(More Directed Learning Activities)
Template without guiding questions
Teacher(s) Name / Emily Wilson Greene
Position / Teacher
School/District / Raleigh County, WV
E-mail /
Phone / 304-444-3972
Grade Level(s) / 5
Content Area / Science
Time line / Three 45 minute lessons
Standards
Content Standards: / · SC.O.5.1.5 Cooperate and collaborate to ask questions, design and conduct investigations to find answers and solve problems· SC.O.5.2.3 Identify the structures of living organisms and explain their function
· SC.O.5.2.4 Observe and identify cells of organisms using a microscope
· SC.O.5.3.2 Construct a variety of models of an object, event, or process
NETS*S Standards: / · 21.C.O.5-8.1.LS.3 Student presents thoughts, ideas, and conceptual understanding efficiently, accurately and in a compelling manner and enhances the oral or written presentation through the use of technology
· 21.C.O.5-8.1.LS.1 Student, when presented with a problem, identifies the information needed, uses text, people, online databases and search engines to filter relevant information efficiently, analyzes information for biases, synthesizes information gathered and creates an effective and efficient response to the problem
Overview
For this lesson, I will be teaching students the main components of plant and animal cells. Students will be conducting research, identifying and observing living cells, and be constructing a two-dimensional form of the cells, through the use of iPads. Students, in pairs, will then present their creations to the class and identify and explain the components included and their functionalities.Essential Questions
· What are the critical elements in animal and plant cells?· What are the main differences between animal and plant cells?
· Where are the critical elements of a cell located, and what are their functions?
Assessment
· Students will create a digital representation/model of both a plant and animal cell. Students will label the main components of the cell and present the functions of each component.· Students will follow a rubric to complete the digital representation of the animal and plant cells
· I will formatively assess students through the use of a classroom survey on Edmodo, as well as observation
Resources
· Students will complete this assignment with the use of an iPad· Students will use the applications “3D CellStain” and “iCell” on the iPad
· Students will access our classroom Edmodo account using the World Wide Web, where the rubric for this assignment will be posted, as well as approved websites for research, explicit directions for this assignment, and grading rubric
· Students will need to be familiar with iPads, as well as the application EduCreations
Instructional Plan Preparation
· Before beginning this lesson, I will lead my class through an engaging discussion on what a cell is. Through the use of my teacher iPad and apple t.v., I will show the class the iCell application. Students will download this free application onto their iPads and follow along. Our previous unit was based on plants and plant reproduction, so students should already be familiar with basic vocabulary and have an understanding of the overall concept of what a cell is. The plant unit previously set the foundation for learning about cells.· Students may have difficulties understanding the size of a cell and its purpose. This is still an abstract idea to students at this age, so this will be something to overcome during these lessons.
Management
· Students will be working in our classroom. I will assign partners for this “project.” Students may move about the room as needed to find a comfortable work place. Students will use their own iPads for this project.Instruction and Activities
My instructional strategies will include the use of partners, grand discussion, levels of questioning, and monitoring and observation. In order to make my learning environment support these activities, I will allow students to move with their partners to an appropriate working space within the classroom. I will assign partners based on academic performance, motivational level, and personality.With the exception of the start of the lesson where I will be introducing the concept through the use of the iCell application, this lesson will be inductive. All requirements and assignments, as well as assignment rubrics, will be posted onto our classroom Edmodo website. I will assist, answer questions and guide students as needed. My role will be to provide support and assistance on an individual, need basis. Students will be active and engaged in this lesson. Their roles will be to access the listed applications and websites. Students will conduct their research with a partner, though both students are required to complete the research. Afterward, students will create a model of the plant and animal cells, through the use of the application, EduCreations. This will be a base model, and will not be in depth. This depth will be appropriate for the developmental and academic level of 5th grade students. Students must create the cell, including the main components within the cell. Students must label each component and be prepared to explain its function. After all research and creation of cells has been completed, each pair of students will present their creations to the class, with the use of the apple television.
Students will build knowledge and skills by taking ownership of their research and creations. Students will be presenting these to their peers and teacher. Students will be expected to collaborate with their partners during this project, as well as during presentations. I will facilitate this through the use of constant monitoring and observation. This collaboration is also a component of the rubric in which students are being graded.
Differentiation
In order to accommodate individual student needs, I must be aware of all student ability levels. Students with great need for help will be paired accordingly with specific partners. These students may also choose either the animal or plant cell to research and create. Rather than creating both cells, they may create one and simply point out the obvious differences between the two types of cells.Different learning styles are being addressed within this lesson through discussion, independent research, partner work, kinesthetic creation of cells, and presentation. Each of these components may be altered to meet student needs, whether for enrichment purposes or impairments. Students that require additional enrichment may be tasked to use the iDough application on their iPads to create a three-dimensional cell, rather than a two-dimensional cell through the use of EduCreations. These students may also work independently and conduct a formal report, as well as the visual representation of the cells.
Closure and Reflection
Students will be presenting to their peers as a form of closure. After all students have presented, I will have students “tweet” (write their thoughts concerning the project, favorite moments or unfavorable moments onto a post-it note. They place these on a bulletin board within our classroom). We will discuss these tweets as a class before concluding this lesson. In order to further direct these tweets, students will answer the questions, “Were you able to answer our essential questions after this lesson has completed?” “What did you like about this lesson, and what did you not like about this lesson?” “What could you do differently next time to create a better product?”Page 1 of 4