S3+Robinson,+Lincoln

=Stage 3 Plan Learning Experiences and Instruction=


 * 1. (W)** **Where** (Understanding), **Why** (Real Life), and **What** (MLR and Product)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Instruction), **Explore** (Graphic Organizer), and **Experience** (Cooperative Learning)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Timely Feedback)
 * 5. (E)** **Evaluate** (Self- Assessment)
 * 6. (T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice)
 * 7. (O)** **Organize** (Facet of Understanding)

=Lesson 1= Visual ** : Computer animations of cellular processes will be presented to students during class. ** Kinesthetic ** : Students will participate in groups to help make sense of new ideas. ** Logical ** : Understanding the cell cycle and cellular processes requires students to understand function through reasoning. ** Interpersonal ** : Class time will be used for students to work in groups. ** Intrapersonal ** : The comic life project is to be done individually allowing students to understand concepts on their own. ** Verbal ** : Students are required to participate in the class discussion.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **1.** Students will describe cell theory, and understand that cells are the basic unit of life. (**Where**)The real life connection is to have students explore the idea that they are made up of cells.(**Why**) //**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 individuals**.// (**What**) Product: They are to display their understanding by completing a comic life.
 * 2.** Computer animations of cellular processes (meiosis, mitosis, translation, transcription, cell cycle). (**Hook**)
 * 3.** Students will know key factual information: translation, transcription, cell cycle, cell theory, mitosis, meiosis.**(Equip**) Students will create a time line of the typical cell cycle.(**Explore**) Students will separate into groups to discuss cell theory and the cell cycle, after students will actively participate in a class discussion.(**Experience**)
 * 4.** As students complete their comic life they must think about all the ideas presented in class.(**Rethink**) The rubric will be given to students when the comic life project is introduced so they can assess their work to make improvements before a final copy is due.(**Revise**) Students will be given class time to present their comic life to other students for feedback.(**Rehearse**) The teacher will offer all students the opportunity to turn their comic life in early for feedback and the chance to make corrections before the project is due for grading.(**Refine**)
 * 5.** A rubric for the comic life project will be given to students.(**Evaluate**).
 * 6.****
 * Linguistic: ** Student will use note taking skills, and be required to use correct punctuation, spelling, and grammar in their projects.

=Lesson 2=
 * 7.**Students will realize that cells are the basic units for life. (**Organize**) ||

9. Real life examples of plants and animals will be shown, and detailed models will be used to compare the differences of the two cells.(**Hook**) 10. Students will know the critical details of prokaryotic vs. eukaryotic. Plant cells vs. animal cells.**(Equip)** Students will create a Venn diagram to help compare the different types of cells.(**Explore**) Students will be put into one of four groups, each group will be assigned a cell to focus on and report a detailed explanation of their specific cell to the class.(**Experience**) 11. When students write blog entries they will have a chance to make sense out of the ideas they were introduced to while working in groups in class.**(Rethink**) Students will be given one chance to make corrections to their blog entries for an improved grade.(**Revise**) Each group of students will be given an opportunity to plan out their contribution to the class discussion.(**Rehearse**) Teacher feedback will give students a chance to make improvements to their blog entries.(**Refine**) 12. A rubric will be provided for the expectations of blog entries. A quiz over cell theory and the different types of cells will be given.(**Evaluate**) 13.** Visual ** : Students will study scaled models of the four different types of cells. ** Kinesthetic ** : Students will have hands on experience with models of cells, and they will be moving around to get into one of the four groups specializing on one cell for a class discussion. ** Naturalist ** : Real life examples of both plants and animals will be used as a visual aid when studying the differences between plant and animal cells. ** Interpersonal ** : Students will be split into four groups to discuss ideas about a specific cell. ** Intrapersonal ** : Writing blog entries will allow for self-reflection and give students a chance to make sense of all new information. ** Verbal ** : There will be a classroom discussion after students have had time to work in groups. 14. Analyze the different types of cells. (**Organize**) || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.Students will analyze different types of cells. (**Where)** The real life connection is to explain the differences of cells seen in nature each day; plant and animal cells, as well as eukaryotic and prokaryotic cells.(**Why**) //**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 individuals**.// (**What**) Product: They are to display their understanding by participating in a class blog, all students will be required to submit three entries to the page.
 * Musical**: Background music will be played during the group work session.

16. Digital animations of organelles and an active video of their functions will be presented during class.(**Hook**) 17. Students will know the following terminology: ribosome, nucleus, smooth endoplasmic reticulum, rough ER, golgi apparatus, mitochondria, cytoplasm, cilia, flagella, lysosomes.**(Equip)** Students will use a T-chart to help organize the details for each organelle.(**Explore**) All students will be required to have three people view and give them feedback on their digital story before presenting it to the class.(**Experience**) 18. Students will use a T-chart to help understand the functions of all organelles, and they will need to think of ways to improve their digital stories after they have been viewed.**(Rethink**) After receiving feedback on their project, students will be given the opportunity to make improvements.(**Revise**) Students should all have presented their digital story at least three times before they present it to be graded.(**Rehearse**) The teacher will be available for questions at any time, and will help all students clear up any confusion still evident on the KWL chart after the lesson.(**Refine**) 19. A KWL chart will be used at the beginning and end of this lesson. This should help students self access their knowledge before the start of the lesson and allow them to see how much new information they fully understand before creating their digital stories. A rubric will be provided to explain expectations for the digital story.(**Evaluate**) 20.** Visual ** : Video animations and pictures of organelles will be presented to students during class. ** Kinesthetic ** : Students will need to use physical coordination when creating their digital story on the computer. They will also be moving around and interacting when they present their product to peers for feedback. ** Naturalist ** : Correlations between human body function and cellular function will be described to students to help them connect to the idea of cellular interactions allowing day to day bodily functions. ** Interpersonal ** : Students are required to share their project to at least three people for feedback. ** Intrapersonal ** : This project is to be done individually, forcing students to organize new information and ideas. ** Verbal ** : Student projects will be a style of story telling, displaying the use of words effectively. 21. Students will be able to identify and describe organelles in both plant and animal cells, they will also know the components that seperate eukaryotic cells from prokaryotic cells.(**Organize**) || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will create a project that includes intracellular components, their functions, and how these functions are similar between organisms.(**Where**) Students will explore the idea that they rely on cellular interaction for all bodily functions.(**Why**) //**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 individuals**////.//(**What**) Product: Students will create a digital story to explain all organelles and their functions in the cell.
 * Musical**: Music will be a requirement for students to include in the their digital story product.

23. Examples of podcasts and an introduction of the features of podcasting will be shown in class.(**Hook**) 24. Students will be given handouts with detailed pictures and descriptions of the different levels of cell organization, these should be useful resources to refer back to.**(Equip)** Students will be given a ladder style graphic organizer to help outline the different levels of cell structure.(**Explore**) Each student will be required to write two blogs on the class website, and must read and comment on at least two other blog postings.(**Experience**) 25. Students will be able to think about new ideas from class as they write their two blog entries.**(Rethink**) All blog entries will be viewed and commented on by the teacher, students will receive one chance to make corrections for an improved grade.(**Revise**) Students will be given the opportunity to play their podcast to peers for feedback and suggestions.(**Rehearse**) After reading teacher comments, students will be able to fix mistakes in their blog for an improved grade.(**Refine**) 26. A rubric for the podcast project will be provided, and a quiz over levels of cellular organization will be given.(**Evaluate**) 27.** Visual ** : Students will use a ladder style graphic organizer to arrange new concepts and ideas. ** Kinesthetic ** : An activity using students to represent the different levels of organization will help keep students involved and motivated during class. ** Naturalist ** : Comparing cellular organization to other real life orders such as the food chain and the water system will help students understand how each level of organization requires the functions from the one before. ** Interpersonal ** : Students will be able to share their podcasts for feedback, and they are required to comment on two other student blog postings. ** Intrapersonal ** : As students write their blog entries they will have a chance to reflect on new ideas and information presented to them during class.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will be able to make meaning of the hierarchy structure of organisms and how it depends on functioning, beginning at the cellular level.(**Where**) This will be related to students' lives by explaining that all organ systems in the human body rely on processes and functioning at the cellular level.(**Why**) //**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 individuals**////.//(**What**) Product: Students will create a podcast that describes in detail, the different levels of cellular organization in organisms.
 * Verbal:** Students will be creating podcasts which will require the effective use of their speaking abilities.
 * Linguistic: ** Student will use note taking skills, and be required to use correct punctuation, spelling, and grammar in their projects.

28. Students will be able to describe the levels of cell organization in increasing complexity.(**Organize**) || =Lesson 5=

30. Present students the statistics of how many humans are struggling with a death threatening illness, some that are curable and some that are not.(**Hook**) 31.Students will know critical details: positive and negative effects of cell mutation, apoptosis, and a basic understanding of white blood cells.**(Equip**) Students will use a flow chart to help organize the cell cycle that occurs when cells malfunction.(**Explore**) Students will separate into groups to discuss cell malfunction, and actively participate in a class discussion.(**Experience**) 32. As students fill in their flow chart they will be able to organize new ideas.(**Rethink**) After students have worked in groups to discuss ideas of cell malfunction they will be allowed to make changes to their flow charts.(**Revise**) Students will be required to actively participate in the class discussion.(**Rehearse**) Students will be able to make final changes to their presentations after hearing the thoughts from other students during the class discussion.(**Refine**) 33. A rubric for the power point will be provided to students.**(Evaluate)** 34.** Visual ** : Diagrams with descriptions will be provided to students, they will be a useful addition to the assigned reading. ** Kinesthetic ** : Students will be developing a presentation project and will be actively moving when working in groups. ** Musical ** : Background music will be played during the group work session and it can be included in the student presentation. ** Interpersonal ** : Students will work in groups and then participate in a class discussion. ** Intrapersonal ** : Student projects will be done individually allowing time for reflection on new concepts. ** Verbal ** : All students will be presenting their power point slide show to the class. 35.Students will have a basic understanding of the defense system in the human body, and know how malfunctioning cells are controlled.(**Organize**) || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.Students will describe ways in which cells can malfunction and put an organism at risk. (**Where**)The real life connection to students is how important the human defense system is because of the many illnesses people face each year.(**Why**) //**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 individuals**.// (**What**) Product: Students will be creating a power point slide show with a "medical game-plan" to display their understanding.

37. Show a short digital video displaying cellular processes with animations and sound.(**Hook**) 38. Students will be given a step chart graphic organizer to help them plan out how they are going to present their cellular interaction.**(Equip**) All students will be required to complete the WebQuest I have provided, they will be creating their own WebQuests in a future lesson. (**Explore**) Each student will get a chance to play the role of the teacher by explaining the details of a particular cellular interaction.(**Experience**) 39. Students will get a chance to think like a teacher when creating questions, this is a good way to get students thinking differently about ideas.(**Rethink**) All developed questions must be submitted to the teacher for suggestions and approval, then returned for editing before being posted on the wikispace.(**Revise**) A review session will be offered before the exam, a study guide will be made available for students as well.(**Rehearse**) Teacher feedback will be given on answers to the student developed questions, students will have a chance to make corrections and re-submit the work for grade improvement.(**Refine**) 40. Students will be given a checklist to follow when creating their questions for the wikispace page. There will be an exam given following a review session.**(Evaluate)** 41. ** Kinesthetic ** : Students will be assuming the role of a teacher and have to direct a class for a short time period, this will require effective physical skills. ** Naturalistic ** : Compare the natural patterns seen in nature with the routine cellular interactions that occur which allow for system functioning. ** Interpersonal ** : Students will be interacting with a classroom of students using effective communication skills. ** Intrapersonal ** : All answers posted on the wikispace should be done individually, allowing for students to make sense of new ideas. ** Verbal ** : Students will be communicating to their peers, effective oral skills will be necessary. 42. Students will display oral communication skills by teaching the class about a specific cellular process.(**Organize**) ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will assume the role of the teacher and explain one specific aspect of cellular interaction.(**Where**) This will relate to students' lives because all people have to exhibit the ability of explaining a concept to others, and they will be discussing the importance of effective interacting in order to create working systems.(**Why**) //**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 individuals**.// (**What**) Product: Students will create five short questions approriate to ask the class after explaining their cellular interaction. These questions will be posted on the wikispace and must be answered by all students.
 * Visual ** : A short video displaying animations of cellular interaction will be shown to students.

2004 ASCD and Grant Wiggins and Jay McTighe