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“How Do We Fit?” “How Do We Fit?” For further information contact Alice Lewis Mulberry Middle School 500 S.E. 9th Ave., Mulberry, FL 33860 (863) 701-1066 • [email protected] 2005-2006 IDEA CATALOG OF EXCELLENCE PROGRAM OVERVIEW OVERALL VALUE – applying technology to maximize student learning. Teachers: How Do We Fit was developed to ISTE/NETS OBJECTIVES a facilitate technology-enhanced help students understand the TEACHER: experiences that address content importance of relationships. By I. ISTE Standard II - standards and student technology beginning with functions of basic standards. organelles and ending with a habitat, PLANNING AND DESIGNING students were able to see the LEARNING ENVIRONMENTS AND b use technology to support learner- connections from beginning to end. EXPERIENCES. centered strategies that address the diverse needs of students. After studying basic cell structure Teachers plan and design effective and function, students created 3- learning environments and experiences c apply technology to develop dimentional models, PowerPoint, or supported by technology. Teachers: students’ higher order skills and written and oral reports. Mr. Bones, the A design developmentally appropriate creativity. class skeleton, was then equipped with learning opportunities that apply d manage student learning activities organs made from tissue and wax paper. technology-enhanced instructional in a technology-enhanced environ- strategies to support the diverse The unit culminated with recognition ment. needs of learners. of communities within our school habitat III. ISTE Standard IV - and the affect that our “human B apply current research on teaching ASSESSMENT & EVALUATION. population” had on other populations and learning with technology when within our school community. planning learning environments and Teachers apply technology to facilitate experiences. a variety of effective assessment and Sixth grade inclusion team students evaluation strategies. Teachers: successfully completed this unit whic C identify and locate technology included technological, artistic, and resources and evaluate them for a apply technology in assessing cooperative activities as well as accuracy and suitability. student learning of subject matter using a variety of assessment individual components that encouraged D plan for the management of techniques. students to challenge themselves in technology resources within the many ways. context of learning activities. b use technology resources to collect and analyze data, interpret results, E plan strategies to manage student and communicate findings to learning in a technology-enhanced improve instructional practice and environment. maximize student learning. II. ISTE Standard III - IV. ISTE Standard V - TEACHING, LEARNING, AND THE SOCIAL, ETHICAL, LEGAL, AND CURRICULUM. HUMAN ISSUES. Teachers implement curriculum plans Teachers understand the social, ethical, that include methods and strategies for “How Do We Fit?” Alice Lewis T T E N E N A IO A IO C T C T H 2 C H 2 C E TTE E TTE R N R N TO ON TO ON TEACHER C TEACHER C legal, and human issues surrounding the • Students evaluate and select new MATERIALS use of technology in PK-12 schools and information resources and apply those principles in practice. technological innovations based on Equipment: Teachers: the appropriateness for specific • Computers (preferably lab) with a model and teach legal and ethical tasks Internet access practice related to technology use. 4. ISTE Student Standard 6: • PowerPoint, Word, Excel, and b apply technology resources to Technology problem-solving and Publisher access enable and empower learners with decision-making tools • Digital Camera diverse backgrounds, character- istics, and abilities. • Students use technology resources • Projector for solving problems and making • Microscope c identify and use technology informed decisions. resources that affirm diversity • Slides of animal and plant cells or • Students employ technology in the slides, slip covers, onion skins, d promote safe and healthy use of development of strategies for technology resources. potato specimen (onion and potato solving problems in the real world. specimens would require knife for e facilitate equitable access to LEARNING OBJECTIVES: cutting samples, stains, technology resources for all eyedroppers, paper towels, students. • Students will explain the functions of certain organelles goggles) STUDENT: within the plant and animal cells • Overhead projector 1. ISTE Student Standard 2: • Students will identify the • Scanner Technology research tools characteristics and requirements Materials to be printed as handouts: of living organisms • Students use technology to locate, • Wanted Dead, Alive, or Non-living evaluate, and collect information • Students will identify the levels of Monitoring Chart from a variety of sources. organization within an organism • Big 6 organizing worksheets and • Students use technology tools to • Students will depict the transparencies process data and report results. relationships among systems within an organism • SQ3R guides • Students evaluate and select new information resources and • Students will complete models of • Cell model planning guide technological innovations based on the systems within a human. • Cell Outline Study guide the appropriateness for specific • Students will evaluate the affect • Project introduction letter with tasks. of populations within a given student/parent agreement state- 2. ISTE Student Standard 3: community. ment • Rubrics Technology productivity tools SUBJECTS COVERED • Students use technology tools to Miscellaneous: Science, Language Arts, Geography enhance learning, increase • Textbooks, reference books, on-line productivity, and promote creativity. GRADES and hardcopy encyclopedias • Students use productivity tools to • Wax paper collaborate in constructing Sixth technology-enhanced models, • Tissue paper prepare publications, and produce ABOUT THE DEVELOPER • Markers other creative works Alice Lewis has 12 years with the • Scissors 3. ISTE Student Standard 5: Polk County School System. She is a Model Technology Teacher and Trainer. • Masking tape Technology research tools Her Bachelor’s Degree was earned • Jumbo paper clips or Christmas • students use technology to locate, from the University Of South Florida ornament hangers for attaching evaluate, and collect College Of Education and currently system models information from a variety of teaches at Mulberry Middle School • Science skeleton or drawing of life- sources. where she was Teacher of the Year for size torso on cardboard or similar • Students use technology tools to 2005. stiff background. process data and report results “How Do We Fit?” Alice Lewis T T E N E N A IO A IO C T C T H 2 C H 2 C E TTE E TTE R N R N TO ON TO ON TEACHER C TEACHER C SUNSHINE STATE have similar structures, whereas DIRECTIONS/PROCEDURE STANDARDS those with different structures have different functions; uses tools to Unit Activities at a Glance SCIENCE identify and compare cell structures What is required to be labeled SC.F.1.3.1: The student understands (for example, microscope, hand “living” and to maintain life? Students that living things are composed of lenses, bioscopes). will evaluate and classify given objects major systems that function in SC.G.1.3.4: The student knows that the according to living, non-living, or dead. reproduction, growth, maintenance, interactions of organisms with each They will then identify the necessities of and regulation; knows ways other and with the non-living parts life using Inspiration software. systems in an organism function and of their environments result in the What happens within a cell? interact (for example, the muscular flow of energy and the cycling of Cells will be identified as the basic unit system provides the ability to move matter throughout the system; of life with organelles responsible for and is supported by the skeletal SC.G.2.3.4: The student understands functions to maintain life. Students will system when one is present. that humans are a part of an complete several research tasks to SC.F.1.3.2: The student knows that the ecosystem and their activities may include hardcopy sources, primary structural basis of most organisms deliberately or inadvertently alter the sources, web sites including interactive is the cell and most organisms are equilibrium in ecosystems. activities. Following the research, single cells, while some, including students will complete a project LANGUAGE ARTS humans, are Multicellular; knows consisting of making a three dimensional that the cell is the basic unit of LA.A.1.3 The student uses the reading model, a written report, and oral report structure and function in all living process effectively. on the functions of certain organelles in a plant or animal cell. things; knows that there is great LA.B.1.3 The student uses writing diversity among unicellular processes effectively. How do cells work together? organisms; knows the basic Students will make a flow chart using LA.B.2.3 The student writes to processes that occur in cells. Word representing the cell to organism communicate ideas and information relationship. They will then, within a SC.F.1.3.5: The student explains how effectively. the life functions of organisms are group, make paper models of the LA.C.1.3 The student uses listening related to what occurs within the cell; systems of the human body. Following strategies effectively. understands that there are group presentations, the students will structures
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