S3+Burns,Courtney+Jane

=Stage 3 - Plan Learning Experiences and Instruction= =Lesson 1= (**Tailor)**. =Lesson 2= Verbal-Linguistic: As a part of their final product, students will produce a "A Day in The Life of A Cell" narrative that will be placed on the class wiki. Logical/Mathematical: Students will be encouraged to research the size of organelles within the cell relative the whole cell and include this information in a creative way within their "A Day in The Life of A Cell" narratives. Visual/Spatial: Students will be given the opportunity to include visuals or organelles to add to their stories that will be placed on the class wiki. Bodily/Kinesthetic: Students will move from partner to partner and all around the room in order to participate in the Three Step Interview cooperative learning exercise. Musical/Rhythmic: Music will be played to signal to the student when it is time for them to switch from interviewer to interviewee as well as when to move to the next partner during the Three Step Interview exercise. The hook for the lesson is the [|cell song.]. Intrapersonal: Prior to the start of the Three Step Interview, students will be asked to develop questions concerning the different organelles and their functions within the cells, which they will ask their peers during the exercise. Interpersonal: Students will work with peers in the Three Step Interview in order to test each other knowledge of cell organelles and the tasks they are involved in within the cell **(Tailor)**. =Lesson 3= Kinesthetic: Students may choose to add video clips to their webpage in which they use their bodies to "act out" methods cells self regulate, reproduce or movement. Students will participate in the mitosis dance. Students will also participate in a homeostasis lab which will require them to be active so they may record how their bodies regulate temperature, heart rate etc. Verbal: Students will complete a number of graphic organizers to help them recall the steps and processes involved with cellular regulation, \reproduction, and coordination of movement. Also the web page students complete will require them to write descriptive information concerning these processes in a way that their audience will comprehend. Visual: Students will be given graphic organizers which will allow them to recognize how all of the cells methods and processes for self-regulation, movement and reproduction are related to one another. Students will also participate in a couple of labs and a mitosis dance which will bring these concepts to life. Musical: Students may choose to add their own written songs or poems to their web page which describe cellular regulation, mitosis, meiosis or cellular coordination of movement. Students participate in the mitosis dance where movement is coordinated by music. Intrapersonal: Students will be given checklist which will allow them to reflect on the work they have done on their projects. Students will be asked to fill out their own one minute papers which reflect on what they have learned and ask any questions they may have regarding the material. Interpersonal: Students will be placed in structured learning groups in which they will work together to complete their graphic organizers, labs and final web pages projects. Logical: Students will be able to recognize the logical, stepwise progression of the steps involved in cellular reproduction, regulation and movement. Naturalist: Students will participate in a couple of labs which will bring to life the processes which we discuss in class.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that all living things are composed of cells, ranging from one to millions **(Where)**. To understand that there are varying degrees of complexity among organisms, cells are the basic functional building blocks of all life and the first two tenets of Cell Theory **(Why)**. **Students describe the hierarchy of organization and function in organisms, and the similarities and differences in structure, function, and needs among and within organisms** **(What).**
 * (H)** 1.2 Students watch a series of short videos of actual single and multi celled organisms in motion.**(Hook)**
 * (E)** 1.3 Students will know cell theory and the critical details regarding the differences and similarities between single cell and multi-celled organisms **(Equip)**. Students will be given a comparing concepts page to use as a graphic organizer in which they can compare and contrast the multi cell types. **(Explore)** Students will work together using the Think-Pair-Share technique to fill in the comparing concepts page with the similarities and differences they consent on. **(Experience)**
 * (R)** 1.4 Students will be given a checklist to evaluate their performance on their podcast making sure they understand the physical characteristics which allow people to distinguish between the two types of cells.**(Rethink/Revise)** The students will receive the same checklist completed by the teacher which will give student feedback and insight as to what information they need to fix within their podcast, students will then be given the opportunity to fix these problems before they present their final product to the class **(Revise/Refine)**
 * (E)** 1.5 Students will participate in a group discussion in which they converse about the similarities and differences between a single celled organism and a multicellular organism**.** To conclude the class discussion**(Evaluate)**
 * (T)** 1.6
 * Logical:** Students will calculate and/or discover the size differences that may exist between the two types of cells.
 * Verbal:** 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.
 * Visual:** 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.
 * Musical:** 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.
 * 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.
 * 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.
 * (O)** 1.7 Students will be able to test that all living things are composed of cells, ranging from one to millions **(Application)**. Product: Podcast. Number of Days: 3 day **(Organize)**. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that there are several different functions carried out by the cells of organisms **(Where)**. Students will have a better understanding and appreciation of the "bigger picture" that is the living world if they know the smaller details **(Why).** **Students describe the hierarchy of organization and function in organisms, and the similarities and differences in structure, function, and needs among and within organisms** **(What)**.
 * (H)** 2.2 Students will listen to the [|cell song.] **(Hook)**
 * (E)** 2.3 Students will know organelles and their various functions and responsibilities within the cell **(Equip)**. Students will be given a word cluster graphic organizer to help them match the organelles and their functions **(Explore)**. Students will participate in Three Step Interviews to test each other of their knowledge **(Experience)**.
 * (R)** 2.4 Students will be given a
 * (E)** 2.5 Students will be asked to reflect on what they have learned concerning cells and their organelles and functions and will asks any questions that they may still have as each organelle is introduced **(Evaluate)**
 * (T)** 2.6 Students will be given a content learning log which they will fill out at the end of each classes (or introduction of a new organelle and its functions) in which students will comment on the information they have learned, what they know best, what they are still confused on and what information they need more clarification on **(Rethink/Revise)** The teacher will review these learning logs and give feedback to the students regarding their own comments. Students who need clarification will be given the opportunity to resolve these issues and fix whatever mistakes and misconceptions that may be located within their narrative stories of the life within the cell before posting their final product to the wikis**. (Revise/Refine)**
 * (O)** 2.7 Students will be able to describe the basic functions carried out by cells within an organism **(Explanation)**. Product: Creative Explanation. Number of Days: 4-5 days **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that cells have methods for self regulation, reproduction and mobilization **(Where)**. Students will then be able to connect these ideas with the concept that cells are constantly being replaced, changing location and attempting to maintain "personal" balance within themselves despite the fact that they appear to be fixed and concrete structures **(Why)**. **//Students describe the hierarchy of organization and function in organisms, and the similarities and differences in structure, function, and needs among and within organisms//** **(What)**.
 * (H)** 3.2 Students will watch a short [|mitosis video] without the sound **(Hook)**.
 * (E)** 3.3 Students will know mitosis, meiosis, flagella, cilia, homeostasis **(Equip).** Students will be given an idea wheel for each of the processes (self regulation, mitosis, meiosis and movement) to organize the step for each **(Explore)**. Student will discuss what they know in Structured Learning Teams where each member has a group role **(Experience)**.
 * (R)** 3.4 Students will receive a progress checklist to use in order to keep track the information they have placed on their webpage and information they still need to add **(Rethink/Revise)** The teacher will compile observational notes of students interactions with each other during group work and while student work to complete their webpage and each student will receive a copy of the observational notes**(Revise/Refine)**
 * (E)** 3.5 Students will be asked to complete One Minute Papers in which they answer one thing they've learned and ask one question they may still have **(Evaluate).**
 * (T)** 3.6

=Lesson 4= =Lesson 5= =Lesson 6=
 * (O)** 3.7 Students will be able to recognize ways that cells self regulate, reproduce and coordinate movement **(Perspective)** Product: Web Page. Number of Days: 5 days **(Organize)**. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that cells posses methods of extracting energy from food as well as excreting waste **(Where)** Through the understanding of the methods, students will understand how the foods are related to the activities and movements they carry out on a daily basis **(Why)**.//**Students describe the hierarchy of organization and function in organisms, and the similarities and differences in structure, function, and needs among and within organisms**// **(What)**.
 * (H)** 4.2 Students will watch a [|youtube video] where a plant submerged under water is producing bubbles from its leaves, this will demonstrate photosynthesis **(Hook)**.
 * (E)** 4.3 Students will know cellular metabolism, the critical details of the process as well as they sequence of events which occur during the process **(Equip)**. Students will be given a step-by-step graphic organizer to diagram the steps involved in cellular metabolism **(Explore)**. Students will participate in a "send a problem" cooperative learning strategy in order to test each other knowledge of cellular metabolism **(Experience)**
 * (R)** 4.4 Students will be required to complete a journal entry as they progress through the project**.** Each entry will discuss what the student has done on the project thus far, how things are going with other team members and reflect on whether or not they believe they have been contributing equal amount effort into the project. **(Rethink/Revise)** Using the feedback provided, students will have the opportunity to fix mistakes and/or problems that may have occurred throughout the project before the Glogster is placed on the class wiki **(Revise/Refine)**.
 * (E)** 4.5 Students will be asked to participate in a "3 minute pause" exercise in which students will pause to reflect on the new information, connect it to prior experiences and clear up any misconceptions or clarifying issues **(Evaluate)**.
 * (T)** 4.6
 * Logical:** Students may include, on their glogsters, information regarding how much energy (in terms of the numerical values of ATP, NADPH, NADH and FADH molecules produced) from specific types of foods (carbs, lipids, fats etc.). These students may also be interested in the stepwise and logical progression that is involved in the process of cellular respiration and photosynthesis.
 * Verbal:** students will be asked to complete a glogster in which they will describe the methods used by cells to extract energy and remove waste. These products may include written explanations of these processes. In addition, students will be given the opportunity to talk about these processes with classmates during the cooperative learning experiences.
 * Visual:** In order to clearly convey the processes of energy extraction and waste remove, students may choose to include diagrams in their glogsters. Students will be given graphic organizers as well and have the opportunity to view these processes in the short videos shown in class. Finally students will get the opportunity to see the processes in action during labs.
 * Musical:** A song will serve as a transition signal to students and let them know when they need to pass their questions on to another group. The hook for the lesson will be a rap video of photosynthesis.
 * Intrapersonal:** Students will participate in the "3 minute pause" exercise to reflect on prior knowledge and experiences that can related to cellular metabolism. Students will also have the opportunity to develop, on their own, a problem to use in the "send a problem exercise"
 * Interpersonal:** Students will work in groups to during the "send the problem" exercise. They will also be given the opportunity to work collaboratively on their glogsters, graphic organizers and labs.
 * Kinesthetic:** The "send the problem" cooperative learning strategy will require students to move about the room in order to hand the problems between groups. We will play cellular respiration and photosynthesis jeopardy which will require some students to get up and move around the room.
 * Naturalist:** During the lesson students will participate in a photosynthesis lab and a cellular respiration lab as well.
 * (Tailor)**.
 * (O)** 4.7 Students will be able to consider methods cells use for extraction of energy and elimination of waste **(Empathy)** Product: Glogster. Number of Days: 6-7 days **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||  ||
 * **(W)** 5.1 Students 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 **(Where).** To understand why their bodies are able to perform the complex function that they do **(Why)**. **Students describe the hierarchy of organization and function in organisms, and the similarities and differences in structure, function, and needs among and within organisms** **(What)**.
 * (H)** 5.2 Students will listen to "You got what I need" by Freedie Scott and asked how this song is related to the relationship between cells, tissues, organs and organ systems **(Hook)**.
 * (E)** 5.3 Students will know cells, tissues, organs and organ systems **(Equip)**. Students will be given a flow chart graphic organizer which will visually represent the relationship between cells, tissues, organs and organ systems **(Explore)**. Students will carry out a round robin brainstorming activity to generate ideas as to who cells, tissues, organs and organ systems are related as well as how tissue and organs serve the needs of the organism **(Experience)**.
 * (R)** 5.4 Students will be required to attend group/team meetings in which group to check in with each other on the progress and make decisions regarding the project **(Rethink/Revise)** There will be occasional meetings with the teacher so that feedback may be provided and students will have the opportunity to fix aspects of their project. **(Revise/Refine)**
 * (E)** 5.5 Students will participate in oral questioning in which they ask on another a series of questions concerning the relationship between cells, tissue, organs and organ systems as well as information they have learned regards how tissue and organs serve the many needs of organisms **(Evaluate)**.
 * (T)** 5.6
 * Verbal-Linguistic **: 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.
 * (Tailor)**
 * (O)** 5.7 Students will be able to illustrate the relationship among cells, tissues, organs and organ systems including how tissues and organs serve the needs of the organisms **(Interpretation)**. Product: Prezi. Number of Days: 4 days **(Organize).** ||  ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that there are different structures, systems and interactions that allow different organisms to protect themselves **(Where)** With this understanding students will be able to relate these mechanisms (structure, systems and interactions) or other organisms to themselves **(Why)**, //**Students describe the hierarchy of organization and function in organisms, and the similarities and differences in structure, function, and needs among and within organisms**// **(What)**
 * (H)** 6.2 Students will play the [|Cellular Defense] game online
 * (E)** 6.3 Students will know innate immunity, adaptive immunity, and immune cells. **(Equip)** Students will be given a Main idea and supporting details graphic organizer to list and describe the different systems, structures and interactions that allow organisms to protect themselves **(Explore)**. Students will participate in "Tea Party" exercise where they will stand/sit across from a peer and discuss the answer to the question that is posed, after one minute they will move on to the next peer and discuss a different question **(Experience)**.
 * (R)** 6.4 Prior to presenting their comic life projects, students will conference with the teacher regarding their projects **(Rethink/Revise)** After meeting with the teacher students will be given time to correct any problems that may have been discussed regarding the project or the content involved (the ways organisms protect themselves) **(Revise/Refine)**
 * (E)** 6.5 Students will be asked to hand in an exit ticket before they will be allowed to leave the class which will identify for the teacher something they have learned during the class **(Evaluate)**.
 * (T)** 6.6
 * Verbal-Linguistic:** The "Tea Party" exercise will require students to verbally interact with their peers and discuss the answers to the questions posed by the teacher regarding mechanisms which organisms use to protect themselves.
 * Visual/Spatial:** Students will be asked to complete a comic life which will allow them, if they choose, to draw and create their own graphics to depict the ways organisms protect themselves. Through their research students will have the opportunity to view videos of the immune system in action.
 * Bodily/Kinesthetic:** Students will be given the opportunity to explore and use the comic life programs in order to complete their projects at the end of the unit. The "Tea Party" exercise will also require students to be up and moving around the classroom so that they may interact and discuss with their peers. Students will also be given the opportunity to play around with the cellular defense game.
 * Musical/Rhythmic:** Music will be used as a signal to students that it is time to switch partners during the "Tea Party" exercise which will allow for a smoother transition.
 * Intrapersonal**: Before students leave class they will need to complete their exit slips witch will require students to reflect on something they have learned about during class before they will be allowed to leave the class. In addition students will complete a self-assessment questionnaire about the in-cooperation of digital story elements in their comics.
 * Interpersonal:** the "Tea Party" exercise requires interaction with other peers while discussing ways organisms protect themselves.
 * Logical**: students will learn the logical progression of intervention used by the cell, that is, how the immune system is a tiered system where the body uses different cells with varied strengths to attack and intruder, starting with the weakest attacker and moving on to progressively stronger attackers.
 * Naturalist:** Students will get a general understanding of how the immune system works by playing the cellular defense game. Through their research student should have the opportunity to view example of immune cells in action.
 * (Tailor)**
 * (O)** 6.7 Students will be able to demonstrate ways in which cells of organisms defend themselves **(Self Knowledge)** Product: Comic Life. Number of Days: 4 Days **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe 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 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