Name: Ashley, Kyle, Kathleen Team 6 Content: Science Grade level: 7 Description: This lesson will be instructing students

about the inner workings of an animal cell. They will learn the organelles and the correlating functions of these organelles. There will be a PowerPoint, handouts, and online quizzes to teach, reinforce, and assess the students. This lesson is part of the "Human Anatomy" unit of this Middle School science class. Class Description: Standard Science grade 7 (ages ranging from 11-13) 1 Teacher, 1 Instructional Assistant, 1 interpreter and, 28 students 2 students have IEPS (see below) Culturally and linguistically diverse backgrounds: 3 students are Latino, 2 are native English speakers, 1 is an English Language Learner (ELL), 3 GT Majority are visual & tactile learners ELMO, SMARTboard, 30 iPads
1. Kim has a learning disability in reading; specifically, she has a visual processing disorder. She is reading 2 grades below her grade level. She performs on grade level and is interested in mathematics and science. She wants to do well in mathematics and science, but needs to find ways to overcome her visual processing disorder. 2. Alex has Autism and has difficulty in social situations and interacting with his peers. He performs on grade level in math but is one grade level below in reading. He requires structure and routine. He is very interested in cars. 3. Miguel is an English Language Learner (ELL). His first language is Spanish and is new to the school. These factors lead Miguel to not being very active in class and missing opportunities to improve his English. 4. Audrey has been identified as Gifted and Talented (GT). She performs well above grade level on most if not all tasks and assignments. It is vital to try and keep her engaged in the lessons. I try to find material that covers the same topic but at a higher and more challenging level.

Prerequisites: Todays lesson is building off of yesterdays lesson where the students were introduced to the basics of cells. The students learned what a cell is and what type of cells there are eukaryote and prokaryote. The students were instructed that there are animal and plant cells, but were not instructed on the make ups and differences of these cells. Based off of an exit ticket regarding the material and being assigned reading on animal cells, I feel that the students are ready for todays lesson on animal cells. Estimated Time: 45 minutes Purpose: Small Group, Classroom Instruction

Grades: 6 - 8 Content Areas: Science Common Core: No alignment information Instructional Goals MSC Alignment: source: http://mdk12.org/assessments/vsc/science/bygrade/grade7.html

Standard: Standard 3.0 Life Science Topic: B Indicator: Gather and organize data to defend or argue the proposition that all living things are cellular (composed of cells) and that cells carry out the basic life functions. Objective: B: Based on data from readings and designed investigations, cite evidence to illustrate that the life functions of multicellular organisms (plant and animal) are carried out within complex systems of different tissues, organs and cells. o Extracting energy from food o Getting rid of wastes o Making raw materials Goal

Objective Students will be able to identify the organelles and describe their correlating functions in regard to animal cells. Variability There are points throughout this lesson that incorporate elements that can be helpful to students of all educational, linguistic, and cultural backgrounds. By providing an appealing PowerPoint for a lecture tool, and clearly lecturing through it, auditory and visual learners will both be benefited. For any students that may be linguistically diverse, there are interpreters and classroom assistants that could provide some extra aid if needed. In activities that use the iPad, the students are given a chance to use technology inside the classroom and provides for multiple means of representation and expression. When the students work in groups, they are practicing collaboration skills that create opportunities for multiple means of engagement. Lastly, by having students go up in front of the class during the group activities and Guided Practice portion, it allows for a simple and controlled way of providing physical activity and multiple means for action and expression. Formative Assessments Each student will be given three response cards, A, B, and C. I will pull up the PowerPoint and use slides 14-22 as assessment questions. I will show the slide on the board, read the question out loud, and ask the students to come up and circle the correct answer. If some students do not choose the correct response, we, as a class, will go through the question and explain why the correct answer is what it is. This will give all students the opportunity to check their answers for accuracy.

Summative Assessments Using either iPads or computers, students are to use this website, http://www.neok12.com/CellStructures.htm to complete online quizzes. They will complete "Cell Structures (Set #1) and Cell Structure (Set #2). Scores will be available to the teacher after the student has completed each quiz. This website also has printable versions of the quizzes and games for students who work better with paper. These quizzes will be assessing the students' knowledge of cell structure. The material covered in these quizzes closely aligns with the lesson's objective of identifying organelles and their functions. Opening Anticipatory Set: Attention Graber: Because this is a new topic for the students, I want them to be excited about the inner workings of an animal cell. To get them interested, and having an understanding of their maturity level, I will simply ask them to guess at the definitions of certain organelles. I will choose these organelles based off of how amusing I believe the students will find their names to be. Some names I will use will be: Cytoplasm, Endoplasmic Reticulum, Mitochondrion, and Golgi Apparatus. Along with names that sound funny, I will display cartoon-type pictures of each that will hopefully keep the students that much more engaged and amused. The students will then volunteer to give their best guess at what the organelle does inside the cell. Students should think back and see if they have ever heard of these names and if they know what they are. *This will be a volunteer based activity to see what the students think about the material. *Make sure all students, if not volunteering, are paying attention. *Encourage the students to use their imaginations and see what they can come up with. Objective in Kid friendly terms. Wow! You all did a great job and came up with some interesting answers. During todays lesson you will see how your answers compare to the scientific definitions. Why do you think these are important terms for today (rhetorical question)? Well believe it or not, these microscopic items are actually performing crucial actions inside our bodies right now! Cells are constantly at work to keep our bodies functioning how they should." *By telling the students how important cells are to our daily lives, this hopefully creates curiosity and interests for the lesson. During Direct Instruction: To have time for more instructional activities and work time, the lecture portion will be fairly quick, between 10 and 15 minutes. During this time, I will handout the vocabulary study tool to all the students. This study tool helps in two ways: 1) makes sure the students have the correct

terms and definitions needed to learn, and 2) takes some pressure off of the students by not forcing them to take notes and copy the organelles and functions verbatim. After distributing the vocab lists, the students will listen attentively as I go through the visually appealing PowerPoint, slides 4-13. Slides 14-22 will be used on a Smartboard as the Lesson Objective Assessment at the end of the lesson. The PowerPoint includes diagrams and pictures of the organelles which provides the students with a visual application to what I am teaching about. *Encourage students to ask questions at any point of lecture. *Make sure not to dwell too long on any one slide/topic. Vocabulary that needs to be defined for students:

Synthesis: The process of producing a chemical compound Organelle: A specialized or specified part of a cell that carries out an important function.

Guided Practice: After the lecture portion of the lesson, I will split the class into seven (7) groups of four (4). Each group will be given a picture of a specific organelle from an animal cell and will work together to find out the name and function of that organelle. The pictures of the organelles in this activity will relate to the pictures in the PowerPoint during the lecture. As the groups are working, I will go around the class to see if the students have questions or need any clarification. When the groups are finished, one person from each group will come up to the board and write what they came up with as the name and function for their organelle. After writing the information, I will ask the rest of the class if they agree with the identification of the organelle and the function of it, or what could be changed or added to make a better definition of the function. We will then put all the separate organelles together to create a diagram of an animal cell. The students will see how each organelle is a vital component to the whole cell. *ALL students should put their vocabulary study guides away for this activity. *Textbooks can be used as a helping tool if the students want. By having the students collaborate together and by using pictures in both the Direct Instruction and Guided Practice, the students are being surrounded by information and activities that are aimed at meeting the lessons objective. Independent Practice: Students will be given a handout (attached) with a diagram of an animal cell. There is a word bank for assistance. Along with the worksheet, each student will be given an iPad with the iCell app on it. This app gives students an interactive, 3D view of an animal cell. By simply moving their fingers on the screen, they can zoom in or out, spin the cell, and tap on different organelles to see the names and their functions. By searching for the correct organelles on the iPad and then relating it back to the handout, the students are getting more practice with visualizing the organelles and their functions, therefore moving towards the objective.

During this portion of the lesson Miguel will have the class interpreter to help him with any problems he may have. I feel that this practice is helpful to all students, no matter what their achievement level. Because of this, Audrey, who is a GT student, will be required to do the same tasks. Because she is expected to finish sooner than the other students, I will ask her to be available as a help for the other students. If they are having difficulties with the technology or the connection between the iPad and worksheet, Audrey will be able to help them. Closing At the end of the lesson, I will review the objective for the day. I will explain why it is important to know and then ask the students to add their thoughts and insight to why knowing what makes up animal cells and how they work is important for all of us. I will write the homework for the night on the board and make sure each student has written it down in their planners. Tonights homework: Create a poster of an animal cell and all the organelles we learned about today. Be prepared to present it to the class next time we meet.

Materials and Supplies

PowerPoint Smartboard Paper version of PowerPoint for Kim (green paper) and Alex (white paper) Vocabulary List printed for Kim (green paper) and Alex (white paper) Text to speech software for use with iPad for Kim Simple Voice Output device for Alex Pinch Cards for Alex Paper version of quizzes for Kim, also on green paper Toy Car to help with attention for Alex Textbooks iPads with iCell App Worksheets with diagram of animal cell Study Guide Vocab worksheet Response cards (A,B, and C) for the Formative Assessment

Name: Directions: Label the organelles of this animal cell. A word bank is provided.

Source: http://www.hobart.k12.in.us/jkousen/Biology/cell.htm

Word Bank Cytoplasm Centrioles Chromosomes (DNA) Endoplasmic Reticulum (ER) Golgi Apparatus Lysosome Mitochondria Nucleolus Nucleus Plasma Membrane Ribosome Vacuol

Organelle Vocabulary Study Guide cell membrane- the thin layer of protein and fat that surrounds the cell. The cell membrane is semipermeable, allowing some substances to pass into the cell and blocking others. centrosome- (also called the "microtubule organizing center") a small body located near the nucleus - it has a dense center and radiating tubules. The centrosomes is where microtubules are made. During cell division (mitosis), the centrosome divides and the two parts move to opposite sides of the dividing cell. The centriole is the dense center of the centrosome. cytoplasm- the jellylike material outside the cell nucleus in which the organelles are located. Golgi body- (also called the Golgi apparatus or golgi complex) a flattened, layered, sac-like organelle that looks like a stack of pancakes and is located near the nucleus. It produces the membranes that surround the lysosomes. The Golgi body packages proteins and carbohydrates into membrane-bound vesicles for "export" from the cell. lysosome- (also called cell vesicles) round organelles surrounded by a membrane and containing digestive enzymes. This is where the digestion of cell nutrients takes place. mitochondrion- spherical to rod-shaped organelles with a double membrane. The inner membrane is infolded many times, forming a series of projections (called cristae). The mitochondrion converts the energy stored in glucose into ATP (adenosine triphosphate) for the cell. nuclear membrane- the membrane that surrounds the nucleus. nucleolus- an organelle within the nucleus - it is where ribosomal RNA is produced. Some cells have more than one nucleolus. nucleus- spherical body containing many organelles, including the nucleolus. The nucleus controls many of the functions of the cell (by controlling protein synthesis) and contains DNA (in chromosomes). The nucleus is surrounded by the nuclear membrane. ribosome- small organelles composed of RNA-rich cytoplasmic granules that are sites of protein synthesis. rough endoplasmic reticulum- (rough ER) a vast system of interconnected, membranous, enfolded and convoluted sacks that are located in the cell's cytoplasm (the ER is continuous with the outer nuclear membrane). Rough ER is covered with ribosomes that give it a rough appearance. Rough ER transports materials through the cell and produces proteins in sacks called cisternae (which are sent to the Golgi body, or inserted into the cell membrane). smooth endoplasmic reticulum- (smooth ER) a vast system of interconnected, membranous, infolded and convoluted tubes that are located in the cell's cytoplasm (the ER is continuous with the outer nuclear membrane). The space within the ER is called the ER lumen. Smooth ER

transports materials through the cell. It contains enzymes and produces and digests lipids (fats) and membrane proteins; smooth ER buds off from rough ER, moving the newly-made proteins and lipids to the Golgi body, lysosomes, and membranes. vacuole- fluid-filled, membrane-surrounded cavities inside a cell. The vacuole fills with food being digested and waste material that is on its way out of the cell.

PowerPoint Part 1

PowerPoint Part 2

PowerPoint 3

PowerPoint 4

PowerPoint 5

Preview of Summative Assessment Set #1

Preview of Summative Assessment Set #2