Chris+Schultz

= = Unit Plan Template By the end of ** grade twelve **, students will: F.12.1 Evaluate the normal structures and the general and special functions of cells in single-celled and multiple-celled organisms F.12.11 Investigate how the complexity and organization of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy* used to sustain an organism
 * ** Unit Author ** ||
 * First and Last Name |||| Chris Schultz ||
 * School District |||| Mequon-Thiensville ||
 * School Name |||| Homestead High School ||
 * School City, State |||| Mequon,WI ||
 * ** Unit Overview ** ||
 * ** Unit Title ** ||
 * Cell Organelle Analogy Poster using Glogster ||
 * ** Unit Summary ** ||
 * Biology students will learn cell structure and function by building a virtual poster using the web 2.0 tool Glogster. ||
 * ** Subject Area ** ||
 * Biology ||
 * ** Grade Level ** ||
 * 9th and 10th ||
 * ** Approximate Time Needed ** ||
 * 3-50 minutes class periods to create glogster-collage ||
 * ** Unit Foundation ** ||
 * ** Targeted Content Standards and Benchmarks ** ||
 * Wisconsin’s Model Academic Standards for Science, Standard F: Life and Environmental Science Performance Standards -Grade 12

Wisconsin’s Model Academic Standards for Information and Technology Literacy By the end of grade 12 students will: A.12.5 Use media and technology to create and present information || (this will determine extent of content which I will need to cover in lecture) ||||< Informal assessment of on-task behavior, group dynamics, knowledge of organelles and their functions. Help with Glogster will be offered as needed. |||| Formal Assessment of Glogster-collage using attached rubric. (Note:quality of analogies, creativity and organization of poster, peer assessment and group work assessments included)
 * ** Student Objectives/Learning Outcomes ** ||  ||
 * * Students will be able to describe ways in which cell structures enable a cell to carry out basic life processes.
 * Students will be able differentiate between animal cells and plant cells.
 * Students will be able to describe the role of the cell nucleus.
 * Students will be able to compare and contrast the functions of vacuoles, lysosomes, and the cytoplasm?
 * Students will be able to identify and describe the organelles which help make and transport proteins?
 * Students will be able to identify and describe the functions of chloroplasts and mitochondria?
 * Students will be able to describe the structure and function of the cell membrane? ||  ||
 * ** Curriculum-Framing Questions ** ||  ||
 * |||| ** Essential Question ** |||| How are cell structures adapted to their functions? ||  ||
 * |||| ** Unit Questions ** |||| How do cell structures enable a cell to carry out basic life processes? ||  ||
 * |||| ** Content Questions ** |||| * What is the role of the cell nucleus?
 * What are the functions of vacuoles, lysosomes, and the cytoplasm?
 * What organelles help make and transport proteins?
 * What are the functions of chloroplasts and mitochondria?
 * What is the function of the cell membrane? ||  ||
 * ** Assessment Plan ** ||  ||
 * ** Assessment Timeline ** ||  ||
 * ** Before project work begins ** |||| ** Students work on projects and complete tasks ** |||| ** After project work is completed ** ||
 * || informal assessment using cell models - ask students to identify various organelles, describe function

Formative Assessment: Short Quiz shortly after completing Glogster-collage (to check for short term memory, mostly simple recall, level one questions) followed by Summative Assessment: Chapter Test about two weeks later (long-term recall, application). Note: test includes additional information covered in the chapter. || 2. Instruction on organelles -- structure and function (adjusted to match needs of students)
 * ** Assessment Summary ** ||  ||
 * Assessment for this project consists of informal assessments while students are learning and practicing their knowledge (prior knowledge of cell types and organelles, while creating analogies and creating their Glogster-collage.) This will be followed by formative assessment in the form of a short quiz (short, few points) allowing students to test their basic knowledge of the organelles and cell types. About two weeks later, long term recall of the cell types and organelle structures and functions will again be assessed, as well as the ability of the students to make connections and applications. ||  ||
 * ** Unit Details ** ||  ||
 * ** Prerequisite Skills ** ||  ||
 * Students must be able to access the internet and import graphics. ||  ||
 * ** Instructional Procedures ** ||  ||
 * 1. Introduce the Unit Question: How do cell structures enable a cell to carry out basic life processes? Explain to students that they will be exploring this question throughout their work on a project. Describe the poster project whereby students (in groups of 3-4) will use analogies to learn about the various cell structures (organelles) that a cell uses to carry out its life processes. Describe the phases of the project: brainstorming and storyboarding analogies, introduction to Glogster (on-line poster building web tool), poster building, sharing and assessment

Day 2 1. Introduction to Glogster + How to locate graphics using Google images + How to cite image source as necessary (by IMC instructor in IMC computer lab if available) 2. Students (individually) brainstorm ideas for analogies as homework

Day 3 1. Students work in groups to compare ideas for analogies, then create storyboard of selected analogies to be used on Gloster poster 2. Students begin work on glogster poster. Students can create a document using google docs to find, list and share url's for selected pictures. Informal assessment as to knowledge, group work and on task behavior.

Day 4 Introduction to Quizlet (online flash cards app which can be used to review organelle structure and function) and to on-line text resources for review Students complete work on glogster poster and publish for sharing. Peer assessment/commenting on other cell organelle gloster-collages created by fellow Schultz biology students to occur as homework assignment

Day 6 Quiz on cell organelles-structures and functions

Day 12 (approximate) Chapter Test ||  ||
 * ** Accommodations for Differentiated Instruction ** ||  ||
 * |||| ** Special Needs Students ** |||||| Students will work in groups and the groups are usually made up of many types of learners and intelligence levels. I will also change the randomly chosen groups to accommodate the special needs of any student. ||  ||
 * |||| ** Nonnative Speakers ** |||||| Since this project incorporates images as well as text, nonnative speakers can contribute ideas without needing a full grasp of the English language. ||  ||
 * |||| ** Gifted/Talented Students ** |||||| Using Glogster to create analogies, as an example of project-based learning utilizing technology, allows for choice in learning. Students can choose the ways that allow them to utilize their strengths. For example, Glogster allows students to incorporate graphics, or voice, or even video into their collage as avenues to describe their analogies. Gifted students can look for more creative, unique connections, centering their analogies around a topic of interest. ||  ||
 * ** Materials and Resources Required For Unit ** ||  ||
 * ===**Technology – Hardware**=== ||  ||

Digital Camera (optional) Internet Connection ||  ||   ||
 * Computer(s)
 * ** Technology – Software ** ||
 * Internet Web Browser ||  ||   ||

[] [] [] [] ||
 * ** Printed Materials ** || Biology Textbooks (current and past versions/editions) ||
 * ** Supplies ** || none ||
 * ** Internet Resources ** || Cell structures and functions:
 * ** Other Resources ** || none ||


 * Wisconsin DPI Teacher Standards ** : list the teacher standards most fully addressed in your development of this unit ([]).

** · ****Teachers understand that children learn differently.** · **Teachers know how to test for student progress.**

Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation. Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Student sample glogster http://schultzae.edu.glogster.com/glog-cell-analogy/