L5+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: 5 Self-Knowledge**
 * Grade Level: 9-12**
 * Topic:** interactions between cells and their environment.

__**Objectives**__

 * Student will understand** **the differentiation to form systems, interactions between cells and their environment.**
 * Student will know** **mitochondria, glucose, water, metabolism, energy, protection.**
 * Student will be able to** **analyze how different factors effect 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 will need to know how certain chemicals and elements effect their cells and bodies.

__**Assessment**__
Students will be given a venn diagram to fill out with the negative and positive factors that you can encounter in a cell. For this assignment they will join their podcast groups and complete the venn diagram first as a group. After they have completed the venn diagram the groups will break up and return to their original seats so we can go over the venn diagram as a class. This will take place in a discussion where students say what they have in either side of the venn diagram and why they believe it should be there. After collaboration through the discussion students should have a complete and thorough venn diagram.
 * Formative (Assessment for Learning)**

Students will once again join with their podcast groups. Students will be required to create a comic life showing how different factors effect cells mostly concerning cellular respiration. The teacher will show a short example and provide a tutorial to comic life so that students are prepared for the assignment. This assignment will be graded through a checklist to make sure students include all the necessary components. Product: Comic life, 2 days
 * Summative (Assessment of Learning)**

__**Integration**__
__**Technology**__: In this lesson students will watch a few videos during and after the lecture. Also students will be asked to complete a comic life for their summative assessment. As for the teacher I will incorporate videos into my direct instruction and also provide tutorials for the students on how to use comic life. __**Art**__: students will be able to use their artistic side in creating images for teh comic life or using ones they find on the internet. Also they are free to create whatever they want as long as they address the points on the check list.

__Groupings__
For this lesson students will be grouped in their podcast groups from lesson one.

__**Differentiated Instruction**__
**Verbal-Linguistic:** Students will discuss as a class what they have put into their venn diagrams.  **Logical/Mathematical:** Students will calculate learn the different amounts of ATP each molecule makes.  **Visual/Spatial:** Students will see a movie depicting the actions of cellular respiration.  **Naturalist:** Students will see how the things we eat effect our lives.  **Intrapersonal:** Students will learn the materials through direct instruction in a lecture.  **Interpersonal**: Students will work in groups to create a comic life on what they just wrote in their venn diagrams.
 * Strategies**

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

//**Absent:**// Student will complete the venn diagram for homework and I will talk to them about what they have done as a small discussion and they will then complete their own comic life if it just one or if there are multiple they will form a group and complete it that way.

I will incorporate many animations and images into my lectures and also provide examples and tutorials for the students summative assessments. Students will use computers to create comic lifes for their assignment and also will use the internet to retrieve images for their product.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptop
 * Projector
 * Handouts
 * tutorials

__Source for Lesson Plan and Research__
Basic Cellular respiration- [|Cellular respiration] Protein cellular respiration- [|Protein respiration] Fat cellular respiration- [|Fat respiration] Comic life for [|teacher] and [|students]

__**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). Clipboards, microscopes, and beach balls will be addressed through the group activities and the venn diagram that the students will fill out. Also the groups will help the puppy learners because they will have the comfort of a partner to help them fill in their venn diagrams and then later a group to help with the comic life.
 * //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 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 the impact of cellular processes and changes on individuals. I used the self-knowledge facet of learning. I had students compare the different molecules that we as humans use for energy.
 * //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 discuss as a class what they have put into their venn diagrams.
 * Logical/Mathematical:** Students will calculate learn the different amounts of ATP each molecule makes.
 * Visual/Spatial:** Students will see a movie depicting the actions of cellular respiration.
 * Naturalist:** Students will see how the things we eat effect our lives.
 * Intrapersonal:** Students will learn the materials through direct instruction in a lecture.
 * Interpersonal**: Students will work in groups to create a comic life on what they just wrote in their venn diagrams.


 * //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 be given a venn diagram to fill out with the negative and positive factors that you can encounter in a cell. For this assignment they will join their podcast groups and complete the venn diagram first as a group. After they have completed the venn diagram the groups will break up and return to their original seats so we can go over the venn diagram as a class. This will take place in a discussion where students say what they have in either side of the venn diagram and why they believe it should be there. After collaboration through the discussion students should have a complete and thorough venn diagram.

**Summative (Assessment of Learning)** Students will once again join with their podcast groups. Students will be required to create a comic life showing how different factors effect cells mostly concerning cellular respiration. The teacher will show a short example and provide a tutorial to comic life so that students are prepared for the assignment. This assignment will be graded through a checklist to make sure students include all the necessary components. Product: Comic life, 2 days

__Teaching and Learning Sequence__
Day 1 Day 2
 * Hook- 20 min
 * Lecture- 35 min
 * Group work- 10 min
 * Discussion- 15 min
 * Animations- 20 min
 * Comic life project- 60 min

For this lesson my classroom will be arranged into a U shape with the students desks creating the U and my laptop and projector will be in the middle so I can easily address all the students and work the projector at the same time. The first day of this lesson is going to start with a lecture on the materials and this should last about forty to fifty minutes. After the lecture students will break up into their podcast groups and begin to work on their venn diagrams. After about ten minutes we will discuss what the students have put onto their venn diagrams in a class discussion. After the discussion the students will have whatever extra time is left to finish up late work. On the second day of this lesson students will watch some animations on the processes described the previous day so they get a visual of the processes. After the students have watched the animations they will again separate into their podcast groups to begin their comic life assignment. They will have the rest of the class to work on that assignment. At the end of this lesson students will be able to express the different types of cellular respiration and the interactions that cells have with their environments. It is important for students to understand how things they consume and come in contact with effect their lives. 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. I will hook the students by bringing in various food samples, mainly meat, bread, vegetables, fruit, and butter. Those all express the main sources of food humans and animals will eat for energy and I will ask them to rank they by which ones they think will provide the most energy. After they rank they I will explain the correct ranking and why. **Hook, Where, Why, What,** **Tailors**: Visual learners will benefit from the venn diagram and comic life. Verbal learners will benefit from the lecture as will intrapersonal learners. Interpersonal and logical learners will benefit from the group work. Naturalistic learners will benefit from the hook.

After the hook is presented to the class and it is discussed I will begin the lecture on [|Cellular respiration], [|Protein respiration], and [|Fat respiration]. They will need to know all three of those in depth to complete both their formative and summative assessments. Students will know mitochondria, glucose, water, metabolism, energy, protection. It is important that s tudents know how certain chemicals and elements effect their cells and bodies. This will be taught through lectures, group work, and discussions. After the lecture students will break up into their groups and begin to work on their venn diagrams and after they are done we will begin a discussion on the venn diagram. The discussion will be used to ensure that the students will have all the correct information and that they understand what they have just learned. On the second day of the lesson students will watch short animations of the processes they learned about the day before so they get a good visual interpretation of the precesses. This will help them in their comic lifes. **Rethink, Equip, Explore,** **Tailors**: Visual learners will benefit from the venn diagram and comic life. Verbal learners will benefit from the lecture as will intrapersonal learners. Interpersonal and logical learners will benefit from the group work. Naturalistic learners will benefit from the hook.

Students will work in their podcast groups to fill out a venn diagram showing what molecules and chemicals are good or bad for you. After the groups have finished working on their venn diagrams the class will start a discussion on the venn diagrams to make sure everything is in its' proper place. The purpose of this lesson is to show students how what they eat is broken down and used for energy throughout their bodies. It also is intended to show how different molecules are treated and broken down differently inside the cell. For this lesson I will once again group students into their podcast groups from lesson one. I do this because by now the students have formed bonds and will be able to work together more efficiently because they better understand on another from all their previous group activities. Students will have a chance to revise and rethink their work through the venn diagrams that we will be discussing after they have met with their groups. **Revise, Explore, Experience,** **Tailors**: Visual learners will benefit from the venn diagram and comic life. Verbal learners will benefit from the lecture as will intrapersonal learners. Interpersonal and logical learners will benefit from the group work. Naturalistic learners will benefit from the hook.

Students will self-assess by paying attention to the discussion and editing their venn diagrams this will give them a sense of what they know and what they have to focus more heavily on for the class. I will always try my best to get feedback to the students as soon as possible and by leading the discussion if needed and also making sure everything is touched upon so that students have all the necessary information. The information in this lesson is essential to understanding cells and how they operate to keep control of the body. This will act as a basis for everything taught in biology because with out cellular respiration there would be no live on this planet. The comic life will act as the final assessment of the students for this lesson. It will show if they have understood what I have taught them in the class. This will be evaluated using a checklist to make sure they touch upon all the important aspects. **Evaluate**

[|Cellular respiration] [|Protein respiration] [|Fat respiration]
 * Content Notes**


 * Handouts**
 * [|Venn Diagram]**