L6+Carville,+Phillip

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __ **** : ** Mr. Carville **__Lesson #:__** 6 **__Facet:__** Explain
 * __ Grade Level __ **** : ** 9-12 **__Numbers of Days:__** 4-5
 * __ Topic: __ ** Cells and Organelles


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that cells are essential to all life and everyday activities. **
 * Student will know ** organelles, body systems, nucleus, E.R., golgi body, proteins, amino acids, lipids, DNA, differentiation, vacuole, lysosomes, mitochondria, chloroplasts, vesicle, cell membrane, cell wall, different cells for different reasons, very specific functions for organelles, photosynthesis, respiration.
 * Student will be able to justify the importance of cells for all organisms and systems. **


 * Product: Comic life **

**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: To fully justify the importance of cells in the project, students will need to touch upon almost all aspects of the standard and utilize their knowledge from the entire unit. **


 * __ Assessments __**


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


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


 * To check for understanding during the lesson, students will participate in an every student response activity. Students will be given cards that have A, B, C, and D on them. Multiple choice questions about the topic would be asked and each student would hold up a card that they thought was the answer. Students would be able to defend their choices and a correct student would explain the answer. This would also give the teacher an idea of what material would need to be reviewed once more.**


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


 * Comics would be reviewed by the teacher using the checklist students were given and written feedback would be given the next class. **


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

The comic life strip, which would work as the pairs story board, would be the summative assessment. This would include a general script that would outline the students learning that took place over the entire unit.

The technology used here was comic life. This is a program available on Mac computers that allows the creation of a comic story with built in templates and images as well as allowing for the uploading of images. This is a type two technology. It will be posted on the wiki and shared with the class and with the general internet, which will reinforce this as a type two product.
 * __ Integration __**
 * Technology: **


 * Content Areas: **

English: Students will need to write a script and use proper English to do so.

Art: Students will use artistic abilities to put together their comic life. They could even include uploaded drawings.


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

The graphic organizer for this lesson will be a sense chart. This will help to determine what cells and organelles assist with bodily functions and the different senses. Students could also use this to list general cells and cell types that affect each sensory system in the body. The cooperative learning strategy will be students working in partners. Knowing this will help to guide the students scripts in comic life.


 * Section II – Groups and Roles for Product **

Students will do their projects in partners or groups of three depending on the number of students in the class. Students will both take the role of comic strip authors and will be both cameramen and advertisers when they make their movie after this lesson.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Linguistic: ** Students will write text in their comics about their topic on cellular importance.
 * Logical/Mathematical: ** Students will have a sense chart to organize their thoughts for their brainstorming and comics.
 * Visual/Spatial: ** There will be visuals included in the comics. This will depend on the topic chosen.
 * Bodily/Kinesthetic: ** The talking chips activity brings a kinesthetic aspect to the group discussion.
 * Musical/Rhythmic: ** Music can be added in the comic.
 * Intrapersonal: ** The comic will be an individual project so that intrapersonal learners will thrive.
 * Interpersonal: ** The group discussion would be very interpersonal.
 * Naturalist: ** Students would be able to choose topics that are related to nature.


 * __ 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 class lecture and classroom interaction, students will be expected to learn what they missed from a classmate. Students who are absent will be assigned a partner or group to work with. They will then have to assist with the work for both the comic life and movie when that comes around. If a student will be absent for an extended period of time, they can work on their comic strip at home and partner up with the teacher to make their movie when they can.


 * __ Extensions __**


 * Type II technology: ** The type two technology for this lesson is comic life. This is a type two technology because it allows students to make comics with images from all over. They can also set an audio recording to go along with their comic and post it on the web. This is what makes comic life type two.


 * Gifted Students: **

Gifted students will be asked to make more detailed scripts and to include one or two organelles that were not covered in class and to educate the class on them. All students will have the opportunity to do this.

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * //Laptops//
 * //Comic life software//
 * //Internet access//
 * //Graphic organizers//
 * //Projector//
 * //Every student response cards//
 * //Comic life checklists//

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

[] A typical animal cell diagram and descriptions.

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

[] Information and images of all three cell types.

[] detailed information on cell organelles and their functions.

http://biology.clc.uc.edu/courses/bio104/photosyn.htm A site for Photosynthesis information.

http://hyperphysics.phy-astr.gsu.edu/hbase/biology/celres.html Information on cellular respiration.

[] Comic life introduction video.


 * __ 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// //Day 3 (if necessary)//
 * //Introduction to the final product with the student sample (10 mins)//
 * //Review of Unit material (35 mins)//
 * //Intro to comic life software (10 mins)//
 * //Establish groups and brainstorm ideas (25 mins)//
 * //Work time on comic life and scripts (75 mins)//
 * //Check in (5 mins)//
 * //Finish up comic life storyboards and scripts (?)//
 * //Work on iMovies ( until end of unit [2 class periods])//

The classroom arrangement for this lesson will be twos to start out with. This will stay like this for the hook, the review of the unit material, and the intro to the comic life software. After this has been completed the room will be rearranged into a jellyfish formation which is basically pods of desks throughout the room. These pods will comprise the groups for the project and will encourage groups to work together while also keeping groups far enough apart that they don't all use the same ideas. // 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. //Students will understand that cells are essential to all life and everyday activities. They will learn this by creating an infomercial storyboard outlining why cells and their components are essential to life. This will help students to understand how dependent they are on their cells and how some of the most important things on this planet cannot be seen with the naked eye (individual cells). For the hook, a brief introduction to the final project would take place. This would involve reading the task description, or showing them the webquest introduction and task. I would then show the student sample I made and explain how this is just a sample and that their products could and will vary widely. This would then lead into the introduction to making storyboards and using comic life to do so.
 * Where, Why, What, Hook, Tailors: Visual, Interpersonal, Intrapersonal, Linguistic. **

Student will know organelles, body systems, nucleus, E.R., golgi body, proteins, amino acids, lipids, DNA, differentiation, vacuole, lysosomes, mitochondria, chloroplasts, vesicle, cell membrane, cell wall, different cells for different reasons, very specific functions for organelles, photosynthesis, respiration (see content notes). Students will enter the class and a discussion on the final project of the unit will ensue. This will be an introduction of the video infomercial, which will be followed up by showing the student sample of an infomercial. After this a review of the course material will be done. This will be guided by student discussion, and topics that frequently came up on formative assessments would be focused on. After this review period, students would be introduced to comic life and be told that they would have to make a storyboard with this software along with a script of what they would say in the video. Groups would then be established by student choice and the desks would be moved into the jellyfish formation, with groups sitting together. The rest of the first class would be used as a brainstorm. The second class period would be entirely devoted to making the storyboards and scripts. Students will also have the use of a sense chart, which will help guide them in their creation of the video by establishing which senses each cell and cell organelle affects. At the end of the class a check in would be done to establish where the students were. If the majority of students needed more time to work on their scripts and storyboards, then the beginning of the next class period would be given as well. The every student response activity will be used as a review game during the first lesson. This will check for individual as well as class understanding on the subjects that would be covered in the video. Any rough spots can be reviewed more thoroughly.
 * Equip, Explore, Rethink, Tailors: Bodily/Kinesthetic, Logical, Visual, Interpersonal, Intrapersonal, Linguistic. **

Students will understand that cells are essential to all life and everyday activities. Students will explore this idea with their sense charts and will be able to explain this as they make their storyboards for their movies. Students will be able to choose their partners, especially since filming will be involved later, which may need to take place outside of class time. The roles for the students in each group will be script writer, storyboard creator, and eventually, cameraman, and actors. It will be obvious which students have participated when the movie product is finished. Teacher observations and student input will also be taken into account however. Students will show evidence of learning by taking all of the content knowledge from the unit so far, and applying it to this project in a creative way. Everything learned about cells had to do with their importance, and by explain to an Alien race why cells are important, students would review, and retain this knowledge. After student presentations, they will receive their grades with feedback and will have a chance to earn back half of the points they lost by editing their products. The storyboard and script edits must be done before the movie project is turned in for obvious reasons.
 * Explore, Experience, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Visual, Linguistic. **

Students will self assess by using the checklist for the storyboard that they are given when the project is introduced. Students would receive timely feedback by getting their storyboards and scripts graded and passed back by the next class after thy were passed in. They would then be able to make any edits and resubmit them while they started filming. Students would receive timely feedback on their movies by getting grade rubrics back the day after they present. This will connect to the task description and webquest that act like a lesson seven and eight for this unit.
 * Evaluate, Tailors: Linguistic, Visual, Intrapersonal, Interpersonal. **

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

The content notes for this lesson will be a review of the notes from previous lessons, as this lesson works as a summative project of what students have learned.

Cells divide for several reasons. One is that it is their way of reproducing. This can be done "asexually" where there is one parent cell and the daughter cell is an exact replica. This process is called mitosis and it happens with most of the cells in the human body. These cells are called somatic, or "body" cells, for that reason. Any time normal cell division is brought up, it is talking about this production of diploid body cells. Another way cells reproduce is through meiosis. This is where cells replicate their DNA once, but divide twice. This leads to the production of haploid cells that are used in sexual reproduction. These haploid cells are usually only found in one place in humans; in the testes of a male or in the ovaries of a female. Cellular division is also important for repairing damages. When skin cells die new ones are formed through mitosis and they replace the old. This keeps a constant feed of skins cells for the body so that the protective barrier of the skin will always be healthy and present. Some organisms, like starfish or lizards, can perform mitosis to such a degree that they can fully replace a lost limb. This is an extraordinary example of tissue repair. The final main reason for cell division is cell growth. Humans start as as one cell in the womb and end up being made of over ten trillion as adults, many of which are specialized. Theses specialized cells come into being through the process of differentiation which occurs with stem cells in the body.

Cells will normally progress through a cell cycle. This involves performing their normal unction and growing to a specified size. When that size is reached, which will be different depending on the type of cell, a signal is sent and the synthesis and replication of DNA starts in preparation of division. The cell cycle has four defined stages. In stage G1, the growth and development that was previously discussed occurs. The phase after this is the S phase. This is when a cell is prepping for division and really commits to it. In this phase chromosomes begin to replicate themselves. The result of this is two identical sets of chromosomes called sister chromatids. This is key because it allows each of the new cells that are being produced to have a full set of DNA (with the exception of cells going through mitosis). The G2 phase is next. This is where organelles and other cellular materials that are needed for a cell to survive are replicated. The final phase of the cell cycle is the M phase, or the mitotic phase. This will happen twice in cells going through meiosis and once in cells undergoing mitosis. This is where the actual division of the cell will occur.

Mitosis Stages


 * Interphase: Interphase of mitosis is basically the G1, S, and G2 phases of the cell cycle all in one. This is the longest phase of mitosis.
 * Prophase: Sister chromatids condense and become visible under a microscope. The nuclear envelope also dissolves in this phase which releases the chromosomes into the cytoplasm. Spindle fibers start forming and extend from the centrioles which move slowly toward opposite poles of the cell. These microtubule spindle fibers attach to the centromeres of the sister chromatids.
 * Metaphase: This is when the chromosomes line up at the equitorial plate of the cell. This is facilitated by actin along with the spindle fibers and centrioles.
 * Anaphase: The spindle fibers pull apart the centromere of the sister chromatids separating them. This creates two daughter chromosomes.One daughter cell is pulled to each side of the cell by the contracting spindle fibers.
 * Telophase: The new nucleus forms around the new sets of chromosomes. The chromosomes unravel back into their loose form, and the spindle fibers disassemble. Cytokinesis begines to happen with the cell begining to pich off into two separate cells.
 * Cytokinesis: not a stage of mitosis, but the process by which the replicating cell splits into two daughter cells. In plants, a cell plate forms instead of the cells being pinched off.

Meiosis Stages:


 * Interphase: Same as mitosis
 * Prophase 1: Two pairs of homologous chromosomes begin to move toward the equitorial plate together. This means there are four sister chromatids instead of two like in mitosis. These sister chromatids can go through a process called crossing over where some of their information is exchanged, causeing genetic variation.
 * Metaphase 1: Homologous chomosomes line up along the equitorial plate.
 * Anaphase 1: The spindle fibers pull apart the homologous chromosomes, with each side of the cell still recieving two sister chromatids.
 * Telophase1: The nuclear envelope may or may not reform. Cytokinesis occurs.
 * Cytokinesis: Cells are split into two daughter cells
 * Metaphase 2: After cytokinesis, both daughter cells immediately re-enter prophase and go through the same process as normal mitosis, but without replicating chromosomes first. This produces sex cells with half of the genetic information as a normal cell. These are haplois, or gamete cells.

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 [].

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-


 * 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

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.

Plant Cell-


 * 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

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.

Prokaryotic cell-


 * Capsule (in some species)
 * Cell envelope
 * Cell wall
 * Cytoplasm
 * Cytoplasmic membrane
 * Flagella
 * Nucleoid
 * Plasmids
 * Pili
 * Ribosomes

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 Facultative aneraobes.

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


 * //Sense Chart//
 * //Comic Life Checklist//
 * //Every Student Response Cards//


 * __ 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: The graphic organizer and the fact that this lesson will lead directly into the final unit project will appeal to clipboard learners. //**


 * // Microscope: Students will be able to analyze what they have learned throughout the year and put it into one project. //**


 * // Puppy: Students will be in supportive groupings and will receive support in the class d //****// iscussion activity. //**


 * // Beach Ball: Students will be able to change roles when making the comic life product as well as when they are filming the movie. //**


 * // 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 class discussion as well as an every student response activity. These may be combined in a sense. //**


 * // Summative: The summative assessment will be in the form of the comic life product and the movie. //**


 * // Rationale: Using multiple formative and summative assessments will allow students to show what they know in multiple ways and be more successful at it. //**


 * // 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: Explain- Students will need to be able to understand the material that has been covered over the unit in order to be able to explain it in an informercial style. This will all relate back to the standard. //**


 * // 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 write text in their comics about their topic on cellular importance.


 * Logical/Mathematical: ** Students will have a sense chart to organize their thoughts for their brainstorming and comics.


 * Visual/Spatial: ** There will be visuals included in the comics. This will depend on the topic chosen.


 * Bodily/Kinesthetic: ** The talking chips activity brings a kinesthetic aspect to the group discussion.


 * Musical/Rhythmic: ** Music can be added in the comic.


 * Intrapersonal: ** The comic will be an individual project so that intrapersonal learners will thrive.


 * Interpersonal: ** The group discussion would be very interpersonal.


 * Naturalist: ** Students would be able to choose topics that are related to nature.


 * // Type II Technology: The type two technology is comic life. //**

The multiple intelligences are all met in a satisfactory way according to Howard Gardner's descriptions of the intelligence.
 * // Rationale: Comic life is type two because it can be shared on the internet and includes the use of multiple pictures and media types. //**

__//**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. The comic life software and movie will be modeled and are creative ways to show knowledge.**//

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

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 * //Rationale://**
 * //2b. Students will have choices of what to do in this technology rich project and will be advocates of their own education in that sense.//**
 * //2c. Many multiple intelligences are touched upon in this lesson as can be seen in standard eight.//** ||  ||   ||
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