L5+Carville,+Phillip

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __ **** : ** Mr. Carville **__Lesson #:__** 5 **__Facet:__** Self-Knowledge
 * __ Grade Level __ **** : ** 9-12 **__Numbers of Days:__** 2-3
 * __ Topic: __ ** Cells and Organelles


 * __ PART I: __**

Student will understand that cells reproduce differently and many problems occur during this process. Student will know organelles, meiosis, mitosis, what causes cancer, diseases with organelles, cellular reproduction problems. Student will be able to recognize the dangers and problems involved with cellular anomalies.
 * __ Objectives __**

Product: A digital story

**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: ** The impact of cellular anomalies on people and how anomalies affect interactions between cells and their environments will be discussed.


 * __ Assessments __**


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


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

To check for understanding during this lesson a quick write will be used as an exit ticket at the end of the first class. Students will have a chance to write down any thoughts they have on the lesson or any questions they have on the project that goes along with it. During the work session the following period, individual questions could be addressed or, if the questions seem to be shared by a majority of the class, they will be addressed at large.


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

Students will receive timely feedback by getting graded rubrics back the same day that they present their products to the class. They will then have until the next class period to fix their products and earn back half of the points that they lost.


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

The final product, the digital story, would be the summative assessment of learning in this lesson.
 * Garage Band:**


 * __ Integration __**
 * Technology: **

A digital story would be made using garage band in a podcast format. This would allow students to insert pictures, making it a digital story, and to voice over the presentation with audio recordings. They would also be able to use the built in music and sound effects to improve their presentations.


 * Content Areas: **

Art: The images used can include artistic ability. Students will have the option of uploading their own drawings to the project as well.

Public speaking: Students will have to record their voices using good public speaking techniques.


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

Students will use a four column chart graphic organizer in this lesson. This will be separated into columns for cause of the disease, prognosis, current treatment, and possible future treatments. Students will choose groups of three or four and work together using the thinkpad brainstorming method. This is where all group members write down their ideas on a certain topic and report them out to the group so that all ideas can be considered. This would be used in choosing a topic as well as deciding roles and how to make the digital story.

Groups of three or four will be chosen by students. These groups will assign roles using the thinkpad brainstorming method. These roles can include researcher, project coordinator, recorder (graphic organizer) and all students should take the role of recorder (audio for the presentation). These roles can be switched throughout the project and would be encouraged.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Linguistic: ** Students will have to read about their cellular diseases.
 * Logical/Mathematical: ** Students will have four column charts to organize their ideas on the disease they chose.
 * Visual/Spatial: ** Students will put pictures into their digital stories.
 * Bodily/Kinesthetic: ** Students could insert small video clips of them acting out effects of their disease.
 * Musical/Rhythmic: ** Music can be played in the digital story in dead spots and at low volume while there is talking.
 * Intrapersonal: ** Students will be able to divide up their work if they have an intrapersonal learner and they can take one aspect of the graphic organizer by themselves.
 * Interpersonal: ** Students will be doing the digital story as a group.
 * Naturalist: ** Students will be able to do filming in natural environments as well as seeing if their disease occurs naturally in other species.


 * __ 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. //


 * Plan for accommodating absent students: **

While nothing can replace the lecture and in class interactions, students will be expected to talk to classmates about what they missed. Absent students will be assigned to a research group and will have to contact them to figure out how they can help with the project, and when they can meet. If the student will be absent for the entirety of the project, then an alternate assignment will be made where the student can use a previous technology to complete the task.


 * __ Extensions __**


 * Type II technology: **

The type two technology for this lesson will be garage band. This will be used to make a digital story, utilizing the podcast feature. The ability of students to add in sound effects, add pictures, add audio clips, and the entire presentation will then be able to present itself utilizing multiple media styles.

Gifted students will have the option of working alone and citing articles from scientific journals regarding their topic.
 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**


 * //Paper//
 * //Laptops//
 * //Internet Access//
 * //Graphic Organizers//
 * //Projector//
 * //Garage Band program//
 * //Rubrics for digital stories//

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

[] A useful Powerpoint on cellular diseases that would work as an introduction to the subject.

[] A webquest that pretty much outlines the same project I came up with. The exception is that I want a digital story as a product instead of a poster. The diseases here will be good, along with the ones in the intro powerpoint for students to research.

[] Website on the cellular basis of Cystic Fibrosis.

[] Website on the molecular basis of Muscular distrophy.

[] PDF on the cellular basis of Parkinson's disease.

[] Molecular basis of Leukemia.

[] The molecular basis of Huntington's disease.

[] The molecular basis of multiple sclerosis.

[] The molecules behind Tay Sachs disease.

[] The molecular basis of polycystic kidney disease.

[] Molecular basis of type 1 diabetes.

[] Tutorial on Garage Band podcasts
 * __ PART II: __**

Day 1 Day 2 Day 3
 * __ 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) //
 * Intro to molecular diseases and a class discussion on the topic using the powerpoint (25 minutes)
 * Introduction of the project (5 mins)
 * Students choose a disease for their project (10 mins)
 * Work time with Graphic Organizers (35 mins)
 * Quick write (5 mins)
 * Review of quick write problems (15 mins)
 * Intro to Garage Band (10 mins)
 * Work time on digital stories and teacher walking around to see if students are understanding their information they're gathering (55 mins)
 * Peer feedback (25 mins)
 * Presenting projects(55 mins)

The classroom arrangement in this class would be a horseshoe. This would be good for the discussion portion of the lesson because all of the students would be able to see one another when they were talking instead of having to turn around in their seats and possibly getting distracted by something else in the classroom. Student will understand that cells reproduce differently and many problems occur during this process. This lesson will help them understand that by looking at a lot of problems that have to deal with improper cellular reproduction or mutations. Other diseases will also be available to look at on a molecular or cellular level. Students will learn this content because it is useful to know the reasons these diseases occur to give them a better perspective on the lives of people with these diseases, as well as being able to recognize warning signs of these diseases incase someone they know is sick and not sure what is wrong. //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. //I will hook students by telling the story of Rocco Baldelli, who was a highly touted baseball prospect. At first I will keep him anonymous and see if students know who it is I am talking about at the end of his story. The story will go on to say how Baldelli's promising career was cut tragically short by his battle with a mitochondrial disease. This will lead well into the powerpoint, which discusses mitochondrial diseases.
 * Where, Why, What, Hook, Tailors: Intrapersonal, Interpersonal, Visual, Linguistic. **

Student will know organelles, meiosis, mitosis, what causes cancer, diseases with organelles, cellular reproduction problems. The hook of the class, about Rocco Baldelli, will lead into the into powerpoint about cellular diseases and deformities. There will also be discussion about the topic including what causes cancer in general and what cancer actually is and does to the body. From here students will be able to choose what disease they want to research as research groups. These will be chosen by the students themselves and would be limited to 2-3 members. All group members would then get their four column chart graphic organizers and would have most of the remaining class time to work on those and get their research done or mostly done. At the end of class, a quick write activity would be done that would get the students thoughts on the subject for the lesson, on how their research is going, and if they think the time allotted is enough as well as any other general concerns. The next class period, the problems and concerns from the quick write would be addressed or taught as needed. After this students would be introduced to Garage band and how to make a podcast, which is what they would use to create their digital stories. Students would then have the rest of the class to work on their digital stories and would do the rest for homework. The next class would then be dedicated to presenting these digital stories and polishing them at the beginning of class after students go through a brief peer feedbacking session.
 * Equip, Explore, Rethink, Tailors: Mathematical/Logical, Linguistic, Musical, Naturalist, Interpersonal, Intrapersonal, Visual, Bodily Kinesthetic. **

Students will be able to recognize the dangers and problems involved with cellular anomalies. They will do this through exploratory learning by researching a cellular disease and presenting it to the class. They will also learn about other cellular diseases from classmates presentations. Students will be grouped by their own choice. Each group member will have to research at least one of the four required sections of the graphic organizer and will assist in the production of the digital story. This will be assessed by teacher observations and by having group members write a quick response on how the work was split up in their group. Students will show how they have learned the material through their product. Students will have their rubrics to assess how they are doing along the way. A period of time will also be set aside at the beginning of the class so that students can get together with other groups and give each other feedback and make quick edits before the presentation. If students need to make a lot of edits, presentations can be delayed until the next class.
 * Explore, Experience, Revise, Refine, Tailors: Interpersonal, Linguistic, Visual. **

Students will self assess using the rubric that is handed out to see if they covered all of the required elements in the project. They will also have peer review time to get more feedback on their projects. As students present their products, I would be grading them using the same rubric they recieved and writing constructive feedback and comments of the rubric that would help students refine their projects to earn back half of the points they lost. This will connect to duture assessment because it will be on the unit exam at the end of the unit. It can also be referred to in the next lesson if students choose to in their infomercial story boards and infomercial.
 * Evaluate, Tailors: Interpersonal, Intrapersonal, Linguistic. **

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**

It is hard to establish content notes for this lesson because of how individualized each students projects would be. The teacher will have to learn along with the students and mostly be able to help them decipher the scientific journal articles which may be hard for the students to figure out. This will be a good skill to learn however. The main content knowledge would come from defining what is in the powerpoint and leading a discussion on what cancer is and what it does to the body and what causes it.

Nucleus- Contains and protects the majority of the cells DNA in the form of chromosomes. Usually occupies about ten percent of the cells volume. Surrounded by a nuclear envelope that is filled with pores that regulate the passage of material between the nucleus and cytoplasm. Gene expression is controled in the nucleus and it is also where ribosomes are made and RNA creation begins. The nucleus is the control center of the cell.

Nucleolus- The nucleolus is a part of the nucleus that is responsible for ribosome creation. It does this by syntheszing ribosomal RNA and assembling it and the ribosome subunits into a functional ribosome.

Rough Endoplasmic Reticulum- Continuous with the outer layer of the nuclear envelope. Ribosomes are attached and they produce membrane and secretory proteins. Works in membrane synthesis.

Smooth Endoplasmic Reticulum- Continuous with the rough E.R. Does not have ribosomes and has a tubular appearance. Synthesizes lipids such as phospholipids, cholesterols, and sex hormones. In some cells the smooth E.R. can also work to detoxify poisons in the cell. Works in membrane synthesis. Also stores calcium ions, which is especially important in muscle cells.

Ribosomes- Compose of one large and one small subunit. Ribosomes synthesize proteins that are worked into membranes or packaged with organelles as well as synthesizing hormones. The ribosomes are essential in turning amino acids into fully functioning proteins. There are several million ribosomes per cell in humans.

Lysosomes- Basically a sac of enzymes that digests macromolecules in the cell. Made from the rough ER and golgi interaction. This gives the cell a safe way to digest wastes without the worry of damaging other cell structures with the enzymes contained in the lysosome. These organelles can kill bacteria.

Mitochondria- Double membrane structure with the inner membrane being the cristae. The cristae is the site of ATP synthesis. ATP is the energy source of cells and is the mitochondrias main function; the production of this energy source. This is done through respiration.

Cell Membrane (plasma membrane)- Holds the cell together and keeps everything intact. Composed of a phospholipid bilayer. Have a semi-permeable quality that allow toxins and other environmental hazards to be kept out while also bringing nutrients into the cell and sending wastes out. The lipids that make up the membrane have one end that is hydrophobic and another that is hydrophillic. These in a double layer, create an effective barrier. The embedded proteins in the cell membrane conduct most of the transport work by acting as gates, pumps, receptors, energy transductors or enzymes. The proteins also connect cells to each other.

Cell Wall- This "extra membrane" protects the cell, maintains the cells shape, and also prevents the uptake of too much water. Made from cellulose.

Vacuole- Play a role in the maintenance and function of the cell. Basically a storage bin for a variety of substances. What is contained in the vacuole will likely determine its function and appearance. For example, the color pigment that is in the vacuole of a plant cell will determine the color of the plants flower petal.

Chloroplast- The site of photosynthesis. Form sugar using carbon dioxide, water and energy from the sunlight. Oxygen is a by product.

Golgi Apparatus- This organelle modifies, packages, and labels proteins in the cell and ships them to various locations depending on the label. The golgi is made of flattened membrane bound sacs called cisternae. The proteins for labeling are received in vesicles from the ER.

Flagellum- Used in locomotion of cells. Made up of microtublules in an extended section of the cell membrane. Undulate and propel the cell.

Cytoplasm- Everything in the cell between the outer membrane and the nucleus excluding other organelles. It is jelly like and eighty percent water. Supports the organelles and other structures in the cell.

More information on these organelles can be found at [].

There are many causes of cancer as it is a complex group of diseases. One way is genetics. Oncogenes are inherited genes that can cause certain cancers. There are also tumor suppressor genes that stop the growth of tumors. If the tumor suppressor genes get damaged and stop functioning properly, cancer can develop. Rarely these oncogenes are inherited, but when they are it can cause rare cancers such as kidney cancer to be passed down, or it can cause certain cancers to develop earlier than normal. An example of this would be a twenty year old developing colon cancer. Another common cause of cancer is sunlight and more specifically, UV rays. These damage the skin and cause cancers such as melanoma to develop. Ultra violet light falls under the category of carcinogens. These are the main factors that cause cancer. Any environmental factor that causes cancer or increases the risk of getting cancer is refered to as a carcinogen. Carcinogens cause cancer by changing the DNA of a cell, or by causing cells to divide too rapidly and thus increasing the chance that the DNA will become corrupted. A few examples of carcinogens are tobacco, arsenic, asbestos, coal tars, and wood dust. All cancer really is is the uncontrolled, rapid division of cells. The rapidly dividing cells will invade other tissues and form a mass that is called a tumor. More information on what cancer is and examples of cancers can be found on [].

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**
 * //Rubrics//
 * //Graphic organizers//


 * __ 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 fits a clipboard learners style by taking a logical ordered approach to the material and providing a graphic organizer.


 * // Microscope: //** This lesson fits a microscope by allowing students to form research groups and conduct discovery learning among themselves.


 * // Puppy: //** By providing students with the choice of who will be in their research groups, supportive groupings will be formed and will provide puppys with a comfortable environment.


 * // Beach Ball: //** The large variety of roles available in this lessons project as well as the encouragement to switch who is in what role as the project is created will appeal to Beach Ball learners.


 * // 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: //** The formative assessment for this lesson will be a quick write at the end of the first lesson. The results of this will be addressed the next class. Peer questions, teacher questions, and using rubrics to guide the creation of the digital story are also forms of formative assessments.


 * // Summative: //** The summative assessment for this lesson will be the digital story project.


 * // Rationale: //** The use of more formative assessments will lead to better results on the summative assessment for this lesson. The final product grade will be 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: //**// 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: Self Knowledge- //** Students will understand the dangers of various cellular diseases as well as their warning signs and will be able to see these in themselves and others.


 * // 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 about their cellular diseases.


 * Logical/Mathematical: ** Students will have four column charts to organize their ideas on the disease they chose.


 * Visual/Spatial: ** Students will put pictures into their digital stories.


 * Bodily/Kinesthetic: ** Students could insert small video clips of them acting out effects of their disease.


 * Musical/Rhythmic: ** Music can be played in the digital story in dead spots and at low volume while there is talking.


 * Intrapersonal: ** Students will be able to divide up their work if they have an intrapersonal learner and they can take one aspect of the graphic organizer by themselves.


 * Interpersonal: ** Students will be doing the digital story as a group.


 * Naturalist: ** Students will be able to do filming in natural environments as well as seeing if their disease occurs naturally in other species.


 * // Type II Technology: //** The type two technology for this lesson will be Garage Band.


 * // Rationale: //** Garage Band is a type two technology because it can harness the use of audio, visual, musical, and text elements in one product. This product can then present itself. The multiple intelligences are all met in a satisfactory way according to Howard Gardner's descriptions of the intelligence.

__//**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:**//

1b. Students will be encouraged to use the knowledge they have gained through the unit thus far to research and brainstorm treatments for a cellular disease. They will do this using the internet along with Garage band as their digital tools. 1d. Because students will be encouraged to create their own treatments they will have to teach them to the class and involve the teacher in a learning capacity. This can also happen, the teacher being a co-learner, in the brainstorming portion of 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


 * //Rationale://**

2a. This learning experience is relevant because it educates students on diseases that could effect anybody. This connects it to the real world. This lesson is accomplished by using digital tools. ||  ||   || 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].
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