TE802:GuidedLeadTeachingUnitPlanandReport

Name:JenniferFulton
MentorTeacher:JenniferBara
Classandgradelevel:Biology9th&10th
grades

Partner:N/A
School:EasternHighSchool
Date:GLT2Week111/5to11/11
Week211/1211/18

PartI:InformationabouttheLessonandUnit
Topic:Cells(Organelles,Structure,Function)
Abstract
Inthisunit,wewillbeginlearningaboutdifferentcells,theirorganelles,andtheir
function.Wewillusemicroscopesandmodelstoinvestigatethedifferencesbetweenprokaryotic
andeukaryoticcells,aswellasplant,animal,andbacterialcells.Wewillbeabletorelatecell
parts(organelles)totheirfunctions,aswellasdifferentiatebetweencelltypesbasedon
organellesandsizes.Wewillbeabletoexplainhowmajorsystemsandprocessesworktogether
inanimalsandplants,includingrelationshipsbetweenorganelles,cells,tissues,organs,organ
systems,andorganismsandrelatethesetomolecularfunctions.

PartII:ClarifyingYourGoalsfortheTopic
A.BigIdeas
Cellsarethebasicunitofalllifeandrepresentavastarrayoftypes,yettheysharemany
similarities.Alllivingthingsaremadeupofcellswhoseworkiscarriedoutbymanydifferent
typesofmolecules.Cellularandmolecularbiologyhasthepowertoexplainawidevarietyof
phenomenarelatedtotheorganizationanddevelopmentoflivingsystems.
Moderncelltheorystatesthat:
Allorganismsaremadeupofcells.
Newcellsarederivedfrompreexistingcells.
Thecellisthestructuralandfunctionalunitofalllivingthings.
Cellscontainhereditaryinformationthatispassedfromcelltocellduringcelldivision.
Allcellsarebasicallythesameinchemicalcompositionandmetabolicactivities.
Differencesbetweentypesofcells:prokaryoticandeukaryotic,plantandanimal,
highlightfeaturesofformandfunctionthatrelatetothespecificroleofagivencelltoits
organismtype.(Source:HSCECompanionDocument)
Cellscontainmanydifferentorganellesthatworktogethertocreatethefunctionalunit
thatisthecell.Itissimilartomanyorgansandorgansystemsworkingtogetherwithinanimals
orhumanstoallowtheorganismtofunctioncohesively.

B.StudentPractices
1.Namingkeypractices
Studentswillbeabletocommunicatethecelltheory.Studentswillbeableto
differentiatebetweenaprokaryoticandeukaryoticcellsbasedoncharacteristicsandstructures.
Studentswillbeabletoexplainhowstructuresoforganellesrelatetotheirfunctionsandhow
differentorganellescanworktogetherwithinthecelltobeafullyfunctioningsystem.Students
willbeabletoexplainwhycellsareorganizedinthewaytheyareandhowcellorganization
affectscellfunction.Theywillbeabletoexplainwhythecellmembraneisabarrierandthe
similaritiesofanddifferencesbetweenactivetransportandpassivetransport.Studentswillalso
beabletoarticulatehowmitosishappens,thedifferentstages,andwhyithappenswithinthe
cell.Inaddition,studentswillusethisunittolearnthedifferentpartsofamicroscopeandhowto
workamicroscopetoseecellsandcellorganelles.

C.PerformanceExpectationsforStudentLearning
PerformanceExpectation

Associated
NGSSPractice

NGSSPerformanceExpectation(s)
1.Developanduseamodeltodescribethefunctionofacellasawholeandwayspartsof
cellscontributetothefunction.(NGSSMSLS12)
2.Useargumentsupportedbyevidenceforhowthebodyisasystemofinteracting
subsystemscomposedofgroupsofcells.(NGSSMSLS13)

Developingand
usingmodels
Engagingin
argumentfrom
evidence

SpecificLessonObjective(s)
1.B2.5gCompareandcontrastplantandanimalcells.(HSCE)

2.B2.5iRelatecellparts/organellestotheirfunction.(HSCE)
3.B2.5AExplainhowmajorsystemsandprocessesworktogetherinanimalsandplants,
includingrelationshipsbetweenorganelles,cells,tissues,organs,organsystems,and
organisms.Relatethesetomolecularfunctions.(HSCE)

Obtaining,
evaluating,and
communicating
information
Constructing
explanations
Planningand
carryingout
investigations

PartIII:ExampleActivitySequence
A.StorylinefortheActivitySequenceinContext
Studentswillhavespenttwodayslearningthepartsofamicroscopeandhowtouseone
properly,responsibly,andinawaythatallowsforthebestviewingofcellsandtheirparts.
Studentswillhavelearnedaboutthebasiccomponentsofacellbutwillnothavegoneinto
detail.Thiswillhavebeenshowntothemandmodeledforthemthroughtheplantandanimal
celllab.Studentswillbeabletoseeforthemselvesallthestructuresandorganellesofeachof
thetwocelltypesandwillhaveanopportunitynotonlytodrawthemout,butadditionallyto

organizetheirinformationintoavenndiagram.Iwillalsomodelthisinformationforstudents
throughthetextonprokaryoticandeukaryoticcells.Thetextwillincludedetailedpicturesof
bothcells.Duringthecoachingphaseoftheactivitysequence,studentswillbeabletobuildcells
usingthecellbuilderonlaptopsorinthemediacenter.StudentswillthenbegintheCell
OrganelleWantedPosterproject.Eachstudentwillbepartofapartnerteamoragroupthatwill
researchandpresentaposteronanassignedorganelle;wewillcompleteagallerywalkandfill
outagraphicorganizeronALLorganellesasaclass,givingconstructivecriticismandfeedback
oneachotherspostersandresearch.Thisactivitysequenceisapplicationandwillallow
studentsanopportunitytoapplytheircurrentknowledgeofthecellandtodivedeeperinto
knowledgeaboutspecificorganelles.
Stage

RoleinStoryline

Lessonsbefore
Twodaysonlearninghowtousemicroscopes
yoursequence
Lesson1

Studentsareshownthroughmodelsprokaryoticandeukaryoticcellsandtheirstructuresunder
amicroscopeandspendadaylearningaboutthedifferencesbetweenplantandanimalcells

Lesson2

Studentscompletethecellbuilderandgraphicorganizeractivity; studentsareassignedacell
organelleandgivenaworksheettofilloutanddoresearchontheirorganelle.

Lesson3

Studentsthenmakepostersandcompleteagallerywalk,givingfeedbackonothersposters
andwritingimportantinformationaboutotherorganelles

Lessonsafter
Cellmembranes;passivetransport;activetransport;mitosis
yoursequence

B.ActivitySequenceDetails
FocusObjective
Objective
B2.5iRelatecellparts/organellestotheirfunction.(HSCE)

NGSSPractice
Constructing
explanations

1.ApplicationCycle
ExamplesandScaffolding(PatterninStudentPractices)
Studentswillgofrombeingguidedthroughareadingandavenndiagramallthewayto
creatingaposterindependentlycontaininganalogiesandcomparisonsforeveryorganellein
thecell.Themainfocusinthescaffoldingprocessthroughthisunitistocreateaclassroom
environmentinwhichtheworkismorestudentdrivenandlessteacherdriven.Students
shouldbeabletoconstructanexplanationforhoweachoftheseexamplesrelatestocell
structure,cellfunction,celltheory,orreallife.
Listofexamples
1. You(asahuman)aremadeupofcells

2.
3.
4.
5.
6.
7.
8.

ALLlivingthingsaremadeofcells
Prokaryoticvs.EukaryoticCellText
Venndiagrams(tocompareandcontrastdifferentcelltypes)
CellBuilder(plant/animalcell)
Biology4kidscellorganelleinformationalongwithotheronlineresearch
Starchandiodinelab(cellmembranes)
Stationslab
a. Osmosis
b. Diffusion
c. ActiveTransportthroughProteinChannels
d. Exoandendocytosisvideo(s)
e. JustPassingThrough(PBSonlinedemo)
Scaffoldingthatappliestoallexamples

Coachingthestudentsthroughtheintroductionoftheactivityorexampleandthen
allowingthemtoexplainitbacktome.Sometimesademonstrationwillbenecessary.
StagesinYourApplicationSequence
Stage
TeachingActivities
Establishing
Weneedtoknowwhateachorganelledoesinthecell;weneedtoknowhow
theproblem
anorganellesstructureaffectsitsfunctionandhoweachorganelleaffects
theoverallfunctionalityofthecell.
Modeling
Thestudentswillgothroughtheprokaryoticvs.eukaryoticcelltextandavenn
diagram.
Coaching
Wewillgothroughagraphicorganizerofthecellorusethecellbuilderdemo.
Thestudentswillconductguidedresearchintotheirassignedorganelles
function.
Fading
Thestudentswillpresenttheirposterswithalloftheinformationgatheredfrom
theirresearch;wewillconductagallerywalk.
Maintenance
Thestudentswillusetheinformationgainedduringthisapplicationsequences
throughouttheentireunit.
NOTE:TheselessonsarebestdetailedthroughmyplansforWeeks10,11,&12inthe
DropboxfoldertitledCellStructureandFunction.
Lesson1Materials
Presentationmaterials(OverheadtransparenciesorPowerPointpresentations,etc):
Copiedmaterials(Handouts,worksheets,tests,labdirections,etc.):
Pagesintextbook:Book:______________________Pages:_______
Laboratorymaterials:Fortheteacherortheclassasawhole:
Foreachlaboratorystation:
Othermaterials:

Lesson1Activities
Lesson1Introduction(minutes)
Lesson1MainTeachingActivities(minutes)
Lesson1Conclusion(minutes)
Lesson2Materials
Lesson2Introduction(minutes)
Lesson2MainTeachingActivities(minutes)
Lesson2Conclusion(minutes)
Lesson3Materials
Lesson3Introduction(minutes)
Lesson3MainTeachingActivities(minutes)
Lesson3Conclusion(minutes)

PartIV:AssessmentofFocusStudents
A.FocusObjective
B2.5iRelatecellparts/organellestotheirfunction.(HSCE)

B.DevelopingAssessmentTasks
Whatistherelationshipbetweenasingleorganelleandasinglecell?Whydoesacell
needorganelles?(Myquestion)
Howdoesthecellmembranesstructurecontributetoorrelatetoitsfunction,whichis
theabilitytokeepthingsinoroutofthecell?(Jennifersquestion)

Yourfriendtellsyouthathereadontheinternetthatanimalcellscontainchloroplasts.
Youknowbetter.Whatisthereasonthatanimalcellsdonotneedthisorganelle?(Gails
question)
IwillbeusingthesamefocusstudentsfortheseassessmentsasforthefirstGLT.

PartV:AftertheUnitReport
A.DescriptionofChangesinYourPlans
Wemodifiedtheactivitysequencetoincludeafinalassessmentananalogyposter
containingonecentralanalogyofsomethingthatthestudentscouldrelatetoaplantoranimal
cellandeachofitsorganelles,likeaschool,akingdom,oracitythatthestudentscreatedwith
thehelpofwhattheylearnedfromtheirclassmatesorganellewantedposters.Itwasawayto
synthesizewhattheyhadlearnedovertheentireactivitysequenceandagreatwayforthemto
provethattheycouldputalloftheirknowledgetogethertocreatesomethingfunanddifferent.
JenhadneverdonethisactivitybeforeandsheandIwerebothhappywiththeresults!The
posterswereabsolutelybeautifulforthestudentswhohadtimetoputthemtogether(remindme
tosendyoupictures!Icouldntincludethemonherebecausethefilesaresobig)butevenfor
thestudentswhodidnothaveenoughtimetoputtheposterstogether,theanalogieswerepretty
muchspoton.Someofthestudentscouldhaveusedmorestructuredsupport,evenwiththe
differentiation,andIwillspeaktothatlaterintheimprovementssection.

B.StoryofWhatHappened
Thestudentsmovedrelativelysmoothlythroughtheapplicationsequence,withmany
studentsactivelyengagedintheactivitiesandreadings,althoughwiththeresearchandposter
making.Thisunitwasmuchmorestudentdrivenandfilledwithactivitiesintendedtoactively
engagedthem,ratherthantohavethemsittingthemattheirdeskspassivelytakingnotesor
reading.
Thestudentsbegantheunitwithaguidedhighlightedreadingexplainingthedifferences
betweenprokaryoticandeukaryoticcells,whichinvolvedseveralcomplicatedandhardto
pronouncevocabularywords.IhaddifferentiatedthereadingfromwhatMariandJenusedin
second,fifth,andseventhhours,andIallowedthestudentsextratimetotalkwiththeirpartners
tomakesenseofitall.Thevenndiagramtheycreatedattheendofthereadingaidedtheminthe
incorporationofthenewknowledge.Studentsintroducedthemselvestotheorganellesinplant
andanimalcellsthroughthecellbuilderactivityandspentfourdaysinthemediacenterdoing
researchonanassignedorganelle.Theorganelleswerenotchosenbythestudents,butrather
theywereassignedtostudentsinordertoplacetheminapartnershipthatwasheterogeneousby
ability.Strongerstudentswerepairedupwithstudentswhoneededalittlemoreassistanceand
pushing.Thestudentsweremotivatedbyacommongoaltoeachindividuallycreatethebest
andmostaccuratewantedposterfortheirspecificorganelle.Theresearchwasstillrelatively
guidedalthoughmorestudentdriventhanpreviouslyactivitysequencescoachingportionshave
been.Ifadedduringthestudentsinvestigationintoeachotherspostersandorganelles,which

allowedthemtocompleteacommonworksheetwheretheyneededtocolorinorganellesina
bacterial,plant,andanimalcellwhilewritinginthefunctionofeachorganelle.Theywereable
togetanypotentialmissinginformationfromtheBiologytextbooks.Theyputalloftheirnew
knowledgeaboutcellsandtheirorganellesintoafinalanalogyposter,wheretheycomparedthe
cellanditsorganellestoanothersystem(aschool,acity,etc.)withmanypartsandmadeten
analogiesconcerningindividualorganelles.Theposteritselfcontainedapictureoftheanalogy
(forexample,Tristansposterwasofaschool,withtheindividualpartsoftheschoollabelled
withthecellorganellefromtheanalogy).

B.MakingSenseofFocusStudentsResponses
1.Descriptionsoffocusstudents
Pseudonym
Tristan

Academic
Standing
Good;solidA
student

Adriana

Passing;solidC
student

Mauricio

Barelyhangingin
thereinscience;SE

PersonalDescription
Footballathlete,veryindependentlymotivated,helps
outwithgroupmemberswhentheylackalevelof
understanding
Understandswithsomecoaching,workswellin
groups,doesnotseemintrinsicallymotivatedby
biology
Comestoclasslateeachday,doesnothavean
intrinsicmotivationforlearningbiology,iseasily
confusedandveryeasilygivesup;hehasturnedin
hardlyanythingthisunitbutwasabletotakethe
finalassessmentandcompletetheassessments
duringtheapplicationcycle

2.ExcellentResponseorRubric
Whatistherelationshipbetweenasingleorganelleandasinglecell?Whydoesacell
needorganelles?(Myquestion)
Bestresponse:Eachorganellehasaspecificfunctionrelatedtoitsstructureandisa
smallerpartofthecell.Thecellsneedorganellestokeepcellsaliveandtoallowthecellto
performmanydifferentfunctions.
Howdoesthecellmembranesstructurecontributetoorrelatetoitsfunction,whichis
theabilitytokeepthingsinoroutofthecell?(Jennifersquestion)
Bestresponse:Thecellmembraneslipidbilayer,membraneproteins,andtransporters
allowittocontrolwhatsubstancesenterorexitthecell.
Yourfriendtellsyouthathereadontheinternetthatanimalcellscontainchloroplasts.
Youknowbetter.Whatisthereasonthatanimalcellsdonotneedthisorganelle?(Gails
question)

Bestresponse:Animalcellsdonotneedchloroplastsbecausetheydonotconduct
photosynthesis.Theyobtaintheirfoodfromsourcesoutsidethecellsandareunabletocreate
theirownfood.
Theseassessmentquestionswerepartofamultiplechoiceexam,becausewehadgiven
thestudentsampleopportunitytodemonstratetheirknowledgeinotherwaysbeforethetest.
Thatisthemainreasonwhytheseexcellentresponsesaresoshort.Obviouslytheycouldhave
beenlengthenedbutthereisonlysomuchyoucanincludeonamultiplechoiceexam!Eachof
thetwopostersandtheaccompanyingorganellefunctionlabellingsheetweregradedwithmore
weight(ahigherpointtotal)thanthetestitself.Thetestwasdifferentiatedfromtheotherhours
forthirdandsixthhourssothattheywerelesslikelytogiveupifatfirsttheydidnotfeelthat
theycouldbesuccessful.
3.FindingandExplainingPatternsinStudentResponses
Tristanansweredeachoftheseassessmentquestionscorrectlyandreceivedoneofthe
highestgradesintheclassonthetestitself32outof40.Heisabletoarticulatehisthoughts
andideasinamuchmoredetailedandsuccinctwaythanthatofhisclassmates.Hiswrittenwork
isalwaysincompletesentencesandincludesamuchmorecomprehensiveanalysisandlevelof
detailthanisrequired.Heismotivatedtodowellinschoolbecausehewantstogotocollegein
ordertoplayprofessionalfootballoneday.Hisdreamistoplayasastartingquarterbackin
collegeandprofessionally.HeisearninganAintheclassrightnowbecauseofhishighlevelof
understandingoftheconceptsandtheworkandcareheputsintotheassignmentsthatheturns
in.Hislevelofmaturityandmotivationfarexceedthatoftheotherstudentsintheroom,
althoughmanyofthemweremuchmoremotivatedbythisunitthanthelast.
Adrianawasunsureonafewofthesequestions;sheisSEandaccordingtoherIEP,she
isentitledtoacopyofteachersnotesifrequestedalongwithmoretimeonthetestand
assignmentsthangiventotheotherstudents.Shewasabletoanswerallthreeofthequestions
correctlyontheexamwhenitwasreadtoher.Itookthetimetoreadtheexamtoherbecause
sheisabletofocusandarticulateheranswersbetterwhenitispartofaverbalconversationthan
whenitisonawrittentestorassignment.Shefeelsbetteraboutbiologyandisahigher
performingstudentwhensheisallowedextratimetowork.Sheisoneofthestudentsinthe
scienceseminarclassfourthhourandduetoherhighnumberofabsencesduringthebeginning
oftheunitandforpartoftheapplicationsequence,shetookmuchofherworkwithhertostudy
skillsandscienceseminar.Throughthesetwoaddedsystemsofsupport,shewasableto
completeallmissingworkandsofarhasaBaverageintheclass.Iwasabletotouchbasewith
thestudyskillsteacher,Mrs.Haas,whohasbeenteachingintheschoolforawhileandknows
Jenfairlywell.SheissothrilledthatAdrianahasabiologyteacherwhois,inherwords,so
dedicatedtothewellbeingandachievementofherstudents.Sheisajoytoworkwithandhas
beeninstrumentalinhelpingAdrianatoachieveduringthisunit.
MauricioisamuchlowerfunctioningSEstudent;hisreadinglevelisbelowfourthgrade.
Hemissedmuchofthisunit,duetoabsencesforwhichIhavenoideaofwherehehasbeenor
whyhewasabsent.Hedoesnotspeakmuch,buthereadilyandwillinglyengagesinlabsor
activitiesthatinvolvehandsonwork.Hedidnotturninananalogyposter,buthewasableto

completethewrittenanalogieswithmyhelp.Thedifferentiationprovidedtothirdhourhelped
himout,Ibelieve,becausehecontinuedwiththeexampleanalogiesrelatingthenucleus,DNA,
andotherorganellestopartsofakingdom.Hewasabletocompletetheorganellewantedposter
(thelessoninthesequencerightbeforetheanalogyposter)andhecompleteditwell.Hedidtake
thetest,butbecauseofhimhavingmissedsomanylessonsthisunit,throughouttheentireunit,
notonlyinthebeginninglikeAdriana,hewasunabletoanswerthefirsttwoquestionscorrectly.
Hewasabletoanswerthequestionaboutthechloroplastscorrectlybecausehisfavoritecoloris
green,sohepaidspecialattentiontothatorganellehiswords,notmine.However,heisa
studentwhoseemsmoreoftenthannottobefallingthroughthecracks.Theincreasedlevelof
supporthashelpedhim,butithasnotseemedtohelpenough.Iwillneedtospendmoretime
withJenandperhapsourTeacherCollaborationgrouptofindoutmoreinformationonhowto
bettersupporthim.

C.ImprovementsPartsIIV
IfeltlikeItriedtomakemoreconnectionstotheirlivesinthisunitandingeneral
succeededwiththeprojectsandtheapplicationsequence,butmytransitionsneedseriouswork.
AndwhenIsayseriouswork,ImeanthatIneedtomakeitmuchmoreobviousWHYtheyare
learningwhattheyarelearningandthereasonisnottohitalloftheMichiganHSCEs.Thatis
notagoodenoughreasontolearn,nottomotivatemystudentsspecifically.Iwillcontinueto
workatfindingwaystoconnectwhattheyarelearninginbiologytotheirlives.Youwouldthink
thiswouldbeeasier,becausebiologyisallaroundusallthetime,butitismoredifficultto
incorporateconcrete,realconnectionstoeverylessoneveryday.
IdifferentiatedagreatdealinthisunitfromwhatMariandJenshoursweredoingbutI
feltthatsometimesthirdandsixthhourneededevenmoresupport.Forexample,duringthecell
analogyposterproject,therewereseveraldisengagedand/orunmotivatedstudentsanditwould
havehelpedtohavehadeveryoneonthesamepage,quiteliterally,doingtheexactsameanalogy
sothatwecouldhavetalkeditthrough.

D.ImprovementsinYourUnderstandingofScienceTeaching
Itrulylearnedthroughteachingthisunittheimportanceoftheconnectiontothestudents
livesandhowvitalthatistotheirunderstanding,justlikeintheBiochemistryandChemistry
unit.However,Ithinkthatinthisunit,Ididamuchbetterjobofmakingsome,butnotall,the
necessaryconnections.Thisunitutilizedmuchmorehandsonactivities,includingtheposter
creationsandseverallabs.Thestudentsseemedtobemuchmoremotivatedthantheyhadbeen
previouslybyotheractivitiesorassignmentsandtheyseemedliketheydidnotgiveupaseasily
astheyusedtoiftheydidnotunderstandsomethingessentially,theyarebuildingperseverance
skills.Iwasabletogainamuchbetterunderstandingofwhereeachindividualstudentisatin
termsofreadinglevelorskilllevelfromtheirIEPs,whichIthinkdefinitelyaidedintheplanning
andimplementationofthestrategiesanddifferentiationinthisunit.
Ialsospentalotmoretimetakingmissingworkandprogressreportstostudentsstudy
skillsclassesortotheirscienceseminar.Iprobablywouldhavestudentswithmuchlowergrades
ifIhadnotspentsomuchtimechasingthemdown!IamhappythatIgottospendsomuchtime
helpingtheminbeingabletoraisetheirgrades,completetheirassignmentsandprojects,and

workwiththeminasmallergrouporevenoneononesetting.Wehaveamuchstronger
relationshipingeneralasaclassbecauseofthetimeIhaveinvested.

Attachments
Week10Plans(indropboxfolder)
Week11Plans(indropboxfolder)
Week12Plans(indropboxfolder)