Blog #5

This semester, the literacy levels of my students have surprised me. They are able to cover a lot of new information and be able connect older concepts and how they are related to newer topics.  They are not able to do just the same thing.  My class is really split right down the middle of those that are getting it and those that are not.

Journal……Sept. 30, 2013

My literacy rich classroom looks like young kids that are just starting to develop the skills necessary for the bigger concepts associated with learning Biology.

My students are engaged in classroom activities and small cooperative learning moments and are just starting to get comfortable with each other.

They are reading at or below grade level with very little reading comprehension.

Diary……December 15, 2013

My literacy rich classroom looks like a small developing community where students are striving for better understanding of Biology but that just starting to put in real effort and being proud of their understanding.  The corrections that I need to make on their writing assignments is starting to decrease and their penmanship is slightly improved.

My students are engaged in classroom discussions that are exciting and that kids can take pride and ownership of.   They readily take sides and defend them with confidence.

They are reading has been improving steadily and are currently getting close to reading and comprehending at grade level.  Many students have excelled past expectations and I continually challenge them.

They are writing has been increasing as well.  Within summary work and lab write ups they are much more detailed in their thinking and to their conclusions and continually try to relate previous material to the new content that has just been learned.

Diary……May 30, 2014

My literacy rich classroom looks like a college prep class.  My students are writing well thought out summaries and Biographies while connecting grammar with content being studied.  They are able to connect the entire years content and apply it to lab write-ups and essay questions that are being asked.  In addition, they are asking questions of their own and able to do so because of their understanding they have gained over the course of the year.

My students are engaged in learning beyond the scope of the class and taking interest in areas that they are not asked to look at and actively try and share it with the rest of the class.

They are capable of independent learning in any of the areas we have covered over the course of the year.  The only thing holding any of them back is just the desire and confidence to take action. I could not be any prouder of them.

Can we personalize education?

"Leveraging Intelligent Adaptive Learning to Personalize Education"

This report was a partnership with DreamBox, which is new concept of personalizing instruction using new technological advancements to tailor that instruction to each student.  It aims at focusing on the learning strengths and weaknesses of individual students, their differing levels of knowledge and where they may be lacking.  At the same time it would allow teachers greater insight to their students and what they are able to do on a daily basis.  With technology being the focus these days, students are learning to work with computers at earlier ages than ever before.  Growing up in a technologically advanced era, students of today are more suited than ever to learn through technology thatn ever before.  Some of the big questions asked are if this is the right time for such a jump in technology and what are the needs of today's teachers in making this type of jump?

I was surprised after watching the video how much information can be looked at in such a short period of time.  As each student begins working at the level they are at. True adaptive learning looks at what ond how they are thinking and helps guide them through the process.  Within the first minute, it looks at and analyzes 800 different facts about that student and how they learn and constantly individualizes for the students needs.  Over the course of an hour it looks 48,000 pieces of data every hour.  The kids think it is more of a game than a teaching tool and allows for personalization for every student.

"Two-thirds of principals (67 percent) noted that the use of digital content in the classroom increases student engagement in school and learning, and 45 percent see digital content as a new pathway for personalized instruction for each student."

This quote is from a speak up survey about bringing digital content into the class.  The overall feeling is that this type of content will increase students interests and overall education.   It further goes on to talk about trying to individualized lesson plans for every student, not just our special needs. Without knowing the ins and outs my first impression is:  Is that possible?  Is having digital content enough?  I have seen kids trying to use digital information and thought that it would help them with their overall understanding tremendously, but my feeling is that students don't seem to care much.  For the few that do, I think it can be a great resource but if they lack the caring from the start, is digital content going to help?  I wrote this refection before I true understood how it worked.  I think that if it is done right that it could be an invaluble tool to help students, especially in math.

Unit - The Cell

Unit Title: The Cell, Unit 3 – Structure, contents, function, transmission and importance of each organelle.     
                                                 

Biology 1A

9^th/10^th Grade

Length: 8 days during 58 min classes

Unit 1(Ecology), Unit 2(Biodiversity),  Unit 4(Reactions)

Class Information

Number of students: Ranges from 40-44 students per class

Demographic: 14 male, 28 female.  Ethnic background consists of 25 Hispanic, 12 Caucasian, 4 African American, 1 Asian.  2 students are EL at CELDT level 4 and one student has a 504 plan for hearing impairment.  All students can read and write at grade level or a little below.

Class Information

Readiness Level: 

·      Most of the students are reading at or just below the 9^th grade level but their individual penmanship is lacking.

Learning Profiles: 

·      Throughout the class, most of the students seem to be visual and auditory learners.  They respond well to hearing about information at the same time they are seeing it.  They are socially adapted to each other and do well with kinesthetic learning, mostly during lab activities.  For my EL students and the one with a 504 need instruction and information in a variety of ways to acquire content.

Interests:

·      Variety of interests throughout the class.  Several football players and cheerleaders.  Some are in math and gaming clubs while others are involved with student politics. Observing many of them at lunch, they are very social and seem to get along with each other in the class.

Individual Student Information

·      Carlos:  Hispanic, 10^th grade.  Has been in the states since 5^th grade and currently scores at CELDT 4 and is early advanced.  He works hard and has brought his grades up over the years and is currently doing well in most of his classes.  He still has problems with vocabulary within Biology.  Only information on his family is that he is the only one that speaks English fluently and that he lives in high gang area.  He is passionate about soccer and U.S. History and if he cannot be a professional soccer player then he wants to teacher U.S. History.

·      Alleta:  Hispanic, 9^th grade.  Good student and works hard.  She struggles with Biology and has poor reading comprehension but is an overall good writer.  Although she has had Biology before she says she does not remember much.  She is very social, works well in group activities and is a cheerleader and wants to cheerlead when she goes to college as well.

·      Oriene: Caucasian, 9^th grade.  Great girl with hearing impairment in one ear.  She is an overall good student but misses information if she is not engaged or if content is not directed at her in an appropriate manner.  She struggles with finishing class work for this reason.  She tends not to work well in small groups for this reason but does have friend in the class.  She likes to read and has good family support.  After High School is a bit unknown.

·      Avery:  Caucasian, 9^th grade.  Super smart and does extremely well in the class as far as his grades go but tends to be A.D.D.  He does seem to have issues with keeping on task or rather he finishes tasks early and causes disruptions.  He tends to speak out and interfere with other student learning.  He is interested in his math and game club but does not seem overly social outside of that.  He plans to head to college when he finishes High School.

·      Sarah:  Caucasian, 9^th grade.  She is a hard worker and does well (B’^s) because of very hard work.  She comes in at lunch to get clarity on content covered and take part in study groups before unit exams.  She is on the cheerleading squad and loves it.  She is also very talented at drawing, which I see from in class work such as drawing the cell.  She wants to pursue her art where she can when she goes to college.

Developmental Needs - Carlos

Readiness:
·      Carlos reads and writes at an Early Advanced level.  He does still struggle with vocabulary in all areas, especially in Biology.
Interests:
·      The better he does in school the more interested in U.S. history he becomes.  He loves soccer and hopes to play it at a high level, even professionally if possible.  If that doesn’t work, he thinks he wants to study U.S. History and possibly become a teacher and help other students like himself.
Learning Profile:
·      Carlos is a quiet student but can work in small groups.  He is a self-starter and takes an active role in his own education by doing vocabulary sheets for words he does not understand and looks them up for better understanding of usage and content.
Differentiated Strategies:
·      Process - Teacher pairs students up with another multi Spanish student for support in understanding content
·      Content - Students use graphic organizers to collect data and understand content differences.
·      Product – Social activities, such as lab or demonstrations to help relate content.  Individual drawings help give visual representation to content and help solidify content.
·      Assessment of strategies will be made trough observations of students work during lab activities, feedback from one on one conversations, homework completion, concept review sheets, quizzes and end of unit exam.  Strategies will be modified where needed based on assessments.

Developmental Needs - Alleta

Readiness:

·      Alleta struggles in Biology and with reading comprehension.  Although she is an overall good writer in class, remembering the information is a challenge.

Interest:

·      Cheerleading and spending time with her friends and family.

Learning Profile:

·      Alleta does best in social environments and works well in small groups.  She tends to like the note taking skills but struggles when she has to apply them in activities.

Differentiated Strategies:

·      Process - Teacher pairs students up with above average student for support in applying content during group activities.

·      Content - Students use graphic organizers to collect data.

·      Product – Social activities, such as lab or demonstrations to help relate content.  Individual drawings help give visual representation to content and help solidify content.

·      Assessment of strategies will be made through observations of students work during lab activities, feedback from one on one conversations, homework completion, concept review sheets, quizzes and end of unit exam.  Strategies will be modified where needed based on assessments.

Developmental Needs - Oriene

Readiness:

·      Oriene is a smart girl but suffers from hearing impairment from one ear. She needs to be sitting in an area where she can have good ear towards discussion.

Interests:

·      She tends to talk about her family and likes to read more than anything else.

Learning Profile:

·      Oriene is a quiet student and besides her one friend in the class, tends to keep to herself.  She consciously places herself to the side of groups for better clarity.

Differentiated Strategies:

·      Process - Teacher pairs student up with her friend who understands her limitations and needs.  Places student in class so that she can better hear information that s being shared.

·      Content - Students use graphic organizers to collect data and understand content differences.

·      Product – Social activities, such as lab or demonstrations to help relate content.  Individual drawings help give visual representation to content and help solidify content.

·      Assessment of strategies will be made trough observations of students work during lab activities, feedback from one on one conversations, Homework completion, concept review sheets, quizzes and end of unit exam.  Strategies will be modified where needed based on assessments.

Unit Rationale

Because of the nature of Biology, learning about the different types of cells, what they are made of and how information is transmitted, students need to leave this unit with a solid understanding how all the different parts work together.  This unit covers what the different cell types are, the four macromolecules, the different organelles in each cell and what each do for both plants and animals.  In addition, it will cover the cell membrane, what it is made of and how materials are passed into and out of the cell.  It is important for students to have a better than general understanding in these areas as they play major roles in the function of processes yet to be taught.  Through group activities and labs, pair share moments, graphic organizers, concept review sheets, quizzes and unit tests, students will be able to discuss what they have learned and allow for assessment for progress and understanding.

Enduring Understanding:

·      What are the different types of cells? 

·      How and why are they different?

·      Students will understand that cells are the smallest unit in an organism and without what they can do we could not exist.

Essential Questions:

·      What are macromolecules and explain why are they important to formation and processes of the cell?

·      What are the different types of cells? 

·      What is the cell membrane and how does it use macromolecules to regulate diffusion into and out of the cell?

·      Describe the different organelles within the cell?

·      Why do we need to know what the different organelles within the cell do?

Standards

California Standards for Cell Biology:

v 1a.  Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings.

v 1c.  Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure.

v 1e.  Students know the role of the endoplasmic reticulum and Golgi apparatus in the secretion and transportation of proteins.

v 1h.  Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors.

v 1j.  Students know how eukaryotic cells are given shape and internal organization by cytoskeleton or cell wall or both.

California ELD Standards:

v Systematic Vocabulary Development:  Cluster 1EA:  Demonstrate internalization of English grammar, usage and word choice by recognizing and correcting errors when speaking or reading aloud.

v Writing Conventions:  Cluster 1ES:  Create coherent paragraphs through effective transitions and parallel constructions.

v Systematic Vocabulary Development: Cluster 6EA:  use a standard dictionary to determine the meaning of unknown words (e.g., idioms and words with multiple meanings).

v Listening and Speaking:  Cluster 1EI:  Restate and execute multiple-step oral directions

v Listening and Speaking:  Cluster 3EA:  Make oneself be understood when speaking by using consistent standard English grammatical forms, sounds, intonation, pitch, pitch and modulation, but may make random errors.

Objectives:

Day 1:  After PPT lecture students can describe the four macromolecules: proteins, polysacharides, carbohydrates and lipids. Students know that macromolecules are formed from simple precursors. (Cognitive)

1)    Entry Level - Through observation during instruction and lecture, students will be assed for overall understanding of the four macromolecules.

2)    Formative – Students will be assessed on learning through pair share moments and group discussions.

3)    Summative – Through a future quiz, understanding of student knowledge will be assessed.

Day 2:  Students will be able to describe the main characteristics of a prokaryotic cell.  Students will be able to draw the cell and its parts. (Cognitive and psychomotor)

1)    Entry Level - Through initial pair share discussions during PPT students are assessed for understanding of lecture material on Prokaryotes.

2)    Formative – Students will be assessed on understanding through observation on prokaryotic cell diagram work.

3)    Summative – Students will be assessed on the completion and labeling of their prokaryotic cell diagram with short write-up on its strucures and their functions.

Day 3:  Students will be able to understand that plant and animal cells are eukaryotic cells. Students will be able to draw and understand the basic parts of both cells. (cognitive)

1)    Entry Level - Through review discussion, students will be assessed on their understanding of cells up to this point.

2)    Formative – Students will be assessed on understanding through observation on Eukaryotic diagram work on both animal and plant cells. Students observed during pair share discussions for clarity on class understanding.

3)    Summative – Students will be assessed on the completion and labeling of plant and animal cells

Day 4:  Students will be able to compare and contrast plant and animals cells.  Student will be able to compare and contrast plant and animal cells (Eukaryotes) with bacterial cell (prokaryote). Cognitive and Affective)

1)    Formative – Students are assessed during bell work completion of cell handout.  Labeling plant and animal cells and answering questions on structure and procesess of both. How well do they know them and can they find the information in their notes.

2)    Summative – Students will be assessed on completion of home work where they create a Venn Diagram for plant and animal cell similarities and differences and graded on finished cell review sheet from bell work.

Day 5:  Plant and animal cell activity. 

After lab activity on plant and animal cells, SWBAT demonstrate their understanding that plant and animals cells are eukaryotic cells and be able to compare on contrast these cells. Student will be able to draw and label the basic parts of the cells they view in the microscope. (Cognitive, affective and psychomotor)

1)    Entry Level – Assessment of class understanding of cell activity during pre-lab review and discussion.

2)    Formative – Students will be assessed through observation during lab activity and their understanding of procedures for mounting and preparing slides.  Observing students during activity for understanding of lab procedures and what they see.

3)    Summative – Lab activity will be graded and assessed for student understanding of different cell types and how to regognize each.  Further assessment through graded activity writeup with discussion on miss conceptions or wrong answers.

Day 6:  Students will understand that all cells are enclosed in a  semi-permeable membrane  that controls  how the cell reacts to its environment. Student will be able to diagram the lipid and protein structure of the membrane. (Cognitive, affective and psychomotor)

1)    Entry Level – Assessment of class understanding through bell work and concept review sheet.

2)    Formative – Students will be assessed through observation of pair share times while refering to cell membrane handout.

3)    Summative – Students will be assessed through Home work diagram completion and the end of unit benchmark test.

Day 7:  Students will understand that cell membranes can regulate the passage of materials through a process called diffusion.  Students will understand that osmosis is a form of diffusion that involves water movement.  (Cognitive and affective)

1)    Entry Level – Assessment of class understanding through initial quick write on the egg/osmosis demonstration.

2)    Formative – Students will be assessed through observation of pair share times and reflective questions and class discussion.

3)    Summative – Students will be assessed through the end of unit benchmark test.

Day 8: Class review and discussion.  Jeopardy

1)    Formative – Students are observed during Jeopardy to understand if they have true understanding of unit information, can they find the information in their notes and what their overall organization is for the unit.

2)    Summative - Final scores are assessed for student understanding and organization. 

Day 9: Unit benchmark exam

1. TITLE OF THE LESSON Plant and Animal Cell Activity (Day 5)	2. CURRICULUM AREA & GRADE LEVEL Biology 1A – 9/10
3A. STUDENT INFORMATION: English Language Learners         1.) Readiness Level Carlos - Carlos scores at CELDT 4 reads and writes at an Early Advanced level.  He does still struggle with vocabulary in all areas, especially in Biology Alleta- Alleta struggles in Biology and with reading comprehension.  She currently scores at CELDT 4 and is early advanced Although she is an overall good writer in class, remembering the information is a challenge.         2.) Learning Profile Carlos is a quiet student but can work in small groups.  He is a self-starter and takes an active role in his own education by doing vocabulary sheets for words he does not understand and looks them up for better understanding of usage and content. Alleta does best in social environments and works well in small groups.  She tends to like the note taking skills but struggles when she has to apply them in activities.         3.) Interest Carlos - Soccer, friends and family Alleta – Very social, cheerleading, friends and family	3B. STUDENT INFORMATION: Students w/ Special Needs         1.) Readiness Level Oriene - Oriene is a smart girl but suffers from hearing impairment in one ear. She needs to be sitting in an area where she can have good ear towards discussion.         2.) Learning Profile Oriene is a quiet student and besides her one friend in the class, tends to keep to herself.  She consciously places herself to the side of groups for better clarity.         3.) Interest Likes reading, biking and hiking
4. RATIONALE      A. Enduring Understanding- Long term relations, how everything is connected. What is a Eukaryotic cell? What are the two types of eukaryotic cells? What do all cells have in common?      B. Essential Questions-Raise more questions, multiple right answers. Why is there commonality between prokaryotic and eukaryotic cells?      C. Reason for Instructional Strategies and Student Activities Student activities will increase retention by explaining concepts to their partners and what they know about photosynthesis.  Small group pairing is less intimidating so students are more likely to participate and help each other with facts about photosynthesis. They will also be able to help one another with how to write a complete essay.
5. CONTENT STANDARD(S) 1c) Student will be able to understand that plant and animal cells are eukaryotic cells. Student will be able to draw and understand the basic parts of the cells. 1e) Student will be able to compare and contrast plant and animals cells.  Student will be able to draw and label basic structures that they view in a microscope.	6. ELD STANDARD(S)        Writing Strategies & Applications. Cluster 1ES, EA: Use appropriate language variations and genres in writing for language arts and other content areas. EA: Identify in writing the various elements of disclosure (purpose, speaker and audience)
7. LEARNING GOAL(S) - OBJECTIVE(S)      A. Cognitive After lab activity on cells, SWBAT demonstrate their understanding that plant and animals cells are eukaryotic cells and be able to compare on contrast these cells.      B. Affective Students will demonstrate their understanding through answering lab activity questions and applying their knowledge to answers.      C. Psychomotor During this activity and at the end of this lesson, students will draw and label images that they have seen under the microscope.  They will further do summary writing at the end of the period on the difference they have seen and how they apply to previous content taught through specific questions from activity handout.  D. Language Development Vocabulary and terminology of related topics will be explained.  Complicated words are said aloud with the whole class, with student repetition and break down of what it sounds like and what it’s meaning is.  EL students are encouraged to keep word lists for vocabulary understanding.	8. ASSESSMENT(S) A.     Entry Level Assessment of class understanding of cell activity during pre-lab review and discussion. B.      Formative Students will be assessed through observation during lab activity and their understanding of procedures for mounting and preparing slides.  Observing students during activity for understanding of lab procedures and what they see. C.     Summative Lab activity will be graded and assessed for student understanding of different cell types and how to regognize each.  Futher assessment through graded activity writeup with discussion on miss conceptions or wrong answers.
9A. EXPLANATION OF DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS Carlos- Carlos scores at CELDT 4 reads and writes at an Early Advanced level.  He does still struggle with vocabulary in all areas, especially in Biology Alleta- Alleta struggles in Biology and with reading comprehension.  She currently scores at CELDT 4 and is early advanced Although she is an overall good writer in class, remembering the information is a challenge. 1.)   Content/Based on Readiness, Learning Profile or Interest Teacher pairs students up for support in reading lab activity. 2.)   Process/Based on Readiness, Learning Profile or Interest Teacher allows for additional time to review lab activity where needed with partner and checks in for student clarity. 3.)   Product/Based on Readiness, Learning Profile or Interest Students create drawings of what they see during lab activity and are able to use this information for explanation where needed.	9B. EXPLANATION OF DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS Oriene - Oriene is a smart girl but suffers from hearing impairment in one ear. She needs to be sitting in an area where she can have good ear towards discussion. 1.) Content/Based on Readiness, Learning Profile or Interest Teacher pairs student up with her friend who is understanding of her hearing impairment. 2.) Process/Based on Readiness, Learning Profile or Interest Student is expected to proceed through activity like other students. 3.) Product/Based on Readiness, Learning Profile or Interest Successful completion of lab activity
10. INSTRUCTIONAL STRATEGIES (Describe what the teacher does. Include differentiation strategies.)        A. Anticipatory Set/Into Students are instructed to work on bellwork, answer question of the day and write out HW assignment.  Questions of the day: What are the main differences between plant and animal cells?  What parts do they have in common?  Quick Venn diagram on the board to answer questions. (8 min)                               B. Instruction/Through Orally explain lab activity and model procedures based on previous days PPT. (5 min)                                                     C. Guided Practice/Through Students are asked to review the procedures for better understanding and to highlight specific areas for clarity (5 min) Teacher models slide mounting and the difference between the two wet mount procedures and dismisses students to lab stations (5 min)       D. Independent Practice/Through Students use lab handout and follow directions for identifying cheek and animal cells and their contents. See handout. Students are instructed to draw and label what they see under the microscope. (25 min)       E. Closure Students are instructed to answer post activity questions on why we did this activity, procedures that were followed, how the daily objective was covered as well as a critical thinking question making them use the knowledge learned and apply it. (10 min)                                              F. Beyond Students are instructed to finish lab write-up as home work for grading the next class.	11. STUDENT ACTIVITIES (Describe what the students do. Include differentiation activities.)        A. Anticipatory Set/Into Students get to work on copying down homework and answering question of the day. Answer is given by student and discussed (8 min)                          B. Instruction/Through Students listen to pre-lab lecture on lab details ( 5 min)                                                    C. Guided Practice/Through Students review lab handout for clarity and highlight important sections mentioned by teacher. (5 min) Students observe demonstration by teacher on proper techniques for wet mounting. Students move to lab stations. (5 min)       D. Independent Practice/Through Students work through steps of the activity, draw and label what they see. (25 min)        E. Closure Students answer specific questions from the lab activity handout that shows their understanding of the why we did this activity, what procedures were used, how the daily objective was covered as well as a critical thinking question making them use the knowledge learned and apply it. (10 m)         F. Beyond Students finish lab write-up as home work for grading the next class.
12. RESOURCES See PPT-Correcting plant/animal activity, Plant/animal activity, Concept review sheet (cell), green review sheet, cell structure/function sheet, Cell membrane, Quiz, Unit Exam

Lesson & Components	Day 1	Day 2	Day 3	Day 4
Standards CA & EL	1h.  Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors. Systematic Vocabulary Development: Cluster 6EA:  use a standard dictionary to determine the meaning of unknown words (e.g., idioms and words with multiple meanings).	1c.  Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure. Systematic Vocabulary Development: Cluster 6EA:  use a standard dictionary to determine the meaning of unknown words (e.g., idioms and words with multiple meanings).	1c.  Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure. 1j.  Students know how eukaryotic cells are given shape and internal organization by cytoskeleton or cell wall or both. Systematic Vocabulary Development:  Cluster 1I:  Demonstrate internalization of English grammar, usage and word choice by recognizing and correcting errors when speaking or reading aloud.	1j.  Students know how eukaryotic cells are given shape and internal organization by cytoskeleton or cell wall or both. Listening and Speaking:  Cluster 3EA:  Make oneself be understood when speaking by using consistent standard English grammatical forms, sounds, intonation, pitch, pitch and modulation, but may make random errors.
Objectives	After PPT lecture students can describe the four macromolecules: proteins,polysacharides, carbohydrates and lipids. Students know that macromolicules are formed from simple precursors.	Students will be able to describe the main characteristics of a prokaryotic cell.  Students will be able to draw the cell and its parts.	Students will be able to understand that plant and animal cells are eukaryotic cells. Students will be able to draw and understand the basic parts of both cells.	Students will be able to compare and contrast plant and animals cells.  Student will be able to compare and contrast plant and animal cells (Eukaryotes) with bacterial cell (prokaryote).
Assessments	Entry Level - Through observation during instruction and lecture, students will be assed for overall understanding of the four macromolecules. Formative – Students will be assessed on learning through pair share moments and group discussions. Summative – Through a future quiz, understanding of student knowledge will be assessed.	Entry Level - Through initial pair share discussions during PPT students are assessed for understanding of lecture material. Formative – Students will be assessed on understanding through observation on prokaryotic cell diagram work. Summative – Students will be assessed on the completion and labeling of their prokaryotic cell diagram with short write-up on its strucures and their functions.	Entry Level - Through review discussion, students will be assessed on their understanding of cells up to this point. Formative – Students will be assessed on understanding through observation on Eukaryotic diagram work on both animal and plant cells. Students observed during pair share discussions for clarity on class understanding. Summative – Students will be assessed on the completion and labeling of plant and animal cells.	Formative – Students are assessed during bell work completion of cell handout.  Labeling plant and animal cells and answering questions on structure and procesess of both. How well do they know them and can they find the information in their notes. Summative – Students will be assessed on completion of home work where they create a Venn Diagram for plant and animal cell similarities and differences and graded on finished cell review sheet from bell work.
Student Activity	Into: Question of the day.  Made from information of previous days or units. Through:  Take Cornell notes, pair share, group discussion. Beyond:  Make a quiz card on each of the 4 macromolecules. Answer question 3 on review sheet.	Into: Question of the day.  Made from information of previous days or units. Through: Take Cornell notes, pair share, group discussion.  Draw and label a prokaryotic cell. Beyond:  Make quiz cards on prokaryotic cell	Into: Question of the day.  Made from information of previous days or units. Through: Take Cornell notes, pair share, group discussion.  Draw and label a Eukaryotic cell. Beyond:  Finish drawing and labeling a plant and animal cell (add lysosome).  Answer question 4 on review sheet.	Into: Question of the day.  Made from information of previous days or units. Through: Watch video on white blood cells and bacteria, Cornell notes, Pair share, start plant cell diagram. Beyond:  Create a Venn Diagram for plant and animal cell similarities and differences.

Lesson & Components	Day 5	Day 6	Day 7	Day 8
Standards CA & EL	1c.  Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure. 1j.  Students know how eukaryotic cells are given shape and internal organization by cytoskeleton or cell wall or both. Listening and Speaking:  Cluster 1EI:  Restate and execute multiple-step oral directions	1a.  Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings. 1c.  Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure. Writing Conventions:  Cluster 1ES:  Create coherent paragraphs through effective transitions and parallel constructions	1a.  Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings. 1c.  Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure. Listening and Speaking:  Cluster 3EA:  Make oneself be understood when speaking by using consistent standard English grammatical forms, sounds, intonation, pitch, pitch and modulation, but may make random errors.	Class review and discussion.  Jeopardy
Objectives	After lab activity on plant and animal cells, SWBAT demonstrate their understanding that plant and animals cells are eukaryotic cells and be able to compare on contrast these cells. Student will be able to draw and label the basic parts of the cells they view in the microscope.	Students will understand that all cells are enclosed in a  semi-permeable membrane  that controls  how the cell reacts to its environment. Student will be able to diagram the lipid and protein structure of the membrane.	Students will understand that cell membranes can regulate the passage of materials through a process called diffusion.  Students will understand that osmosis is a form of diffusion that involves water movement.	Get good grades and do well on the testJ
Assessments	Entry Level – Assessment of class understanding of cell activity during pre-lab review and discussion. Formative – Students will be assessed through observation during lab activity and their understanding of procedures for mounting and preparing slides.  Observing students during activity for understanding of lab procedures and what they see. Summative – Lab activity will be graded and assessed for student understanding of different cell types and how to regognize each.  Futher assessment through graded activity writeup with discussion on miss conceptions or wrong answers.	Entry Level – Assessment of class understanding through bell work and concept review sheet. Formative – Students will be assessed through observation of pair share times while refering to cell membrane handout. Summative – Students will be assessed through the end of unit benchmark test.	Entry Level – Assessment of class understanding through initial quick write on the egg/osmosis demonstration. Formative – Students will be assessed through observation of pair share times and reflective questions and class discussion. Summative – Students will be assessed through finished diagram, HW and the end of unit benchmark test.	Test tomorrow
Student Activity	Into: Question of the day.  Made from information of previous days or units.  Concept review sheet. Through: Plant and cheek cell activity. Beyond: Post lab questions and summary.	Into: Question of the day. Concept review sheet. Through:  PPT lecture with Cornell notes, start membrane drawing. Beyond:  Answer question 2 a,b on review sheet.	Into: Question of the day.  Made from information of previous days or units. Through: PPT lecture with Cornell notes, Finish Membrane drawing Beyond: Answer question 2 c,d on review sheet.	Into:  GOOD LUCK, YOU’LL DO GREAT!

Closure/Beyond:

Students have been assessed throughout the entire unit, not only through homework but with quizzes and diagrams as well.  The end of this Unit we will have a Unit 3 benchmark exam and will be used to determine students overall understanding.  Beyond that, students will write a summary, connecting the dots if you will, on the creation of a protein, where it starts, what organelle makes them and how they are shipped out of the cell.  This will be used as a beyond for Unit 3 and a into for Unit 4, Enzymes.

Resources:

PPT-Correcting plant/animal activity

Plant/animal activity and lab write-up

Plant and Animal Activity Rubric

Concept review sheet (the cell)

Green review sheet

Cell structure/function sheet

Cell membrane

Unit 3 Quiz

Unit 3 Exam

Reflection:

Differentiated instruction to meet the needs of my students?
·      Instruction through this unit takes on many forms and allows for every student to have the opportunity to participate and learn.
·      PPTs using Cornell notes for the big picture and to keep everything organized.
·      Pair-share moments with discussion keeps students engaged where they are less threatened and can ask questions freely.
·      Visuals during presentations including videos to help bring concepts to life.
·      Students involvement through hands on activities such as lab activities, drawing cells and its organelles, creating Venn diagrams, graphic organizers for cell review, group review sessions.
Strengths and limitations?
·      The strength of this unit is it builds on itself and has a lot of variety for students to learn through.  Interactions are higher during this unit than others and I think the students enjoy seeing the cell through the microscope.  One of the biggest limitations in this unit is that if the students are not doing the work and not beginning to understand what the cell is all about and how the inner organelles work, than they will continue be lost as we move forward.
Are the students learning?
·      To understand if the information is getting through, there are many opportunities for students to share their knowledge with others and to ask questions where needed.  There are several graphic organizers, which I believe are a great way to judge if a student can apply the information they have learned. There are also a variety of assessments such as with student homework, quizzes and unit test.
What have I learned?
·      Through this unit I have learned more about my students and how they learn, when they get disconnected and when they are the most challenged.  I have a better understanding at the speed at which some of them learn and I have also learned that a lot of them do nothing outside of school, which is bringing their grades down and making it harder for them to do the following days activities.
·      At the beginning of this unit I had no idea that I had so many artists in my class.  My students love to draw and color, more than I thought previously.  I think more and more of them are very visual and hands on and that they would love the opportunity to be more creative.
·      For the future, I would keep in mind that the progress of the student can be slow at times and that all students learn at different speeds.  I think it very important as we proceed through this lesson and future lessons, to continually circle back to bring complete understanding to why we are doing what we are doing and what is its importance into the overall picture of this years class.