Unit Plan Alyssa Landau EDSS 6200 Loyola Marymount University May 6, 2013

Unit Plan

A. Rationale
I. Theme The theme of this 7th grade Life Science two-week unit is: Cells, the basis of all living things. The unit is designed to fulfill Californias State Standards for 7th grade cell biology and cell processes. The material is intended to facilitate a deeper understanding of the preceding unit, which introduced basic characteristics of living things. The curriculum is comprised of two chapters. Chapter 1, Cells: The Basic Units of Life, will teach the importance of the cell as the building blocks of life and develop an understanding of the structural composition of a cell. Chapter 2, The Cell in Action, describes the basic functional processes that occur in a cell. By engaging with this unit, students will have a greater awareness of both themselves and of the world around them by understanding basic biological structures and functions. The unit is designed to interest a diverse student population by using the Universal Design for Learning model. II. Student Population This unit will be taught at Summit View West, a non-public school for students with special needs. Every student at Summit View is eligible for enrollment due to a disability that impedes their ability to succeed at a public home district school. Summit View provides a Free and Appropriate Education (FAPE) to students by accommodating and modifying all grade level academic curriculums. While the range of disabilities varies at Summit View, all students need academic support and services to excel. The 7th grade Life Science class is comprised of 4 girls (Simmone, Elle, Kat, & Kate) and 7 boys (Nasir, Ezra, Juan D., Juan A., Liam, Tre, & Samson). Four of the eleven students have high functioning Autism; the remaining seven students each have a Specific Learning Disability (SLD). Two of the SLD students are dual diagnosed, one with ADHD and another with ADD. The Autism Spectrum students tend to excel with the academic material and need very little assistance completing assignments. However, these students need regular prompting and explicit direction. They also tend to dislike group work because they struggle with allocating tasks among their peers. The SLD students are active and curious participants. Many of these students struggle with comprehension of the material and quality of output on tests and quizzes. These students have shown

preferences towards less traditional assessments such as projects. All students in this class are verbal and participate in regular discussions with the teacher. Since a large part of the class is more concrete in their thinking while the other part is more abstract, a direct instruction model will coincide with Universal Design for Learning practices. Multiple opportunities for input as well as expression will be integrated into the unit. Two male students (Juan D. and Juan A.) are English Language Learners and speak Spanish natively in the home. Both of these students have received English language intervention and have overcome all significant language barriers that interfere with their access of the curriculum. The class as a whole comes from a range of socioeconomic backgrounds, however none of them are impacted by a severe lack of resources at home that would affect their abilities to excel in school. The class is 18% Hispanic (2 students), 9% African American (1 student), 9% Asian American (1 student), and 64% Caucasian (7 students). III. Expectations and Learning Goals The overarching unit goal is for students to have greater awareness of themselves and of the world around them by understanding basic biological structures and functions. Students should be able to explain how cells are a unifying commonality between all living things, the basic structure of cells, how cells create new cells, and why cells are vital to life. By understanding these biological principles, students will be aware of the importance of keeping their bodys health and safe to protect their cells. Students will also begin to address the fragility of the eco system by recognizing the long lasting harm that toxins have on cell development. Students should integrate this unit into their lives by asking themselves: How can I avoid damaging my cells? How can nutrition and habits help my body to produce healthy cells? Is there anything I can do to better advocate for and preserve a healthy environment? Students will use scientific strategies, research tools, and factual evidence learned in this unit to help answer these questions. Each chapter has its own Big Idea that comprises the unit as a whole. The Big Idea of Chapter 1 Cells: The Basic Units of Life: Cells are what comprise all living things. They are too tiny to see, but they are made up of lots of different parts with different jobs. Animals and plants each have their own types of cells.

The Big Idea of Chapter 2 The Cell in Action: Cells carry out important life functions, such as obtaining energy, growing, and making new cells. IV. California Science Content Standards
! !

! !

Students know cells function similarly in all living organisms. 7.1.a (Chapter 1) Students know the characteristics that distinguish plant cells from animal cells, including chloroplasts and cell walls. 7.1.b (Chapters 1&2) Students know the nucleus is the repository for genetic information in plant and animal cells. 7.1.c (Chapter 1) Students know that mitochondria liberate energy for the work that cells do and that chloroplasts capture sunlight energy for photosynthesis. 7.1.d (Chapters 1&2) Students know cells divide to increase their numbers through a process of mitosis, which results in two daughter cells with identical sets of chromosomes. 7.1.e (Chapter 2) Students know that as multicellular organisms develop, their cells differentiate. 7.1.f (Chapter 1) Students know DNA (deoxyribonucleic acid) is the genetic material of living organisms and is located in the chromosomes of each cell. 7.2.e (Chapter 2) Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism. 7.5.a (Chapter 1) Communicate the logical connection among hypotheses, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence. 7.7.c (Chapter 2) Communicate the steps and results from an investigation in written reports and oral presentations. 7.7.d (Chapter 1&2)

V.

Theories of Teaching and Learning This unit will be taught using Direct Instruction and the Universal Design for Learning (UDL). The

interplay of these two teaching methods is intended to provide an effective multisensory environment for student success. By incorporating multiple means of representation, engagement, and expression with elements of direct instruction, the teacher will create a deliberate system in which students with diverse learning abilities will excel. Instruction will be presented using direct, straightforward, and discrete lessons. These explicit lessons will be delivered alongside creatively illustrated relevant depictions. Independent practice will be centered on auditory, tactile, kinesthetic, and visual senses. Multiple opportunities for students to access and participate will be implemented. Creative projects and formative assessment will coincide traditional summative formal assessments. By strategically planning the placement of varied methods, materials, and technology tools into direct instruction lesson plans students will work purposefully towards the learning objectives. The use of Direct Instruction is necessary to guide UDL. Without this Direct Instruction, UDL activities may become incidentally detached from learning goals. (Metcalf, Evans, Flynn, & Williams, 2009)

B. Designing for Inclusion

As discussed above, the Universal Design for Learning (UDL) is an inclusion tool used with a direct instructional teaching model in the Unit. The UDL practices used in this lesson are intended to appeal to a diverse student population with diagnosed disabilities. All lessons will provide multiple means of representation, input opportunities, and creative assessment. The teacher will seek to assess students based on their unique abilities. The UDL model is avoid excluding any students from accessing the material due to their individual learning styles. This unit will also involve a lot of peer collaboration. Students will be matched to create optimal inclusion by grouping based on a variety of skills. Each student will be able to offer something special and valuable to each group project or experiment. Projects and experiments will be designed to facilitate this inclusion by requiring many skills. For example, a lesson assessment may have a written response, illustrated depiction, and a creative project in which students must collaborate in a productive way to complete the work to the best of all of their abilities. This design is intended to bring forth the best of every students abilities and build confidence in the students by allowing them to contribute to a collaborative effort.

C. Management/Discipline Plan
! Graphic

! Description of Management Plan Classroom Environment Goal: The goal of our classroom environment is to create well-rounded, analytical thinkers who feel confident to engage in global and community happenings based on the learning they do in our classroom. The material covered is intended to give students the tools they need to grow into confident young adults. We will be respectful, considerate, and open minded in our journey together as a united class. The classroom is set up to encourage collaborative learning. Students are grouped in threes at tables A, B, C, and D. These groups of three will be used for experiments, projects, and any other group work. The tables will be pre-assigned based on academic ability levels/skills, behavioral issues, and personality types. Table E will be used as a conferencing table. Students can meet with the teacher, fellow peers, or the paraeducator at this table to receive additional help. The teacher can also use table E to present demo experiments and various other activities in which students will circle around to observe. Behavioral issues will be dealt with on a student-to-student basis. Confrontation will be used as a last resort. Disruptive students can be asked to sit at table E with the paraeducator based on the teachers discretion. A student created discipline plan will be implemented on the first day of the semester and revised periodically throughout the year.

D. Unit Overview
Section Title Big Idea of each Length of Content Strategy/Activity Standards Lesson Lesson Chapter 1 Cells: The Basic Units of Life Big Idea: Cells are what comprise all living things. They are too tiny to see, but they are made up of lots of different parts with different jobs. Animals and plants each have their own types of cells. Day 1 All organisms are 45 minutes Timeline of Cell Class constructed 7.1.a composed of one History timeline 7.7.a Getting Started or more cell.

Day 2 Characteristics of Cells

Cells function similarly in all living organisms.

45 minutes

Cell Theory Cell Size Parts of a Cell 2 Kinds of Cells

Direct Instruction Compare and Contrast Chart Observing Cells Microscope Quick Lab Brain Storm Direct Instruction Construction of the Cell Manipulative Cloze Notes Verbal Quiz

7.1.a,c 7.7d

Day 3 Eukaryotic Cells

Eukaryotic cells have organelles that perform important functions.

45 minutes

Day 4 The Organization of Living Things

As multicellular organisms develop, their cells differentiate and form levels of organization.

45 minutes

Day 5 Chapter Project

N/A

45 minutes

Cell Walls Cell Membrane Cytoskeleton Nucleus Ribosomes Endoplasmic Reticulum Mitochondria Chloroplasts Golgi Complex Cell Compartments Lysosomes Vacuoles Unicellular Organisms Multicellular Organisms From Cells to Organisms Organisms Unicellular Organization All Chapter 1 Content

7.1.a,b,c,d 7.7.d

Direct Instruction Graphic Worksheet Division of Labor Quick Lab

7.1.f 7.5.a

Student Prezi Presentations to class on assigned topics

7.1.a,b,c,d,f 7.5 a

Chapter 2 The Cell in Action Big Idea: Cells carry out important life functions, such as obtaining energy, growing, and making new cells. Day 6 Cells carry out 45 minutes Chlorophyll Explore Activity 7.1.d important life Sunlight The Purpose of Getting Started functions, such as Stimulation of Pigment obtaining energy, Color growing, and Photosynthesis lima bean plant and making new cells. microscope investigation Reflective response with groups

Day 7 Cell Energy

Day 8 The Cell Cycle

Day 9 Review Day 10 Exam

All cells need energy to carry out cell functions. However, cells may obtain and process energy in different ways. The cell cycle results in clone cells, two new cells that are exact copies of the original cell. ALL

45 minutes

From Sun to Cell Getting Energy from Food

Direct Instruction Quick Lab Currency of the Cell Move Your Body Cell Cycle Mitosis Study Guide Worksheet Unit Concept Map

7.1.b,d

45 minutes

The Cell Cycle The Life of a Cell Control of the Cell Cycle All Chapter 2 Content, Partial Chapter 1 Review

7.1.b,e 7.2.e 7.7.d

45 minutes

7.1.e 7.2.e 7.7.c,d 7.1.a-f 7.2.e 7.5 a

ALL

45 minutes

Formal Assessment

*Lessons with Daily Lesson Plans Provided are indicated in RED*

E. Daily Lesson Plans

1. Eukaryotic Cells 2. Cell Energy 3. The Cell Cycle (All lesson plans can be found as separate attachments.)

F. IEP Goals STUDENT IEP Goal/Objective (standards based)

GOAL By 4/13, when presented with an academic task that can be completed independently, Kate will first attempt to complete the task independently by attending to the task for at least 10 minutes, then ask a peer if she requires additional assistance, then finally ask an adult for help if she require further assistance for 4/5 independent academic tasks assigned. POSSIBLE BARRIERS Kate tends to get discouraged very quickly with comprehension-based tasks. She needs constant prompting and asks for assistance on many basic tasks. Kate enjoys tasks in which she can depict her understanding through art. There will be many opportunities for Kate to display her understanding through alternative assessments such as illustrative projects. GOAL Liam will return to the text to locate information, support conclusions and answer questions instead of guess on questions he does not retain the answers to on independent work on 4/5 trails as measured by work samples. POSSIBLE BARRIERS Liams English Language Arts skills are significantly behind those of his peers due to his disability. Liam has difficulty writing complex responses and comprehending text. Liam needs the curriculum to be made accessible through multiple means of representation such as videos, diagrams, and visual aids. Liam also benefits from structured note taking in which he is prompted towards valuable information. Liam tends to get frustrated when tasks become overwhelming, so preloading him with clear concise direction is effective. GOAL By 6/13, Kat will demonstrate on-task observable behaviors, which include (actively working on assigned tasks and sitting up with appropriate posture), with no more than 2 prompts during a single class, as measured by teacher observations and data collection. By 6/13, when given a task to complete, Kat will begin to engage in the task within the time expected with no more than 1 prompt in 3 of 4 situations as measured by observation and charting. POSSIBLE BARRIERS Kat is very bright and excels beyond her peers on many academic tasks. However, she becomes easily distracted and engages in unwanted behaviors that distract other students. Keeping Kat engaged through challenging tasks and intriguing material will help her stay focused.

KATE Autism Goals are based on Kates IEP eligibility Autism.

LIAM Goals are based on Liams IEP eligibility SLD.

KAT Behavior Goals are based on Kats IEP eligibility ADD.

G. Classroom Assessment of Learning Goals

There is a wide range of abilities and strengths in this class. Developing assessments that give each student an equal opportunity to display their understanding of the material will be important in assessing the overall success of the learning outcomes. Students will have several opportunities to show their understanding of the material through a variety of formative and summative assessments. Students will have opportunities to choose assessment method that will best suit their abilities and preferences. Since the class was designed around the Universal Design for Learning (UDL) model, assessments have also been designed with consistency. Students will be able to make the assessment opportunities personal by completing assignments through their own preferred methods. When writing opportunities are presented students will be assessed based more heavily on content and completion of learning goals rather than writing abilities. Formative Assessments: Day 1: Students will assemble a time line of the history of cell discoveries from 1942-2003. The teacher will assess this project based on participation. Some students will be the researchers, some will be the constructors, and others will help with the artistic creation. Students will be able to participate and engage as they choose but will be expected to participate. Teacher will be looking for engagement and accuracy. Day 2: Students will build a compare and contrast chart. This chart will be assessed based on student ability to complete the chart with accurate information. Since this chart will be used as a study tool and personal notetaking device, the graphic organizer can be filled in however student pleases. A reflection on the quick lab observing cells will be collected. This should serve as a more formal assessment, as it will written individually and handed in. Teacher will be looking for completion and accuracy. Day 3: Students will be constructing their cell diagram manipulative this day while filling in a cloze note packet. Students will be assessed based on their participation during this lesson. There will be verbal quiz at the end of the lesson in which the teacher will assess students retention of the lesson. Teacher will be looking for participation and accuracy.

Day 4: A graphic worksheet will be used to help note taking of the organization of living things. This worksheet can be completed in any format desired by the student. Students are not expected to turn in this document and can use it as a resource when preparing for exams. Students will be assessed on an individual reflection for the division of labor quick lab this day. Teacher will be looking for accuracy and completion. Day 6: Students will be assessed based on their participation in the Lima Bean lab. Students will also be assessed based on the groups reflective poster and responses to analyze this questions. Day 7: Students will be assessed based on a personal reflection to the currency of the cell lab. This reflection will not be as free writing based as the other lab reflections. There will be a worksheet with specific observation expectations that students will need to answer. Teacher will be looking for participation and accuracy. Day 8: Students will be assessed based on participation in the move your body to the beats of mitosis activity. Students will also be assessed on accurate completion of the Cell Cycle worksheet, which provides students with terms and definitions to match. Illustrations are also used to supplement this assessment. Teacher will be looking for participation and accuracy. Day 9: Students will be assessed on their ability to create a unit concept map. There are no parameters on how each students map needs to look. However, each student should include all big ideas and valuable content found in the unit. This map will be collected after the formal summative exam and graded for completeness. This will also supplement the exam grade. Summative Assessments: Day 5: Students will be paired in groups to create Prezi presentations that cover assigned topics from the entire Chapter 1. These presentations will require students with varied abilities to collaborate. Students with strong formal writing skills will be assessed on that strength as it appears throughout the presentation. Students with strong creative abilities will be assessed on their contributions in the visual supplements of the presentation. Finally, students with strong presentation skills will be assessed on their ability to present the information coherently. While the groups as a whole will be assessed on the quality of their work, individual assessments will be focused around each students strength. Students will also be assessed on their ability to present key concepts of Chapter 1 in an organized and accurate manner.

Day 10 (FOCUS ASSESSMENT): This is the only formal assessment used in this Unit. It is intended to give students an opportunity to synthesize the unit into an comprehensive formatted exam. The test heavily focuses on the Chapter 2 materials though covers partial review on Chapter 1. It is important that students are prepared to take these types of exams since many state tests and university level test are formatted in such a fashion. The test utilizes multiple choice and short answer response. The multiple-choice questions are broken into three categories, Reviewing Academic Vocabulary, Reviewing Concepts, and Reviewing Prior Learning. The first multiple-choice section assesses academic vocabulary found within the chapter. This vocabulary is used with the context of the curriculum found within the chapter. The intent of this section is to assess the level at which students comprehend the scientific narrative used to describe the complex structures and processes discussed in the unit. This section is not terribly long as it is not the focus of the assessment. The second multiple-choice section assesses the key concepts discussed in this unit. Students should have a strong understanding of these concepts and should take away these parts of the unit to integrate into future units. This section is the longest because it is the most important. Finally, the third section of the multiple-choice section assesses the integration of the curriculum Chapter 1. This section is important to the overall learning outcome goals of the unit. The short answer section of this assessment is designed to give students an opportunity to express the largest concepts of this chapter through both written explanations and artistic illustrations. Students will only be graded on whichever model best explains their response with accurate detail. No essay section was included in this assessment since the direct instruction was taught through very discrete lesson planning. Staying consistent with the format of the lesson plans was a focus of the assessment.

Assessment
(Summative Assessment of Chapter 2) Name: _____________________ Date:______________________

Multiple Choice Section

Reviewing Academic Vocabulary 1. Which of the following words is the closest in meaning to the word identical? A. related B. common C. duplicate D. woven 2. Choose the appropriate form of the word locate for the following sentence: Genetic information is ________________ in the nucleus of a cell. A. locates B. locative C. located D. location 3. Which of the following sets of words bests completes the following sentence: A cells traits may be _____________ the environment. A. modify with B. modified by C. modifying D. modifies in 4. Which of the following words means to release or to set free? A. liberate B. characterize C. function D. specify

Reviewing Concepts
1. Which part of a plant cell does the process of photosynthesis take place? A. Chloroplasts B. Nucleus C. Golgi Body D. Cell Wall 2. Which of the following best describes a major difference between plant cells and animal cells? A. Only plant cells use cellular respiration. B. Only plant cells have a nucleus containing DNA. C. Unlike plant cells, animal cells cannot make their own food D. Only animal cells have cell wall. 3. What is the life cycle of a cell called? A. Mitosis B. Cell Cycle C. Centromere D. Chromatid 4. What is the purpose of the process of mitosis?

A. B. C. D.

To produce two identical nuclei. To split a cell into two identical cells. To copy each chromosome in a cell. To create deoxyribonucleic acid in a cell.

5. A parent cell has 24 chromosomes at the beginning of interphase. How many chromatids will it have during prophase? A. 48 B. 24 C. 12 D. 6 6. Glucose + Oxygen " Carbon Dioxide + Water + ATP Above is the equation for a process that occurs in cells. What process is described by this equation? A. Cytokinesis B. Cellular Respiration C. Fermentation D. Photosynthesis 7. How are the processes of photosynthesis and cellular respiration connected? A. Both processes begin with oxygen. B. Both processes require sunlight. C. Each process takes place only in plant cells. D. Each process makes the material needed in the other processes. 8. Which of the following is true of cytokinesis in the cells of a plant? A. A cell plate forms and separates the cytoplasm into two new cells. B. The cell divides its cytoplasm by a process called binary fission. C. The cell membrane pinches the cytoplasm of the cell into two. D. At this stage, the nuclear membrane of the cell dissolves. 9. Which of the following best describes the chromosomes of eukaryotic cells? A. More complex eukaryotes have more chromosomes than simpler ones do. B. Different kids of eukaryotes have different numbers of chromosomes. C. The chromosomes in a pair contain very different genetic information. D. Each of the chromosomes contains one copy of circular DNA.

Reviewing Prior Learning (Chapter 1)

1. Where is DNA found within a eukaryotic cell? A. the Golgi apparatus B. the mitochondria C. the smooth endoplasmic reticulum D. the nucleus 2. Offspring are created by either sexual or asexual reproduction. How are the two kids of offspring similar? A. Both have traits of two parents. B. Both have DNA. C. Both have multiple cells. D. Both are identical to one parents. 3. Which of the following is an abiotic factor that may affect the types and numbers of animals that can live in an area? A. the range of temperatures experienced in the area B. the types of plants available for food sources C. the number and types of predators in the area D. the number of plants available for food sources 4. What are the primary sources of energy and matter in most food chains?

A. B. C. D.

primary consumers decomposers plants carnivores

Short Answer Section Please describe and illustrate the process of Photosynthesis. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

Please describe and illustrate the 6 stages of Mitosis. 1. ________________________________________________________________________________________ 2. ________________________________________________________________________________________ 3. ________________________________________________________________________________________ 4. ________________________________________________________________________________________ 5. ________________________________________________________________________________________ 6. ________________________________________________________________________________________

Please describe and illustrate the difference between Eukaryotic and Prokaryotic Cells. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

Assessment Rubric
Level 1 (High Risk, Student does not comprehend material) Reviewing Academic Vocabulary >1/4 >3/9 Level 2 (Risk, Student has very basic understanding of the curriculum) 2/4 4-5/9 Level 3 (Competence, Student is at a proficient level with the material) 3/4 6-7/9 Level 4 (Mastery, student has mastered the material) 4/4 8-9/9

Reviewing Concepts Reviewing Prior Learning (Chapter 1) Short Answer Section

>1/4

2/4

3/4

4/4

>4/10

5-6/10

7-8/10

8-9/10

H. Bibliography
Allen, K. Z., Berg, L. R., Ph.D., F., & Christopher, B. (2007). California life science green book. Holt Rinehart & Winston. This California state text was extremely valuable in the structure of this lesson. The content of the lessons were heavily derived from the unit on cells. Metcalf, D., Evans, C., Flynn, H.K., & Williams, J.B. (2009). Direct instruction + UDL = Access for diverse learners: How to plan and implement an effective multisensory spelling lesson. TEACHING Exceptional Children Plus, 5(6) Article 2. This source was the main inspiration for choosing to use Universal Design for Learning (UDL) and Direct Instruction as the two methods of teaching, learning, and inclusion.

Project REAL Lesson Plan Instructor: Alyssa Landau Topic: Eukaryotic Cells Subject: Life Science Check box if part of a larger unit: ! Where does the lesson fit in: Begin ! Middle ___ End __ Duration of Lesson: 45 minutes Grade: 7
th

Lesson Objective/s: Students will be able to identify, describe, and analyze the functions of the parts of a plant cell and be able to justify the cells significance as a fundamental unit of life. Big Idea: Eukaryotic cells have organelles that perform important functions. Science Content State Standard: Students know the characteristics that distinguish plant cells from animal cells, including chloroplasts and cell walls. (7.1.b) Students know the nucleus is the repository for genetic information in plant and animal cells. (7.1.c) Students know that mitochondria liberate energy for the work that cells do and that chloroplasts capture sunlight energy for photosynthesis. (7.1.d) ELD Standard/s: Use pictures, lists, charts, and tables found in informational materials, newspapers, and magazines to identify the factual components of compare- and-contrast patterns. (Reading Comprehension 6-8, Structural Features of Informational Materials) Formative Assessment/s: Students will be formatively assessed throughout the assignment based on many opportunities to show understanding. Students will first show background knowledge using the Brain Strom Worksheet and brief discussion. Next students will work through a manipulative creation while filling out the cloze notes. Students will be verbally quizzed on the information from that section. Teacher will assess based on Summative Assessment/s: There will be no summative assessment administered during this lesson. Material from this lesson will be later included in a formal chapter assessment. Materials: Worksheets, Pencils, Cell Manipulative

Other adult involved in instruction: Paraeducator ! co-teacher_______ volunteer _____

Understanding Your Learners through contextual details

The 7th grade Life Science class is comprised of 4 girls (Simmone, Elle, Kat, & Kate) and 7 boys (Nasir, Ezra, Juan D., Juan A., Liam, Tre, & Samson). Four of the eleven students have high functioning Autism; the remaining seven students each have a Specific Learning Disability (SLD). Two of the SLD students are dual diagnosed, one with ADHD and another with ADD. The Autism Spectrum students tend to excel with the academic material and need very little assistance completing assignments. However, these students need regular prompting and explicit direction. They also tend to dislike group work because they struggle with allocating tasks among their peers. The SLD students are active and curious participants. Many of these students struggle with comprehension of the material and quality of output on tests and quizzes. These students have shown preferences towards less traditional assessments such as projects. All students in this class are verbal and participate in regular discussions with the teacher. Since a large part of the class is more concrete in their thinking while the other part is more abstract, the UDL model is a favorable teaching model. Two male students (Juan D. and Juan A.) are English Language Learners and speak Spanish natively in the home. Both of these students have received English language intervention and have overcome all significant language barriers that interfere with their access of the curriculum. The class as a whole comes from a range of socioeconomic backgrounds, however none of them are impacted by a severe lack of resources at home that would affect their abilities to excel in school. The class is 18% Hispanic (2 students), 9% African American (1 student), 9% Asian American (1 student), and 64% Caucasian (7 students).

IEP Goals for Focus Students Large Group/Whole Class Instruction Student(s) IEP Goal/Objective (standards based)

Kate

Liam O.

Kat

Autism Goals are based on Kates IEP eligibility Autism. By 4/13, when presented with an academic task that can be completed independently, Kate will first attempt to complete the task independently by attending to the task for at least 10 minutes, then ask a peer if she requires additional assistance, then finally ask an adult for help if she require further assistance for 4/5 independent academic tasks assigned. Goals are based on Liams IEP eligibility SLD. Liam will return to the text to locate information, support conclusions and answer questions instead of guess on questions he does not retain the answers to on independent work on 4/5 trails as measured by work samples. Behavior Goals are based on Kats IEP eligibility ADD. By 6/13, Kat will demonstrate on-task observable behaviors, which include (actively working on assigned tasks and sitting up with appropriate posture), with no more than 2 prompts during a single class, as measured by teacher observations and data collection. By 6/13, when given a task to complete, Kat will begin to engage in the task within the time expected with no more than 1 prompt in 3 of 4 situations as measured by observation and charting.

LESSON PLAN & PROCEDURES

Lesson Elements
Lesson Introduction (connect & build background knowledge) Lesson Body Direct Instruction/ Guided Practice Brain Storm Worksheet - blank space for students to fill out anything they know about plant cells. Students are encouraged to brain storm as much as possible about cells. Independent activity is to be followed by a brief roundtable discussion about what students wrote down and an introductory short video on cells. Triggers student to pull on existing knowledge and for teacher to get a feel of what students already know introducing the BIG IDEA of the lesson. Also hooks students interest in the material. Plant Cell Worksheet- Cloze note formatted worksheet that includes all parts of the plant cell. Word box provides terms for students to fill into the blanks. Information on worksheet provides a concise definition of the parts function. Terms are connected to visual cue pictures to be able to help students connect the term with its meaning. Students will put each definition into their own words. Cell Diagram Activity-Activity allows students a kinesthetic and visual opportunity to put together a plant cell diagram manipulative. All parts are labeled and contrasting colors.
Note: Worksheet and activity are to be completed simultaneously. Accommodation: Students can be put into pairs to accommodate a student with motor impairments who struggles with assembling diagram.

Time

5-7 min.

What are the students doing? Filling out worksheet

What is other adult doing? Monitoring

Check for Understanding Post brainstorm discussion is used to inform the teacher on students prior knowledge.

Materials

Worksheet

45 mintu es

Students are building their cell manipulative while filling out worksheet on different cell functions. This activity is guided by instructor.

Monitoring and helping students who are struggling with the building aspect of their manipulative.

Teacher asks for participants to answer the blanks on their worksheet aloud and read descriptions to their peers. Teacher can lead discussions on each answer. Students should self correct their answers.

Cell manipulativ e and worksheet

Extended Practice

Pair practice to using their Plant Cell worksheet for quizzing one another and independent studying at home. Terms can be made into flashcards, etc. Independent questions on board can be assigned using the terms and cell diagrams. EXTENDED PRACTICE QUESTIONS: 1. Your younger brother sees your plant cell diagram and thinks it is an extraterrestrial alien. How would you begin to explain to him what a cell is? 2. In what ways do the parts of a plant cell work as a team? Explain using key terms, supporting evidence, and your own words in 4-5 complete sentences. 3. Can you think of other processes in science that are similar to the way the parts of a plant cell work?

Varie s

Lesson Closing

Verbal Quiz- Teacher will call on students randomly and ask them to identify which part of the cell is being described. Students will be allowed to refer to diagram and worksheet. Gives teacher an opportunity to immediately assess for understanding.
Accommodation: Predetermine an alert system with a student who does not like to be called on randomly to let them know when they will be called on next. (ex. Move to stand in front of their desk one question before)

5-7 mintu es

Students are answering prompted questions from teacher.

Monitoring

This activity is indented to clarify and misunderstandin gs from the lesson. Students can ask questions.

none

LEVELS OF STUDENT OUTCOMES Remember the model of instruction, the instructional setting and the students needs, goals and objectives. All
Students will understand that cells are what comprise all living things and that they are too tiny to see, but they are made up of lots of different parts with different jobs. All students will be able understand that animals and plants each have their own types of cells and be able to identify the different parts of the plant cell. Some students will be able to identify the different parts of the plant cell and explain their significance to overall cell function using their own words. Few students will be able to identify the different parts of the plant cell and explain their significance to overall cell function using their own words and be able to make connections of other processes in science and in their own lives.

Some Few

UDL Features Present in this Lesson (Derived from the LMU/UDL Educator Anchor Checklist) Multiple Means of Representation 1. Provide options for perception 1.1 Vary ways to display information 1.2 Alternatives for auditory information 1.3 Alternatives for visual information 2. Provide options for language and symbols 2.1 Alternatives access to key vocabulary & language 2.3 Alternatives for text symbols & mathematical symbols 2.5 Use non-language alternatives for concepts 3. Provide options for comprehension 3.1 Access background knowledge 3.2 Highlight essential information & big ideas 3.3 Guide information selection & processing 3.4 Support memory & knowledge transfer Multiple Means of Engagement 4. Provide options for recruiting interest 4.2 Make learning personally relevant & valuable 5. Provide options for sustaining effort and persistence 5.1 Strengthen connection to goals & objectives 5.4 Focus on feedback on effort, practice, and mastery 6. Provide options for self-regulation 6.3 Support self-monitoring and self-assessment Multiple Means for Action & Expression 7. Provide options for physical actions 7.1 Varied & alternative physical responses 7.2 Varied ways to interact with materials 8. Provide options for expressive skills and fluency 8.1 Vary choices for expression of knowledge 8.2 Vary tools for composition & problem solving 8.3 Vary ways to support practice and performance 9. Provide options for executive functions 9.2 Support goal-related planning and strategy development 9.3 Use tools to manage information & resources 9.4 Enhance capacity for formative progress self-monitoring Multiple Means of Assessment of Student Understanding 10. Assessment for outcome determination (student understanding) 10.1 Options for methods 10.2 Options for formats 10.3 Options for scope/range/level 10.4 Options for product & outcome

MATERIALS (Brain Strom Worksheet)

Brain Storm

MATERIALS (Plant Cell Cloze Notes Packet)

Name: Date: Plant Cells BIG IDEA: ___________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ________________________________________________________________________ Word Box Cell Wall Ribosomes Nucleolous Amyloplast Cytoplasm Vacuole Chloroplast Nucleus Endoplasmic Reticulum Golgi Body Mitochondrion

The _____________________ is a thick membrane that surrounds a plant cell. This layer of cellulose fiber gives the cell most of its support and structure. It also bonds the cell with other cells to form the structure of the plant.

IN MY OWN WORDS: ________________________________________________________________________________________________________________________________________________ ________________________________________________________________________

_____________________ is a jellylike substance outside the cell nucleus. It is where organelles are located.

IN MY OWN WORDS: ________________________________________________________________________________________________________________________________________________ ________________________________________________________________________

_____________________ are small organelles, composed of RNA-rich cytoplasmic granules. They are the sites of protein synthesis.

IN MY OWN WORDS: ________________________________________________________________________________________________________________________________________________ ________________________________________________________________________ The round body containing many organelles, including the nucleolus is called the _____________________. This part of the cell controls many of the cells functions. It controls protein synthesis and contains DNA (in chromosomes).

IN MY OWN WORDS: ________________________________________________________________________________________________________________________________________________ ________________________________________________________________________

The _____________________ is an organelle within the nucleus - it is where ribosomal RNA is produced.

IN MY OWN WORDS: ________________________________________________________________________________________________________________________________________________ ________________________________________________________________________ The _____________________ is a flattened, layered, sac-like organelle and is located near the nucleus. It packages proteins and carbohydrates into membrane-bound vesicles for "export" from the cell.

IN MY OWN WORDS: ________________________________________________________________________________________________________________________________________________ ________________________________________________________________________

_____________________ are organelles that are found only in starchy plants such as fruits. They are responsible for starch storage.

IN MY OWN WORDS: ________________________________________________________________________________________________________________________________________________ ________________________________________________________________________ These spherical rod-shaped organelles, called _____________________, convert energy stored in glucose into ATP (adenosine triphosphate) for the cell.

IN MY OWN WORDS: ________________________________________________________________________________________________________________________________________________ ________________________________________________________________________ This large, membrane-bound space is found within a plant cell and is filled with fluid. Most plant cells have a single _____________________ that takes up much of the cell body. It helps maintain the shape of the cell.

IN MY OWN WORDS: ________________________________________________________________________________________________________________________________________________ ________________________________________________________________________

_____________________ are elongated or disc-shaped organelles containing chlorophyll. Photosynthesis (in which energy from sunlight is converted into chemical energy - food) takes place here.

IN MY OWN WORDS: ________________________________________________________________________________________________________________________________________________ ________________________________________________________________________

The _____________________ is a large system of interconnected, membranous, interfolds and convoluted sacks. It is located in the cell's cytoplasm and transports materials through the cell while producing proteins.

IN MY OWN WORDS: ________________________________________________________________________________________________________________________________________________ ________________________________________________________________________

Project REAL Lesson Plan Instructor: Alyssa Landau Topic: Green Pigments in Plants Subject: Life Science Check box if part of a larger unit: ! Where does the lesson fit in: Begin__ Middle ! End __ Duration of Lesson: 45 minutes Grade: 7th Other adult involved in instruction: Paraeducator ! co-teacher_______ volunteer _____
Lesson Objective/s: Students will begin to make connections between the green pigments of plants and chlorophyll. Big Idea: Cells carry out important life functions, such as obtaining energy, growing, and making new cells. Science Content State Standard: Communicate the logical connection among hypotheses, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence. 7.7.c Communicate the steps and results from an investigation in written reports and oral presentations. 7.7.d ELD Standard/s: Use pictures, lists, charts, and tables found in informational materials, newspapers, and magazines to identify the factual components of compareand-contrast patterns. (Reading Comprehension 6-8, Structural Features of Informational Materials) Formative Assessments: Students will be asked to turn in a reflection and illustration of their experience doing this lab. Groups may present this information in any format they choose (presentation, poster board, skit, etc..). Teacher will assess students based on their reflection and understanding of concepts. Summative Assessments: There will be no summative assessment administered during this lesson. Material from this lesson will be later included in a formal chapter assessment. Materials: Lima bean (presoaked), magnifying lens, seedlings, science journals, pencils, colored pencils

Understanding Your Learners through contextual details

The 7th grade Life Science class is comprised of 4 girls (Simmone, Elle, Kat, & Kate) and 7 boys (Nasir, Ezra, Juan D., Juan A., Liam, Tre, & Samson). Four of the eleven students have high functioning Autism; the remaining seven students each have a Specific Learning Disability (SLD). Two of the SLD students are dual diagnosed, one with ADHD and another with ADD. The Autism Spectrum students tend to excel with the academic material and need very little assistance completing assignments. However, these students need regular prompting and explicit direction. They also tend to dislike group work because they struggle with allocating tasks among their peers. The SLD students are active and curious participants. Many of these students struggle with comprehension of the material and quality of output on tests and quizzes. These students have shown preferences towards less traditional assessments such as projects. All students in this class are verbal and participate in regular discussions with the teacher. Since a large part of the class is more concrete in their thinking while the other part is more abstract, the UDL model is a favorable teaching model. Two male students (Juan D. and Juan A.) are English Language Learners and speak Spanish natively in the home. Both of these students have received English language intervention and have overcome all significant language barriers that interfere with their access of the curriculum. The class as a whole comes from a range of socioeconomic backgrounds, however none of them are impacted by a severe lack of resources at home that would affect their abilities to excel in school. The class is 18% Hispanic (2 students), 9% African American (1 student), 9% Asian American (1 student), and 64% Caucasian (7 students).

IEP Goals for Focus Students Large Group/Whole Class Instruction Student(s) IEP Goal/Objective (standards based)

Kate

Liam O.

Kat

Autism Goals are based on Kates IEP eligibility Autism. By 4/13, when presented with an academic task that can be completed independently, Kate will first attempt to complete the task independently by attending to the task for at least 10 minutes, then ask a peer if she requires additional assistance, then finally ask an adult for help if she require further assistance for 4/5 independent academic tasks assigned. Goals are based on Liams IEP eligibility SLD. Liam will return to the text to locate information, support conclusions and answer questions instead of guess on questions he does not retain the answers to on independent work on 4/5 trails as measured by work samples. Behavior Goals are based on Kats IEP eligibility ADD. By 6/13, Kat will demonstrate on-task observable behaviors, which include (actively working on assigned tasks and sitting up with appropriate posture), with no more than 2 prompts during a single class, as measured by teacher observations and data collection. By 6/13, when given a task to complete, Kat will begin to engage in the task within the time expected with no more than 1 prompt in 3 of 4 situations as measured by observation and charting.

LESSON PLAN & PROCEDURES

Lesson Elements Lesson Introductio n (connect & build background knowledge) In table groups of three students will do a super charged challenge. They will have 5 minutes to come up with a list of plants that do not have any green. Outcome: Students should have difficulty thinking of any plants that do not have any green. Follow-Up Open-Ended Discussion: Teacher will then ask students why Time What are the students doing? Students are working together to come up with some material to dicuss with teacher. Students will What is other adult doing? Adults are monitoring and making sure students are working collaboratively. Teacher will then ask follow Check for Understandin g The teacher will access previous knowledge based on student discussion. Materials

5 mint ues

Pencil, science journal.

they think all plants have the color green in them? What about the color green is so unique to plants? Why do humans not have green arms and legs? Etc quick discussion. Lesson Body Experiment Purpose of Pigment 1. Students will each be given a large, presoaked lima bean, a plate, and a magnifying lens. NOTE: Students will be told that the lima bean is actually the seed of a lima bean plant. 2. Students will be told to carefully remove the softened outer shell that covers the seed and gently separate the two larger halves of the seed. 3. Students will be asked to use the magnifying lese to examine the small plant between the two halves. 4. Students will have to examine the seedlings. Students will required to write analysis down in their science journals. Students should be encouraged to make hypothesis about their observations. 15 minu tes

attempt to answer the teachers follow up questions. Students are participating in the experiment and taking detailed notes in their science journal.

up questions and lead the disucussion. The teacher and paraprofessiona l are monitoring the experiment. The teacher is prompting students with each new step.

formative assessment

Teacher will monitor understanding based on participation. formative assessment

Lima bean, plate, magnifying lens, science journal, pencil

Independent Group Work

Students will create a visual of their experience with the experiment in their groups. Students should be encouraged to be creative and illustrate. Students must answer answer the following questions in their groups. ! Compare the size and appearance of the two plants. ! Both of these samples are the same type of plant. Why are they different colors. ! Which plant is capable of absorbing energy from the sun? Explain.

10 minu tes

Students will work on the assignment in groups.

The adults will monitor students. The teacher will answer questions and monitor progress for accuracy. She will provide assistance to

Answers to the questions will be collected and analyzed. Teacher will get a general picture of students understanding and predictions of the material

Poster paper, colored pencils, pencils, paper

Sharing Group Work

Students will present their board and predictions to the class in their groups.

5 minu te

Students will be expected to participate equally.

Lesson Closing Direct Instruction

Teacher will review the answers to the analysis questions. Sample answers: ! Compare the size and appearance of the two plants. The seedling is large, green, and has open leaves. The plant in the seed is small, cream-colored, and tightly curled. ! Both of these samples are the same type of plant. Why are they different colors. Sunlight stimulates chlorophyll formation. The bean has not been exposed to sunlight, so it has not formed chlorophyll. Without chlorophyll, a plant is not green. ! Which plant is capable of absorbing energy from the sun? Explain. Chlorophyll absorbs energy from the sun during photosynthesis. The seedling is green in color and contains chlorophyll. The seedling can absorb sunlight. Students should have a general understanding that Chlorophyll is a green pigment found in the chloroplasts of plant cells Chlorophyll gives plants their green color. Sunlight stimulates the formation of chlorophyll. Chlorophyll is important for

10 minu te

Students are listening and taking notes. They should be making connections to the experiment.

students who are struggling. The paraprofessiona l will monitor for behavior concerns and answer content questions as well. Teacher will call on students and identify if their facts are accurate. Paraprofession al will excuse students if they answer correctly. Teacher will be delivering direct instruction to the class. She should make very clear connections to the experiment based on the material. She should use a lima bean to demonstrate the different key facts.

based on their performance on these questions. Formative assessment

Teacher will be able to assess which part of the lesson was most impactful and retained. Formative assessment Non-assessed.

Student produced work

Lima bean, board, pencils, science journals

photosynthesis because chlorophyll absorbs energy from the sun. In this activity, students should notice how chlorophyll has effected the different stages of a plant.

All Some Few

LEVELS OF STUDENT OUTCOMES Remember the model of instruction, the instructional setting and the students needs, goals and objectives. Students will be able to identify a difference in color between the outer bean and the inner sprout. Students will be able to identify the difference in color between the outer bean and inner sprout as a result of sun exposure. Students will be able to identify the difference in color between the outer bean and inner sprout as a result of chlorophyll production due to sun exposure.

UDL Features Present in this Lesson (Derived from the LMU/UDL Educator Anchor Checklist) Multiple Means of Representation 1. Provide options for perception 1.1 Vary ways to display information 1.3 Alternatives for visual information 2. Provide options for language and symbols 2.5 Use non-language alternatives for concepts 3. Provide options for comprehension 3.1 Access background knowledge 3.2 Highlight essential information & big ideas 3.3 Guide information selection & processing Multiple Means of Engagement 4. Provide options for recruiting interest 4.2 Make learning personally relevant & valuable 5. Provide options for sustaining effort and persistence 5.1 Strengthen connection to goals & objectives 5.3 Support collaboration & communication with peers 6. Provide options for self-regulation 6.3 Support self-monitoring and self-assessment Multiple Means for Action & Expression 7. Provide options for physical actions 7.2 Varied ways to interact with materials 8. Provide options for expressive skills and fluency

8.1 Vary choices for expression of knowledge 8.3 Vary ways to support practice and performance 9. Provide options for executive functions 9.3 Use tools to manage information & resources 9.4 Enhance capacity for formative progress self-monitoring Multiple Means of Assessment of Student Understanding 10. Assessment for outcome determination (student understanding) 10.1 Options for methods 10.2 Options for formats

Project REAL Lesson Plan Instructor: Alyssa Landau Topic: Mitosis and the Cell Cycle Subject: Life Science Check box if part of a larger unit: ! Where does the lesson fit in: Begin__ Middle ! End __ Duration of Lesson: 45 minutes Grade: 7th Other adult involved in instruction: Paraeducator ! co-teacher_______ volunteer _____
Lesson Objective/s: Students will be able to describe the four phases of a cell cycle the importance of this process. Big Idea: Cells carry out important life functions, such as obtaining energy, growing, and making new cells. Science Content State Standard: Students know the characteristics that distinguish plant cells from animal cells, including chloroplasts and cell walls. (7.1.b) Students know cells divide to increase their numbers through a process of mitosis, which results in two daughter cells with identical sets of chromosomes. (7.1.e) Students know DNA (deoxyribonucleic acid) is the genetic material of living organisms and is located in the chromosomes of each cell. (7.2.e) ELD Standard/s: Use pictures, lists, charts, and tables found in informational materials, newspapers, and magazines to identify the factual components of compareand-contrast patterns. (Reading Comprehension 6-8, Structural Features of Informational Materials) Formative Assessments: Students will be asked to cut and paste descriptions of the Mitosis cycle to their accurate phase. Students will also illustrate Teacher will assess students basic understanding of the order of the cycle based on student performance on this task. Summative Assessments: There will be no summative assessment administered during this lesson. Material from this lesson will be later included in a formal chapter assessment. Materials: Multicolored Post Its, Music, Photos of the Mitosis Phases, Mitosis Phase Worksheets, Glue, Scissors, Crayons, Markers, Paper, Pencils

Understanding Your Learners through contextual details

The 7th grade Life Science class is comprised of 4 girls (Simmone, Elle, Kat, & Kate) and 7 boys (Nasir, Ezra, Juan D., Juan A., Liam, Tre, & Samson). Four of the eleven students have high functioning Autism; the remaining seven students each have a Specific Learning Disability (SLD). Two of the SLD students are dual diagnosed, one with ADHD and another with ADD. The Autism Spectrum students tend to excel with the academic material and need very little assistance completing assignments. However, these students need regular prompting and explicit direction. They also tend to dislike group work because they struggle with allocating tasks among their peers. The SLD students are active and curious participants. Many of these students struggle with comprehension of the material and quality of output on tests and quizzes. These students have shown preferences towards less traditional assessments such as projects. All students in this class are verbal and participate in regular discussions with the teacher. Since a large part of the class is more concrete in their thinking while the other part is more abstract, the UDL model is a favorable teaching model. Two male students (Juan D. and Juan A.) are English Language Learners and speak Spanish natively in the home. Both of these students have received English language intervention and have overcome all significant language barriers that interfere with their access of the curriculum. The class as a whole comes from a range of socioeconomic backgrounds, however none of them are impacted by a severe lack of resources at home that would affect their abilities to excel in school. The class is 18% Hispanic (2 students), 9% African American (1 student), 9% Asian American (1 student), and 64% Caucasian (7 students).

IEP Goals for Focus Students Large Group/Whole Class Instruction Student(s) IEP Goal/Objective (standards based)

Kate

Liam O.

Kat

Autism Goals are based on Kates IEP eligibility Autism. By 4/13, when presented with an academic task that can be completed independently, Kate will first attempt to complete the task independently by attending to the task for at least 10 minutes, then ask a peer if she requires additional assistance, then finally ask an adult for help if she require further assistance for 4/5 independent academic tasks assigned. Goals are based on Liams IEP eligibility SLD. Liam will return to the text to locate information, support conclusions and answer questions instead of guess on questions he does not retain the answers to on independent work on 4/5 trails as measured by work samples. Behavior Goals are based on Kats IEP eligibility ADD. By 6/13, Kat will demonstrate on-task observable behaviors, which include (actively working on assigned tasks and sitting up with appropriate posture), with no more than 2 prompts during a single class, as measured by teacher observations and data collection. By 6/13, when given a task to complete, Kat will begin to engage in the task within the time expected with no more than 1 prompt in 3 of 4 situations as measured by observation and charting.

LESSON PLAN & PROCEDURES

Lesson Elements Lesson Introductio n (connect & build background knowledge) Get up and move your body to the beats of Mitosis! Students will each receive a post-it note that is either yellow (6), pink (2), or green (2). One student (preferably a student with a good memory or one who has physical limitations, NO students will be used for this position if the groups can be formed evenly due to absences) will be the director to help students move as the teacher instructs. The students with the yellow post-its will be instructed to form a large circle around the room. Next, students with pink post-its will make a small/condensed Time What are the students doing? Students are forming the cells and following the directions dictated by the teacher. What is other adult doing? Adults are monitoring and facilitating the activity. Check for Understandin g Students will be assessed on their basic participation abilities. Students should also make the connection that Materials

Multicolore d post its, music

group centered in the middle of the circle. Next, the students with green post-its will each stand at a pole of the large circle. Once every student is in place, the teacher will give the first instruction, Interphase. She will instruct the two pink post-it students to become exact twins and move identically. Next, the teacher will begin to play some upbeat music at which point the students must dance while following their first set of instructions. Next, the teacher will give the second set of instructions, Prophase, in which she will tell the pink post-it students to stand with their arms and legs rod like. The teacher will again play music and the students must dance while following her new set of instructions. During the third set of instructions, Metaphase, students with pink post-its will have to spread out into line along the diameter of the circle. Music will be played again while students move into their new positions. During the fourth stage, Anaphase, students with green post its will be asked to pull one of the pink post it students to their side of the circle. Music will be played and students will move. During the fifth stage, Telophase, the students with yellow post its will be instructed to form a new circle around the pink/green pair that is closest to them. Music will play while students move. Finally, students will be asked to notice their new circle, Cytokinesis. After one initial run through with the teacher, the students will be asked to go through the motions of steps 1-5 independently as the music plays. Students will move each time the teacher calls out the scientific name for their next phase. The student director will help students remember the stages and help them get to the right spots. Music will play and students will be encouraged to dance while they move. NoteYellow Post Its = Cell Wall Pink Post Its = DNA Green Post Its = Spindles Students will be asked to briefly summarize the similarities between the first circle and the new circle on big posters with their new circle group. Director will join one of the groups for this part of the activity.

the large circle represents a cell. formative assessment

Check for Understandi ng and Big Picture

5 minu tes

Students are going through the movements of move your body to the beats of mitosis as music plays. They are

The adults are monitoring for behavioral disturbances. The teacher is calling out each new phase as the students complete the previous one.

Teacher will observe the students understanding of the different stages by how they are able to move to the next position.

Multicolore d post its, music

Lesson Body Direct Instruction

Teacher will connect each stage of the move your body activity to the actual process in which cells split through mitosis. This part of the lesson will be taught using Direct Instruction. Visual Aids will be displayed to illustrate the phases as they are described. Students will be called on at random when they have made a connection to the move your body activity. They will be asked to describe how the stages of the activity parallel those of mitosis.

15 minu tes

waiting for prompt from teacher before they move. Director is helping make sure students are moving to the correct areas. Students are observing the direct instruction lesson and taking notes in their science journals. Students are participation in discussion when appropriate/ca lled on.

formative assessment

Independent Practice

Students will each be given a worksheet with each phase of Mitosis on it and one worksheet with all of the definitions/explanations of each phase. The Mitosis sheet will have boxes in which the students will be instructed to cut and paste the matching definitions and one box in which they will illustrate the phase. Students will be instructed to work independently but can collaborate with classmates if they would like help.

15 minu tes

Students will work on the worksheet as instructed.

The teacher is leading the direct instruction. She will go through the 6 stages of Mitosis and provide visual examples to matcher her explanations. The paraprofessiona l is monitoring to make sure students are taking notes and staying on task. The adults will monitor students. The teacher will answer questions and monitor progress for accuracy. She will provide assistance to students who are struggling.

Teacher will monitor understanding based on participation. formative assessment

Lesson, Visual Aids

Worksheets will be collected and graded for errors once completed. They will be handed back as a study tool for future assessments. Teacher will get a general

Worksheets , Paper, Scissors, Glue, Crayons, Markers

The paraprofessiona l will monitor for behavior concerns and answer content questions as well.

picture of students progress and comprehension of the material based on their performance on the worksheet. Formative assessment Teacher will be able to assess which part of the lesson was most impactful and retained. Formative assessment

Lesson Closing

Music from the get up and move your body to the beats of mitosis will play and students will be asked to raise their hands and shout out any part of the lesson that stuck with them. This will go in a quick fire format. Students who accurately identify parts of the lesson will be excused.

1 minu te

Students will raise their hand and shout out something they remember from the lesson.

Teacher will call on students and identify if their facts are accurate. Paraprofession al will excuse students if they answer correctly.

Music

LEVELS OF STUDENT OUTCOMES Remember the model of instruction, the instructional setting and the students needs, goals and objectives. All Students will know that there are 6 stages in which cells duplicate from one cell into two identical cells. Some Students will be able to identify some of the names of the phases as well as give partial information based on the stages. Few Students will know the names of each phase in which cells divide into new cells and be abled to describe each phase.

UDL Features Present in this Lesson (Derived from the LMU/UDL Educator Anchor Checklist) Multiple Means of Representation 1. Provide options for perception 1.1 Vary ways to display information 1.3 Alternatives for visual information 2. Provide options for language and symbols 2.1 Alternatives access to key vocabulary & language 2.3 Alternatives for text symbols & mathematical symbols 2.5 Use non-language alternatives for concepts 3. Provide options for comprehension 3.1 Access background knowledge 3.2 Highlight essential information & big ideas 3.3 Guide information selection & processing 3.4 Support memory & knowledge transfer Multiple Means of Engagement 4. Provide options for recruiting interest 4.1 Support individual choice & autonomy 4.2 Make learning personally relevant & valuable 5. Provide options for sustaining effort and persistence 5.1 Strengthen connection to goals & objectives 5.3 Support collaboration & communication with peers 6. Provide options for self-regulation 6.3 Support self-monitoring and self-assessment Multiple Means for Action & Expression 7. Provide options for physical actions 7.1 Varied & alternative physical responses 7.2 Varied ways to interact with materials 8. Provide options for expressive skills and fluency 8.1 Vary choices for expression of knowledge 8.3 Vary ways to support practice and performance 9. Provide options for executive functions 9.3 Use tools to manage information & resources 9.4 Enhance capacity for formative progress self-monitoring Multiple Means of Assessment of Student Understanding 10. Assessment for outcome determination (student understanding) 10.1 Options for methods 10.2 Options for formats

MATERIALS (Mitosis Worksheet) Name ______________________ Date_______________________

Phase
Interphase Before Mitosis Prophase Mitosis Phase 1 Metaphase Mitosis Phase 2 Anaphase Mitosis Phase 3 Telophase Mitosis Phase 4 Cytokinesis After Mitosis

Description

Picture

MATERIALS (Mitosis Definitions)

Name ____________________________________ Date _____________________

Mitosis Activity Checklist ____1) Cut strips into the 6 parts of mitosis.

Before mitosis begins, the chromosomes and other cell material are copied. The pair of centrioles, which are two copies of cylindrical structures, are also copied. Each chromosome now consists of two chromosomes. Mitosis begins, The nuclear membrane breaks apart. Chromosomes condense into rod-like structures.

____2) Glue squares to the correct term square on worksheet. Use book for help.

The chromosomes line up along the equator of the cell.

____3) Draw a picture to match the phase

The chromatids separate and are pulled to the opposite sides of the cell by fibers attached to the centrioles.

The nuclear membrane forms around the two sets of chromosomes, and they unwind. The fibers disappear. Mitosis is completed.

Once mitosis is completed, the cytoplasm splits in two. This process is called cytokinesis. The result is two identical cells that are also identical to the original cell. Now the cell cycle is complete.