Lesson Plan Format
Name: Stephanie G. Young Date: June 26, 2004 Age/Grade Level: High School (9)
Subject: Science # of Students: 20
# of IEP Students:_________
Major content: Biology Unit
Title: Cellular Organization of Life
Goals and Objectives-
Goals-
The
goals for this lesson are for students to:
·
Acquire knowledge of the various organelles that are present within the
cell.
·
Understand each organelle has a specific function within the cell.
·
Recognize and appreciate that smaller components play significant roles
in creating products on grander scales.
Objectives-
Upon
completion of this lesson, the student will be able to:
·
Respond in writing to questions pertaining to the structure and
function of cell organelles with 100% accuracy. (Affective)
·
Relate the function of at least 10 cellular organelles to real world
objects/processes in the form of a collage. (Cognitive)
·
Explain through oral presentation the relation between 10 cellular
organelles and real world objects/processes. (Psychomotor)
Connections-
SC-H-3.1.1: Cells have particular structures that underlie their function. Every cell is surrounded by a membrane that
separates it from the outside world.
Inside the cell is a concentrated mixture of thousands of different
molecules that form a variety of specialized structures. These structures carry out specific cell
functions.
This
lesson focuses upon the specific function of the specialized structures inside
the cell.
Kentucky Learner Goals:
1.3- Students make sense of the various things they observe.
1.12- Students speak using appropriate forms, conventions, and styles to
communicate ideas and information to different audiences for different
purposes.
1.16- Students use computers and other kinds of technology to collect,
organize, and communicate information and ideas.
In
this lesson, students will be using computers to visit various Web sites that
provide information in the form of text and illustrations. Some of the illustrations are actual
photographs and some are animated. The
students will informally communicate with each other within their groups to
relate ideas. The students will
communicate formally during the oral presentation of their collage.
2.3- Students identify and analyze systems and the ways their components
work together or affect each other.
In this lesson, students will be analyzing how the specific functions of the various organelles affect the overall functioning of the cell.
In
this lesson, students will be working in groups to complete their collages. Each student has the responsibility of
contributing to the group by fulfilling their specific roles designated by the
group.
5.2- Students use creative thinking skills to develop or invent novel,
constructive ideas or products.
5.3- Students organize information to develop or change their understanding
of a concept.
The creation of the collage in this lesson gives students the opportunity to express their creativity and originality. The students will be organizing the information they receive from their textbooks and from visiting the Web sites to create the collage. The collage will display their original ideas of how the functions of cellular organelles are analogous to real world objects/processes. The use of real world analogies will provide a degree of authenticity to the lesson therefore, enhancing students’ understanding of cellular organelles.
6.1- Students connect knowledge and experiences from different subject
areas.
6.2- Students use what they already know to acquire new knowledge, develop
new skills, or interpret new experiences.
In this lesson, students will be relating their newly acquired knowledge of the structure and function of cellular organelles to their own experiences in life. These experiences could be general life experiences or experiences associated with the acquisition of knowledge specific to other subject areas. Students will gain a new and deeper understanding of cellular organelles through the relation of their new knowledge to knowledge and experiences previously acquired.
Context-
This lesson occurs in the middle of the unit focusing on the cellular organization of life. The previous lessons focused upon the discovery of cells, the cell doctrine, and types of cells. In the previous lessons, students learned that cells are the basic units of living things. In this lesson, students will learn that even though the cell is the basic unit of life, there are smaller components (organelles) within the cell whose functions dictate the overall health of the cell. If the organelle is not functioning properly, then the cell does not function properly. The objectives foster the development of higher order cognitive processes in that students are challenged to make the leap from the “intangible” world of cells into the tangible real world. In addition, the objectives allow students to express themselves through the creation of an original piece of artwork and through the oral presentation of their artwork to the class. This lesson will be followed by lessons focusing on cells and tissue organization and the movement of materials into and out of the cell.
Resources-
The resources required for the completion of this lesson include computers with Internet access, classroom data projector, science journals/notebooks, a word processed document created by the teacher containing a list of organelles, poster board, magazines/newspapers, drawing paper, scissors, glue/tape, and markers/colored pencils.
Procedures-
Day 1—50 minute period
1. Warm-up activity/ pre-assessment
(6 minutes).
The
warm-up activity will also act as a pre-assessment of knowledge since many of
the students at this level of education will have had some exposure to cellular
organelles. The warm-up activity will
consist of students being given a sheet of paper containing a list of the
various organelles found within cells.
The students will be asked to write what they think they already know
about the various organelles.
2. Introduction of the lesson
and objectives (3 minutes).
A
brief review of the various types of cells will serve as the link to the
introduction of this lesson. Students
will be encouraged to participate in this review. It will be explained that the presence or
absence of certain organelles differentiates cell types. Then, the lesson on organelles will be
introduced and the objectives of the lesson will be discussed.
3. Discussion of warm-up
activity (15 minutes)
The
students will be asked to refer back to the warm-up activity sheet. A brief discussion of the various organelles
listed on the sheet of paper will follow.
4. Internet activity (25
minutes).
The
students will be allowed to choose a partner to explore Web sites focusing on
cellular organelles. Each pair of
students will be referred to the curriculum page for Web links and questions to
answer. The students will be encouraged
to choose the role of the recorder or the navigator within their pairs during
Internet activities. Students may
exchange roles periodically or maintain the same role until all questions are
answered. Using a data projector, the
teacher will model the expected behavior for struggling students by first
logging on to the appropriate Web site.
Then, the teacher will demonstrate how to access the information. The teacher will also complete the first
question.
5. Closing of program and
logging off (1 minute).
The
students will close the Web site and exit the Internet. The students will log off of their computers.
Day
2—50 minute period
1. Internet activity (43
minutes).
Students
will resume visiting Web sites that provide information and interactive
activities on cellular organelles. The
students will also resume responding to the questions as posted on the
curriculum page. Today’s Web sites vary
in complexity. Depending on students’
level of understanding, they may choose to stay on one Web site as opposed to
the other.
2.
Review of expectations for collage activity (5 minutes).
The
teacher will discuss the directions and expectations for the completion of the
collage project. Students will be
encouraged to ask questions. The teacher
will then combine one pair of students with another pair of students to form a
group of four. The teacher will decide
the combination of pairs in an effort to create more diverse working groups
among the students. The students will be
exposed to different ideas and perspectives that will enhance their learning
and the originality of the completed collage.
3. Closing of program and
logging off (1 minute).
Students
will close the Web site(s) and exit the Internet. The students will log off of their
computers.
Day
3—50 minute period
1. Exchange of ideas (15
minutes)
The
students within their groups will discuss their understanding of the functions
of the various organelles and to what real world objects/processes that
organelle’s function is analogous. The
students will also discuss the overall design of their collage.
2. Gathering the images (28
minutes).
The
students will begin to draw and/or collect from magazines and newspapers the
images that express their analogies between the organelles and the real world.
3. Clean up (2 minutes).
The
students will gather the left over paper clippings and place them in the
trash. The students will also secure a
place for their work in progress.
Day
4—50 minute period
1. Assembling the collage (25
minutes)
The
students in their respective groups will resume assembling their collage.
2. Collage presentation (20
minutes).
The
student groups will explain their analogies through an oral presentation of the
collage to the class. The groups may
choose one spokesperson or each member can choose to explain their
contributions to the collage.
3. Closing activity (5
minutes).
The
students will be asked to write a reflection in their journals about the
effectiveness of the lesson. The
reflection should include their likes and dislikes about the lesson, what they
learned, and ideas that might improve the lesson.
Student Assessment-
The students will be assessed informally during the lesson as the teacher walks around and observes student participation. The students will be assessed formatively on the questions they responded to while visiting Web sites. Students will be assessed summatively on the collage project that closes the lesson (see the assessment rubric).
Impact- Prepared after the lesson and the post-observation conference
Reflection/Analysis
of Teaching and Learning-
Discuss student progress in relation to the stated objectives (i.e., what they learned with indicators of achievement.) Discuss success of instruction as it relates to assessment of student progress. Include three student samples (high, average, low) and an analysis of their performance based on assessment results.
Refinement- Prepared after the lesson and post-observation conference
Lesson Extension/Follow up:
Based on your reflection, discuss plans for subsequent lessons to reinforce and extend understanding particularly for students who did not make satisfactory progress.
·
The cell analogies activity was modified from the original created by
Katharine M. Noonan.
The activity by Ms. Noonan was featured on the
Access Excellence web site
www.accessexcellence.org/AE/ATG/data/released/0164-KatharineNoonan/index.html