Kristen Quintana RED 3312 Annotated Text Set Standard 14: Organization and Development of Living Organisms I chose

this topic because it was the topic I most enjoyed studying in high school. I really liked learning about the different processes of the cell and how cells are such an important part of our world. I never felt limited by this topic because there was always so much to explore. With the medical advances that are being made, as well as the challenge of many scientific theories, it is important for students to understand the fundamentals of this topic in order to assert themselves in real world current events. Bird, D. Mitosis and Meiosis Reading. Retrieved from http://ecc.pima.edu/~dbird/bio100web/Unit8/readings/Mitosis-andMeiosis-Reading.pdf Summary: This is a reading created and provided by an instructor for the topic of mitosis and meiosis. It is comprehensive and provides a lot of resources to support the ideas presented. The pictures and videos the reading contains help the students distinguish the confusing material. The direct comparison of mitosis and meiosis and their individual exploration really makes it easy to understand what processes coincide with what process. Distinguishing mitosis and meiosis is often confusing for students and this reading really simplifies the material so that it is easy to understand. Potential Use in Unit: I would use this reading in the middle of the unit because it assumes that cell structure and function is already known. This is also a complicated process so I would not want to introduce it until I felt the students were comfortable with the fundamentals of cell structure and function.

Chin, J. (2012). Island: A story of the Galapagos. New York: Roaring Brook Press. Summary: This book I would use at the beginning of the unit. I know it seems elementary but the book provides good information about Darwin and the Galapagos that the students would enjoy reading about in a book like this rather than a formal textbook. Because of the informality the students would

be caught off guard and more interested in the information. The abundance of pictures explaining Darwins work and examples of animal adaptations would be more effective than the simple explanation provided in a textbook. This reading would stick in the mind of the students and give them both text and visuals to refer back to when remembering what they learned. Potential Use in Unit: This would probably be the first reading I started with because it gives the history of a big part of the unit. I also feel it would get the students excited and be a good opening into questioning how adaptations happen and trace it back to cells.

Glencoe. (2008) [Cell Virtual Lab]. How do animal and plant cells work? Retrieved from http://www.glencoe.com/sites/common_assets/science/virtual_labs/E08/E 08.html Summary: This interactive activity helps to understand what a cell is, identify organelles and their functions, and distinguish between plant and animal cells. There is a short initial reading in the left column of the activity that introduces the concept of the cell and organelles and goes on to outline how to complete the activity. While distinguishing the different parts of the cell the students have to read through various functions to match the correct one with the organelle they selected. As the students complete the activity the information is updated in a chart that they can then print to study from. There are also follow-up questions that ask the students to explain and compare things that they have learned. Potential Use in Unit: I would use this in the middle of the lesson after I had introduced the concept and we had gone over both plant and animal cell structures. I would use it more as a tool to study than to test the students so that they could figure out how much of the information they had retained and what they need to work on.

Glencoe. A View of a Cell (Chapter 7). In Biology: The Dynamics of Life 2004. Retrieved form Glencoe Database. Summary: This chapter of the textbook is fundamental for understanding the rest of the unit. It reviews scientific tools used to look at cells as well as

calculations of magnifications, which helps to put the size of a cell into perspective. The chapter also breaks down cells into prokaryotic and eukaryotic as well as describes the different organelles and their general purpose. It is the introduction to cells and all the basics the students need to know before moving on to the more complicated topics that are presented later in the unit. Potential Use in Unit: I would go through this chapter with the students after introducing the new unit. I would use the textbook quizzes and tests to make sure the students comprehended the material because I would not be able to proceed if they did not.

Glencoe. Cellular Transport and the Cell Cycle (Chapter 8). In Biology: The Dynamics of Life 2004. Retrieved form Glencoe Database. Summary: Chapter 8 is important because it goes through the different processes that occur in the cell and the reasons why they occur. This really helps the students grasp the importance of cells and their role in other functions in the body. Events like osmosis and cellular division are key to life and are especially important to understand when thinking about other subjects like medicine, nutrition, and even lifestyle. By understanding the concepts found in this chapter, it will be easier to present real life situations without confusing the students. Once the basics are known, it is fundamental to present this information to show the effects cells have on life. Potential Use in Unit: I would use this towards the end of the unit before closing it off. It is really important for students to be aware and understand the processes discussed in this chapter to bridge their knowledge from the classroom to their every day lives.

Glencoe. Control of the Cell Cycle. In Reading Essentials for Biology The Dynamics of Life (Section 8.3). Retrieved from http://www.glencoe.com/sites/florida/student/science/assets/pdfs/FLBDO LReSE.pdf Summary: This reading is important because it expands on chapter 8 by zooming in to mistakes in the cell cycle that cause cancer. The reading is brief because it is a follow up of the chapter but is beneficial because there is

questions that make the students reflect on what they are reading both before and after going through the additional material. It is a good transition from textbook to real world application because it discusses a topic that is prevalent in the medical field. This demonstrates how important the understanding of this material is in the scientific field. Potential Use in Unit: I would use this reading after the completion of chapter 8 because it is supplemental and requires the understanding of the cell cycle. This reading would be a good transition and would really show the students the importance of the processes taken out by the cell.

Glencoe. The Discovery of Cells. In Reading Essentials for Biology: The Dynamics of Life (Section 7.1). Retrieved from http://www.glencoe.com/sites/florida/student/science/assets/pdfs/FLBDO LReSE.pdf Summary: This reading breaks down the cell into components to add on to and reinforce the reading from chapter 7 of the textbook. Short, focused readings help to focus the students while reading the dense material. The use of diagrams helps to reiterate the image presented by the textbook of the structures being discussed. The reading also touches on the idea of energy within the cell and movement of the cell, which comes with the understanding of the mitochondria, chloroplasts, and cytoskeleton. This reading is beneficial because it gives the students the tools they need to understand the material being presented and can be tested in the post assessment after the reading is complete. Potential Use in Unit: I would use this reading after presenting the components of the cell in order to go further in depth with the organelles presented in this reading. It is important for the students to understand these components of the cell in order to understand more complex topics such as cellular division and photosynthesis.

Glencoe/McGraw Hill. From a Cell to an Organism. Retrieved from http://www.hcisd.org/cms/lib4/TX01001784/Centricity/Domain/759/read ing_essentials%20The%20Cell%20Cycle%20and%20Cell%20Division.pdf

Summary: This reading is really important because it outlines a few of the key components of the unit. The reading goes into depth about the steps involved in cell division and the variety of reasons it occurs. The reading incorporates text, charts, pictures, and side bar questions to ensure that the student is able to grasp the density of the material. The reading also has an after you read component that helps the students to summarize what they have learned and make sure that the concepts are understood. The information provided in this reading and the manner it is presented make the reading effective. Potential Use in Unit: I would use this reading after introducing the cell cycle. I feel the breakdown in the reading makes it easy for the students to comprehend material that is often confusing. By repeating the information in a variety of ways it really boosts the effectiveness of the reading, which is why I chose to include it.

Lovett, R. (2006, April 4). First Lab-Grown Organs Implanted in Humans. National Geographic. Retrieved from http://news.nationalgeographic.com/news/2006/04/0404_060404_bladder s.html Summary: Although it was published in 2006 and advances have been made since, this reading provides great insight into the capabilities we have due to cellular reproduction. It summarizes the process of implanting organs grown in a laboratory into patients with spina bifida. It explains how the organs were grown as well as the adaptation of the body to incorporate the new organs once implanted. The article also mentions stem cell treatment, which is another medical development that can be discussed in this unit and used as a link to the real world. Potential Use in Unit: I would use this article towards the end of the unit because it makes the connection between the information learned in class with current events that have an impact on the students lives. By presenting this at the end of the unit I feel that the reading would push the students to get more interested and involved in the topic.

Murray, E. (2012). Forensic Identification: Putting a Name and Face on Death. 21st Century.

Summary: This book takes a more forensic track than biological but it touches on testing and analysis that is done through the cells of corpses. When bodies are found beyond recognition it is these test that allow scientists to identify the bodies and gain the information they need to answer all kinds of questions in an investigation. This book takes a look at those processes as well as what happens before and after a corpse is found. No matter if cases are inactive because of the time that has passed since first opened, this book examines all the components of forensics that follows the finding of a corpse. Potential Use in Unit: I dont think I would use this reading in class but rather recommend it or select certain components that focus on DNA testing and blood analysis. Taking these select components of the reading I would discuss how cells play a role in these tests.

PBS LearningMedia. (2013). [Interactive Cell]. Cell Explorer. Retrieved from http://www.pbslearningmedia.org/resource/lsps07.sci.life.stru.celldiagram /cell-explorer/ Summary: This reading goes through various organelles and their functions in the cell. It also identifies how although the organelles are specialized in their functions they work together for the benefit of the cell. The article identifies how different types of cells contain different organelles in order to work successfully and complete the tasks they are set to do. This reading is beneficial because it is focused and has an interactive component that allows students to click on different parts of the cell in order to see the information provided in the background essay. Potential Use in Unit: I would use this reading towards the beginning of the lesson to reiterate the information presented in chapter 7 of the textbook. This reading would be best used as a review that allows the students to identify the information they have retained versus the information they are struggling with.

Smithsonian. (2012). Super Nature Encyclopedia. New York: DK Publishing. Summary: This encyclopedia by the Smithsonian highlights extraordinary features of different species of animals. It presents different facts that set certain animals apart from others in a variety of ways. Some of the stories

presented outline characteristics of aggression that may seem funny or traits of the animal that are unlike any other and others have images that allow you to see inside of the animals body straight to the bones and muscles that allow the animal to have amazing capabilities. This book sparks interest because of the fascinating pictures and stories all attributed in some way to genes, cell replication, or DNA. Potential Use in Unit: I would use this book maybe to have the students do a project in this unit. Perhaps they could chose an animal from in the book and discuss how the information learned throughout the unit is connected to the special ability of the animal. I think it would be a cool project for the students that they would really enjoy.

Analyzing Text Set Cells are something studied by students throughout their education. As the student excels, the topic can become more detailed and therefore more complex. This lesson is meant for higher-level high school students so the content can become extremely difficult at some points. The main things students struggle with in this topic at this level is understanding how all the processes the cell is involved in are connected as well as how to distinguish processes like mitosis and meiosis. Vocabulary is also a major challenge in this unit that has to be effectively tackled by the teacher for the students to be successful. If not addressed in the correct manner, the students can also have trouble applying what they are learning to the real world, which is an extremely important aspect of education. In the text set from Part I of the Unit Plan, there were three text sets that I was concerned about because they incorporated some of these more difficult concepts that pose a problem for students; they included the Mitosis and Meiosis Reading, Chapter 8 of the textbook, and the National Geographic article First Lab-

Grown Organs Implanted in Humans. There are techniques learned about in this course that can be applied to all three text sets to improve student understanding as well as a few that apply to each reading individually which demonstrates the wide rage of ways teachers can address reading issues in their classrooms. Vocabulary is the main concern for these three readings. When a topic is complex, vocabulary needs to be discussed and fully understood before a true understanding of the material can be developed. Chapter 8 of the textbook covers the processes that take part within the cell and their role within the cell. Primarily, prerequisites from Chapter 7 including cell structure needs to be fully understood to be able to understand the information presented. The same applies to the Mitosis and Meiosis Reading because there are a lot of differences between the processes that can be recognized just through the use of vocabulary. In my teaching, I would address this issue using techniques we have learned about such as breaking the words down and grouping them by difficulty. I feel this would help students understand the meaning of each word and distinguish between the ones that they understand versus those they need more time to focus on. By addressing the words at various stages of the learning process I feel the students will better understand the vocabulary. Exposure and discussion are very important in terms of learning vocabulary so I would be sure to constantly be talking about the vocabulary and effectively using it in the classroom. Graphic organizers would also be a useful tool for these readings. This includes, but is not limited to, the KWL, organizations charts, and concept maps. By using these tools, students could connect processes within the cell in a visual

manner, as well as organize details by order or organelle, for example. This would be especially helpful to distinguish between mitosis and meiosis in the Mitosis and Meiosis Reading. A Venn diagram would be especially helpful to directly compare how the processes are different when they seem so similar. Because I have always been a visual learner I favor these types of techniques. I remember when learning about cells there were a lot of images I learned how to draw and color-coding we did in class to make memorization easier. I feel I would use the same techniques because I found them to be extremely successful in practice and they work much better than simply reading the information. In my class, however, I would have the students do both because the more ways the material is discussed, the more ways the students have to refer back to in order to describe the processes. The last issue needed to be discussed is the connection of the material to the real world. The article from National Geographic really connects this topic to real world practices but it will not be effective unless the students really understand what is going on. To ensure the intention of the reading is met, I would use a series of hands on labs before so that the students could work with cells before reading about scientific developments. I feel that this in-between step would really increase understanding because the students will know what it is like to work with cells, as well as have the experience they need to fully understand how they act while experimenting. These readings could pose problems for students if not addressed in the right way. Focusing on vocabulary and using hands-on activities and graphic organizers

would really improve the understanding of the material and boost the effectiveness of each lesson. By incorporating several techniques to address each topic, the students can refer back to different memories of learning in order to discuss them in the future. Integrated Unit Plan (120 minutes) Objectives: 1. Identify structures involved in mitosis and meiosis (language) 2. Distinguish between mitosis and meiosis (comprehension) 3. Sort cells in different phases of mitosis (language/literacy) 4. Connect experiences to real world applications (reading) 5. Understand a published science article and how it relates to the content learned (language) Timeline: Day 1 (60 minutes) 1. Introduction (3 minutes) 2. Mitosis Reading (12 minutes) COMPREHENSION 3. Review of vocabulary (30 minutes) LANGUAGE 4. Venn Diagram (15) COMPREHENSION

Objectives 1 and 2 to be assessed during day 1 and after day 2

Objective 3 to be Day 2 (60 minutes) assessed during 1. Quick Write- Venn Diagram Review (5 minutes) WRITING and after day 2 2. Mitosis Lab (30 minutes) COMPREHENSION & LANGUAGE 3. Connection to real world through scientific paper Objectives 4 and (5 minutes) READING 5 to be assessed 4. Break down of article (20 minutes) LANGUAGE during day 2 and after day 3 Day 3 1. Review necessary topics 2. Conclusion Materials: Index cards Chapter 8 Textbook Mitosis and Meiosis reading

Poster paper Mitosis Lab Worksheets National Geographic Article Microscopes Onion Root Tip Prepared slides

Assessment of Objectives: On day 1, discussions will take place that will allow for a general assessment of objectives one and two. The vocabulary used or not used as well as students confidence or hesitations will hint to their comfort and understanding of the material. A better indicator of these assessments will come after day 2, however, when it will be possible to look at the Venn diagrams composed by the students and the paragraphs they write using the information they have. For objective 3, most of the assessment will come from in class questioning after the lab work has been completed. Similar questions will be asked in the worksheet so after day 2 those will be available for review and assessment as well. As for objectives 4 and 5, that will come after day 3 when the homework from day 2 has been completed. By asking the students to break down a similar article in the manner done in class, assessments can be made in terms of how well they understood how to connect what they have learned to the real world in a manner that is understandable to them.

Day 1: 1. Introduction (3 minutes) Now that all of you are experts on cells, we are going to start talking about cell reproduction, or mitosis and meiosis. Over the next two days we are going to work really hard to be able to identify the processes occurring as well as the similarities and differences between mitosis and meiosis. Lets start by jotting down one fact you think you know about mitosis or meiosis on your index cards. Once youre finished I will collect them and keep them until after we finish discussing the topic at which time I will give you your fact back so you can see how much you have learned. 2. Mitosis Reading (12 minutes) COMPREHENSION I am splitting you into pairs and assigning you a phase in mitosis or meiosis. In your pairs you have 10 minutes to research, in your books and the handout I will pass out, your phase and create a brief diagram and explanation on poster paper. You will present these in sequence to the class so be sure to use precise vocabulary and language in your explanation. 3. Review of vocabulary (30 minutes) LANGUAGE

It is time to review the posters. Dont hesitate to jot down the main points of each phase to help you identify them later. Each group will come up in order and explain what is happening in the process they were assigned. Attention to detail will be critical at this point in order to ensure that essential vocabulary is being used throughout the presentations and in the correct manner. Lets recap everything we have learned. After the presentations are over use the posters to quickly go through the name of each phase and the influence it has on the overall process. This will be done through excessive questioning in order to get the information out of the kids rather than providing it to them. Be sure to pick students who did not create the poster to answer the questions to make sure all of the students are participating. 4. Venn Diagram (15) COMPREHENSION Now that we have knowledge about the phases of mitosis and meiosis and what happens during each, create a Venn diagram to demonstrate the processes similarities and differences. I would like for you to use a lot of the vocabulary we have learned as well as visuals. You may use all the resources you have and if you feel like your diagram is not complete by the end of class, take it home to improve on because we WILL be using it at the beginning of class tomorrow. Day 2: 1. Quick Write- Venn Diagram Review (5 minutes) WRITING Hopefully all of your Venn Diagrams are complete and informational. For the quick write this morning you will transform your graphic organizer into a paragraph comparing mitosis and meiosis. Pay attention to detail and remember your vocabulary. You have 5 minutes. 2. Mitosis Lab (30 minutes) COMPREHENSION & LANGUAGE One of the main focuses of todays lesson is a mitosis lab. Slides are already prepared in microscopes around the room. Remember the lab safety rules and care and handling rules we use during experimenting while you are working on your lab. There are prepared slides already under the microscopes so your main task today is to follow your Mitosis Lab instructions in order to successfully tally the number of cells you see in the various stages of mitosis. Lets take about 15 minutes to Tally so we have 10 minutes to discuss your observations. Allow the students to interact with the microscopes to see what they have been learning put into action. Your 15 minutes to tally are up. Everyone come back to your seats so we can discuss your observations. Ask questions about the cells they saw most frequently and what that means. Question the clues they used to identify different cells and obvious features that automatically gave some away. See what cells were the most difficult for the students to

determine and why that was so. Questioning should give a feel of the understanding the students have up until this point. At this point weve looked at cells in the book, under a microscope, and now we are going to take a look at how they are used in laboratories to benefit our lives. This is our second focus of the day. 3. Connection to real world through scientific paper (5 minutes) READING You will have 5 minutes to read this article about lab grown organs. While reading, I want you to make mental notes about things that stuck out to you while you use a writing utensil to mark language in the text that either interested your or confused you. Like always, we will spend time breaking down the content and language of the article when you are done reading. 4. Break down of article (20 minutes) LANGUAGE So what was this article about? Students should be able to tell that the article was concerning lab grown organs. How do achievements in the scientific field like this make you feel? The students should give their opinions on if they believe this is right/wrong, beneficial/detrimental, etc. How does this relate to what we have been learning about? Students should be able to identify that mitosis is cell reproduction, which allows these organs to be grown from cells taken from the body in the right conditions. Lets move on to your concerns about the article now. At this point the focus should be the material that the students identified with their writing utensils. Questions should be asked concerning the reason that specific material was an issue and how the obstacle of understanding can be overcome to comprehend what is being said. Words can be grouped into categories that separate SAT words from scientific words, for example, in order to distinguish between complex scientific language and language that is just not understood. Great job everyone. For homework today I would like for you to jot down the ideas we talked about at the beginning of the discussion about article. Your thoughts should include the main idea of the article, how the article made you fell, and how it pertains to what we have been learning. I would also like you to find a similar article and break it down like we did today in class. I would like you to either do a word chart like we did today or use another reading technique we have used in the past in order to aid your reading. Day 3 1. Review necessary topics Today we are going to use a portion of class to discuss the things I found to be the most challenging through my assessments of your work. I am going to put a few topics on the board and I want those of you who feel you are comfortable

with the material in those topics to raise your hands. I will pic someone to represent each topic and do their best to answer questions from the class. Of course I am always here to help and we will switch off but I want you to teach each other. By asking the students to teach each other, the class will gain another perspective of which to refer back to when trying to remember the information they have learned. Some times it is also easier for students to understand material they are having problems with when another students explains. Great job everyone, now I am going to take over for a bit and really focus on a few things I want you to really understand. For the more complicated topics, I would revisit them and use diagrams and other visuals in order to get the information across. After being presented in so many ways, the students should comprehend the material. 2. Conclusion Now that all of you know mitosis and meiosis, I am going to hand back your cards from the first day we started this topic. I want you to take a little while and reflect on your learning up until this point and write a paragraph or so on how far you have come in this short period of time. Be proud of your accomplishments and all the knowledge you have gained in this process.