L1+Carville,+Phillip

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Carville **__Lesson #:__** 1 **__Facet:__** Empathy
 * __ Grade Level __**** : ** 9-12 **__Numbers of Days:__** 1-2
 * __ Topic: __** Cells and Organelles


 * __ PART I: __**

Student will understand that cells are essential to all life and everyday activities. Student will know different cells for different reasons, organelles, body systems, differentiation. Student will be able to relate to all life on a cellular level. **Product:** Blogger
 * __ Objectives __**

**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 the diversity of cell structure and function when they understand the different cells and adaptations of different organisms and how they interact with their environments.


 * __ Assessments: __**

Students will use a combination of a KWL chart and a pre-assessment quiz to see where they are with the material coming into the class. The results of the quiz and KWL chart will help shape the unit and/or determine focuses of the unit.
 * __ Pre-Assessment: (Lesson 1 only) __**

To check for understanding during the lesson thumbs up, thumbs down, will be used to assess understanding. Questions about the material will be asked and students will put their thumbs up if they understand the concept, put their thumbs down if they do not understand, and they may put their thumb halfway in between if they're murky. Depending on the results materials will be revisited. This will also be used during the set up of blogger accounts, to make sure all students have them created and will be able to access them.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Timely feedback will be given through an online gradebook the day after the blog is posted. This will be a program similar to blackboard so that students can access their grades from home. Comments will be given through this gradebook and will give students feedback on what they need to work on in their blog entries. Students will also be able to give each other feedback as a page will be made on the class wiki with links to all the students blogs. For the first blog, students will get in groups of three and give each other feedback through a wiki page made for giving each other feedback (on page for each student).
 * Section II – timely feedback for products (self, peer, teacher) **


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

<span style="font-family: 'Times New Roman',Times,serif;">Students will start a reflective blog and will write in it throughout the year. This will be made on blogger. Blogs will be assigned in class and completed by the next class. These should be 250-350 words apiece unless otherwise specified by the teacher. This first blog entry will be opinionated and will be graded as participation. Future entries may include readings or research that will accompany the blog. Timing of the blogs will be a big factor because more often than not they will relate to the next class. **<span style="font-family: 'Times New Roman',Times,serif;">(25 pts ****<span style="font-family: 'Times New Roman',Times,serif;">) **
 * <span style="font-family: 'Times New Roman',Times,serif;">Blogger: **


 * __ Integration __**
 * Technology: **<span style="font-family: 'Times New Roman',Times,serif;">Blogger is a type two technology because it not only allows for the sharing of students thoughts through a blog with the rest of the class, but it is on the web for anyone to find. This will also be available to new classes that come through after the current class moves on. The ability to share these responses in such an easy manner and to such a wide audience makes this a type two technology.

**English:** <span style="font-family: 'Times New Roman',Times,serif;">Students will be expected to know general grammar and syntax and to use this in their blogs. If there are common mistakes in grammar or spelling this will be reviewed briefly the next class. Students will also have to review each others blogs and use editing skills and give feedback to their peers.

<span style="font-family: 'Times New Roman',Times,serif;">**Art:** Students will have the ability to personalize their blogs with artistic backgrounds and other personal touches. This brings computer design into the lesson.

<span style="font-family: 'Times New Roman',Times,serif;">Students will use an idea wheel as a graphic organizer. This will allow them to take notes on their ideas of each of the four organisms presented in a separate space. Students will then get together in think, pair, share groups to talk about their ideas from their organizer. This will allow them to get different perspectives than their own before writing their blogs.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

<span style="font-family: 'Times New Roman',Times,serif;">Students will work with another student sitting next to them to set up their blogger accounts. The actual blog entry will be an individual product, but students will be in groups of three in order to give each other feedback on blogs. In this sense students will be both authors and editors.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

<span style="font-family: 'Times New Roman',Times,serif;">**Linguistic:** Students will be typing up blog entries about their similarities to jellyfish, strawberries, an eagle, and Komodo dragons.
 * <span style="font-family: 'Times New Roman',Times,serif;">Logical/Mathematical: **<span style="font-family: 'Times New Roman',Times,serif;"> Students will use idea wheels to organize their thoughts on how similar they are to these organisms.
 * <span style="font-family: 'Times New Roman',Times,serif;">Visual/Spatial: **<span style="font-family: 'Times New Roman',Times,serif;"> Students will see pictures of the living things (eagle, Komodo dragon) they are comparing themselves to.
 * <span style="font-family: 'Times New Roman',Times,serif;">Bodily/Kinesthetic: **<span style="font-family: 'Times New Roman',Times,serif;"> Students will be able to manipulate the strawberries and jellyfish in the hook activity.
 * <span style="font-family: 'Times New Roman',Times,serif;">Musical/Rhythmic: **<span style="font-family: 'Times New Roman',Times,serif;"> Background music will be played during the think pair share activity when students are discussing their thoughts on how similar they are to the organisms..
 * <span style="font-family: 'Times New Roman',Times,serif;">Intrapersonal: **<span style="font-family: 'Times New Roman',Times,serif;"> The creation of blogs will be an individual reflective activity, getting students to think about there similarities to very different organisms.
 * <span style="font-family: 'Times New Roman',Times,serif;">Interpersonal: **<span style="font-family: 'Times New Roman',Times,serif;"> The think, pair, share activity will allow for interpersonal students to thrive.
 * <span style="font-family: 'Times New Roman',Times,serif;">Naturalist: **<span style="font-family: 'Times New Roman',Times,serif;"> The presence of live jellyfish and of strawberries will appeal to naturalist learners.


 * __ 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. //

<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">While nothing can replace the lecture and class interactions students will be expected to talk to a classmate and see what they missed. Students will also be able to check missed assignments on the class wiki. For this class, instructions on how to make a blogger account will be posted along with pictures of the 4 lifeforms students would be comparing themselves to. Students will also receive a message on the wiki, through email, or through a classmate about which peer review group they will be in so that they can take part in that part of the assignment too. The best way to grasp missed assignments will be to come into class at the earliest time the student can and talk to the teacher about it.
 * Plan for accommodating absent students: **


 * __ Extensions __**

<span style="font-family: 'Times New Roman',Times,serif;">Blogger is a type two technology because it not only allows for the sharing of students thoughts through a blog with the rest of the class, but it is on the web for anyone to find. This will also be available to new classes that come through after the current class moves on. The ability to share these responses in such an easy manner and to such a wide audience makes this a type two technology. They will also be able to provide feedback to their peers from long distance, without coming face to face. This means it can be done outside of the classroom.
 * Type II technology: **

<span style="font-family: 'Times New Roman',Times,serif;">If students are identified as gifted and understand the similarities and differences of cells between themselves and these 4 lifeforms then these students will be challenged to find an organism that they believe is the most unsimilar to them that they can find. They will back this up with articles or videos explaining the cells of humans and the chosen organism. Students will also be asked to look at body systems in this new blog entry.
 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * <span style="font-family: 'Times New Roman',Times,serif;">Laptops
 * <span style="font-family: 'Times New Roman',Times,serif;">Graphic organizer handouts (Idea wheels)
 * <span style="font-family: 'Times New Roman',Times,serif;">Projector
 * <span style="font-family: 'Times New Roman',Times,serif;">Aquarium tank
 * <span style="font-family: 'Times New Roman',Times,serif;">Jellyfish
 * <span style="font-family: 'Times New Roman',Times,serif;">Strawberries
 * <span style="font-family: 'Times New Roman',Times,serif;">Criteria sheets for Blogger to handout
 * <span style="font-family: 'Times New Roman',Times,serif;">Internet access
 * <span style="font-family: 'Times New Roman',Times,serif;">MI quiz sheets
 * <span style="font-family: 'Times New Roman',Times,serif;">Markers
 * <span style="font-family: 'Times New Roman',Times,serif;">Speakers to play music

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

Multiple Intelligence Test: [] This link will bring students to an online multiple intelligence test where they will discover their intelligence strengths and weaknesses

Multiple Intelligences explained: [] This link will provide information as to what each intelligence entails and examples of tasks under that intelligence.

Graphic Organizer (Idea Wheel): [] This is a link to the graphic organizer that students can use to organize their thoughts on similarities to other organisms.

Tutorial for setting up Blogger: [] This video would be made available so studenets could follow its instructions and make a Blogger account.

Blogger: [] This is the site students will go on to create their blogger accounts.

Information for handouts: [] This link gives information that will be added to the handout given to students on Komodo Dragons.

[] This link gives information on the most likely jellyfish that would be available to a classroom, the moon jellyfish.

[] This link gives information about strawberries, that will be included on the class handout.

[] Contains information on an eagle that will be included on the class handout.

http://www.wikispaces.com/ Site for students to set up wikispaces accounts.


 * __ 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 The classroom arrangement would be Two's for this lesson with theses desks facing the blackboard in rows of three with columns going to the back of the room. In a science classroom it is likely that two person desks would be available to make this easier. 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 this will help build connections to all living things and thus a stronger connection to the world. Have a jellyfish in an aquarium, a bowl of strawberries, and pictures of an eagle and Komodo Dragon on the projector. Students will be asked to think about how similar they are to these living things. Students would takes turns coming up to the front table, (They would come up by the two they were arranged in after they are done with their MI quizes) to observe and carefully handle the jellyfish. The strawberries would be handed around barring any food allergies that may be in the classroom. Students would be encouraged to examine and eat the strawberry the get. All students would be able to look at the pictures of the Komodo dragon and Bald Eagle on the board.
 * Introducing MI's (5 mins)
 * Multiple Intelligence Quiz (30 mins)
 * Set up of Wiki Spaces (5 mins)
 * Set up of Blogger (5 mins)
 * Introduction of lesson and handouts (5 mins)
 * Individual brainstorming (10 mins)
 * Group discussions (15 mins)
 * Report out group consensus (5 mins)
 * Review ideas from blogs (5 mins)
 * Lesson 2
 * Where, Why, What, Hook, Tailors: Naturalist, kinesthetic, visual, interpersonal, intrapersonal. **

Students will know different cells for different reasons, organelles, body systems and differentiation. (See content notes.) At the beginning of the class multiple intelligence theory will be introduced with each intelligence explained briefly. Students will be asked to hypothesize which MI they will be strongest in. From here they will go online and take an extensive MI quiz to see if their hypothesis was correct. Four organisms will be presented to the class through tactile or visual methods to get students thinking about how similar they are to these organisms. Students will be given idea wheels to record their ideas about the presented organisms. A handout will be given to all students to guide the formation of ideas of similarities and differences between themselves and these organisms. Music will be played in the background at an audible but non-distracting level during this time. I will also talk briefly to each pair as they come up to the front table about each organism and explain how I want students to think about similarities and differences on different levels including body systems, and the cellular level. After students have had time to observe each organism, fill out their organizers, and confer about it in think pair share groups (two sets of table pairs making groups of four students) body systems will be discussed as a class and the thumbs up thumbs down method would be used to assess understanding.
 * Equip, Explore, Rethink, Revise, Tailors: Mathematical/logical, interpersonal, musical, kinesthetic, visual. **

Students will be able to relate to all life on a cellular level. Students will explore and experience this knowledge through the idea wheel graphic organizer, and will use empathy to determine their initial thoughts on their similarities to other organisms. Handouts will be used as idea starters but as students come to the front to examine the jellyfish they will be encouraged to be specific to their own initial thoughts when responding in their products. Students will be grouped by who they are sitting with and then paired with another group of two for the think pair share activity. These groups will likely be formed by telling the front row to turn around and join the table group behind them. Leftover groups from a third row would pair together so that every group has at least four members. Each group will have a leader, they will be informed that they will all be a group leader at some point. The role of the group leader is to facilitate the conversation and report out the groups common themes to the class. Students will then create a blogger account and will be assisted by a video in their setup. Students will also set up accounts on wikispaces in this time and join the class wiki. This activity will be teacher led.
 * Explore, Experience, Revise, Refine, Tailors: Logical/mathematical, interpersonal, intrapersonal, visual. **

Students will be given a checklist that will give them the required elements in their blog. They will use this checklist for writing their own blog as well as giving feedback to the blogs of the other members of their think, pair, share group. They will do the blog as a homework assignment and will give feedback to partners blogs by following the links to their partners blog on the class wiki. Feedback will be given to peers through email. The teacher will provide feedback by reviewing blogs and sending emails to each student with specific feedback. Students would then have time to edit and change their work before the final grade would be given. This connects to the next lesson by working as a bridge into eukaryotic, plant, and single cells and what the similarities and differences are. This will be lesson two. Also, the set up of the blogger and class wiki will be helpful in future lessons. These will be used to post homework, give feedback, and as reflective tools through the entire unit. **Evaluate, Tailors:** L**inguistic, intrapersonal, interpersonal.**

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

<span style="font-family: 'Times New Roman',Times,serif;">Howard Gardner’s multiple intelligences will be introduced at the beginning of class. <span style="font-family: 'Times New Roman',Times,serif;">These are: <span style="font-family: 'Times New Roman',Times,serif;">Visual-Spatial: Think in terms of physical space. <span style="font-family: 'Times New Roman',Times,serif;">Linguistic: Use words effectively. <span style="font-family: 'Times New Roman',Times,serif;"> Logical-Mathematical: Think conceptually. Reason and calculate. <span style="font-family: 'Times New Roman',Times,serif;">Musical: Show sensitivity to rhythm and sound. <span style="font-family: 'Times New Roman',Times,serif;">Bodily-Kinesthetic: Keen sense of body awareness. <span style="font-family: 'Times New Roman',Times,serif;">Interpersonal: Understanding and interacts well with others. <span style="font-family: 'Times New Roman',Times,serif;">Intrapersonal: Understands own interests and goals. <span style="font-family: 'Times New Roman',Times,serif;">Naturalist: Learn best through nature.

<span style="font-family: 'Times New Roman',Times,serif;">More information on these intelligences can be found at [] and students will be encouraged to look at that site as well as [] to look at possible careers in their best intelligence. This will just be to give students some insight into their intelligences. <span style="font-family: 'Times New Roman',Times,serif;">This will be done after students take a multiple intelligence quiz at []

<span style="font-family: 'Times New Roman',Times,serif;">The living things students will compare themselves to will be displayed on a projector or present in the room. The jellyfish and strawberries will be present but picture of the Komodo dragon and bald eagle can be found at the following URLs- [], []. <span style="font-family: 'Times New Roman',Times,serif;">General information about all of these organisms will be provided on a handout. The information would likely be as follows:

<span style="font-family: 'Times New Roman',Times,serif;">Komodo Dragon: Reptile, Dull gray leathery skin, sharp talons. Good eyesight except in low light. Very limited hearing. Habitat: Semi-arid islands. Cold blooded.

<span style="font-family: 'Times New Roman',Times,serif;">Bald Eagle: Birds, Blackish brown and white feathers, sharp talons. Have hollow bones. Habitat: Live along the coasts. Average body temperature of 106 degrees Fahrenheit.

<span style="font-family: 'Times New Roman',Times,serif;">Moon Jellyfish: Cnidarian, delicate almost clear color. Habitat: Inshore seas and oceans, near the surface. Do not have blood or a heart.

<span style="font-family: 'Times New Roman',Times,serif;">Strawberries: Type of plant related to the rose. Habitat: Indigenous everywhere except Africa, New Zealand, and Australia. Perform photosynthesis to get food.

<span style="font-family: 'Times New Roman',Times,serif;">The information for this and more can be found at the following URLs- [], [], [], [] <span style="font-family: 'Times New Roman',Times,serif;">This information will be used more as idea starters than anything else and can give students starting points for their idea wheels. <span style="font-family: 'Times New Roman',Times,serif;">Students will also need to be introduced to Blogger with [] and set up their own account by following the instructions. <span style="font-family: 'Times New Roman',Times,serif;">The review of the blogs will lead into lesson two of the unit.

<span style="font-family: 'Times New Roman',Times,serif;">organelles- any number of organized or specialized structures within a living cell. More info at []

<span style="font-family: 'Times New Roman',Times,serif;">body systems- Organized groups of tissues that perform a specific function. More info at []

<span style="font-family: 'Times New Roman',Times,serif;">differentiation- The process by which cells or tissues undergo a change toward a more specialized form or function, especially during embryonic development.

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**
 * Graphic Organizers
 * Checklist for Blogger posts
 * Information sheet on 4 living things
 * KWL chart
 * Pre-assessment quiz


 * __ Maine 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 works for clipboard learners because students are provided with graphic organizers to sort their ideas, a checklist for their blogger entries which gives them clear expectations, and they experience sequential learning by moving from preconceived thoughts to unit materials.


 * // Microscope: //** This lesson accommodates microscopes by allowing group discussions of the learning, and allowing students to claim ownership of their own ideas.


 * // Puppy: //** This lesson accommodates puppies by providing a encouraging atmosphere with supportive grouping.


 * // Beach Ball: //** This lesson accommodates beach balls by extending the activities they have beyond class time and using other students as a variety of resources


 * // 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: //** Thumbs up, Thumbs down. students Blogger checklist, peer review.


 * // Summative: //** Blog entry graded by teacher after feedback time.


 * // 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.


 * // 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 require for this lesson can be found in the content notes.


 * // MLR or CCSS: //**<span style="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: Empathy- //** Students will understand what is in common between them and other various organisms. This will get them to think about the world from a different perspective and other points of view as they learn these similarities and differences.


 * // Rationale: //** The content knowledge provided will be sufficient to get students to empathize with other organisms and use empathy in the lesson.


 * // 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.//**

<span style="font-family: 'Times New Roman',Times,serif;">**Linguistic:** Students will be typing up blog entries about their similarities to jellyfish, strawberries, an eagle, and Komodo dragons.
 * // MI Strategies: //**
 * <span style="font-family: 'Times New Roman',Times,serif;">Logical/Mathematical: **<span style="font-family: 'Times New Roman',Times,serif;"> Students will use idea wheels to organize their thoughts on how similar they are to these organisms.
 * <span style="font-family: 'Times New Roman',Times,serif;">Visual/Spatial: **<span style="font-family: 'Times New Roman',Times,serif;"> Students will see pictures of the living things (eagle, Komodo dragon) they are comparing themselves to.
 * <span style="font-family: 'Times New Roman',Times,serif;">Bodily/Kinesthetic: **<span style="font-family: 'Times New Roman',Times,serif;"> Students will be able to manipulate the strawberries and jellyfish in the hook activity.
 * <span style="font-family: 'Times New Roman',Times,serif;">Musical/Rhythmic: **<span style="font-family: 'Times New Roman',Times,serif;"> Background music will be played during the think pair share activity when students are discussing their thoughts on how similar they are to the organisms..
 * <span style="font-family: 'Times New Roman',Times,serif;">Intrapersonal: **<span style="font-family: 'Times New Roman',Times,serif;"> The creation of blogs will be an individual reflective activity, getting students to think about there similarities to very different organisms.
 * <span style="font-family: 'Times New Roman',Times,serif;">Interpersonal: **<span style="font-family: 'Times New Roman',Times,serif;"> The think, pair, share activity will allow for interpersonal students to thrive.
 * <span style="font-family: 'Times New Roman',Times,serif;">Naturalist: **<span style="font-family: 'Times New Roman',Times,serif;"> The presence of live jellyfish and of strawberries will appeal to naturalist learners.


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


 * // Rationale: //** Blogger allows the sharing of information with the class and with the world through the internet, which can not be done with type one technology in a similar manner. 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: 1a. Creative and innovative thinking is promoted in this lesson by encouraging student brainstorming and to develop ideas and answers on their own without the use of a textbook or other reference resource. 1c. Blogger, combined with Wikispaces and email, will allow students to work collaboratively and define and clarify their ideas. The blog entries will also be a more creative outlet than a usual assignment for students.

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. Students will learn the types of cells and their initial thoughts on them through the use of digital tools like blogger and wikispaces which can allow students to be creative. 2c. The customization of this lesson can be seen in standards one and eight as well as in the modifications and accommodations section. ||  ||   || 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]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
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