L3+Carville,+Phillip

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __ **** : ** Mr. Carville **__Lesson #:__** 3 **__Facet:__** Interpret
 * __ Grade Level __ **** : ** 9-12 **__Numbers of Days:__** 3-4
 * __ Topic: __ ** Cells and Organelles


 * __ PART I: __**

Student will understand that like all machines, cells are made up of smaller parts that allow them to perform specific functions. Students will know organelles, nucleus, rough endoplasmic reticulum, smooth endoplasmic reticulum, golgi body, mitochondria, lysosomes, vacuole, chloroplasts, cell membrane, vesicle, very specific functions for organelles, photosynthesis, respiration. Student will be able to make sense of organelles and their importance to cells.
 * __ Objectives __ **

**Product:** Prezi

**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 structures and function when they understand the different organelles and what roles they play in cellular processes.


 * __ Assessments __**


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

To check for understanding during the lesson an example/non-example exercise will be used to determine if good notes were taken and if any organelles or concepts need to be reviewed. Thumbs up, thumbs down will also be used to determine if prezi was understood and signed up for correctly.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Timely feedback will be given by peer and teacher discussion after poem presentations. Grades will also be posted on the online gradebook for the class. Students will have the chance to fix certain aspects of their presentations, such as grammar and spelling mistakes, and added visuals if they were lacking by the next class.
 * Section II – timely feedback for products (self, peer, teacher) **


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

Prezi will be used for students to create a poem about their assigned organelle. This will display the knowledge they have gained about the organelle in class as well as further information that they researched on their own. Visuals will be provided along with the poem to solidify its message. Any poetry style (besides haiku) will be acceptable as long as it is passed by the teacher. (**25 Pts**)
 * Prezi:**


 * __ Integration __**
 * Technology: ** Prezi will be used as a type two technology that turns poetry into a form of digital storytelling that cannot be achieved without the use of technology. The class wiki will also be used along with the internet as a resource.


 * Content Areas: **


 * English: **English is clearly involved with this lesson as students will be writing poetry. They will need to use proper poem structure, grammar and spelling in their poems.


 * Art:** Art will be utilized by students using the visual side of the prezi application. Students will have to express their ideas with pictures and animations which is an artistic ability.

Students will use a Tictactoe organizer for this lesson. This will give students the ability to take notes on separate organelles in each of the nine sections on the organizer. Students will specialize in one or two organelles and get the other information form the other members of their jigsaw group.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Jigsaw groups will be used with the graphic organizers. This means that every student will take on the role of expert for their organelle(s), and as a listener/recorder when listening about the organelles their group members were experts of. Students will work individually on their visual prezi poem projects taking the role of a poetry author.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * L **** inguis **** tic: ** Using Prezi 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 Prezi presentations.
 * Bodily/Kinesthetic: ** Students could do a dramatic reading and act out their poem along with the Prezi presentation.
 * Musical/Rhythmic: ** Background music will be used as a timing method during the jigsaw group activity.
 * Intrapersonal: ** The Prezi 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 Prezi to compare their organelle 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 lecture and class interactions, absent students will be expected to learn what they missed from a classmate. Students will also be able to check missed assignments on the class Wiki. Students will be given a list of experts that they can consult with on each organelle as well as filling out some of the organizer by themselves. A tutorial for using Prezi will be provided on the Wiki since they would not have been able to explore it with the class. The best way for the student to catch up with what they missed would be to meet with the teacher as soon as they could.


 * __ Extensions __**

Prezi is a type two technology because it allows poems to transform into a digital story of sorts which is not possible with type one technologies. These will also be posted on the class wiki so that future classes and other internet users can access them. Prezi can also be used for other things which include making a Powerpoint or similar presentation more interesting.
 * Type II technology: **


 * Gifted Students: ** Gifted students will be asked to write an essay to accompany their poem explaining why each line makes sense. They will be encouraged to use more metaphors and allusions in their poetry to make this assignment more challenging.

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * //Prezi accounts//
 * //Laptops//
 * //Graphic organizers//
 * //Internet access//
 * //Projector//
 * //Rubric for Prezi//

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

[] Cell analogy story that will be used as the hook of the lesson.

[] Link to graphic organizer for this lesson (tictactoe).

[] detailed information on cell organelles and their functions.

[] A video explaining cellular organelles that visual learners can use.

[] An example of Prezi as visual poetry.

[] Prezi tutorial.

[] A site for Photosynthesis information.

[] Information on cellular respiration.


 * __ 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// Day 4
 * //Post projects to Wiki (5 mins)//
 * //Discussion on projects (5mins)//
 * //Hook story (5 mins)//
 * //Brief discussion of how hook relates to organelles; introduction of what organelles will be researched (20 mins)//
 * //Student research time with graphic organizers/jigsaw groups (45 mins)//
 * //Student check in, review of graphic organizers (10 mins)//
 * //Example non-example exercise (5 mins)//
 * //Introduction of Prezi; Prezi sign up (15 mins)//
 * //Introduction of poetry project, Sign up for organelles and poetry style (15 mins)//
 * //Prezi worktime (35 mins)//
 * Prezi worktime (60 mins)
 * Student check in, questions/problems (10 mins)
 * Presentation sign ups/work time (10 mins)
 * Prezi Presentations (80 minutes)

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 like all machines, cells are made up of many parts that allow them to perform a specific function. // Students describe structure and function of cells at the intracellular and molecular level including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on an individual. // Learning about 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. They will learn this through a discussion on photosynthesis and resiration. This knowledge will give students a larger appreciation of cells and their components. For the hook of the lesson an analogous story will be told that will connect to cells and their organelles. Students will then be encouraged to listen to a short lecture on organelles and then to research them on their own. **Where, What, Why, Hook, Tailors: Linguistic, Intrapersonal, Interpersonal**

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 content notes). Students will be introduce to organelles formally through the hook story. They will have had some experience with them from the previous lesson, but this lesson will get more in depth. A discussion of organelles and which ones students will be expected to learn will follow the hook. From here, tic tactoe organizers would be handed out and students would be assigned a jigsaw group. From these groups, certain members would break off into new groups that would specialize in two to three organelles. They would have ample time to research these organelles, filling out their organizers along the way, and becoming experts on their organelles. Students will then return to their original jigsaw groups and report back their expertise to their group mates, thus filling in the rest of their organizers. After a check in and review of organizers at the beginning of the next class along with an example non-example activity students will be introduced to Prezi with a tutorial video and they will create a Prezi account. Students would then pick an organelle to do their visual poetry project on and would have the remainder of class to work on it. The next class students would have the majority of it to continue working on their Prezis and sign up for presentation times. **Equip, Explore, Rethink, Revise, Tailors: Logical/mathematical, Visual, Linguistic, Intrapersonal, Interpersonal, Bodily Kinesthetic, Naturalist, Musical**

Students will be able to make sense of organelles and their importance to cells. They will explore and experience this knowledge through interpretation of online and video resources along with their textbooks and by conversing with peers. When all of the organelles functions are uncovered their importance to the cell will be revealed to the inquisitive students. Students will be grouped into jigsaw groups. Members of these groups will break off to form expert groups that will research specific organelles. The main groups will then reform and report back to each other. In this scenario every student will take the roles of experts, reporters, and listeners/recorders.Teacher observations will take place during the group work wo make sure all students are participating in the graphic organizer activity.The class after and example/nonexample activity will be conducted to check for understanding.By listing various jobs done in the cells, students would have to come up with what organelle or organelles are responsible for performing these jobs. This could also be done in the reverse order, by giving the organelle and having students list its jobs. Students will have the ability to revise their product after a graded rubric is given back to them by the teacher. They will have a few classes to edit their poems for a chance to earn back half of the total points they lost. **Explore, Experience, Revise, Refine, Tailors: Linguistic, Interpersonal, Visual, Intrapersonal**

Students will self assess by using the rubrics that they get for their Prezi presentations. By following this rubric as they make this project, and then looking back over the project after it is completed using the rubric, students will have a good idea of where their project stands. The teacher will provide feedback by grading the students presentations using the same rubric and writing comments on it so students know why they got the grade they received. These rubrics will be completed as students present and handed back to them the same class that they present. This way they have the maximum amount of time to edit their projects to gain any lost points back. This connects to the future assignments because students will have to know what organelles they are looking at when they attempt to identify what stage of mitosis or meiosis a cell is in when doing lesson four. When lesson five comes around students will also need to recall this knowledge so they can understand why certain diseases of certain organelles have the effects that they do.
 * Evaluate, Tailors: Interpersonal, Intrapersonal, Linguistic, Visual, Musical**

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

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 []. Students will also be able to utilize pictures of organelles to further their poems. Pictures of organelles can be found in links from the previous lesson.

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


 * //Prezi Rubric//
 * //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: //** The graphic organizer being used in this lesson will be good for clipboards by allowing them to organize their thoughts in an easy way.


 * // Microscope: //**Students will be encouraged to delve deeply into their organelle and come up with more advanced material for their poems. This will lead to discovery learning.


 * // Puppy: //** Students will experience supportive grouping during the jigsaw activity. They will be supported by their other experts as they research together and they will be supported by their other jigsaw members by learning from them and teaching them in return.


 * // Beach Ball: //** Beach balls will like the freedom they have to choose any poetry style (besides haiku) and the personal freedom they will get working on their own poems.


 * // 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: //** Example/Non-example, thumbs up, thumbs down, class discussion


 * // Summative: //** Prezi presentation.

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: //**


 * // 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: Interpret- //** Students will learn what organelles are and what function they serve. They will then be able to interpret what organelles would be in a specialized cell if they were told its function and location.


 * // 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: //**
 * L **** inguis **** tic: ** Using Prezi 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 Prezi presentations.
 * Bodily/Kinesthetic: ** Students could do a dramatic reading and act out their poem along with the Prezi presentation.
 * Musical/Rhythmic: ** Background music will be used as a timing method during the jigsaw group activity.
 * Intrapersonal: ** The Prezi 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 Prezi to compare their organelle to nature.


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


 * // Rationale: //** The multiple intelligences are all met in a satisfactory way according to Howard Gardner's descriptions of the intelligences. Prezi is a type two technology because it integrate poetry with art in a way similar to a digital story that could not be done with type one technologies. It can also incorperate links and videos directly into the poem.

__//**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 teacher would promote and model learning by introducing the Prezi site and giving an example of a poem on an organelle. That organelle would not be permitted as a subject for a student unless cleared by the teacher.

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

2b. Students are able to make choices of what kind of poem they wish to write and will be in charge of how in depth they go with their poem. This will give them management of their own learning. 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].
 * //Rationale://** 2a. Students will be able to design and adapt poems with Prezi which will extend their learning of organelles.
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