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Mickey Ennis EDC 448 Dr. Coiro

This assortment of texts is meant for a High School biology class. This lesson will allow for students to learn the different types of organelles, their structure and functions, and how they all work together to form an operational cell. Along with organelles, students will also be introduced to DNA and its structure and the role it plays when it comes to cellular biology. There will be a number of opportunities for students to recall information taught in class so that they are constantly recalling information. This constant recollection will lead to a student’s full understanding of the concepts being taught. Text 1: Textbook- //Biology, Teacher Wraparound Edition// Citation: Biggs, A. (2007). Cellular Structure and Function. Chapter 7 in //Biology// (pp.180-199). New York, NY: McGraw Hill. Text Summary: This textbook is a teacher’s edition of a High School Biology book and goes in depth to explain how each organelle is specifically used in the cell. Along with major function, it also describes the types of cells each organelle is found in (i.e. – animal, plant, prokaryotic) and shows how the organelles work together to craft a functional cell. Rationale: I have chosen to use this textbook section because it not only makes good use of all the organelles in a cell, but it also shows how each of them works together in unison to create a functional cell. Students may find this text a little lengthy to read; however I feel that the pictures and diagrams will help break it up for them. Use of text: This text has many different uses. It would be a good starting point for my students since introduces everything in a very simple and easy to understand manner.
 * Diverse Text:** **Cell Structure and DNA**
 * __ Context of Class: __**
 * __ Part A: Print Sources __**

Text 2: Model Set- //Plant & Animal Cell Models// Citation: Bilsing, M. (1994). Model Activity Set. Fort Collins, CO: Hubbard Scientific Inc. Summary: These models are both life size and circular cells of plants/animals. They have all of the organelles located in the sphere along with a nucleus. The organelles are shown in the sphere as pictures. With each picture there is a number attached to it which corresponds to the organelle in an answer sheet. Rationale: I chose this model activity set because I thought it would be an awesome way for students to see a life size replica of a plant and animal cell. I also thought it was interesting how the makers of this model allowed students a chance to learn what each organelle looked like by giving each organelle a number. Use of text: After introducing the function of organelles to my students, I will have them look at these life size replicas in order for them to gain a better knowledge of the inner workings of a cell. Students will be able to have something tangible which is not very common when it comes to cellular biology.

Text 3: Biology Poems- //Examples of Poems in Biology// Citation: Yahoo Inc. (2009). //Yahoo Answers//. Retrieved March 4, 2009 from [] Summary: These poems are from other teachers/students who have posted them on the Yahoo website. The rhyming and funny concept of the poems could be an interesting way for the students to remind themselves of what each organelle in the cell is used for. Rationale: I chose to use these poems in my lesson because they are funny and hopefully will keep students interested in the lesson. As well as being funny, they are also very short and direct which can keep the attention of a freshman/sophomore in high school. Use of Text: These poems are short and funny and I think that after seeing the organelles in the cell model, it would be a fun activity for students to keep them interested. Text 4: Study Chart- //Biology// Citation: Science eStore. (2009). //Science supplies, toys, & gifts//. Retrieved March 4, 2009 from [|www.physlink.com] Summary: The basic principles of biology which are presented in this guide. Beautiful illustrations and diagrams are included in the guide. This is a great reference for any student studying biology from high school to upper level college courses. Rationale: I chose to use this study chart because I felt that it makes biology easy to understand. Along with being easy to understand it also has lots of diagrams which are colorful and easy to interpret. Use of Text: I would use this in my lesson in order to further my students’ knowledge of organelles and their functions. This chart also has a little extra information that students can look at if they choose to.

Text 5: News Article – //Cloning Dolly the Sheep// Citation: The Roslin Institute. (2007) //Cloning Dolly the Sheep – Animal Research Info.// Published by the Roslin Institute Summary: This article gives incite to the next part of my lesson which is DNA. Cloning is a very important as well as controversial topic when talking about DNA and I believe that if my students are presented with a controversial topic it will stimulate their minds. Rationale: I chose to use this article in particular because I feel that presenting my students with a controversial topic will stimulate their minds more than if I just started talking about DNA. This way, my students can have a base to build upon when I begin talking about what makes up DNA. The article is also short and contains a couple pictures which will be a short and easy read for my students. Use of Text: I would use this to open up my next lesson on DNA. I would hand an article out to each student and allow them time to read it, afterwards they are to turn to a partner and discuss whether they believe cloning is “humane” or not. This student-student work will hopefully get them prepared to start talking about DNA and the role that it plays in cloning. Text 6: Online Video Clip- //DNA Structure// Citation: Youtube. (2007). //DNA Structure//. Retrieved March 4, 2009 from [] Summary: This video is a short and easy to understand movie clip about the structure of DNA. It uses important terminology and concepts which my students will need to understand for the lesson. It also is a great way for students to learn about DNA without listening to me talk the whole lesson. Rationale: I chose this video clip because it is short and direct. I believe that my students need to have this kind of clip in order to keep them from “wondering off.” It is easy for students to loose focus on a long movie so using a short and direct clip would eliminate that from happening. Use of Text: After reading the article about Dolly, this clip would be a great introduction to DNA and its structure. This clip does a great job in going in depth to actually see what a strand of DNA looks like and identifying its components. This clip would be the next “building block” for them to build upon.
 * __ Part B: Media Resources __**

Text 7: Photographs- //DNA// Citation: College of Forest Resources. (2001). //Mushrooms, fungi, mycology.// Retrieved on March 4, 2009 from [] Summary: This photograph is a simple unwound segment of DNA. It shows the Sugar & Phosphate backbone of DNA as well as the 4 different types of base pairing nucleotides. Rationale: I chose this photograph because just like my other resources, it is short and very direct. It is easy to read and students will be able to understand the basics of DNA structure with ease. Each part of this picture is labeled and there is very little room for confusion. Use of Text: After watching the youtube video I thought it would be a good idea to allow the students something tangible. Being able to keep this photograph, they will be able to go back and review the structure of DNA whenever they want. Text 8: Interactive Website- CELLS Alive! Citation: (n.d.) CELLS Alive: Interactive animal and plant cells. Retrieved March 4, 2009 from [|www.cellsalive.com] Summary: This webpage is an interactive and fun way for students to learn more about cells and their organelles. This website also allows students to navigate through a plant or animal cell with ease, giving definitions and insight for each organelle. Rationale: I chose this webpage because it focused very heavily on the learning aspect of cell biology in an extremely fun way. Students will be able to have fun navigating through the site but at the same time, learn with each click of their mouse. Use of Text: This would be something that the students could go home and use after my lesson is complete. This website allows for students to recall information learned in class and can easily access from any computer. This site also allows students to compare and contrast animal and plant cells which they have not had a chance to do yet in my class.
 * __ Part C: Online Interactive Resources __**

Text 9: Online Quiz- Cell Structure and Function Citation: No citation available. Retrieved March 2, 2009 from [] Summary: This quiz is 10 questions and allows students to recall information taught in class about a variety of topics. The quiz allows you to choose from 4 different answers and you may take any amount of guesses as you like. If you do not get the answer correct it will allow you to guess again until you are correct, or it will allow you to “Check the Source.” Rationale: I chose this quiz because it is an interactive way for students to see what they’ve learned in class. Along with being interactive, this quiz is also taken at home (after the lesson has been taught) and is not graded so students can do it in a stress free environment where there is no pressure of grading or being wrong. Use of Text: This quiz will be an end of the lesson activity done at home. My students will need to recall information learned in my class to answer the ten multiple choice questions. Since this is a quiz that will not be graded, I feel that my students will be able to answer the questions under a stress free environment at home where they can use their notes and other resources. Text 10: Lesson Plan- Double Helix Activity Citation: Lesson Plans Inc. (2007). //Double Helix Activity//. Retrieved February 25, 2009 from [] Summary: This lesson plan allows students to work in groups to create their very own strands of DNA using paper cut outs of phosphate groups, pentose sugars, and nucleotides. Each group gets their own set of cutouts and they need to form their DNA molecule by connecting the appropriate nucleotides with each other. The nucleotides do not match up if they do not use the correct ones. Each nucleotide only connects with its corresponding partner. Rationale: I chose this lesson plan because it would be a great way to end my lesson and see how much my students really learned about DNA. This activity also allows for group work which is a great way to foster student-student teaching. Having my students work together collaboratively will be a great way for them to “put their heads together” and see if they can use the knowledge they have obtained to complete the activity. Use of Text: This closing activity will be used as a graded assignment after all the material has been taught. Students will need to recall all of their previously taught knowledge in order to complete the task at hand, but with the help of their group, I feel that they will be more than competent and complete the activity with ease. This lesson is going to start out with a section from the Biology book. Using a section of this textbook will allow for students to have immediate and direct information. After giving them the packet and having them look over it, I will pass around 2 models of cells (one plant cell and one animal cell) for students to look at. These life size replicas of cells will be a great way for students to see the inside of a cell. Then, using a couple poems that I have pulled from the internet, I will give those to my students so they can laugh at them and get pulled into my lesson that I am about to begin. Once I have begun to teach there will be a study chart that I will use to teach from. This study chart has multiple diagrams and charts of many different kinds. Being able to look at all these different kinds of charts will allow students to see biology from multiple perspectives. After learning about cells organelles, I will dive right into DNA and its structure/function in the cell. Showing the students a quick online youtube clip will allow for them to get a basis for which they can build upon. After the video clip I will hand out the picture of an unwound DNA molecule which they can keep for future reference. This picture is what they will be making when I give them their activity (which is to build their own life size DNA molecule using paper cutouts). Once they have completed this activity, the lesson will be over and they will be leaving my class. At home they will have to go on the interactive websites that I have given them to play around with animal/plant cells and take a short online quiz. These two websites will help retain their knowledge from class as well as allow them to have some fun with biology. **__Learning Objectives:__** The National Standards for Biological and Life Sciences are pretty generalized. However, I believe that I succeed greatest in dealing with students’ knowledge of a cells inter-workings and structural base. This lesson can also be seen as a greater knowledge of DNA and its use in major processes of a cell. My lesson plan as well as my text set are keeping with RI standards 1 (Teachers create learning experiences using a broad knowledge base), 5 (Teachers create instructional opportunities to foster student growth), and 8 (Teachers use effective communication as the vehicle through which students explore). My entire lesson plan is very interactive and communicable. I put a lot of faith in my students to maintain appropriate behavior and work collaboratively in groups to complete tasks. I use a large variety of instruction that allows for different types of learners to succeed throughout the lesson. Students will benefit greatly from this lesson as long as they maintain a positive attitude and open mind throughout the class period. California State Board of Education, Content Standards of Life Sciences. Retrieved March 4, 2009 from [] RIDE Office of Instruction. Rhode Island Grade Level Expectancies for Reading Grades 5-12. Retrieved March 4, 2009 from [] Mickey, I think you made a great diverse text set. You incorporated many different types of sources that will definitely keep your students actively engaged. Your use of different texts, websites, pictures, and models help to engage all types of learners. I especially liked the poems you found that convey what each organelle in the cell is used for. You may even want to use this for your hook at the beginning of you lesson! Great Job! -Faith Umling
 * __ Part D: Instructional Resources __**
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