James+Pierill

James Pierill: Unit Plan

Students apply digital tools to gather, evaluate, and use information. Instructional Objectives: 2 Periods (45 min   each period) |||| Instructional Activities
 * Lesson Title: Diffusion Through a Membrane |||| Related Lessons: Transport ||
 * Grade Level: Secondary Biology |||| Unit: Cells ||
 * ==GOALS== ||
 * Content Standards: New York State Living Environment Core Curriculum
 * S4KI1.2f - Cells have particular structures that perform specific jobs. These structures perform the actual work of the cell. Just as systems are coordinated and work together, cell parts must also be coordinated and work together.
 * S4KI1.2g - Each cell is covered by a membrane that performs a number of important functions for the cell. These include: separation from its outside environment, controlling which molecules enter and leave the cell, and recognition of chemical signals. The processes of diffusion and active transport are important in the movement of materials in and out of cells. ||
 * ISTE NETS-S
 * **Research and Information Fluency**:
 * From notes and presentations SWBAT relate diffusion and osmosis by answering questions on the Senteo Interactive Response System.
 * From the lab SWBAT compare the processes of diffusion to osmosis by completing the lab and discussion questions.
 * Students must explain the difference in the two eggs in two solutions. ||
 * ==ACTION== ||
 * Before-Class Preparation: Prepare lab by organizing materials. 10 sets
 * 10% Salt Solution
 * Lugol’s solution
 * Dialysis Tubes
 * Distilled water
 * Benedict’s solution
 * Beakers
 * Pipettes
 * String 10cm
 * 6 test tubes
 * Red onions
 * Corn syrup
 * Corn starch ||
 * During Class ||
 * Time

- I will show students two raw eggs that have had their shells removed with an acid and each egg will be placed in a different solution. One egg in distilled water and one egg in corn syrup. Students will observe that the egg in water will be very bloated and the egg in corn syrup will be shriveled up. - Guided notes on diffusion and osmosis. - Diffusion through a membrane lab. || Materials and Resources

Netbooks Lab Procedure Equipment Camera || Students will be writing their blog to explain what they are observing during the lab. Students will be uploading pictures to show what they are observing. Students will perform the lab and answer the discussion questions that follow. Accommodations and Extensions: Use of word processor software for discussion questions. Back-Up Plan: Students will draw diffusion and osmosis in stage like a story board if digital uploading of pictures does not work. || The evaluation will be a perform-based assessment (Diffusion through a Membrane Lab) and the blog descriptions LESSON REFLECTIONS AND NOTES: Lesson works well because students are always busy performing some task. They need to work as a team and I was continually monitoring the classroom making sure all team members were on task (taking pictures, notes, uploading pictures). Some students need extra time the next class period to finish their blogs because of the lack of internet and technology at home. ||
 * Students will be in groups of 2-3. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * Ongoing Assessment(s):
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:


 * || Discussion Board/Blog Rubric

Student Name: ||  ||

s supported by detailed information. || Main idea is clear but the supporting information is general. || Main idea is somewhat clear but there is a need for more supporting information. || The main idea is not clear. There is a seemingly random collection of information. ||
 * CATEGORY || **4 ** || **3 ** || **2 ** || **1 ** ||
 * **Grammar & Spelling (Conventions) ** || Writer makes no errors in grammar or spelling that distract the reader from the content. || Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. || Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. ||
 * **<span style="font-family: Arial,sans-serif;">Capitalization & Punctuation (Conventions) ** || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Writer makes no errors in capitalization or punctuation, so the blog is exceptionally easy to read. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Writer makes 1 or 2 errors in capitalization or punctuation, but the blog is still easy to read. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow. ||
 * **<span style="font-family: Arial,sans-serif;">Focus on Topic (Content) ** || <span style="font-family: Arial,sans-serif; font-size: 9pt;">There is one clear, well-focused topic. Main idea stands out and i
 * **<span style="font-family: Arial,sans-serif;">Adding Personality (Voice) ** || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his own." || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else. ||
 * **<span style="font-family: Arial,sans-serif;">Word Choice ** || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural and not forced. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem overdone. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Writer uses words that communicate clearly, but the writing lacks variety, punch or flair. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or clichés may be present and detract from the meaning. ||

=Week 6:= S4KI1.2a - Important levels of organization for structure and function include organelles, cells, tissues, organs, organ systems, and whole organisms. S4KI1.2c - The components of the human body, from organ systems to cell organelles, interact to maintain a balanced internal environment. To successfully accomplish this, organisms possess a diversity of control mechanisms that detect deviations and make corrective actions. || ||  ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Endosymbiotic Theory |||| Related Lessons: Cell Organelles ||
 * Grade Level: Secondary Biology |||| Unit: Cells ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * || Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ||
 * || a. ||  ||   || interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. ||   ||   ||
 * b. || communicate information and ideas effectively to multiple audiences using a variety of media and formats. ||
 * c. || develop cultural understanding and global awareness by engaging with learners of other cultures. ||
 * d. || contribute to project teams to produce original works or solve problems. ||  ||

Instructional Objectives: - From notes and lecture SWBAT summarize the endosymbiotic theory by including the evolution of eukaryotes in their discussion. - By using the online discussion forum on the school’s LMS SWBAT reflect and respond to the ideas of their classmates by making comments to the site. Students have been taught how to use the forum and to comment responsibly . || 2 periods 45 minutes each |||| Instructional Activities Students will access their online classroom and read the corresponding articles about Endosymbiotic Theory and an obituary of a famous woman scientist Lynn Margulis who has recently passed away. || Materials and Resources
 * ==ACTION== ||
 * Before-Class Preparation:
 * Before-Class Preparation:
 * During Class ||
 * Time

Netbooks Articles []

[] || Students will work individually for this assignment. Some students have asked to be grouped so they can read the articles aloud to each other. || Students will be asked during the article reading to answer some response questions to help them organize ideas for the discussion writing.
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s):

Accommodations and Extensions: Some students can access my screencast of the articles with me narrating the articles.

Back-Up Plan: Articles have been printed in the event of network issues. Reflections may be done with paper and pencil. || - Students will be evaluated on their discussion entry (>150 words) and their response to a fellow classmate. LESSON REFLECTIONS AND NOTES: ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:


 * || <span style="font-family: Arial,sans-serif;">Discussion Board/Blog Rubric

<span style="font-family: Arial,sans-serif; font-size: 9pt;">Student Name: ||  ||


 * <span style="display: block; font-family: Arial,sans-serif; text-align: center;">CATEGORY || **<span style="font-family: Arial,sans-serif;">4 ** || **<span style="font-family: Arial,sans-serif;">3 ** || **<span style="font-family: Arial,sans-serif;">2 ** || **<span style="font-family: Arial,sans-serif;">1 ** ||
 * **<span style="font-family: Arial,sans-serif;">Grammar & Spelling (Conventions) ** || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Writer makes no errors in grammar or spelling that distracts the reader from the content. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. ||
 * **<span style="font-family: Arial,sans-serif;">Capitalization & Punctuation (Conventions) ** || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Writer makes no errors in capitalization or punctuation, so the blog is exceptionally easy to read. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Writer makes 1 or 2 errors in capitalization or punctuation, but the blog is still easy to read. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow. ||
 * **<span style="font-family: Arial,sans-serif;">Focus on Topic (Content) ** || <span style="font-family: Arial,sans-serif; font-size: 9pt;">There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Main idea is clear but the supporting information is general. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Main idea is somewhat clear but there is a need for more supporting information. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The main idea is not clear. There is a seemingly random collection of information. ||
 * **<span style="font-family: Arial,sans-serif;">Adding Personality (Voice) ** || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his own." || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else. ||
 * **<span style="font-family: Arial,sans-serif;">Word Choice ** || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural and not forced. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem overdone. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Writer uses words that communicate clearly, but the writing lacks variety, punch or flair. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or clichés may be present and detract from the meaning. ||

=WEEK 7=

Digital Storytelling |||| Related Lessons: Cellular Respiration & Photosynthesis || S4KI5.1a - The energy for life comes primarily from the Sun. Photosynthesis provides a vital connection between the Sun and the energy needs of living systems. S4KI5.1b – Plant cells and some one-celled organisms contain chloroplasts, the site of photosynthesis. The process of photosynthesis uses solar energy to combine the inorganic molecules carbon dioxide and water into energy-rich organic compounds (e.g., glucose) and release oxygen to the environment. S4KI5.1d - In all organisms, the energy stored in organic molecules may be released during cellular respiration. This energy is temporarily stored in ATP molecules. In many organisms, the process of cellular respiration is concluded in mitochondria, in which ATP is produced more efficiently, oxygen is used, and carbon dioxide and water are released as wastes. || |||| 1. || Creativity and Innovation ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Cellular Energy
 * Grade Level: Secondary Science |||| Unit: Cells ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: ||
 * ||  || a. || apply existing knowledge to generate new ideas, products, or processes. ||
 * b. || create original works as a means of personal or group expression. ||
 * c. || use models and simulations to explore complex systems and issues. ||
 * d. || identify trends and forecast possibilities. ||  ||
 * 2. |||||| Communication and Collaboration ||
 * |||||| Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ||
 * ||||||  || a. || interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. ||
 * b. || communicate information and ideas effectively to multiple audiences using a variety of media and formats. ||
 * c. || develop cultural understanding and global awareness by engaging with learners of other cultures. ||
 * d. || contribute to project teams to produce original works or solve problems. ||  ||

Instructional Objectives: Students have been given direction on what is a digital story book, and they have see exemplars from the internet. Also, students have learned to use the editing software on the netbooks as well as using both the digital cameras and the flipcams. || 5 – 45 minute classes |||| Instructional Activities - Notes and lecture on energy and how different organisms obtain and use that energy. - Students will spend one day writing their script to identify the process of cellular respiration and photosynthesis around them. - Students will spend day three creating a story board and have their partner(s) agree on assigned jobs (director, editor, writer). - Students will spend the rest of the week shooting their digital story book and editing their final work. - Finally, they will post their stories on the school’s website for all to see and comment. || Materials and Resources
 * From notes and presentation SWBAT identify the reactants and products of cellular respiration and photosynthesis by completing a fill-in picture.
 * By using the class netbooks and internet, as well as other electronic devices SWBAT create a digital story book that fulfills all the criteria set forth by the rubric.
 * ==ACTION== ||
 * Before-Class Preparation:
 * Before-Class Preparation:
 * During Class ||
 * Time

Netbooks

Cameras

Flipcameras

Story cards || Teacher must sign-off on each phase of the project leading up to the creation of the digital storybook (script & storyboard).
 * Students will work in groups of two or three designed by teacher. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * Ongoing Assessment(s):

Accommodations and Extensions: Students that do not have the internet at home are urged to work during their study halls and try to spend some time after school.

Back-Up Plan: In the event of a school wide internet crash students will be given an extension. In the event of netbooks not working I have also signed out the computer lab for the week as well. || See Rubric below LESSON REFLECTIONS AND NOTES: Students are currently working on this assignment as I type. The skits and the story boards worked very well for organizing student ideas. I decided to give the choice to the students if they wanted to use still pictures, video, or a combination of both. v ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:


 * ** Rubric for Storyboard ** ||
 * ** CATEGORY ** ||  ** 1 **  ||  ** 2 **  ||  ** 3 **  ||  ** 4 **  ||
 * ** Content ** ||   The story is not aligned to the New York State Learning Standards   ||   There is evidence of standards, but they do not align with the project   ||   Some of the standards are addressed   ||   The story is aligned to the New York State Learning Standards   ||
 * ** Process ** ||   There is no evidence of a storyline   ||   The story is difficult to follow   ||   The story is complete, yet lacking depth   ||   The story is easy to follow and shows significant planning   ||
 * ** Format and Technology use ** ||   The story is incomplete   ||   The story needs editing   ||   The story needs additional editing   ||   The technology supports the story   ||

||
 * ** Rubric for Final Digital Story ** ||
 * ** CATEGORY ** ||  ** 1 **  ||  ** 2 **  ||  ** 3 **  ||  ** 4 **  ||
 * ** Content ** ||   The story is not complete   ||   The digital story is missing significant elements   ||   The digital story is completed, yet the content is not grade level appropriate.   ||   The digital story is grade level appropriate and engaging for students.   ||
 * ** Quality of Proposed projects ** ||   The digital story meets the minimum requirements.   ||   The digital story needs more details added.   ||   The digital story is engaging, visually attractive, yet it is not complete for classroom use.   ||   The digital story is engaging, visually attractive and ready to be used in the classroom.   ||
 * ** Format and Technology use ** ||   The project does not have a storyboard.   ||   The project is emerging, but needs supporting details   ||   Project is completed in the yet more editing is needed.   ||   Project is nicely presented including sound and visual images
 * ** Aligns to State Learning Standards ** ||   No standards are listed.   ||   The standards are listed, but do not align with the project.   ||   Standards are clearly identified.   ||   The standards are clearly identified and appropriate to the unit of instruction.   ||

References

Living Environment Core Curriculum. (2000). Accessed December 16, 2011. []

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">International Society for Technology in Education. (2007). NETS Standards for Students: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> []

International Society for Technology in Education. (2007). NETS Standards for Students:

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