L2+Carville,+Phillip

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __ **** : ** Mr. Carville **__Lesson #:__** 2 **__Facet:__** Perspective
 * __ Grade Level __ **** : ** 9-12 **__Numbers of Days:__** 2-3
 * __ Topic: __ ** Cells and Organelles


 * __ PART I: __**

Student will understand that like all machines, cells are made up of smaller parts that allow them to perform specific functions Students will know organelles, nucleus, E.R., golgi body, vacuole, lysosomes, mitochondria, chloroplasts, cell membrane, cell wall, flagellum, plastid, different cells for different reasons, understanding images, very specific functions for organelles. Student will be able compare eukaryotic cells, plant cells, and single celled organisms, noting their similarities and differences.
 * __ Objectives __**

Product: Glogster Poster

**Content Area:** Science and Technology **Standard Label:** E. The Living Environment **Standard:** E.3. Cells **Grade Level Span:** Grade 9-Diploma
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __ **
 * Maine Learning Results **

Students describe structure and function of cells at the intracellular and molecular level including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on an individual. Performance Indicators: a, b, c, d.
 * Rationale: **Students will be able to better describe cells when they can differentiate between eukaryotic, prokaryotic and plant cells. They will also unserstand how each are specialized for different actions.


 * __ Assessments __**


 * __ Pre-Assessment: (Lesson 1 only) __**


 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

To check for understanding in this lesson a fill in your thoughts sheet will be used at the end of the first day after most of the material has been presented. Any misconceptions will be addressed the next class. Students will then receive the same fill in your thoughts sheet at the end of the second class to make sure they have retained the knowledge and their learning is continuing. Thumbs up, thumbs down will be used to make sure the set up of Glogster accounts was successful.


 * Section II – timely feedback for products (self, peer, teacher) **

Timely feedback will be given in the form of a class discussion after students briefly present their Glogster products. The next class the teacher will hand back graded rubrics with comments explaining each criteria as well as any general comments the teacher had. Students will also have time to work on the project in class and can give each other feedback as they produce the product. The finished products will be posted on the class wiki (by hyperlink) and students will have a chance to fix mistakes from the feedback they get.


 * __ Summative (Assessment of Learning): __**

The Glogster project will be the summative assessment of learning for this lesson. This poster will be filled with information in the students own words on the similarities and differences between eukaryotic animal, eukaryotic plant, and prokaryotic cells. They will also need to provide interactive links, videos and pictures to get full credit on their project. At the end of projects there will be a short quiz on the differences and similarities between these three cells which will be in the format of matching, true false, fill in the blank, and picture analysis. (**50 pts**)
 * Glogster:**


 * __ Integration __**
 * Technology: **Glogster is a type two technology because it takes a product, the poster, and allows it to become something it couldn't before. These posters can be made to be interactive and they can link viewers to other resources on the internet. This, combined with the use of a wikispace to share the URLs of the projects so that future classes and others on the web can access them, makes Glogster a type two technology.


 * Content Areas: **

**English:** Students will be expected to know general grammar and syntax and to use this in their Glogster posters. If there are common mistakes in grammar or spelling this will be reviewed briefly the next class.

**Art:** Students will have the ability to personalize their Glogster posters and design them how they wish. They will also be able to add links and videos that can raise the artistic value of the poster.


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will use a three section venn diagram to organize the similarities and differences between the three cell types in their project. This will be a good tool to organize their thoughts and make the project easier. The partners for the venn diagram activity will be chosen by using a value line of how comfortable students are with cellular knowledge at that particular time. High students will be paired with low students on the value line and the they will fill out their venn diagrams together before reporting back to the class. After this class discussion, the partners would begin to work on their Glogster posters.


 * Section II – Groups and Roles for Product **

<span style="font-family: Times New Roman,Times,serif;"> Students will be working in partners determined by a value line to finish a venn diagram activity which focuses on the three cell types. The value line grouping will be a little different than normal. Students will write their name, and a number from one to ten that will represent how comfortable they are with the material, which is the difference between plant, animal, and bacteria cells. Students who are comfortable (close to ten) would then be matched up with students who weren't (close to one) to help each other through the project. This would keep the groupings anonymous in case any students were embarrassed by their answers. Both students will work on this with the likelyhood that one student would be the researcher and the other the recorder who would report out to the class. These same partners would then work together as co-creators of a Glogster poster. How the students divvy up the work is up to them but it should be equal and that aspect will be reflected in the final grade.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Linguistic: ** Students will have to read and write to fill out their venn diagrams with information on each type of cell (single celled, plant, eukaryotic).
 * Logical/Mathematical: ** Venn diagrams will help students organize their thoughts on these cells.
 * Visual/Spatial: ** Students will add pictures into their Glogster projects.
 * Bodily/Kinesthetic: ** Students will get up and move around while doing the value line and to confer with each other. Models of cells will be provided to manipulate.
 * Musical/Rhythmic: ** Students can add music to videos they make on their Glogster (if they wish). Music will be permitted during the working time.
 * Intrapersonal: ** Students will be able to individually reflect on the hook discussion.
 * Interpersonal: ** Students will be working in pairs for their Glogster projects, which will help their interpersonal needs.
 * Naturalist: ** Students can include plants and animals in their Glogsters that have the types of cells they are discussing.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

While nothing can replace the lecture and class interactions, students will be expected to talk with a classmate about what they missed. Missed assignments will also be posted on the class wiki. The best way for students to catch up on this would be to see the teacher so the project can be explained. If this is not possible the graphic organizer, instructions for Glogster, and the rubric for the Glogster project would be emailed to the absent student so that they could do the project individually.
 * Plan for accommodating absent students: **


 * __ Extensions __**

The Glogster project will be the type two technology for this lesson. This poster will be filled with information in the students own words on the similarities and differences between eukaryotic animal, eukaryotic plant, and prokaryotic cells. They will also need to provide interactive links, videos and pictures to get full credit on their project. This ability to provide links, videos, and other interactive pieces to the project make it a type two product, as well as the fact that it can be shared through the class wiki.
 * Type II technology: **

Gifted students will be asked to cite scholarly articles in their posters and link their similarities and differences on a higher level to research that has been done or is currently being done. An example of this would be instead of simply stating that prokaryotes have plasmids and eukaryotes have a nucleus, students would cite articles that explain how the genetic material is stored in each cell using specific examples. An alternate route for gifted students to take would be including viruses in their posters as a fourth type.
 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * Laptops
 * Projector
 * Graphic organizer handouts (Venn diagram)
 * Glogster rubrics
 * Internet access
 * Quiz sheets for end of lesson
 * Fill in your thoughts sheet

// List all URL and describe. //
 * __ Source for Lesson Plan and Research __**

[] Information on differences and similarities between prokaryotic and eukaryotic cells.

[] A typical animal cell diagram and descriptions.

[] Interactive plant and animal cells, describing structure and organelles.

[] Interactive bacterial cell.

[] The website where Glogsters will be made.

[] Tutorial for Glogster.

http://www.wikispaces.com/ Site to post Glogsters on the class Wiki.

[] Site where triple venn diagram will be printed from.

[] Information and images of all three cell types.

[] Definitions for scientific terms.

[] Partner evaluation form link.


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

Day 1 Day 2
 * Review ideas from blogs (5 mins)
 * Introduction to Cell types [discussion] (20 mins)
 * Value line (5 mins)
 * Venn diagram work time (25 mins)
 * Review of venn diagrams [discussion] (15 mins)
 * Introduction to Glogster [example Glogster+sign up] (5 mins)
 * Exit ticket (5 mins)
 * Review of concepts (10 mins)
 * Questions/problems (5mins)
 * Glogster work time (45 mins)
 * Post Glogsters to Wiki (10 mins)
 * Class check in (10 mins)

The arrangement for this class would be a horseshoe. There would be several discussions taking place and this would allow for everyone to easily see each other when they talk. Students will understand that cells are essential to all life and everyday activities. // Students describe structure and function of cells at the intracellular and molecular level including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on an individual. // Learning about different cell types will help students to differentiate themselves from other organism while also relating to some. This will give them a better understanding of nature and their environment. The basic concept of plant and animal cells will be introduced to the class. After this brief introduction, advantages of each would be discussed. A picture of the sea slug that performs kleptoplasty would then be brought up on the projector. It would be explained that this creature, made up of animal cells, eats plant cells and uses them to conduct photosynthesis to gain more energy for itself. Students will discuss this and be guided to thinking whether or not this is an early form of evolution. They would discuss if this would be advantageous or not. As this discussion was going on plant and animal cell models would be passed around the classroom. Pictures of a plant and animal cell would then be brought up on the board and students would discuss their differences, aided by the 3-D models. As homework after the first night, students would write a blog on their Bloggers about the prompt " What would it be like if humans were able to conduct photosynthesis as well as keeping our characteristics that we currently have from being composed of animal cells." **Where, What, Why, Hook, Tailors: Visual, Linguistic, Interpersonal, Intrapersonal**

Students will know organelles, nucleus, E.R., golgi body, vacuole, lysosomes, mitochondria, chloroplasts, cell membrane, cell wall, flagellum, plastid, different cells for different reasons, understanding images, very specific functions for organelles (see content notes). Students will talk about the hook for awhile and will then receive a short lecture on the different types of cells and what organisms have each. Students would then fill out pieces of paper with their names and a number on a scale of one to ten that would represent their comfort level with the material (cell types) Pairings would be made as students gathered the handouts, pairing high comfort level students with students who are not as comfortable. These students would then work in their new pairings to research similarities and differences between the three main types of cells using their venn diagrams. Music will be permitted during this research period. The class will regroup after this and report out their findings, which will be added to or accepted by the teacher depending on what information the students found. Glogster will then be briefly introduced as the final product for this lesson and students will make accounts on the website. To check for understanding, a fill in your thoughts sheet would be used at the end of class. At the beginning of the second class period a brief review of the different types of cells would be done, guided by the feedback from the fill in your thoughts sheets. Students would then have the chance to pose any questions or come forward with any problems that they still have on the issue. After these questions are answered students would have a big chunk of the class to work in their partners on their Glogster posters. Students will also have the choice to work alone on these Glogster projects. Before the class ends a thumbs up, thumbs down activity would be performed along with verbal questioning to see where students are at with their projects. Depending on the results the due date may be extended but the next class would be the planned due date going in. The same fill in your thoughts sheet would be used again to make sure learning is continuing. Hw after the Glogster presentations would be a reflective blog on what the students learned. Fill in your thoughts sheets would be handed back to guide the writing of this blog.
 * Equip, Explore, Rethink, Tailors: Interpersonal, Musical, Intrpersonal, Visual, Linguistic, Logical/Mathematical, Bodily/Kinesthetic **

<span style="font-family: Times New Roman,Times,serif;">Student will be able compare eukaryotic cells, plant cells, and single celled organisms, noting their similarities and differences. Students will explore these cells by using the internet, class discussion, and their venn diagrams. They will be able to compare the cells very well with the use of this specific graphic organizer. Students will be grouped for this project by a value line like grouping. This will even the amount of previous knowledge in each group to a comparable level. Both members of the groups will be creators of the glogster, guided by the instructional video, and it is likely that one member will be the researcher and the other the recorder when the research is conducted. Students will also have the opportunity to work alone if they so choose. Students will be monitored while working and will fill out peer review sheets to ensure that both students participated in the making of the project as well as the research portion of the project. To have students show they learned the concepts the glogster posters will be reviewed and graded. Students will also take a quiz over the material to ensure that the information was learned and not just copied onto the project without gaining the knowledge. Once the glogsters are reviewed feedback will be given on the rubrics students were given. The pairs or individuals will then have a short amount of time to fix any mistakes on their project to earn back half of the points they lost. <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">**Explore, Experience, Revise, Refine, Tailors: Interpersonal, Visual, Linguistic, Musical, Naturalist**

<span style="font-family: Times New Roman,Times,serif;"> Students will be given a rubric with to go along with the glogster project. This will allow students to self assess as they create their projects, and to make sure that they have all the required content included. Students will also have the chance to assess themselves and their partner when they do a partner review form, which will assess how much effort each student put into the project and will affect the grading. Another self assessment will take place at the end of the first class and second class in the form of the fill in your thoughts sheet. Students will be able to determine what they learned and what they still need clarified. The teacher will give feedback by grading the glogster projects and writing on the rubrics so that students will receive a grade and so that they will know why they got that grade. They will also be able to use these comments to fix their glogster to earn back points. Feedback will also be given from the teacher to any students who come up with individual questions or concerns. Learning about the general cells and their organelle names will lead into the next lesson where organelles are explored in much greater detail. <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">**Evaluate, Tailors: Intrapersonal, Interpersonal**

Students will know…..
 * __ Content Notes __**

The differences between the three cell types will be the key knowledge gained in this lesson. While students may not need to know all of the components listed below each cell and the general components will be listed here in the content notes.

Animal cell- The genetic information of these cells is stored in the nucleus in the form of DNA. The energy that these cells need to perform functions is gained from their mitochondria. The organelles in the cell are all membrane bound. The lack of a fixed cell shape allows animals to produce more variety in their cell types, tissues, and organs. Their cells are held together by an extracellular collagen matrix. Use mitosis and meiosis to reproduce.
 * Round, irregular shape
 * Centrioles
 * Mitochondria
 * Cytoplasm
 * Endoplasmic reticulum (rough and smooth)
 * Ribosomes
 * Golgi apparatus
 * Plasma membrane
 * Microtubules and microfillaments
 * Lysosomes
 * Flagella may be present
 * Nucleus
 * Cilia

Plant Cell- Plant cells can manufacture their own food with their chloroplast through the process of photosynthesis. All of the organelles in the plant cell are membrane bound. Plant cells can either be vascular (contain xylem and phloem tissue) and non-vascular. Require certain macroelements, in large quantities, and microelements in smaller quantities in order to stay healthy. Haploid and diploid forms of plant cells come in the form of gametophytes and sporophytes respectively. Three basic tissue types, vacular, dermal, and ground tissue.
 * Rectangular, fixed shape
 * Cell Wall
 * Vacuole (takes up 90% of cell volume)
 * Centrioles not present in all plants (mostly lower plant forms)
 * Chloroplasts
 * Cytoplasm
 * Endoplasmic reticulum (smooth and rough)
 * Mitochondria
 * Ribosomes
 * Plastids
 * Golgi apparatus
 * Plasma membrane
 * Microtubules and microfilaments
 * Flagella may be present
 * Nucleus
 * Plasmodesmata

Prokaryotic cell- These cells lack a well defined nuclei, utilizing a nucleoid region, plasmids, or both to store genetic information. Do not possess membrane bound organelles. Come in many shapes and forms. Bacteria can be sorted into heterotrophs and autotrophs or they can be sorted by their need of oxygen into one of three categories; aerobic bacteria, anerobic bacteria, or <span style="background-color: #ffffff; font-family: arial,sans-serif; font-size: 14px;">Facultative aneraobes.
 * Capsule (in some species)
 * Cell envelope
 * Cell wall
 * Cytoplasm
 * Cytoplasmic membrane
 * Flagella
 * Nucleoid
 * Plasmids
 * Pili
 * Ribosomes

<span style="background-color: #ffffff; font-family: arial,sans-serif; font-size: 14px;">Organelles- Membrane bound compartments or structures of a cell. translates to "little organs."

<span style="background-color: #ffffff; font-family: arial,sans-serif; font-size: 14px;">Nucleus- The large membrane bound organelle that contains genetic material in the form of DNA. Organized into chromosomes.

<span style="background-color: #ffffff; font-family: arial,sans-serif; font-size: 14px;">E.R.- A membrane bound organelle that occurs as a labyrinthine of interconnected sacs or tubules. These connect to the nuclear membrane and through the cytoplasm, possibly to the cells outer membrane.

<span style="background-color: #ffffff; font-family: arial,sans-serif; font-size: 14px;">Golgi- An organelle found in most eukaryotic cells made up of membrane bound sacks known as cisternae.

<span style="background-color: #ffffff; font-family: arial,sans-serif; font-size: 14px;">Vacuole- A membrane bound vesicle whose functions include intracellular secretion, excretion, storage, and digestion.

<span style="background-color: #ffffff; font-family: arial,sans-serif; font-size: 14px;">Lysosomes- Organelles that contain a large range of digestive enzymes used to dispose of old organelles, bacteria, and other cellular waste.

<span style="background-color: #ffffff; font-family: arial,sans-serif; font-size: 14px;">Mitochondria- An organelle refered to as the power house of the cell because it is key in ATP production.

<span style="background-color: #ffffff; font-family: arial,sans-serif; font-size: 14px;">Chloroplasts- A chlorophyll containing plastid that is key in photosynthesis.

<span style="background-color: #ffffff; font-family: arial,sans-serif; font-size: 14px;">Cell membrane- The outer covering of a cell made up of a lipid bilayer with embedded proteins forming channels.

<span style="background-color: #ffffff; font-family: arial,sans-serif; font-size: 14px;">Flagellum- Long whip-like extensions of certain cells or unicellular organisms that are used mainly for movement.

<span style="background-color: #ffffff; font-family: arial,sans-serif; font-size: 14px;">Plastid- A double membrane bound organelle involved in the synthesis and storage of food.

<span style="background-color: #ffffff; font-family: arial,sans-serif; font-size: 14px;">Plasmid- A linear or circular double stranded DNA that can replicate independent of the chromosomal DNA.

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**
 * //Quiz//
 * //Glogster Rubric//
 * //Venn Diagram//
 * //Fill in your thoughts exit ticket.//
 * //Partner review form (if necessary)//


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**


 * // Clipboard: //** This lesson accommodates clipboard learners by giving them graphic organizers to organize their thoughts and allowing them to work through the project with a rubric that clearly defines the expectations.


 * // Microscope: //**The class discussion and discovery learning that will take place when students research the cell types will be good for microscopes.


 * // Puppy: //** An atmosphere of encouragement and cooperation will be established by the grouping of people who have more comfort with the material with those who are not as comfortable.


 * // Beach Ball: //** Students will be able to use a variety of resources and can make their Glogster in a variety of different ways.


 * // Rationale: //** Criteria from each learning style are covered and should allow students from any learning style to be successful in the lesson.


 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**


 * // Formative: //** Fill in your thoughts, thumbs up, thumbs down, peer and class discussions


 * // Summative: //** Glogster posters and quiz at end of lesson.


 * // Rationale: //** The use of more formative assessments will lead to better results on the summative assessment for this lesson. The final product grade and quiz grade will combine as the summative assessment.


 * // Rationale: //**
 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**


 * // Content Knowledge: //** The content knowledge required for this lesson can be found in the content notes.


 * // MLR or CCSS: //**<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">Students describe structure and function of cells at the intracellular and molecular level including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on an individual.


 * // Facet: //**// **Perspective**- //Students will be able to compare eukaryotic animal, eukaryotic plant, and prokaryotic cells and notice their differences. This will give them a new perspective on cells.


 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**


 * // MI Strategies: //**


 * Linguistic: ** Students will have to read and write to fill out their venn diagrams with information on each type of cell (single celled, plant, eukaryotic).
 * Logical/Mathematical: ** Venn diagrams will help students organize their thoughts on these cells.
 * Visual/Spatial: ** Students will add pictures into their glogster projects.
 * Bodily/Kinesthetic: ** Students will get up and move around while doing the value line and to confer with each other. Models of cells will be provided to manipulate.
 * Musical/Rhythmic: ** Students can add music to videos they make on their glogster (if they wish). Music will be permitted during the working time.
 * Intrapersonal: ** Students will be able to individually reflect on the hook discussion.
 * Interpersonal: ** Students will be working in pairs for their glogster projects, which will help their interpersonal needs.
 * Naturalist: ** Students can include plants and animals in their glogsters that have the types of cells they are discussing.


 * // Type II Technology: //** Glogster will be the type two technology used.


 * // Rationale: //** The multiple intelligences are all met in a satisfactory way according to Howard Gardner's descriptions of the intelligence. Glogster is a type two echnology because it integrates interactive features and links in a way that a normal poster cannot.

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

//**Rationale:**// 1a. Creative and innovative thinking will be modeled by the teacher when they introduce Glogster and show an example of a completed Glogster on an unrelated subject they created. 1d. The teacher will learn the fine points of Glogster along with the students by exploring it with them as they work on their projects.The learning could also be collaborative with English teachers and Art teachers as these elements are utilized in the project.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

2c. The customization of this lesson can be seen in standards one and eight as well as in the modifications and accommodations section. 2d. There are multiple formative assessments such as thumbs up, thumbs down and fill in your thoughts sheets that will be used to inform the teaching and learning by extension. There are also multiple summative assessment that will be allow students to display their knowledge in several ways. ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * //Rationale://** 2a. Students will use digital tools and resources in the form of the internet and Glogster to promote their learning and creativity.
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