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Running Head: 9th GRADE BIOLOGY UNIT PLAN: INTRODUCTION TO CELLS

9th Grade Biology Unit Plan: Introduction to Cells by Mr. Rohit Abraham

A Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching from Oakland University 2013 Professor: Dr. Anica Bowe Course: TD 528

Running Head: 9th GRADE BIOLOGY UNIT PLAN

Table of Contents
Stage 1: Considering the Content and the Learners Overview ............................................................................................................................... 3 Rationale ............................................................................................................................... 3 Considering the Learners ...................................................................................................... 3 Considering the Content ....................................................................................................... 4 Behavioral Objectives ........................................................................................................... 5

Stage 2: Considering and Designing Assessments Assessments .......................................................................................................................... 6

Stage 3: Designing Lessons and Learning Activities Unit Calendar ........................................................................................................................ 8 Catalog of Lessons................................................................................................................. 8 5 E Lesson Plan ...................................................................................................................... 12

Stage 4: Reflecting on the Unit Development Reflection .............................................................................................................................. 13

Works Cited Bibliography .......................................................................................................................... 15

Running Head: 9th GRADE BIOLOGY UNIT PLAN

STAGE 1: Considering the Content and the Learners


Unit Overview Students will be introduced to cells through the context of the scientific method, which is a step-wise process, as well as a cycle. Students will progress from basic to complex ideas about cells and the different functions that cells perform in their bodies. A wide range of activities will be used to engage students in this unit, including the following: KWL charts to activate prior knowledge, graphic organizers to compare and contrast types of cells, online virtual labs to manipulate organelles, direct-instruction PowerPoints with guided notes and worksheets, microscope-based labs to detect disordered cellular function, as well as a research paper on tissue synergy. This unit will set the standard in my class for preliminary knowledge needed at the beginning of the school year, in order to understand more complex ideas about cells and the different functions that cells perform in their bodies. In particular, I sequenced these lessons to build up to the top of Blooms Taxonomy, ranging from simple differentiation to research-based synthesis. I envision that my students will take their basic understanding of the scientific method, developing a clearer idea of how it works to constantly question and change ideas about the world around them. Unit Rationale I am teaching this unit because cells make up the basis for all life, and it is imperative that students master these objectives before moving onto subsequent units. My unit on cells comes right after a basic introduction to the scientific method, which is followed by more advanced, macroscopic applications of cell theory: genetics, evolution, and ultimately human health and behavior. Considering the Learners Prior Experience: Having learned in DPS middle schools, my students have not had much access to hands-on science inquiry. Mostly focusing on paper projects, I do not believe my students have ever SEEN a cell, much less manipulated or interacted with one to see macroscopic behavioral effects. Prior Knowledge: I know from individual conferences that my students have already been introduced to the basic structure and function of cells, as well as the theory that all cells come from pre-existing cells. I also know that in middle school, they have been able to list a variety of cell types. Anticipated Challenges: I predict there will be classroom management concerns with using expensive equipment such as microscopes, computers, and projectile-friendly craft materials, but I firmly believe that students will never learn to behave unless trusted with situations in which they can prove themselves worthy in the first place. I also predict academically that students will automatically assume theyve learned all my unit content before in middle school, when this unit truly builds on previous concepts in a more complex manner.

Running Head: 9th GRADE BIOLOGY UNIT PLAN Potential Misconceptions: Students have told me many things about cells that have made me laugh. They think they can see skin cells on their hands, some have told me individual hairs are cells, and almost none of my students know there is a difference between cells and tissue. Addressing Prior Experiences: I will do my best to provide students with a hands-on learning environment where they can see cells for themselves, see how different types of tissue synergistically interact to accomplish higher level functions. As part of the scientific method, I also want students to get the chance to mess these interactions up, and see what kinds of disorders and diseases might be produced as a result. Addressing Prior Knowledge: I will give students a pre-test at the beginning of the unit, which does cover their previous knowledge, but also obviously incorporates my higher-level Blooms objectives. Students should see and recognize these, but I will specifically mention my goal to build their previous knowledge to higher levels than theyve encountered in middle school. Addressing Challenges: In addition to my current lesson plans, I also have substitute book work that will address the same topics, so if students decide to abuse scientific equipment or behavior in a unprofessional manner, I intend to socially demote those students to doing book work outside of my room until further notice. As previously mentioned, I also intend to talk about middle schools prior knowledge to circumvent student assumptions that they already know all of the unit content. Addressing Misconceptions: Within my direct-instruction lesson, I have specifically scripted areas where I will address already known misconceptions, and I will identify more misconceptions mid-lesson though Do Nows, cold calling, and checks for understanding.

Considering the Content Unit Problem(s)/Question(s) o What are we made of? o Why do we look this way? o Where do we come from? Big Idea(s) o The scientific method is a cycle and a process o We are all made up of cells o There are two types of cells: prokaryotic and eukaryotic, with differences and similarities o Two types of eukaryotic cells are plant and animal cells, because both have nuclei Key Concepts with Definitions o Cells make up all living things. YOU are made up of cells. o A eukaryotic cell has a membrane-bound nucleus, while a prokaryotic cell does not. o Organelles are the building blocks that make up all cells. o Animal and plant cells are eukaryotic, while bacterial cells are prokaryotic. o Both animal and plant cells have cell membranes, nuclei, and mitochondria. o Plant cells have cell walls and chloroplasts while animal cells do not. o A hypothesis is a testable prediction that relates things (e.g. cause & effect, a correlation) 4

Running Head: 9th GRADE BIOLOGY UNIT PLAN Process Skills & Content Knowledge o Analyzing and interpreting data usually requires one to figure out trends or patterns from a graph or table o Writing conclusions usually requires one to accept or reject the hypothesis based on whether it was supported or not supported using examples from data o Conducting an investigation requires an experimental procedure in which there is a control, independent/dependent variables, and multiple trials

Behavioral Objectives & Standards Core Learning Targets 1. 2. 3. 4. 5. LC III.1-2 SWBAT differentiate cells as prokaryote and eukaryotic cells in terms of general structures LC III.1-1 SWBAT describe individual cell functions in a given tissue of a multicellular organism LC III.1-1 SWBAT analyze which organelle would be best suited to solve cellular problems LO III.2-4 SWBAT predict disorders based on the dysfunction of cellular structures LO III.2-4 SWBAT synthesize a higher-level task that many tissues can work together to accomplish

Michigan Content Standards & Benchmarks Cells (LC) III.1 All students will apply an understanding of cells to the functioning of multicellular organisms, including how cells grow, develop, and reproduce. 1. Explain how multicellular organisms grow, based on how cells grow and reproduce. 2. Compare and contrast ways in which selected cells are specialized to carry out particular life functions Organization of Living Things (LO) III.2 All students will analyze how parts of living things are adapted to carry out specific functions. 4. Explain how selected systems and processes work together in animals

Running Head: 9th GRADE BIOLOGY UNIT PLAN

STAGE 2: Considering and Designing Assessments


Informal Assessments

Pre-test: I would give students a ten question multiple choice quiz that covers the pre-requisite knowledge and skill objectives, as discussed in Stage 1. Restructuring and adapting of my unit plan might become necessary if I feel my 9th grade biology students actually test at the middle school science level. This data could mandate that I expand my present unit plan to cover the pre-requisite objectives listed below: 1. SWBAT describe the structure and function of cells 2. SWBAT explain that cells come from pre-existing cells 3. SWBAT list a variety of cells types Do Now: I use this school-mandated beginning of my daily lessons to activate my students prior knowledge, make connections to real life, as well as to uncover any preconceived misconceptions relevant to the present lesson. Cold Calling: During my lessons, I often cold call (without warning) on students to ensure they are truly understanding the concepts we are covering in class. Any gap in formative understanding can be easily cleared up by whole-group remediation at that point in time. Student Conferencing: A district-wide initiative has prioritized individual student conferencing, which has proved to work wonders in keeping students up-to-date with expectations. Similarly to cold calling, this informal assessment allows me to gauge how far all my students are progressing in their understanding as well as progress towards upcoming deadlines in our classroom. Homework: Out-of-class reflection and practice with the material is important to long-term retention of course content. While grading homework to input into the grade book, I often make annotations and comments that shape students formative understanding as valuable feedback.

Traditional Assessment This summative assessment contains 10 multiple choice questions, 4 matching questions, 4 true/false questions, and 2 short answer questions. I consider this assessment to be aligned to the behavioral objectives I planned in Stage 1, and I believe it is a rigorous assessment that moves up to the highest levels of Blooms Taxonomy. Instead of bloating the present document, I have provided a hyperlink to this assessment below. Hyperlink to Separate Document Download the .RTF file directly to display correct formatting

Performance Assessment

Objective: LCIII.1-1 SWBAT analyze which organelle would be best suited to solve cellular problems Teacher Instructions: Ask for a student volunteer to explain what an analogy is. Model how to come up with analogies for different roles of a basketball team. Then pass out worksheet, read the printed directions, and model the first organelle together for an explicit example. Then allow students to work individually or in groups, while circulating and conferencing to answer student questions.

Running Head: 9th GRADE BIOLOGY UNIT PLAN Student Instructions: Complete this worksheet by coming up with your own analogies for each cell organelles function. Compare them to the function of a part of some other system (you may use multiple systems). Then explain how your analogy is similar. Some common systems for analogies can include a factory, a computer, or a business. Assessment Rubric: I follow a 0-3 rating scale with descriptions of measurable behavior, as seen in the hyperlinked performance assessment below. Hyperlinks to All Materials Download the .DOCX file directly to display correct formatting

Running Head: 9th GRADE BIOLOGY UNIT PLAN

STAGE 3: Designing Lessons and Learning Activities


Unit Calendar
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objective #2 Pre-assessment Cell Intro Video KWL Chart

Objective #1-2 Venn Diagram Who am I? game Worksheet

Objective #1, #3 Interactive PowerPoint Quiz-Quiz-Trade game Online Virtual Lab

Objective #1, #3-4 Disorders Video Microscope Lab Formal Lab Report

Objective #1, #3-5 Disability Simulation Microscope Lab Finish Lab Report

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Objective #2-5 ESPN Synergy Analogy Performance Assess. Intro Research Paper

Objective #1-5 NY Times Analysis Research Paper Give Study Guide

Objective #1-5 Catch up Day Finish Research Paper Work on Study Guide

Objective #1-5 Jeopardy Review Review Study Guide Review Assignments

Objective #1-5 Summative Assess. EXC Word Search Turn in all work

Catalog of Lessons Day 1: Objective #2 (50 min) Goal: This day is dedicated to accounting for students prior knowledge and experiences o Discovery approach o This approach best fits the objective to assess and inventory prior knowledge Activities: o Administer pre-assessment (teacher + student action) o Introduce topic by showing Frank Gregorios Introduction to Cells YouTube Video (teacher action) o Contextualize prior knowledge and interest via KWL chart (student action) Assessment: short 10 question multiple choice quiz to analyze pre-requisite knowledge and skills

Day 2: Objectives #1-2 (50 min) Goal: First formal introduction to differentiation of eukaryotic/prokaryotic cells with opportunities to apply and practice using examples o Deductive approach o The category game and worksheet require students to look at general rules and apply them to specific examples 8

Running Head: 9th GRADE BIOLOGY UNIT PLAN o This is best to reinforce the differentiation objective Activities: o Venn diagram graphic organizer notes to compare/contrast eukaryotic, prokaryotic, animal, and plant cells (teacher + student action) o Who Am I? category game (student action) o Independent practice worksheet (student action) Assessment: Self-reflective exit ticket for students to evaluate their own understanding

Day 3: Objectives #1, #3 (50 min) Goal: New information and notes on organelle function, within the context of euk/prok cells o Problem-based approach o The virtual organelle lab is a linear path that guides students to solve problems o This is best to reinforce the identification & differentiation objective Activities: o PowerPoint interactive lecture + guided notes (teacher + student action) o Quiz-Quiz-Trade flashcard game (student action) o Online virtual organelle lab on Rutgers.edu (student action) Assessment: Teacher-Student conferencing during game and lab

Day 4: Objectives #1, #3, #4 (50 min) Elaborated 5 E Lesson found on Page 12 Goal: Disorders are introduced and the first hands-on lab is available to understand organization o Experiential Learning approach o The microscope lab shows how specific cells look and work, which is generalized to how all cells look and work for prokaryotic vs. eukaryotic types o This is best to understand the differentiation objective, giving visual context for cells Activities: o Introduce medical disorders with Human Genetic Disorders TeacherTube video (teacher action) o Microscope lab to observe cellular differences between normal and disorder tissue slides (student action) o Formal lab report (student action) Assessment: Exit Ticket will serve as a formative mini-quiz

Day 5: Objectives #1, #3, #4, #5 (50 min) Goal: Disability simulation gives students context for macro system function, and additional work time for microscope lab should allow students to finish their formal lab reports o Experiential Learning approach o The disability simulation and microscope lab are both generalized to how tissue and systems work or malfunction inside living things

Running Head: 9th GRADE BIOLOGY UNIT PLAN This is best to understand the synthesis objective, giving visual context for microscopic cells can affect macroscopic behavior and sensory functionality Activities: o Team-building exercise where certain senses are disallowed by the rules; analogy to how disorders may arise when organelles cease their function (student action) o Continue microscope lab + formal lab report (student action) Assessment: Self-reflective exit ticket for students to evaluate their own understanding o

Day 8: Objectives #2-5 (50 min) Note: days match the date displayed on calendar Goal: Students will complete a performance assessment where they make organelles analogies o Inductive + Action-Research approach o The performance assessment (organelle analogies) requires students to take specific functions and generalize them to outside system and item functions within those systems. The research paper will also require students to research a topic and write their own scientific paper on it. o These approaches best fit the objectives to analyze organelle function and synthesize higher-level synergistic body functions Activities: o Show ESPN UofM Football Play YouTube video & explain analogy of how individual players synergize the whole play (teacher action) o Performance Assessment on Organelle Analogies (student action) o Introduce research paperstudent chosen topic out of a list of options on human diseases (teacher + student action) Assessment: Exit Ticket will serve as a formative mini-quiz

Day 9: Objectives #1-5 (50 min) Goal: Students will finish interest-driven research projects on human disorders o Action-Research approach o Student-interest driven research projects allow in-depth synthesis of how microscopic cell function can affect and cause dysfunction of macroscopic body systems o This approach best fits the higher-level synthesis objective, as well as all below it Activities: o Overview Stem Cells article in NY Times & discuss current progress on scientific research (teacher + student action) o Showcase exemplary student lab reports (teacher action) o Continue & finish research paper (student action) o Provide Study Guide reviews entire unit content (teacher action) Assessment: Teacher-Student conferencing during research paper

Day 10: Objectives #1-5 (50 min)

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Running Head: 9th GRADE BIOLOGY UNIT PLAN Goal: Students will finish all missing work, finalize projects, and work on the study guide o Action-Research + Deductive approach o Students will be in different spots by this time in the unit, but need to be held to deadlines. Those on target will deduce specific problems from general concepts theyve learned on the study guide, while others will finish their research papers if they need an additional day. o These approaches fit best to meet the synthesis objectives, as well as all those that come before since the study guide will cover all levels of Blooms Taxonomy Activities: o Makeup / Catch up Day (student action) o Work on Study Guide, which is homework for behind students & in-class work for others (student action) o Continue & finish research paper, microscope lab, and any other remaining worksheets (student action) Assessment: Teacher-Student conferencing during research paper and study guide

Day 11: Objectives #1-5 (50 min) Goal: Students will compete in a Jeopardy review game, before reviewing their study guides o Deductive approach o Most of the questions on the review game and guide will be going from general rules students have learned and applying them to specific situations o This approach fits best to measure if students have mastered all the objectives quickly Activities: o Jeopardy review game team-based competition for extra credit on test (teacher + student action) o Review Study guide, aligned to summative assessment (teacher + student action) Assessment: Teacher will cold call students during both Jeopardy and Study Guide reviews

Day 12: Objectives #1-5 (50 min) Goal: Students will take a summative assessment to analyze their mastery of the unit content o Deductive approach o Most of the problems on the test will be asking for specific consequences of general rules learned in cell biology o This approach fits best because deductive reasoning is quickly and easily gradable on multiple choice, matching, T/F, and short answer tests Activities: o Bell work review (teacher action) o Administer summative assessment (teacher + student action) o Extra credit word search (student action) Assessment: Summative assessment for the unit is administered today

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Running Head: 9th GRADE BIOLOGY UNIT PLAN 5 E Detailed Lesson Plan 5 E Phase Performance Indicators
Engage Time: 10 min

Planned Activities/Events

Guiding Questions
Without looking at a penny, draw the details that you can remember? Look at a penny for 1 minute. Now draw the details you can remember. Look at a penny under a magnifying glass and draw the details you see. Which of these is not a real piece of human tissue? 5 of these tissues are really found in humanswhat parts of the human body do you think they are? Make detailed sketches of individual cells in each tissue slide

Question(s) Students May Ask


Can we look at the penny again?

Materials, Safety, Notes

Tap prior knowledge Focus learners thinking Spark interest in the topic

Observing a penny exercise

Pennies (one/student) Magnifying glasses (one/lab pair) Worksheets

Explore~HANDS-ON! Time: 10 min Provide learners with common, concrete, experiences with skills and concepts Observe and listen to students Ask probing question Act as a consultant

Observe a series of 6 prepared slides from different tissues Ex: skin, bone, cardiac muscle, nervous, blood, as well as a distractor (piece of orange construction paper)

Which of these is fake?? They all look real.

Microscopes (one/lab pair) Prepared tissue slides Worksheets for cell sketches Instruct students on proper microscope handling and usage

Explain~MINDS-ON! Time: 15 min Encourage students to explain concepts in their own words Ask for justification Use students previous experiences as the basis for explaining concepts Clarify and correct misconceptions Give students more detailed handouts about 5 different kinds of human tissue Students annotate their sketches and attempt to match tissues with type Reveal the 5 tissues on PowerPoint, including the fake Offer the chance to classify an additional set of 6 slides, this time with 3 types of tissue Each type has a normal slide and a disordered slide This lab has built-in questions that will serve as the evaluation. I will also be walking around and observing/answerin g questions while students complete the lab.

What do you think has the characteristics of the human brain? Which do you think has the characteristics of heart muscle? Which looks like part of your skeleton? Which looks like the inside of your blood? Which looks like the outside of your skin?

Which one is which? Which one is the fake one??

Microscopes (one/lab pair) Worksheets for annotated sketches Detailed handouts with additional tissue reference information Instruct students on proper microscope handling and usage

Elaborate-HANDS-ON! Time:15 min Apply same concepts and skills in a new context resulting in deeper and broader understanding Encourage the students to apply the concepts/skills to new situations via new activities

Keeping in mind the properties of classification, which 3 types of tissues are present? Which are the normal tissues? What unique properties give away the disordered tissue?

Which one is which?

I classified this right, right? How do I change the brightness of the light?

Microscopes (one/lab pair) Lab handout Newspaper Scissors Medicine dropper Slides Coverslips Lens paper

Evaluate

Time: N/A

Observe the students as they apply new concepts and skills Assess, formally and/or informally, student progress toward achieving the learner outcomes (knowledge and/or skills) Allow students to assess their own learning and groupprocess skills

As mentioned, reflection questions and guiding questions will help direct student thinking in a direction that avoid misconceptions

Can we do stuff like this every day?? Is this what its like to be on CSI?

I will increase urgency by creating competition between lab groups by suggesting certain groups have nailed it, and certain ones are really far off track

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Running Head: 9th GRADE BIOLOGY UNIT PLAN

STAGE 4: Reflecting on the Unit Development

How was planning this unit beneficial? 1. Planning this unit project was helpful to gain an understanding of how traditional teachers are trained on unit planning, which is very different from how TFA teachers are trained. It helps me understand the context from which my current colleagues are approaching education from, and how much effort and mentoring must have gone into their student teaching year. How was planning this unit challenging? 1. Planning this unit was challenging because it required an enormous amount of time during a weekend I really would rather have lesson planned for the upcoming week. Besides the time constraints of being a 1st year TFA teacher, this project was also challenging because I am not used to so comprehensively preparing a unit. I am just beginning to successfully plan weeks at a time, instead of day-to-day planning every night after school, so making the jump to planning entire units at this level of detail has been tremendously challenging. What are you most proud of? 1. I am very proud of how professional and polished this document (and those linked to it) look as a final product. The quality and quantity of work that went into this are immediately apparent, as it looks like a mini-thesis at first glance. What resources, skills, or knowledge did you wish you had to better assist your planning? 1. I wish I had more time always, but more feedback from professors, peers, and mentor teachers would have been helpful. I did struggle to find a comparable veteran unit plan to use as a model, but I eventually settled on one done by a TFA national finalist from 2010.
When do you intend to teach this unit? 1. I have already taught this unit around November of 2012, but I intend to teach this unit again November of the next school year. This is, of course, assuming that I teach the same subject again.

What did you know about the content of the unit before you started? 1. I knew 100% of the content within this unit before I started. One of the biggest advantages of TFA teachers is that they have often extensively studied the discipline which they later teach, which gives them layers of insight and creativity beyond a traditional teacher. What did you need to learn or understand in order to plan this unit well? 1. I needed to learn how to apply the principals of UBD (backwards design) and actually apply it to planning for a science discipline. I very much felt like the unit I planned from TD 521 was unpresentable to my students because it was a very generic unit, but this unit actually contains labs, activities, and hands-on inquiry which will propel my students understanding of cells, organelles, and tissue. What did you learn about your students from observations and student interviews that helped you plan this unit? 1. I learned several misconceptions students had prior to teaching the unit, which allowed me to design the unit in ways that accommodated and corrected those misconceptions. I also learned about their preconceived notion that they already would know all the unit content from middle school, which is absolutely not the case because of the academic achievement 13

Running Head: 9th GRADE BIOLOGY UNIT PLAN gap from DPS elementary and middle schools. I planned to circumvent this mental trap by addressing it in key points of the unit plan. How do you see using what you have learned in planning this unit for planning in the future? 1. I now understand the significant amount of effort it takes to comprehensively plan a unit that can be used recurrently over the course of a lifetime of instruction. I also now recognize that my traditional teacher colleagues did not become the experts I assumed within just 1-2 years. If I was to make a unit plan this comprehensive even once per year, I would become a much more effective teacher by my 6th, 7th, or 8th year of teaching. This both comforts and pushes me, regarding the current position I find myself within my teacher development. You have already been planning and teaching for at least 2/3 of an academic year. How has this changed your perspective of teaching and the decisions you as a teacher make? 1. My perspective of teaching has vastly changed during these several months during my first year. In August, when I was preparing my lessons for the start of the year, I felt like I had no idea what I was doing because it was absolutely true. Now that I understand my population of students at a much better level, I can automatically simulate how long and how difficult certain lesson plans will take, which greatly assists me in future decisions. I am confident my second year of teaching will be exponentially better than this first year of seeing what works, trial by fire.

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Running Head: 9th GRADE BIOLOGY UNIT PLAN

Works Cited
Bibliography Cell and Factory Worksheet. (1994, April 13). Pennsylvania Department of Education Standards Aligned System. Retrieved April 15, 2013, from http://www.pdesas.org/module/content/resources/13994/view.ashx Evans, M. (2008, April 6). Intro to Microscopes. Education Blogs. Retrieved April 15, 2013, from http://mmevans.edublogs.org/intro-to-microscopes/ Fujimoto, J. (2010, April 1). World's Digital Library. TFA Sue Lehmann National Finalist Unit Plan. Retrieved April 14, 2013, from http://www.scribd.com/doc/135906662/Unit-Plan-the-ScientificMethod-and-Introduction-to-Cells Virtual Biology Labs . (n.d.). Cell Structure. Retrieved April 15, 2013, from http://bio.rutgers.edu/~gb101/lab1_cell_structure/

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