L5+Robinson,+Lincoln

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-Diploma Topic:** ** Cell Malfunction **
positive and negative effects of cell mutation, apoptosis, and a basic understanding of white blood cells || how malfunctioning cells are controlled. || describe ways in which cells can malfunction and put an organism at risk. ||
 * =**Objectives**:= ||
 * Student will understand
 * Student will know
 * Student will be able to

// Maine //// Learning Results: Science and Technology - E. The Living Environment. E3. Cells Grade 9-Diploma Cells 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. // // d. Describe ways in which cells can malfunction and put an organism at risk. // ||
 * =**Maine Learning Results Alignment**= ||

Students will be completing a flow chart (See attached below) to help organize new ideas presented in the lesson. After working in groups, students will be able to make corrections or changes to their flow chart. As students complete their flow charts, I will be checking for any confusion students may have, and having them work in groups will help stimulate creative thinking. || All students will display their understanding by creating a Power Point slide show. The rubric we specify the requirements, students will need to include links to interactive sites to make this project a type two usage of technology. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = ||
 * =**Integration**= ||
 * Type II Technology: ** Students final power point projects will be required to include links to an outside source that involves interaction with the viewer.
 * Type II Technology: ** Students final power point projects will be required to include links to an outside source that involves interaction with the viewer.
 * Health ** : This lesson with emphasize on the human immune system. During the lesson I will discuss unhealthy habits that increase the risk for sickness, and the importance of having a balanced diet.

Students will work collaboratively as teams to research and learn about cell mutation. Teams will already be decided when students come into class. Each student will sit at a desk that is in groups of four. All students in each group will actively research, take notes, and tag rich websites for later use. There will be no assigned roles, but each student will be required to participate during the class discussion. ||
 * =**Groupings**= ||

I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. Students will be informed that some of the lessons in this unit contain sensitive subject matter. If students do not wish to participate in any given activity, which involves said subject matter, they may inform me and I will supply them with an appropriate alternative to the activity. **Absent Students:** All students who either; have a written excuse, or discussed their absence with me prior to class will be given the opportunity to make-up missed class work without any penalty. Any student absence that is not excused will receive a deduction in their class participation, but the student is expected and will be required to know the material they missed. Missed class work and ideas can be found from fellow classmates, the class wiki, online blog entries, or contract me via email and I will gladly set-up a time to meet with any student. All late assignments are gladly accepted, but late work due to unexcused absences will receive a deduction for each day the work is late.
 * =Differentiated Instruction= ||
 * **Strategies**
 * 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. ||
 * **Modifications/Accommodations**

|| Students will be required to spend time researching the ideas of immunology, the diagnosis and treatments for cancer, as well as becoming knowledgeable about the cell cycle of mutating cells. In order to make their power point presentations a type two usage of technology, students must provide links in the product that take viewers to an interactive site online. The other way students may meet the needs for a type two usage is to design their power point with options for the viewer to choose from. For instance, provide questions with a variety of answers, and depending on which answer is chosen the viewer will view a slightly different series of slides pertaining specifically to the answer they chose before. ||
 * **Extensions**

Laptop with internet access Pictures and statistics of people affected by diseases Pen/Pencil Example of a Power Point presentation Content notes/handouts Flow chart Textbook Rubrics; one for presentation, one for product List of resources Current news article Laptop with internet access Pen/Pencil Textbook Finished Power Points Rubrics Laptop with internet access ||
 * =Materials, Resources and Technology= ||
 * Day 1: **
 * Day 1: **
 * Day 2: **
 * Day 3 ** :

Laptop with internet access Pictures and statistics of people affected by diseases Pen/Pencil Example of a Power Point presentation Content notes/handouts Flow chart Textbook Rubrics; one for presentation, one for product List of resources Current news article Laptop with internet access Pen/Pencil Textbook Finished Power Points Rubrics Laptop with internet access Resource for rubric: Students will be provided a rubric that has clear expectations and requirements for their pod cast projects. http://rubistar.4teachers.org/index.php Resource for graphic organizer: A flow chart will used to help students organize the new material from the lesson. http://www.eduplace.com/graphicorganizer/ Resource for Power Point projects: Students will be using the Microsoft Power Point program to create their slide show presentations. http://office.microsoft.com/en-us/powerpoint/default.aspx Resource for statistical information about the number of people suffering through illness: http://www.cdc.gov/ The example to be shown in class will be created myself using the Power Point program. Resource for Power Point projects: Students will be using the Microsoft Power Point program to create their slide show presentations. http://office.microsoft.com/en-us/powerpoint/default.aspx Resource for current news article: http://www.cnn.com/ Resource for Power Point projects: Students will be using the Microsoft Power Point program to create their slide show presentations. http://office.microsoft.com/en-us/powerpoint/default.aspx Resources for Creating Student wikis: Students will upload their finished product on the class wiki site. This is a convenient way for students to save their projects in multiple locations. http://www.wikispaces.com/ Resource for rubric: Students will be provided a rubric that has clear expectations and requirements for their pod cast projects. http://rubistar.4teachers.org/index.php ||
 * =Source for Lesson Plan and Research= ||
 * Day 1: **
 * Day 1: **
 * Day 2: **
 * Day 3 ** :
 * __ Source for Lesson Plan and Research __**
 * Day 2 ** :
 * Day 3 ** :

During this lesson students will be working in groups to research the introduced material of the lesson. Students will then be required to participate in a class discussion; this will allow students to gain understanding interpersonally and intrapersonal. || All students will be exposed to a learning atmosphere that focuses on six of the eight multiple intelligences. Students will be given opportunity to display their understanding in a variety of ways with the help from other students at times, but proving their mastery by creating a multimedia project individually. || Throughout this lesson students will be able to research in groups, and they will be completing a graphic organizer to help arrange their thoughts. Students will be given a chance to make corrections to their flow charts before they are assigned the power point project, which is to be done individually. ||
 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __Standard 3__ - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
 * Rationale:**
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson is going to utilize the ideas from the last four lessons of the unit. Students will take the information about the different types of cells, how they function to form systems, and learn specifically about the immune system in humans. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:**
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**

__ Agenda __ : The classroom will be arranged with desks in groups of four, students may sit where they would like. Take attendance Present statistics about Americans living with a disease (hook) Lecture over content notes and handouts Group work/research Class discussion Introduce Power Point assignment (pass out rubrics) Outline the next couple classes After I have taken attendance I will present a variety of statistically information to students. I will show them the number of people living with life altering diseases, the number of people who are effected each year, and some visuals that display the suffering this people face. By showing these details, I hope to draw the students’ interest to today’s lesson. Once students have reacted to the hook presented, I will pass out the content notes students will be responsible to know. (See below). Students will also receive handouts that detail cellular processes, and useful diagrams to help them understanding the new concepts for this lesson. (See below). As I lecture I will go over their assigned reading from last class, and be sure to cover the difficult ideas in detail. To connect with students I will ask them to think of times they have been sick or family members they have that are suffering with a disease. I will inform students of the millions of bacteria that our bodies fight off everyday, and if it wasn’t for our superior defense systems, we would become ill much more often. Before letting students work together to research cell mutations, I will give students the chance to ask any clarifying questions they may have. (30mins) Students will be given the chance to research the topic for today’s lesson collaboratively with the classmates they are sitting with. I will provide students with a list of resources to use when they begin to explore the internet. (See below). Students will be reminded to stay on task; I will continue to move around the room to make sure that students are staying on topic, and I will assist students if they are having any difficulties. I will be playing some relaxing background music to the class while students are working in groups. Students will have no assigned role in their groups, but they will be required to participate in the class discussion. I will hand out a flow chart to each student to help them organize new ideas, specifically the cell cycle of mutating cells. Students are to fill in their flow charts as a group, but will be able to make adjustments after we discuss the material as a class. Once students have been given a chance to research the site I provided them, I will bring them together for a class discussion. Students will be able to make changes to their flow charts as we discuss cell mutations. I will ask a series of questions to the class to check for correct understanding before we conclude our class discussion. (30mins) Once I have gotten the attention of the class again I will introduce the assignment for this lesson by presenting an example of a finished product to the students. (See below). I will hand out two rubrics; one that clearly describes the requirements and expectations for presenting their power points, and one that describes the requirements and expectations to be included in the product. I will make sure that students understand the requirement of making their presentations type two by; providing examples of how they can make their project a type two, and by providing examples of how a power point is a type one product. After students display their understanding of the assignment, I will give the opportunity for any questions or concerns they may have. (15mins) To end the class period I will discuss what will occur over the next couple of class periods. I will inform students that they will have a work period next class, and that they will be presenting their presentations in two class periods. I will also talk about how cells are the building block for their immune systems. That the information they have been studying over the past couple of weeks is how cells work to form systems, and one system in the human body is the defense system. (5mins) __ Agenda __ : The classroom will be arranged with desks in groups of four, students may sit where they would like. Take attendance Present current news article Check on progress, give an opportunity for questions Allow students to work on their projects Discuss the presentation order for next class After I take attendance for the period I will present a current article from the news. This article will describe the results of someone living with a life threatening disease, and why the human defense system is unable to destroy these mutated cells. This will be used to gain the students attention back to the topic from last class. (5mins) Before I allow students to use the period as a work session, I will check on current progress, and help with any problems students are having. When I have cleared-up any confusion students may have, I will inform them they can work collaboratively with their classmates on their Power Point presentations. I will also remind them to read over the rubrics, because they will be getting graded on their presentation skills and the final product they create. Students will now have time to research and work on their projects, I will make my way around the room to help students as they need it, and to make sure all students are staying on topic. Students will get feedback from their classmates in order to make improvements to the presentations, and they can share ideas to help grasp new concepts. (70mins). To end the period, I will inform students that they will be presenting their projects next class. I will assign the order of which students will be presenting their projects by having students draw numbers randomly from a hat. A hat will be full of numbers, the student who gets the number one will present first and so on. I will also make it clear that students should have their presentations uploaded to the class wiki when they arrive to class next time. (5mins) __ Agenda __ : The classroom will be arranged with the desks forming a “U,” to keep students stay focused on the presenters. Take attendance Check to make sure all students have uploaded to the class wiki Student presentations Introduction for next lesson Once I have taken attendance, I will check to see that all students have uploaded their Power Point presentations to the class wiki site. If students are having problems, I will help them get their products uploaded, or find another way for them to show they project to the class. Students will already know the assigned order which people will be presenting, and I will remind them to give their full attention and respect to the presenter. Once each student has presented their Power Point, I will discuss what the students will be doing next class period. I will inform students that they will be assuming the role of a teacher and explaining a specific cellular interaction to the class. This should raise students’ interest and excitement for the upcoming lesson. (80mins)
 * =Teaching and Learning Sequence:= ||
 * Day 1 ** :
 * Equip, Why, Hook, Tailor: Visual, Verbal, Intrapersonal **
 * Equip, Experience, Explore, Rethink, Revise, Rehearse, Tailor: Kinesthetic, Music, Interpersonal, Verbal, Visual **
 * What, Evaluate, Tailor: Verbal, Visual, Interpersonal **
 * Where, Why, Tailor: Verbal, Intrapersonal **
 * Day 2 ** :
 * Hook, Tailor: Verbal, Intrapersonal **
 * Refine, Rehearse, Tailor: Interpersonal, Kinesthetic, Verbal, Visual **
 * Where, Tailor: Visual, Verbal, Kinesthetic **
 * Day 3 ** :
 * Organize, Evaluate, Where, Tailor: Verbal, Interpersonal, Kinesthetic ** ||

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