L4+Carville,+Phillip

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

** LESSON PLAN FORMAT **


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


 * __ PART I: __**

Student will understand that cells reproduce differently and many problems can occur during this process. Student will know use of microscopes, DNA, chomosomes, centriole, myosin, mitosis, meiosis, interphase, anaphase, porphase, metaphase, cytokinesis, differentiation.
 * __ Objectives __ **

Student will be able to use microscopes to differentiate stages of mitosis and meiosis.

**Product:** Google Doc


 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

**Content Area:** Science and Technology **Standard Label:** E. The Living Environment **Standard:** E.3. Cells **Grade Level Span:** Grade 9-Diploma
 * 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 reproduction of cells and how this impacts individual organisms and body systems.


 * __ Assessments __**


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

To check for understanding during instruction a misconception check will be performed. The main point of this will be to make sure students are able to distinguish mitosis from meiosis and knowing the order of the stages in each. Thumbs up, thumbs down will also be used to make sure students have set up their google docs properly and both partners can access and edit the document.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **


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

Timely feedback will be given by emailing students feedback on their lab reports the night they are due. Students will also have a rubric to work from and will receive feedback from their peers as they collaborate on the lab report. Included in the teacher feedback will be the rubric with comments.

Google Docs will be used to construct a collaborative lab report. Learning to use microscopes and write proper lab reports is a key skill to have in the science field. A rubric and outline will be given to students that will guide them along as they write this report.
 * __ Summative (Assessment of Learning): __**
 * Google Docs**:


 * __ Integration __**
 * Technology: **Google docs will be the type two technology utilized in this lesson. This will allow students to work together on the lab report even when they're outside of class. Completed lab reports will then be posted on the wiki for others to view.


 * Content Areas: **


 * English: ** Students will have to use proper diction, grammar, and spelling in their lab reports. They will also have to understand the concept of reporting in the third person, which is how proper lab reports are written.


 * History: ** A requirement of the lab report will be an introduction. In this section the history of cellular reproduction will be discussed including the citing of previous research and discovery.

Students will work in partners for this project. Clock graphic organizers will be used to help students along with the lab. This will allow students to not only write the steps of each process on separate organizers, but to visualize the timing of each stage as well. Each student will have two of these organizers, one for mitosis, and one for meiosis.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **


 * Section II – Groups and Roles for Product **

Both students will be working with the microscopes, looking at and identifying the stages of mitosis and meiosis. They will be taking the role of scientists in this section of the project. The students will then continue this role as well as being authors when they work together to write their lab reports.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * 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.


 * __ 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 the in class experience, absent students will be expected to talk to a classmate about what they missed. Absent students will have to arrange a time to come in before or after school to do the microscope activity. Learning to use the microscope is a key part of the lab experience that students will need to do. The due date of the lab can be delayed if the student can not make it in shortly after the original class date.


 * __ Extensions __**


 * Type II technology: ** Google Docs will be the type two technology for this lesson. Google docs allow more than one person to edit a document from any place that has internet access. Being able to do this makes this technology type two. A lab report cannot be done in this manner with type one technologies.


 * Gifted Students: ** Gifted students will be asked to include a section in their lab reports on what problems can occur with mitosis and meiosis while citing previous studies along the way. This will lead into the next lesson, where they can present their lab report and lead the class into the discussion.

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * //Microscopes//
 * //Graphic organizers//
 * //Laptops//
 * //Projector//
 * //Internet accesss//
 * //Misconception check//
 * //Rubric for lab report//

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

[|http://www.huffingtonpost.com/2012/09/17/electron-microscope-photos_n_1881509.html#slide=1517741] Images for Hook activity.

[] Images for Hook activity.

[] Images for Hook activity.

[] Video explaining meiosis.

[] Interactive mitosis and meiosis stages.

[] Information on both mitosis and meiosis

[] Link to a lab that is useable. Might need some alterations but not many.

[] Lab report guidelines to help students write their lab reports.

[] Site with the graphic organizer.


 * __ 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-
 * Hook activity with microscope shots (10 mins)
 * Meiosis and mitosis introduction discussion (10 mins)
 * Student research time and graphic organizer time (25 mins)
 * Introduction to the lab and lab report expectations (15 mins)
 * Basic microscope use activity (10 mins)
 * Create google docs (10 mins)
 * Check in, make sure google docs are set up (5 mins)
 * Lab and report work time (75 mins)
 * Lab and report work time (80 mins)

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. Stations for the lab would then be set up at tables around the periphery of the classroom, with microscopes displaying slides for the lab. 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. // 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 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. Students will be hooked using a fun, non graded quiz. Different pictures of common items that all students are familiar with would be put up on the projector. Students would then have to identify them. The only catch would be that these images would be magnified by an electron microscope. This would get students thinking about the different perspective a microscope can provide and would prepare them for using microscopes themselves. A short claymation video would also be shown that has music set to it. **Where, Why, What, Hook, Tailors: Musical, Intrapersonal, Visual, Linguistic**

Students will know use of microscopes, DNA, chomosomes, centriole, myosin, mitosis, meiosis, interphase, anaphase, porphase, metaphase, cytokinesis, differentiation (see content notes). Students will be introduced to the views of microscopes with the hook activity. They will do a quiz trying to identify the objects shown on the projector. After this a brief discussion will take place, led by a video, on the process of mitosis and meiosis and why it occurs in cells. Students will then be told to choose a partner and will receive clock organizers. The partners will then research mitosis and meiosis and each student will use a separate organizer to represent the timing of the stages of mitosis and meiosis while also providing good notes on what happens in each phase. After this activity students will be introduced to the lab that will be done on mitosis and meiosis. They will receive the lab handout itself, a rubric on how lab reports will be graded, and a guide to writing a good lab report. An introduction to microscopes would come next. Students would have been told to have brought in an item that interests them that they can look at under the microscopes. Both objective and compound microscopes would be available incase there are larger objects brought in. The remainder of the first class would be used for students to set up google docs so that partners will be able to work on it outside of class if necessary. The second class would start with a check in to make sure that all of the google docs were set up correctly and work. Students would then have the rest of that class, as well as the full next period to work on their labs and lab reports. Any of the report that was not finished in those two class periods would be due for homework. Online microscopes would also be available throughout this lesson for students who are uncomfortable with or incapable of using the microscopes in the lab. **Equip, Explore, Rethink, Revise, Tailors: Mathematical/logical, Linguistic, Bodily/Kinesthetic, Interpersonal, Intrapersonal, Naturalist, Visual**

Students will be able to use microscopes to differentiate stages of mitosis and meiosis. Students will explore and experience this knowledge through the clock organizer and by actually using microscopes to look at and identify what stages certain cells are in in mitosis and meiosis respectively. Students will have the option of picking their own partner. Both partners will have to use the microscopes and write the paper, making them scientists and authors. It will be ensured that students both contribute to the writing of the paper by seeing who made what edits on the page. There will also be the teacher observations and any student concerns about that subject would be heard. The lab report will be the culminating project that shows how much students have learned about meiosis and mitosis. Students will have several class periods to edit their lab reports after they receive their graded rubrics with feedback on them from the teacher. **Explore, Experience, Revise, Refine, Tailors: Interpersonal, Linguistic, Intrapersonal, Visual, Bodily/kinesthetic**

Students will self assess by using the rubric they are given. By going back over their lab report with the lab report rubric, they will be able to assess themselves and gauge ho they have done. Students will also be able to use the lab report guidelines to assess themselves after the report is written as well as using it proactively along the way. Timely feedback will be given by assessing a timing grade for having the lab report completed on time. All reports would then be graded and students would receive graded rubrics with comments back around two to three class periods later (depending how many lab reports there were). This connects with future lessons, and specifically the next lesson, because diseases with organelles and reproduction will be looked at. This could include diseases and deformations that occur from faulty mitosis or meiosis.
 * Evaluate, Tailors: Intrapersonal, Interpersonal, Linguistic, Visual**

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

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.

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**
 * //Lab report guidelines//
 * //Lab report//
 * //Misconception check//
 * //Graphic organizer//
 * //Lab report rubric//


 * __ 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 organizers that help students organize their thoughts would be good for clipboards in the classroom.


 * // Microscope: //** Students in the class would be using microscopes to discover the steps of cellular reproduction.


 * // Puppy: //** Students will have supportive grouping with the ability to pick their own partners.


 * // Beach Ball: //** This lesson accommodates beach balls by providing a variety of activities for students to jump between.


 * // 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, and misconception check.


 * // Summative: //** A lab report using Google Docs.


 * // Rationale: //** The use of these formative assessments will guide student learning and make sure they are successful at the formative assessment.


 * // Rationale: //**
 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**


 * // Content Knowledge: //** The content knowledge required for this lesson can be found in the content notes.


 * // MLR or CCSS: //**Students describe structure and function of cells at the intracellular and molecular level including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on an individual.


 * // Facet: //** Apply- Students will apply the knowledge they gain about cells to a real life application by using microscopes to analyze what stage of the cell cycle they are looking at.


 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**


 * // MI Strategies: //**


 * Linguistic: ** Students will have to 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.


 * // Type II Technology: //** The type two technology is a lab report on Google Docs.


 * // Rationale: //** The multiple intelligences are all met in a satisfactory way according to Howard Gardner's descriptions of the intelligence. Google Docs ability to be worked on by multiple people in different locations makes it a type two technology.

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

//**Rationale:**// 1b. Students will engage in real world experiences by using microscopes in much the same way doctors would to look at cells. These observations will then be made digital.

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://** 2a. Students will learn the importance of cell reproduction and the process of this. They will also use a type two technology to report their experiences. ||  ||   ||
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