily. This lesson is very quick because it has little information but the information in it is crucial to the rest of the unit and understanding the cell as a whole. For the first day they will learn how cells differentiate and why they do so. I will also teach about fats and more specific lipids and how they relate to the cell and it's organelles because these play a huge part in the differentiation in cells. On the second day I will teach about the extensive process of cell respiration and how carbohydrates, proteins, and electrolytes play a role in the process. Then after that I will talk about specific roles of each of those inside the cell. After that lesson students will collaborate and discuss what they have learned in groups and then address one important fact they have learned and present it to the class. The goal of this lesson is to get students to understand differentiation to form systems and interactions between cells and their environment. Students must understand that what they eat and do effects how there body performs. //**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.**// For this lesson I will show students certain foods and how they effect their bodies and how certain things like harsh chemicals and processed materials can harm their bodies and hinder performance. **Hook, Where, Why, What,** **Tailors**: The group work and class presentation will cater to intrapersonal and interpersonal learners. Also the hook will cater to both visual and verbal learners.

After the hook on the first day I will describe how important cell differentiation is inside the body and how if there was none we wouldn't be the same as we are today and life as a whole would be very different. Students will need to know [|cell differentiation], [|Fats], [|Electrolytes], [|Proteins], and [|Carbohydrates]. This will all be taught through interactive lecture using videos and pictures to describe and show what each aspect of the lesson is and does in the cell. I will check for understanding through the group discussions by walking around and helping each group and then through what they share with the class and how well it is presented. I will give them a total of five maximum points on the explanation the group presents to ensure that they do the work correctly. **Rethink, Equip,** **Tailors**: The lecture will provide a visual and verbal learning experience, and the group work will provide a good interpersonal learning experience.

Students will be counted off to make a number of four person groups and will go with their same numbers. In these groups students will discuss what they have just learned and will be given a topic to describe to the rest of the class and will be given a maximum of five points on the quality of there presentation. The main point of this lesson is to show students how certain molecules and chemicals effect their cells and in turn their entire body and life. Students will be assigned into groups of 2-4 for their role-playing movie. In this movie students will have to address how the molecules in the lesson effect cells and in the big picture their lives everyday. Students will have to include a script of summary of their skit to ensure that they have addressed all the aspects of the lesson. After they complete these they will all be presented to the class. While the movie are being presented students will be required to write two positives and one negative about the movie. These will be filled out anonymously and handed in after each presentation and given to the group who presented. They will use these to write a short reflection on their movie and list a few things they could have done differently/better. **Rethink, Explore, Experience,** **Tailors**: the project will be good for interpersonal learners as well as visual, verbal, and intrapersonal when they are actually watching the movie.

Students will self-assess through the feedback they receive from their peers and myself, the teacher. I will be watching all the videos with the students and will be doing the same assessment they are with a few extras for the students who are presenting benefit. This will be given to them right after they are done presenting there movie so that they can reflect right away and submit there revisions that day or if all aren't shown that day then the next day. This will connect to the rest of the unit because these molecules drive the cell and are the basic building blocks of the cell at the same time. **Evaluate**


 * Content Notes**

[|cell differentiation] [|Fats] [|Electrolytes] [|Proteins] <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; cursor: pointer; padding-right: 10px;">[|iMovie tutorial] <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; cursor: pointer; padding-right: 10px;">[|Carbohydrates]


 * Handouts**
 * [|E-Chart]**