S3+Carville,+Phillip

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR or CCSS **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] and[| Cooperative Learning] the content (**Explore**), working on product (partners, teams...) (**Experience**)
 * (R)** **.4** Checking for Understanding Strategies during instruction (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: and **Timely Feedback: (Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7**Students will be able to ..., **(Facet Name)** Product: Type II Technology, Number of Days: (**Organize**)

[|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= //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.// (**What**) Learning this will help build connections to all living things and thus a stronger connection to the world. (**Why**)
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.1 Students will understand that cells are essential to all life and everyday activities. (**Where**)

1.2 Have a jellyfish in an aquarium, a bowl of stawberries, 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 in a reflective blog for a homework assignment. (**Hook**)

1.3 Students will know different cells for different reasons, organelles, body systems, differentiation. (see notes) (**Equip**) Idea wheels will be the graphic organizer used in this lesson. Students can label each quarter of the wheel with one of the living things and put their thoughts in the organizer before writing their blog. This can be used for both the first and second blog on this topic. Students can also use these organizers in the think, pair, share if laptops are not available. (**Explore**) Students will work in groups in the think, pair, share model after the introductory class and talk about their blog entries. They will explain their thinking to group members and report out to the class. This will work as an introductory activity to general cell structure and components. Students will create another blog entry after cell structure and organelles are covered in class to see if their original views have changed. (**Experience**)

1.4 To check for understanding during the lesson thumbs up, thumbs down, will be used to assess understanding. Depending on the results materials will be revisited. (**Rethink**) Students will be given criteria on what needs to be in their blogs. This will be in checklist form so it is easiest to follow along. Students will post their blog addresses in the wiki and will be able to peer edit each others blogs using the links. (**Rethink/Revise**) Students will receive virtual feedback through an online grade book. Comments will be attached to let students know if anything needs to be fixed. (**Revise/Refine**)

1.5 **Formative Assesment**- **Pre-assessment:** will be given during the first class period to gain a sense of the students knowledge on cells, organelles, cellular processes, and cellular reproduction. **Checking for Understanding:** Thumbs up, thumbs down will be used during the lesson to check for understanding. Any troublesome concepts will be revisited. **Timely Feedback:** will be given through an online gradebook the day after the blog is posted. (**Evaluate**)

1.6 (**Tailor**)
 * Linguistic:** Students will be typing up blog entries about their similarities to jellyfish, strawberries, an eagle, and Komodo dragons.
 * Logical/Mathematical:** Students will use idea wheels to organize their thoughts on how similar they are to these organisms.
 * Visual/Spatial:** Students will see pictures of the living things (eagle, Komodo dragon) they are comparing themselves to.
 * Bodily/Kinesthetic:** Students will be able to manipulate the strawberries and jellyfish in the hook activity.
 * Musical/Rhythmic:** 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..
 * Intrapersonal:** The creation of blogs will be an individual reflective activity, getting students to think about there similarities to very different organisms.
 * Interpersonal:** The think, pair, share activity will allow for interpersonal students to thrive.
 * Naturalist:** The presence of live jellyfish and of strawberries will appeal to naturalist learners.

1.7 Students will be able to relate to all life on a cellular level. (**Empathy**) Product: Blogger Days: 2-3 class days (**Organize**) || =Lesson 2=

//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.// (**What**) 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. (**Why**)
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 2.1 Students will understand that like all machines, cells are made up of smaller parts that allow them to perform specific function. Cells are essential to all life and everyday activities. (**Where**)

2.2 The idea, and examples of creatures displaying kleptoplasty will be looked at and discussed. The idea that this is an early form of evolution will be brought up and a class discussion would ensue. Pictures of plant and animal cells would be displayed on the board and students would describe differences. Also 3-D models of cells would be handed around the (**Hook**)

2.3 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 notes) (**Equip**) Students will use a three part venn diagram to compare and contrast eukaryotic cells, plant cells, and single celled organisms. Students will do this in pairs which will be determined by a value line activity. This value line will be determined by having students write a number from 1-10 which would indicate their comfort level with the material. The one least comfortable with it would match up with the student most comfortable with it and so on. (**Explore**) After the hook discussion students will get into a value line about how much knowledge they believe they already have about cells. Students will be paired off high with low with a group of three if necessary. Students will then research similarities and differences between eukaryotic, plant, and single celled organisms (prokaryotes). They will record this information on a venn diagram and then report back to the class. A lecture on what was missed, if anything would ensue. Groups or pairs would then start to make interactive posters using glogster covering each cell type. They would have two days to complete the assignment. (**Experience**)

2.4 To check for understanding in the class students will use a fill in your thoughts sheet as an exit ticket for the first class. Any misconceptions would be taken care of the next class. (**Rethink**) Students will be given a rubric for their glogster project as soon as the program is introduced to them. The student partners will be able to bounce ideas regarding the rubrics off each other and other groups. (**Rethink/Revise**) After presentations, students will be given graded rubrics back and have time in class and until the nest class starts to fix any mistakes or add content. (**Revise/Refine**)

2.5 **Formative Assessment- Checking for Understanding:** To check for understanding of the lesson a fill in your thoughts sheet will be used at the end of the first and second class. This exit ticket would be used to structure topics to cover the next class. **Timely feedback:** This would be given by handing back graded rubrics with comments after the presentation of glogsters. (**Evaluate**)

2.6 (**Tailor**)
 * 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.

2.7 Students will be able to compare eukaryotic cells, plant cells, and single celled organisms, noting their similarities as well as differences. (**Perspective**) Product: Glogster Poster Time Period: 3-4 class days (**Organize**) || =Lesson 3=

//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.// (**What)** Learning about organelles will inform students about themselves. They will learn what structures create proteins that are necessary for their survival. They will learn where the energy comes from that allows them to take every step during their day. This knowledge will give students a larger appreciation of cells and their components. (**Why**)
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 3.1 Students will understand that like all machines, cells are made up of smaller parts that allow them to perform specific functions. (**Where**)

3.2 A sort of analogous story will be told. The story will be told as if the teacher were describing the going-ons of a city. After the story the teacher will explain that this same process happens everyday, constantly in all our cells. I will challenge the students to discover what organelles represented the key items in the story. (**Hook**)

3.3 Students will know organelles, nucleus, rough endoplasmic reticulum, smooth endoplasmic reticulum, golgi body, mitochondria, lysosomes, vacuole, chloroplasts, cell membrane, vesicle, very specific functions for organelles (see notes). (**Equip**) Students will use a tictacktoe organizer for this lesson. This is a sheet of paper with nine boxes, like a tic-tack-toe board that allows students to take notes on separate but related concepts in different boxes. This will be good for separating notes on each organelle. They will work in jigsaw groups. (**Explore**) Students will work in jigsaw groups, becoming experts through the teachers lecture and group research of one or two organelles (depending on numbers in class) and then report back to their jigsaw groups where notes will be taken on their graphic organizers. Students will then choose an organelle, being sure that every organelle is represented at least once, and make a poem or rhyme to help them remember its function and appearance. This will be done individually by each student using visual poet and they will be shared with the class and put on a wiki that will allow students access to them as study tools. Alternate type two assignments will be available to students who are not interested in doing visual poet. (**Experience**)

3.4 To check for understanding in class an example/non-example exercise will be performed after group meetings. This will determine if proper notes were taken and students have a good understanding of which organelles perform which functions and what their general appearances are. (**Rethink**) Students will then be given a rubric for the visual poet project and will have 30 minutes in class to get familiar with the program and to work on the project itself. Students can work together and give each other feedback and ideas. (**Rethink/Revise**) Students will present their products the next class and will receive teacher feedback. They will have a chance at the end of class after all presentations to edit their work if it needs it. They will have until the beginning of the next class to make these changes. (**Revise/Refine**)

3.5 **Formative Assessment- Checking for Understanding:** To check for understanding of the lesson an example/non-example activity will be conducted near the end of the first class day. After all lessons an exit ticket will be used to see if any concepts need to be revisited. **Timely feedback:** This will be given as the teacher fills out a rubric with comments and hands it back after each presentation. (**Evaluate**)

3.6 (**Tailor**)
 * L****inguis****tic:** Using Visual Poet to write poetry about an organelle.
 * Logical/Mathematical:** Using graphic organizers as an organizational tool to separate information about the separate organelles.
 * Visual/Spatial:** Inserting and finding pictures of organelles for their Visual Poet presentations.
 * Bodily/Kinesthetic:** Students could do a dramatic reading and act out their poem along with the Visual Poet presentation.
 * Musical/Rhythmic:** Background music will be used as a timing method during the jigsaw group activity.
 * Intrapersonal:** The visual poet presentations will be done individually and can provide a good outlet for Intrapersonal thinkers.
 * Interpersonal:** The group work, jigsaw groups, allows for interpersonal activity in the class.
 * Naturalist:** Using Visual Poet to compare their organelle to nature.

3.7 Students will be able to make sense of organelles and their importance to cells. (**Interpret**) Product: Visual Poet Days: 2-3 class days. (**Organize**) || =Lesson 4=

//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.// (**What)** Students will learn through this lesson how cells reproduce. This will give them an insight into how they developed as children and how their future kids will develop. It is also a very valuable skill to be able to use a microscope. (**Why**)
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 4.1 Students will understand that cells reproduce differently and many problems can occur during this process. Like all machines, cells are made up of smaller parts that allow them to perform specific functions. (**Where**)

4.2 The hook to this lesson will be showing the abilities of electron microscopes and some pictures from microscopes that students will have to guess what is pictured. There will also be a short claymation video shown on mitosis and meiosis ([]). (**Hook**)

4.3 Students will know use of microscopes, DNA, chomosomes, centriole, myosin, mitosis, meiosis, interphase, anaphase, porphase, metaphase, cytokinesis, differentiation. (see notes) (**Equip**) Students will use the clock graphic organizer. They will draw the separate stages of mitosis and meiosis on separate organizers. This will help to instill the idea of what time each phase occurs at. They will be working in partners.(**Explore**) Students will work in partners and move around the room where microscopes will be set up displaying the different stages of mitosis and meiosis. Lab report outlines will be handed out before hand so that students can see what information is required and take notes while doing the lab itself. They will also have clock organizers to take notes on. After the lab google docs will be introduced and each pair of students will create a document where they will work on their lab report. They will be able to do this outside of class and will have several days to complete it. (**Experience**)

4.4 To assess understanding during the lesson a misconception check will be performed. This will focus mainly on the order of the stages and being sure students can keep mitosis and meiosis separated. (**Rethink**) The rubrics and requirements for the lab report will be handed out before the lab. Google docs will be introduced in class and students will have the chance to pose questions to their peers and the teacher at that time. (**Rethink/Revise**) Students will get feedback on their actual google doc. The teacher will highlight what needs to be changed once the final lab report is turned in. Students will then have two days to make the edits that the teacher suggested and earn back some credit. (**Revise/Refine**)

4.5 **Formative Assessment- Checking for Understanding:** To check for understanding, a misconception check will be done by the teacher. This will focus on the order of events in mitosis and meiosis and which one is which. **Timely Feedback:** Feedback for the project will be given the same day that it is handed in. This will be done directly on google docs. (**Evaluate**)

4.6 (**Tailor**)
 * Linguistic:** Students will have to type up their lab reports and likely do some research to complete it fully.
 * Logical/Mathematical:** Students will have organizers to organize their thoughts and will also have to determine and remember the sequences of events in mitosis/meiosis.
 * Visual/Spatial:** Seeing the images and video depicting mitosis and meiosis in the hook activity will help visual students.
 * Bodily/Kinesthetic:** Being able to use and adjust the microscopes in the class will appeal to kinestheitic learners.
 * Musical/Rhythmic:** The music in the hook video will appeal to the musical students in the class and may help them remember the images of mitosis and meiosis.
 * Intrapersonal:** Students will be able to work individually on their lab reports through google docs, even though it is a partner project.
 * Interpersonal:** Students can, if they choose, work in partners on their report at the same time rather than individually.
 * Naturalist:** Looking at the natural images of cells and other examples under the microscope in the hook will appeal to naturalists.

4.7 Students will be able to use microscopes to differentiate stages of mitosis and meiosis. (**Apply**) Product: Group lab report on Google Docs. Days: 2-4 Class days. (**Organize**) || =Lesson 5=

//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.// (**What)** It is important for people to know the various types of diseases and conditions that can affect them. Knowing these things can help figure out when something more serious is wrong and could be very helpful or life saving. (**Why**)
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 5.1 Students will understand that cells reproduce differently and many problems can occur during this process. (**Where**)

5.2 As a hook for this project I will talk about Rocco Baldelli's story. He was one of the most promising young baseball players until it was discovered that he had a mitochondrial disease. This effectively ended his career. I will ask students to look into other organelle and cellular diseases. (**Hook**)

5.3 Students will know organelles, meiosis, mitosis, what causes cancer, diseases with organelles, cellular reproduction problems. (**Equip**) Students will use a four column chart graphic organizer in their search. They will have one column for cause of the disease, one for current treatment, one for prognosis, and the final for possible future treatments. Students will work together in groups on this project and use the thinkpad brainstorming method. (**Explore**) Students will get into small research groups where they will pick a cellular or organelle disease to work on. They will use thinkpad brainstorming to come up with ideas for their digital story and for possible future treatments. A digital story will be used as the final product made using iMovie in a slideshow manner. (**Experience**)

5.4 To assess understanding a quick write activity would be used. The issues found through these would be revisited the class after. (**Rethink**) The rubric for the digital story would be handed out the day it was assigned. Students would be able to confer in their groups about the rubric and pose any questions to the teacher at that point. (**Rethink/Revise**) Students will receive feedback by getting a graded rubric after they present to the class. They will then have two days to edit any mistakes to earn back a portion of the points lost. (**Revise/Refine**)

5.5 **Formative Assessment- Checking for Understanding:** To check for understanding a quick write activity would be used.**Timely Feedback:** Students will be given rubrics, graded and with feedback, the same class that they present. (**Evaluate**)

5.6 (**Tailor**)
 * 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.

5.7 Students will be able to recognize the dangers and problems involved with cellular anomalies. (**Self-Knowledge**) Product: A digital story on a cellular/organelle disease including how they are diagnosed, prognosis, cause of disease, and possible treatment. Days: 2-3 class days (**Organize**) || =Lesson 6=

//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.// (**What)** This will be the culminating understanding of the unit. By being able to justify the importance of cells for every living thing for multiple reasons, students will realize how important and versatile the cell is as a unit of organization. (**Why**)
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 6.1 Students will understand that cells are essential to all life and everyday activities. (**Where**)

6.2 The hook of this lesson will be to introduce the final project. This fun video will be introduced so that students will want to pay attention and think about what to include in it and how they can tie everything together. (**Hook**)

6.3 Students 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. (**Equip**) Students will use a sense chart and list and explain what cells assist with each sense in different species. Students will also have talking chips and everyone in the class will use theirs up in a class discussion on cells and their universal importance to living things. (**Explore**) The lesson will start out with a teacher led discussion where students will apply all of their knowledge they have gained throughout the unit. They will have talking chips that they can use in this discussion to insure that all students participate. They will then be introduced to the Comic Life software and students will individually make a short comic on the importance of cells to a specific body system or organism. (**Experience**)

6.4 To assess understanding an every pupil response method would be used. (**Rethink**) The rubrics for students Comic Life comics will be handed out the day the assignment is given. They will be able to confer with each other with the class time given for working on the assignment. (**Rethink/Revise**) Comics will be graded and students will have one night to fix any errors and resubmit the comic. (**Revise/Refine**)

6.5 **Formative Assessment- Checking for Understanding:** To check for understanding the every pupil response method will be used.**Timely Feedback:** Students will receive feedback on their comics the day of their presentations so they can edit them that night. (**Evaluate**)

6.6 (**Tailor**)
 * 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.

6.7 Students will be able to justify the importance of cells for all organisms and systems. (**Explain**) Product: A comic made using Comic Life software. Days: 3-4 class days **(Organize**) ||

2004 ASCD and Grant Wiggins and Jay McTighe