L2+Robinson,+Lincoln

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-Diploma Topic: Intracellular Organization**

 * =**Objectives**:= ||
 * Students will understand that the first cell was prokaryotic. ||
 * Students will know the critical details of plant cells vs. animal cells. ||
 * Students will be able to analyze the different types of cells. ||

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. Rationale: This lesson informs students of the different types of cells, and the specific features cells contain to allow specific functions. In this lesson students will learn the important similarities and differences of cell types; necessary knowledge to build upon in future, more complex lessons of intracellular organization. ||
 * =**Maine Learning Results Alignment**= ||
 * Maine Learning Results: Science and Technology - E. The Living Environment.

*Students will display their understanding by participating in a class blog, all students will be required to submit three entries to the page. All students will be given one chance to make corrections to their blog entries for an improved grade. Students will create a Venn diagram to help compare the different types of cells. The class will be split into four groups, each group will be assigned a cell to focus on and report a detailed explanation of their specific cell to the class. Each group of students will be given an opportunity to plan out their contribution to the class discussion. I will be mediating the class discussion making sure to clear-up any confusion students may exhibit. || *A quiz over cell theory and the different types of cells will be given. This quiz will inform me what area students are struggling with before the class moves forward. Each lesson builds from the previous one, it is extremely important that students are understanding the important ideas in all lessons. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = ** Social Science ** : To discuss the history of cells, I will make a comparison between the time period of the first cell and the time periods of specific historic events. ** Technology ** : Students will using the internet to research cell types, and will be required to find resourceful websites to link in their blog entries. ** English ** : All required writing assignments (blog entries, essays) are required to be professional writing; correct punctuation, spelling, and grammar will be graded. ||
 * =**Integration**= ||
 * ** Mathematics: ** Students will be required to use simple mathematics skills when studying the cellular replication processes.


 * =**Groupings**= ||
 * Students will be split into four groups by counting off from one to four. All number ones will group together, all number twos will group together, all number threes will group together, and the number fours will group together. Each group will be given a specific cell type to research and learn about. Students will be required to participate in the class discussion, each group will be responsible for reporting about their specific cell. Students will be able to learn the new material with help from one another, and will be teaching other groups about their specific cell characteristics. This will allow students to develop ideas for their blog entries, and give an opportunity to ask any questions they may have. ||

|| Students are encouraged to visit the cells alive webpage ([|www.cellsalive.com/]) click on the “microbiology” link, and then click on the “dividing bacteria” link. All students should read the webpage and write a short essay (5-10 sentences) describing the growth of bacteria cells. This essay should follow all professional writing guidelines, spelling and grammar will be graded. The essay must also include one link to a different website that contains information about bacteria cells. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * __ 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.
 * __Musical__**: Background music will be played during the group work session.
 * **Modifications/Accommodations**
 * 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. ||
 * **Extensions**

Laptops (with wireless Internet service) Pens/Pencils Blogger accounts. Rubric for blog entries Venn diagram Animations: [|www.cellsalive.com/] [|Inner Cell] [|Animations] Quiz Real life examples of animals Diagrams of cells and cell structures Music by: Steve Wiseman ||
 * =Materials, Resources and Technology= ||

Resource for graphic organizer: A Venn diagram will be used to help students compare and contrast the different types of cells. http://www.eduplace.com/graphicorganizer/
 * =Source for Lesson Plan and Research= ||

Resource for blog accounts: All students will have a blog account using “Blogger.” This will be used as an interactive learning tool throughout the class. [|www.blogger.com/start]

Resource for rubric: A rubric will be provided to students, this rubric will have a checklist of the requirements that are specific for each blog assignment. http://rubistar.4teachers.org/index.php

Resource for further researching: The site below is a very rich source, but the attached list of URL’s provides a larger variety of helpful resources. [|www.cellsalive.com/] ||

This lesson addresses the Maine Standards for Initial Teacher Certification by presenting new material and ideas to students in a variety of ways. (notes, group work, discussion, research and blog entries). Students will work in groups to organize ideas, and then will discuss their ideas during a class discussion. All students will display their understanding individually through blog entries. All blog entries will require further research using the computer and an internet connection. ( [|www.cellsalive.com/] ). Students will make the connection that they are made up of cells, and their everyday abilities are because of specific functioning at the cellular level. Examples of real-life species that contain the different cells will be introduced to students. (i.e. the comparison between plant and animal cells). || This lesson addresses the Maine Standards for Initial Teacher Certification by presenting material focusing on a variety of intelligences. During this lesson a review of the important ideas from the previous class will be conducted before moving on to new ideas. Students will be given an organized handout that contains all the knowledge they will be responsible for learning during this lesson. (See attached notes). A summative assessment will be given during this lesson to make sure students are gaining an understanding of the new material before moving forward in the class. (See attached quiz). ||
 * =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:**
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification because students will be given the opportunity to use technology, work in collaborative groups, participate in a class discussion, and present their understanding individually. Students will be shown digital animations on the computer to stimulate interest. ( [|www.cellsalive.com/] ). All students will be separated into groups of four, and given a specific cell to research for a class discussion. During the discussion students are required to report about their cell, but will also have the opportunity to ask any clarifying questions they may have. A Venn diagram will be provided to students to assist in organizing the similarities and differences between different cells. (See attached diagram). Visuals and diagrams will be used during this lesson to display real-life species that are created by cell organization. Students will be proving their understanding individually, and will have the opportunity for improvements after receiving feedback. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by having students display their understanding in writing, orally, and on a summative assessment. (Quiz). A review of the important ideas discussed in the last lesson will be conducted before moving on to new content. Students will organize new material by working in groups and then participating in a class discussion. During the discussion I will mediate and provide clarification for any confusion students’ exhibit. Each student will prove their understanding in writing by doing further research and creating blog entries. Blog entries will be reviewed and students will be given one opportunity to make revisions for improved scoring. Students will also prove their understanding by taking a quiz over the first two lessons. ||

__ Agenda __ : Review ideas from previous lesson Present visuals, diagrams, real-life samples, and animations to students Research a specific cell in groups of four Class discussion/completion of Venn diagrams Quiz Review assignment for next class After students have taken their seats and attendance is taken, I will open the lesson with the question: What is the definition of cell theory? I’ll give students an opportunity to think about the question, but force them to come up with an answer as a class. Once the class has correctly come up with a definition of cell theory (an important idea from last class) I will review the cell cycle with them. Students will be taking a quiz the covers the key ideas from last class, I feel reviewing the content is necessary for students success. The definition that students create will be written on the board for students to see visually as well as hearing it, and a computer animation that displays the cell cycle will be shown to students as well.( [|www.cellsalive.com/]). **// 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. // ** (10 mins). **Review, Where, Tailor: Visual, Verbal, Intrapersonal, Naturalist.** Once students have shown a clear understanding of the important ideas from the last lesson, I will hook the class by presenting computer animations of the different types of cells. I will also show real-life examples of species that contain the different types of cells on visuals or in hand specimen. While the students are viewing the different cell animations and hand specimens, I will hand out the necessary notes for today’s new material to all students. (See attached notes). All students will have the opportunity to view the provided visuals, computer animations, and ask any clarifying questions they may have. (15mins). **Hook, Equip, Where, Tailor: Visual, Verbal, Naturalist, Kinesthetic.** After all students have had a chance to view the new visuals I will have them count of by fours starting with the number one. All students who were a number one will group together, all number twos will group together, all number threes will groups together, and all number fours will group together. Each group will be given a specific cell to discuss and do further research on using a computer with the internet. (Plant cell, Animal cell, Prokaryotic cell, Eukaryotic cell). Students will work collaboratively to learn more about their specific cell. This will allow students to organize their thoughts as a group, it will also help stimulate higher order thinking while working with others. While working in smalls groups they will be researching the internet and reviewing the notes sheet I provided them to become very knowledgeable about their specific cell. Each group will be responsible for reporting-out to the class about their cell, this will give students to learn new content by explaining it themselves. (20mins). Once students have had an opportunity to research and learn about their specific cell in groups, I will bring all students together to have a class discussion. Each group of students will be responsible for reporting-out about their cell. At this time I will give all students two Venn diagrams; (See attached diagram) one to compare plant cells vs. animal cells, and the second one to compare prokaryotic cells vs. eukaryotic cells. During the discussion I will mediate by answering any clarifying questions, and by correcting any confusion students may exhibit. I will also discuss the idea that we are made-up of cells, and the complex abilities we posses as human beings are made available because of functioning at the cellular level. As students as discussing these new ideas they will be required to organize the similarities and differences between cells on their Venn diagrams. These diagrams will be useful resources for future reference, and can also serve as study guides. I will express the importance of knowing these cells because of the directions the class will be heading. Each lesson will build from the previous; therefore, it is crucial students understand new material. While students work in groups and are filling out their Venn diagrams I will be checking for any confusion students may present. The class discussion will end by me asking students if there are any other questions, and if so, I will clear-up any confusing ideas students have. (20 mins). **Where, Why, Equip, Explore, Experience, Rethink, Tailor: Verbal, Interpersonal, Kinesthetic.** After the class discussion, all students will return their desk back to the original seating arrangement. One student per each desk and all material not need to take the assessment will be asked to be placed under their desks. Once all students are quiet and ready, I will pass out the quiz. Have students quickly scan the quiz to check for any questions before they get started, and I will announce that if there is any confusion during the quiz to come raise their hands and I will come to them to help out. (10 mins). **Evaluate, Tailor: Intrapersonal, Visual.** To end the class period I will collect all quizzes, and pass out the rubric for the required blogging assignment. (See attached rubric). Students have created blog entries for this class before, but I will still give the opportunity for any clarifying questions students may have for this assignment. I will close the class lesson by reminding students they will receive feedback from me on their blog entries, and they will have one chance to make improvements in their entries for an improved grade. (5mins). **Evaluate, Rethink, Revise, Refine, What, Organize, Tailor: Intrapersonal, Kinesthetic.** ||
 * =Teaching and Learning Sequence:= ||
 * The classroom will have all desks prearranged in the traditional classroom style with four rows of desks.
 * Experience, Rethink, Rehearse, Tailor: Interpersonal, Kinesthetic, Verbal, Naturalist, Musical. **

= =