Cell Structure and Function The Inductive Model Chapter 8 Pages 184-208 8th Grade iolog! "esson plan# $0 and %e&lection # $0 1' M(T)%I("S*P%)P"(++I+G • • •
Materials – paper, pencils/colored pencils, Styrofoam balls, paint, Vocabulary Vocabulary – nucleus, chloroplasts, mitochondria, cell membrane, cell wall Literature – Biology textbook with unit on cell structure emphasis on cells as li!ing organisms", class notes, handouts of labeled cell parts of plants and animal cells, matching worksheet
2' ,)CTI.) #ecogni$e relationship between structure and function %xplore the role of cell membrane and organelles &ompare plant and animal cells &ompare the structure and function of speciali$ed cells &reate a '( model of a cell ()* le!el ' and + compare and create" Standard MS-"S1-2/ evelop evelop and use a odel to descrie the &unction o& a cell as a 3 hole and 3a!s parts o& cells contriute to the &unction Perfec Per fectt (ssessent Tool %ationale/ ' (SS)SSM)+T • • • • • • •
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-uthentic assessment assessment My assessment tool will be the '( model of the cell. his will be graded off of a rubric and will include categories of effort, accuracy, accuracy, detail, and creati!ity Students will each construct a '( representation of a cell with 01 labeled cell parts, e!aluating separately a few ways his or her model differs from real cells.
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See back pages for rubric and some examples of a '( model Bonus points may be gi!en to students who not only note structural dissimilarities between their cell part representations and real cell parts, but also explain why the real structural features of the organelle/cell part are important to its function his assessment supports this theoretical model because it promotes deep learning, pro!ides students the opportunity to apply their kno wledge and supports numerous learning styles
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0. he central focus of this lesson is that 2 want the students to learn about how the cell structures support the functions, as well as noting the differences between plant and animal cells. 3. his lesson will benefit the students by gi!ing them hands on practice with cells, as well as an opportunity to be creati!e in !isually creating/ representing the differences between cell types.
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2ntrinsic and extrinsic moti!ation is apart of this assessment. he intrinsic moti!ation is that they want their cells to look good so they will put in the time to create something of 4uality. he extrinsic moti!ation would be to get a good grade on this assessment. he moti!ation to learn will be that they get to apply their knowledge of cells to create something and get hands on experience with a cell. his lesson will promote growth mindset because the assessment will allow students who may get stressed out o!er high stakes tests an opportunity to show their knowledge through something they make. hey will not be so discouraged if they cannot answer a 4uestion on a test, but instead will be able to make and explain a '( model. -fter being successful with this assignment, they will feel like they can be successful at learn something difficult5 difficult5
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he pre!iously learned material will be the !ocabulary 2 ha!e included in part one of this lesson plan. hey will do a matching !ocabulary acti!ity that will be included at the bottom of the lesson plan. he ob6ecti!es for this lesson are as followed #ecogni$e the relationship between structure and function, explore the role of
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cell membrane and organelles, compare plant and animal cells, and compare the structure and function of speciali$ed cells. his will all be accomplished through the pre7lesson lecture, intro worksheet" and assessment of creating a '( model. he pre lesson will be a short acti!ity where 2 show a picture of a cell unlabeled" with the !ocab of the structures all around it. heir task will be to draw arrows to where they think the terms match in the cell.
' ")SS,+ , ,9 Provide te:t page ;18<-1<2 &or !our lesson' Follo3 the e:act steps provided in the te:t &or the lesson !ou are teaching' Clarit! is t he =e!' Step 1/ Lesson intro 2ntroduce main ob6ecti!es and procedures. 2 will tell the students that the learning ob6ecti!es for the lesson will be to know the functions of the different parts of a cell8 the differences between animal and plant cells8 the chemical reactions within cells. Step 2/ (i!ergent phase 9open ended: phase. -fter -fter the students ha!e looked at the blank plant an animal cell, 2 will ask them a few open ended 4uestions such as 9;hich one do you think is the plant and animal cell, and why<: 9;here do you think the ribosome belongs<: 2 will ha!e the students do a think pair share as to where they dre w an arrow from the label to the structure and randomly call on groups around the room until we collecti!ely come come up with a general idea of the structures and where they are in the cell. 2 will ha!e the students explain their rationale for each 4uestion. Step / &on!ergent phase 9closed phase:. =ere is where 2 will ask students 4uestions to focus their thinking on the concept we are looking at cells". >or example 2 will ask 9;hy do you think the structure is made this way to support its function<: -t this point 2 will gi!e them a worksheet that matches the term to the function and they will ha!e some time to get practice with the terms. ;e will discuss the worksheet and mo!e on to the next acti!ity. Step 4/ &losure his is where you challenge students to de!elop their own definition and understanding of the content. So for this portion 2 will be ha!ing my students make a !ocab sheet, but instead of writing terms and definitions 2 will ha!e them draw the structures, then come up with a saying to help them to remember the function. Step $/ -pplication $/ -pplication ?ow that that they ha!e had practice with the the !ocabulary and labeling labeling a diagram, 2 will will now ha!e the students students comparing and contrasting plant and animal cells using a Venn diagram. hey will ha!e about 0170@ minutes to work in their groups to come up with the diagram. -fter about 0@ minutes, 2 will ha!e the class create a class diagram by drawing one on the board and going around the groups asking for characteristics of the cells that are in plants, animals, or both.
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he assignment for this lesson will be the Venn diagram in their groups
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his is a perfect assignment because it gets them working with the terms again and has them creating a !isual representation so they can better mo!e the information to their long term memory
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his also helps the students work on their collaboration skills, since they are working with groups
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his assignment will help access the !isual part of the brain cerebral cortex"
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See bottom for attached example
Student ?or= ):aples*Technolog! Support • • •
-ttach samples samples of student work. 2nclude a !ariety of le!els of performance -dd technology support support for practice practice they can play this game on chrome chrome books http//www.sheppardsoftw http//www.sheppardsoftware.com/health/anat are.com/health/anatomy/cell/cellAgame omy/cell/cellAgame.htm .htm
%e&lective Thin=ing*Curriculu )valuation #$0 Points <' %e&lective Thin=ing*Curriculu )valuation %e&lection is a ver! iportant part o& each lesson' Please ta=e the tie to thought&ull! prepare !our re&lections' Follo3 the &orat provided elo3 and provide a pro&essional @ualit! re&lective anal!sis o& !our 3or=' %elevance/ ):plain ho3 this lesson deonstrates deonstrates !our copetence 3ith one o& the Graduate S",s elo3A elete unused S",s' ' S", 4/ (rticulate 3orldvie3 and perspectives &or enhancing student learning' his lesson helps the students articulate world!iews and perspecti!es to enhance their learning by doing a lot of collaborati!e and discussion work. By doing these types of assignments, they are learning to work with each other and
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understand different perspecti!es and world!iews. Signi&icance*copetence/ 5sing care&ul anal!sis and evaluative thoughtB address the points listed elo3' (dd other pertinent in&oration that supports our copetence ! using this lesson odel' •
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his lesson reaches deeper learning because the acti!ities they are doing re4uire a ()* le!el ' and +. he assignments will be comparing and creating a cell, which re4uires deep thinking/learning and a high understanding. his model helps learning stick by repetition. hey are recei!ing the same information in multiple formats, discussing about it, creating things with it, all to help it stick in their long7term memory5 his teaching model is appropriate and suitable throughout my curriculum because it supports numerous learning styles, promotes deep learning, pro!ides students the opportunity to apply their learning and engages learners in identifying patterns and differences. 2 will support learners needs by scaffolding students to get to the bigger picture by starting small and working to the more complex task of building the model. >or students who are ad!anced, they can work ahead or help out students who are struggling. >or %L( students, 2 will pro!ide lots of images and !isuals to help them process the information &ommon &ore &&SS.%L-7L2%#-&C.#S.00703.3 (etermine the central ideas or conclusions of a text8 summari$e complex concepts, processes, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
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his lesson model is linked to information processing in the sense that we are trying to mo!e the information from their working memory into long term memory through repetition and different strategies to learn the information. Big idea learning occurs when learners are engaged with the information being presented. he assignments and assessments 2 ha!e my students doing re4uires them to be engaged with the material. hey need to be discussing the material, drawing, reading, and writing with it5 echnological resources that would be useful are kahoot 4ui$$es for 4uick informal assessments, Couube is great for showing !ideos to introduce the lesson. Doogle forms and classroom is also super helpful in linking articles, assignments, and links to helpful websites for whate!er concept we are co!ering.
Gro3th Mindset 2 feel like you can incorporate growth mindset into e!ery lesson, and that will help create a student body of positi!e thinkers who are moti!ated to do well and ha!e a high self efficacy. efficacy. 2f students start to feel discouraged with the material, 2 will be there to ensure them that they are able to do this and they need to change their mindset5 #esearch shows that students with a growth mindset actually perform better on tests than ones who dont, so instilling this in my students will be key5 2 will accomplish this by praising my students on their successes, teaching them the importance of the process of learning, and gi!ing them a sense of responsibility when working in groups. Pro&essional (ctions*(reas (ctions*(reas &or gro3th/ ;hat gro3th/ ;hat are your next professional steps in this area to keep mo!ing forward as a professional< •
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>or students that are not engaged with the lesson, 2 will hold them accountable to a specific piece of information that they will be responsible for telling the class so they do not ha!e the opportunity to sit there and do nothing5 2 ha!e learned that learning is a long and steady process, where repetition is key5 key5 Students learn in different ways and at different paces, so it is also necessary to be flexible and patient with them 2 would like to learn more about classroom management and tips on how to moti!ate students, 2 often see a huge lack of moti!ation among students 2 substitute teach 2 unfortunately do not ha!e enough experience to super!ise student teachers, but 2 lo!e to learn new things and ways to get students engaged5
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Assignment:
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Examples of 3D models
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