L1+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:** 1 perspective
 * Grade Level:** 9-10
 * Topic:** Differences and similarities between cells.

__**Objectives**__

 * Student will understand the** **s** **tructure and function of cells at intercellular and molecular levels**
 * Student will know** **membranes, phospholipids, diffusion, cell junctions, osmosis.**
 * Student will be able to** **express similarities and differences of different 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 must understand how cells work to sustain life to better their own understanding of their own lives.

__**Assessment**__
First students will talk about what they already know about cells and how they work and function. This will all be written down and handed in to use as a scale of improvement at the end of the lesson. After the lesson is given students will fill out diagrams of both and animal and plant cell. Then s tudents will go over their diagrams and worksheets in groups of four to revise and guarantee they have the correct information on both cells.While the students work on this the teacher will be able to go around and answer and questions the students have and make sure they receive the correct information. Students will be given the same diagram they just completed that they will have to fill out correctly with all the new materials and hand in to ensure they have all the definitions and aspects in order and correct.
 * Formative (Assessment for Learning)**

Throughout this lesson students will learn the many parts of the cells and how they work. Also they will learn the differences and similarities between plant and animal cells. The teacher will introduce students to podcasts and how to work and create one of their own. This will be used as some type of a unit diary for them to use as a reference tool for later in the unit and entire class. For their first entry students express similarities and differences between plan and animal cells. The teacher will assess this by using a check list when he or she listens to the students podcasts to see if they addressed all the important facts of the lesson. Product: Podcast, 3 days.
 * Summative (Assessment of Learning)**

__**Integration**__
__**Technology:**__ Students will create a podcast diary to be used during the entire unit on cells. this diary will be used as another form of reference for them to use. they will do a short summary on the lesson they just completed and state what they have learned. These will be checked by the teacher after every lesson completion and use a checklist to measure if they have met all the criteria of the podcast. This will also be posted to the class wiki so that students will be able to share and utilize other groups podcasts.


 * __History:__** After students are taught the components of cells in both animal and plant cells they will be given a short assignment. Students will have to choose a part of the cell and research who discovered it and how. They will also have to include what they thought it was at first and how it has changed since its discovery.

__Groupings__
Students will be told to do either an animal cell or a plant cell first so there is an even amount of both. Then when the time is up students must find a partner who has the other cell done and teach one another about the cell you did. After this part the teacher will go over it as a class to make sure everyone has the correct labels for both of their cells.

__**Differentiated Instruction**__

 * Strategies**

Verbal-Linguistic: **Lectures on the subjects will take place to give the students an introduction to the material.** Logical/Mathematical: **Students will be working to fill out a diagram correctly to what they just learned in the lecture** Visual/Spatial: **There will be many animations and diagrams showing the many jobs and aspects of cells** Bodily/Kinesthetic: **Students will be moving around in groups to fill out their diagrams.** Intrapersonal: **Students will take the same diagrams and complete them for homework so that they reinforce the information.** Interpersonal**: Group work creating a podcast on how many types of cells there are and how they differ and how they are similar**

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

//**Absent:**// Student will listen to the other students podcasts when they return and then create their own for homework.


 * Extensions:**

I will use movies to show animations of the concepts I will be teaching to provide a good visual tool for students to learn. Also I will use many glogsters and comic lifes to describe specific scenarios inside the cell. Students will create a podcast demonstrating that they have learned the materials. They will create it and describe the many differences and similarities between different types of cells.

__**Materials, Resources and Technology**__

 * laptops
 * handouts
 * microphone
 * projector
 * internet
 * calculator
 * checklist
 * microscope
 * slides
 * cells
 * textbook

__Source for Lesson Plan and Research__
[|Podcast tutorial] Hook- [|cell overview video] [|Garage Band Tutorial] [|Plant Cell Diagram] [|Animal Cell Diagram]

__**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.//**
 * 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 diagrams that the students will fill out. Also the groups will help the puppy learners because they will have someone teaching them and at the same time the teacher will go over that to ensure they have the correct information.

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 explanation facet of learning. I had students look at cells and see how they are similar and different even between different types of cells even between plants and animals.
 * //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: **Lectures on the subjects will take place to give the students an introduction to the material.** Logical/Mathematical: **Students will be working to fill out a diagram correctly to what they just learned in the lecture** Visual/Spatial: **There will be many animations and diagrams showing the many jobs and aspects of cells** Bodily/Kinesthetic: **Students will be moving around in groups to fill out their diagrams.** Intrapersonal: **Students will take the same diagrams and complete them for homework so that they reinforce the information.** Interpersonal**: Group work creating a podcast on how many types of cells there are and how they differ and how they are similar**


 * //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)** First students will talk about what they already know about cells and how they work and function. This will all be written down and handed in to use as a scale of improvement at the end of the lesson. After the lesson is given students will fill out diagrams of both and animal and plant cell. Then s tudents will go over their diagrams and worksheets in groups of four to revise and guarantee they have the correct information on both cells.While the students work on this the teacher will be able to go around and answer and questions the students have and make sure they receive the correct information. Students will be given the same diagram they just completed that they will have to fill out correctly with all the new materials and hand in to ensure they have all the definitions and aspects in order and correct.

**Summative (Assessment of Learning)** Throughout this lesson students will learn the many parts of the cells and how they work. Also they will learn the differences and similarities between plant and animal cells. The teacher will introduce students to podcasts and how to work and create one of their own. This will be used as some type of a unit diary for them to use as a reference tool for later in the unit and entire class. For their first entry students express similarities and differences between plan and animal cells. The teacher will assess this by using a check list when he or she listens to the students podcasts to see if they addressed all the important facts of the lesson. Product: Podcast, 3 days.

__Teaching and Learning Sequence__
Day 1: Day 2 Day 3
 * Hook- 10 Minutes
 * Discussion- 15 min
 * lecture- 50 min
 * Free work time- 5 min
 * Individual work on cell diagrams- 15 min
 * Pair work- 15 min
 * Discussion- 20 min
 * new diagrams assignment- 30 min
 * Grouping- 10 min
 * tutorial on podcasts- 20 min
 * podcasts- 50 min

My room will be moved into a U-shape made out of two person lab tables. This will give them all a good view of the front of the class but still allows for good discussion. On the first day students will list out what they already know about cells. Next I will lecture on both the plant and animal cells and describe their parts and how each of them works. The second day students will complete their group work with the cell diagrams. On the third day students will sum up what they have learned during the lesson and start there unit podcast and post that to the class wiki. At the end of this lesson students will be able to express structures and functions of cells at intercellular and molecular levels. By the end of this lesson students must understand how cells work to sustain life. Finally they 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 very visually stimulating cell animation to show them an animated 3-D overview of the cells and see how they look. **Where, Why, What, Hook.** **Tailors:** **The hook, and diagrams will provide a good tool for the visual learners, the group work will cater to both intrapersonal first then interpersonal second.**

After the cell video is shown I will start the lecture on a basic [|animal cell] and its many components. After that I will talk about the [|plant cell] and point out the differences between the two cells. Students will need to know [|membranes], [|phospholipids], [|diffusion], [|cell junctions], and [|osmosis]. They will need to know these because they are the most simple but also the most important parts of the cell and play a part in every part of the cell as well as the cell itself. This will be taught through the lectures and various group and individual assignments. Students will then complete the cell diagram they are told to do first (plant or animal cell). After they will pair up with someone who has done the other cell and teach one another about the diagram they have done. I will give a quiz that is the same diagrams they filled out before but blank and have them fill that out and hand it in. I will then grade the diagrams to see if the students understood and retained the information. **Rethink, Equip, Explore,** **Tailor:** The lectures will provide a good learning tool for verbal learners because it is all talking.

Students will work in groups to fill out diagrams of different cells, mainly plant vs. animal cells. Students will use partners to discuss and teach one another the materials to reinforce what they just went over. The framework for this lesson is for students to be able to distinguish the differences between plant and animal cells. This is important because some of the differences between the two cells is a very important part of that organisms life. for example the addition of chloroplasts to plant cells so they can photosynthesize. They way I will group my students is by randomly assigning an even number to do one of the cells while the other half of the class works on the opposite cell diagram. After they complete their cells they will have to find a partner who did the opposite cell they did. First on student will describe their cell to their partner and when they have everything filled out they will switch so they other presents their cell. They will have a chance to rethink their product because after they finish the partner activity I will go over the diagram to make sure they all have the correct labels on their cells. **Rethink, Explore, Experience,** **Tailor:** Visual learners will benefit as well as interpersonal and intrapersonal from the diagram group activity.

Students will self assess by listening to the talk from the teacher about the correct labels for their cell diagrams. They will see what they got wrong and will correct it. Through that students will see what they did wrong and after correcting it learn it and also be able to use that diagram later in the unit. I will always try my best to get feedback to the students as soon as possible and by correcting the diagrams right after the assignment it provides instant feedback. For the diagram they will submit as a quiz I will grade that the night after and give it back in the next class where we will briefly go over the material again to solve and misconceptions and questions. This work will segue into the rest of the cell aspects because all of the other important content occurs inside the cell and the cells organelles. **Evaluate**

Information on the [|animal cell] Information on the [|plant cell] The content on the [|membranes], [|phospholipids] , [|diffusion] , [|cell junctions] , and [|osmosis].
 * Content Notes**

[|Plant Cell Diagram] [|Animal Cell Diagram]
 * Handouts**