“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

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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, characteristics, 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

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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 with particular functions LA.D.2.3 The student understands the explain how the systems within the that are unique to certain types of power of language. human body interact. cells (for example, plant cells have How do we fit? Having an cell walls, animal cells do not); understanding of the basics of life, knows the essential functions in ACCOMMODATIONS students will then examine the campus cells; understands that the diversity as a community of populations. Using of cell structure permits a diversity ESE/ESOL Check individual IEP’s the digital camera, they will photograph of functions for the organism; knows and 504’s for specific accommodations. habitats and populations. They will that the cell is a system of organelles Working in pairs will be of assistance for evaluate the affect of organisms that mirrors the systems within all activities except for making the cell interacting with each other within our multicellular organisms. model, written, and oral reports. The “campus community”. PowerPoint written report could be provided to presentations or Publisher flyers will be SC.F.1.3.6: The student knows that the student in Cloze form. cells with similar functions have created promoting awareness re similar structures, whereas those coexistence. Awareness products to be with different structures have posted on class webpage or hall bulletin different functions; uses or board. constructs models of plant and Preparation: animal cells to identify the basic Check for Network Applications on structures of each; knows the file for each student granting permission functions of structures in plant and to access Internet and/or having work animal cells; understands that there published. are many similarities among the great diversity of living things; knows Have website for posting finished that the cells with similar functions awareness campaign product. “How Do We Fit?” Alice Lewis

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Assign a group of 3-4 students to Anticipatory Activity: as living (only one thing being a take pictures with the digital camera of As students enter the room, give student), 3 non-living and 3 dead objects around campus. Tell them they each a set of 3 cards with instructions to items. Discuss each and clarify any should include objects that they would hold them for later. State, “We are about confusion regarding dead vs. non- consider dead as well as some that are to classify some objects. The cards you living. alive. Incorporate the pictures into a are holding represent the three Project http://vilenski.org/science/ PowerPoint presentation that students categories we will use to classify all safari/charoflife/charoflife.html for will use to differentiate the living objects matter. Please title a page in your comparison to the list created by from dead and non-living objects. Be notebook Living, non-living, or dead. students. sure the presentation includes hair and Please explain in paragraph form what Day 2: Review students regarding the fingernails, as well as items of wood, qualities you think items in each of these paper, cotton (clothing) and straw. characteristics of all living things by categories would possess.” After projecting http:// Include pictures you (teacher) have adequate time for writing assignment, taken of familiar non-living objects. www.saburchill.com/questions/ have a few volunteers read paragraphs. c01q01.html and asking students to Provide table for students to Highlight any common characteristics, use the listed items to continue filling evaluate objects they are being shown. but don’t affirm the descriptions. State, in the Wanted Dead or Alive or Non- (example provided PowerPoint monitor: “Let’s watch this video and then discuss living chart (the chart on site could Wanted Dead or Alive or Non-living?) again. Maybe some of us would like to be printed for use). rewrite our descriptions.” Then ask Prepare a class set of index cards. Project http://www.saburchill.com/ Using 3 different colors of cards, write students to make 3 columns on their paper-one column per category. They chapters/chap0001.html while either living, non-living, or dead on each being read aloud. Have students card-with each category having a are to list the items highlighted in the upcoming video as living, non-living, or copy the chapter summary for Living specific color. i.e. if 30 students per and Non-Living Things into their class-90 cards (30 blue living, 30 pink dead and briefly state why it falls in the category. notebooks. Tell students that now dead, 30 white non-living) we must decide upon the Students are to be provided the: Project: requirements of maintaining life. outline study guide for cells, letter of http://www.teachersdomain.org/K-2/sci/ Allow Kagen activity think-pair-share introduction for the project (includes the life/colt/alive/index.html Following the time: task is to list the requirements student/parent signature agreement video, have a transparency ready with of all (plant and animal) living page), grading sheet for model, oral and columns. Hold discussion and finalize organisms. Using Inspiration written reports, as well as rubric for by having the items correctly placed in Software, list suggestions as class PowerPoint presentations and/or flyers. the columns. discussion ensues. Students should Prepare groups: Students in each Day 1: Ask the question: What does decide upon: taking in nutrients, class will be divided into 3 cooperative each of these things have in proper temperature, water, sunlight, groups on day 3. If a computer lab is common? Then, project Power- air, space. . Follow-up: students available that accommodates the Point: Wanted Dead or Alive or Non- should list as many examples as number of students, days and activities living presentation. Using the possible representing different ways could be adjusted. This plan is suited monitoring chart, they will deduce organisms have of carrying out the for a classroom with 7 student computers the characteristics of living things by necessities of maintaining life (fish and class size of 28-30 students. comparing objects. Students should have gills, people have lungs, leaves be guided toward the qualities of “it have pores; bears have fur, people If students have not been trained in eats, breathes, moves, will die, can have heaters and/or clothing, kittens the use of SQ3R and/or The Big 6 reproduce, excretes waste, and huddle together, cold-blooded research model, this should be done. responds to a stimulus”. Define dead animals lie in the sun; animals have The Big 6 greatly facilitates research and non-living. Ask students to mouths, trees have roots, etc). Use projects. SQ3R reading and review review the monitoring chart and Excel to chart and graph examples model is excellent for reaching all decide which item would be living, per category. learning abilities. non-living, or dead. As you reshow Day 3: Review students by projecting Print out or copy suggested list and the pictures, have students raise the and discussing PowerPoint research questions from: http:// appropriate colored index card. presentation Cells, The Basic Units www.usoe.k12.ut.us/curr/science/ Discuss any misconceptions. Have of Life. Divide the class into 3 sciber00/7th/cells/sciber/timeline.htm for students list three items found in the groups. Group members will be each member of one group classroom that would be classified responsible for completing tasks “How Do We Fit?” Alice Lewis

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cooperatively and ensuring that http://www.usoe.k12.ut.us/curr/ can then be taped, stapled, or members receive make-up science/sciber00/7th/cells/ attached by paper clips in the proper information. Tell students it is now sciber/timeline.htm position to represent the system. time to examine living things. Follow-up would be for groups to The systems are then attached to Explain the project (model, written complete summaries of day’s the drawing or placed inside the report, and oral report). Issue the activity as homework. cavity of the skeleton. Survey class outline study guide, project planning as to progress on the cell project that sheet, project introduction letter, Day 5: allow 7-10 minutes for groups to students should be planning. collaborate re previous day’s activity model, written report, and oral report Day 11-12 groups make oral presenta- grading sheet. and the cell project that students should be planning. Follow Day 4 tions re assigned system’s organs Project http://www.howe.k12.ok.us/ plans except exchanging activities. and functions. ~jimaskew/bio/bcell1.htm#two as a Day 13 review of systems, highlighting precursor for the project to be Day 6: allow 7-10 minutes collaboration time and discussion re the cell how they interact within the completed. Review the Big 6 and organism. issue handouts to be maintained in project that students should be science notebook. Follow up: read planning, then exchange activities Project http://www.usoe.k12.ut.us/ appropriate section in text (Prentice for the last time. By the end of class, curr/science/sciber00/7th/cells/ Hall Science Explorer, Cells and each group should have the sciber/timeline.htm Heredity ch. 1 sec. 1-discovery of sentence summaries, SQ3R, and Re-emphasize function of each cells & 2-functions of organelles). website activities completed. system, major organs, and how they Day 4: (suggested time allotments would Day 7: follow-up and review of all interact. be adjusted as needed) activities. This is best done by Day 14-16 Tell students that it is now issuing The Virtual Cell Worksheet time to put our organisms into the Group 1 is to begin a cooperative for completion while projecting effort of creating CRISS environment. Have students define sentence summaries or (SQ3R) http://www.ibiblio.org/virtualcell/tour/ species, population, niche, of each subtopic in the textbook cell/cell.htm community, habitat, and reading selection. (If students http://www.tvdsb.on.ca/westmin/ environment. are not accustomed to science/sbi3a1/Cells/cells.htm Project http://www.fi.edu/tfi/units/life/ completing SQ3R’s, directions including quiz as assessment re habitat/habitat.html using as many and guide are attached. Do a organelles. Hold discussion re the of the links you desire, but do review section with class, if necessary.) cell project that students should be content.and http://www.fi.edu/tfi/ Group 2 is to access planning. units/life/habitat/habitat.html Discuss the relationships that exist http://www.usoe.k12.ut.us/curr/ Day 8 - 10: assign a body system to each of the groups. Follow procedures as between populations-take the class science/sciber00/7th/classify/ and digital camera on a campus field living/2.htm and complete in day 4. (Respiratory, Circulatory, Digestive in particular. Sub groups trip. Photograph examples of how activities through the Living vs. populations are interacting (ex: Non-living Quiz. and can be assigned to cover more systems if desired). The systems grass being killed due to being a http://www.usoe.k12.ut.us/curr/ are to be researched, oral report to traffic area; trash in the butterfly science/sciber00/7th/cells/ be given, and models to be made pond; plants and butterflies sciber/levelcom.htm for contributing toward the “class (insects); adults and students, etc). http://www.usoe.k12.ut.us/curr/ torso”. Issue rubric for group grade. Day 17-19 Group 1 is to prepare science/sciber00/7th/cells/ http://sln.fi.edu/biosci/systems/ PowerPoint presentation re cells to sciber/levelorg.htm systems.html. organisms, including the requirements of all living things (1 Students will now use word Groups to use text books, processing and drawing tools to slide per group member). Group 2 encyclopedias and media center is to prepare Publisher flyer create a flow chart representing sources. Organs for the models are the levels of organization. Text emphasizing the interdependence to be traced on the wax paper, cut among populations. Group 3 is to boxes and arrows must be in duplicate, 3 sides of the duplicates incorporated. interview students and staff taped together, tissue inserted regarding suggestions for promoting Group 3 will begin Big 6 research between duplicate layers, and then better coexistence among campus in media center re: last side taped. This will create a 3 populations and produce a dimensional “organ”. The organs “How Do We Fit?” Alice Lewis

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campaign awareness flyer/ ASSESSMENT/EVALUATION REFERENCE SITES PowerPoint. Assist members in obtaining appointments to speak Cell project consists of 3 http://www.usoe.k12.ut.us/curr/science/ with several staff members. Peers dimensional model, written report, and sciber00/7th/cells/sciber/ could be interviewed before or after oral report on organelle functions. They timeline.htm school or at lunch. Each group will are all graded on the same sheet which http://www.teachersdomain.org/K-2/sci/ present their projects. Group is given to the students at the onset of life/colt/alive/index.html products to be submitted day 19 for the project for them to have an adult pregrade before turning in assignment. http://personal.tmlp.com/jimr57/tour/cell/ teacher preview prior to sharing with cell.htm class. The outer lines (next to the numbers) are for pregrading by placing a mark if the http://www.howe.k12.ok.us/~jimaskew/ Day 20 Students present cell project item is represented on the project. The bio/bcell1.htm#one models and oral reports. Written set of lines to the right of each item is for http://vilenski.org/science/notebook/ reports to be submitted for grading me to mark as I am reading the report, unit7/index.html on day 17. listening to the oral report, and looking Day 21 Groups present products from at the model. Maximum points possible http://vilenski.org/science/safari/ days 14 - 16 for each part of the project are 100 (total charoflife/charoflife.html http:// of 300). www.usoe.k12.ut.us/curr/science/ Day 22 After scanning flyers so they can sciber00/7th/classify/living/2.htm be shown via class projection equipment (or Elmo projector), http://www.usoe.k12.ut.us/curr/science/ create a class webpage (or hall sciber00/7th/cells/sciber/ bulletin board) regarding the levelorg.htm populations on campus and the http://www.usoe.k12.ut.us/curr/science/ awareness campaign. Project the sciber00/7th/cells/sciber/ PowerPoints and flyers, voting on levelcom.htm what elements should be included http://www.tvdsb.on.ca/westmin/ on the webpage or bulletin board. science/sbi3a1/Cells/cells.htm Once decided upon, prepare and post displays. http://www.saburchill.com/questions/ quest.html Handouts needed for Unit: http://www.saburchill.com/chapters/ • Study guide outline chap0084.html • SQ3R guides (if new to SQ3R http://www.fi.edu/tfi/units/life/habitat/ system) habitat.html • Big 6 Research Guides http://sln.fi.edu/biosci/systems/ • Informative Letter to parents re systems.html project • Monitoring Chart for Wanted Dead, Alive or Living? (enlarge and print TECHNOLOGY TRAINING MODULES USED landscape) WordXP (advanced) PowerPointXP (advanced) Publisher • List of web resources Tech Tools for Teachers Planning Technology Digital Cameras Rubrics: WebQuest Integrating Technology into Career and Research, • Collaborative Group Skills - System Science Using Primary Sources 6 - 12 Model Rubric Web Resources Marco Polo & Intel Creating Teacher • PowerPoints Web Pages • flyers Excel Office 2000 Web Integration • primary sources interviews (Learn With Gateway On-line) Cell project planning guide Cell project grading sheet “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 “How Do We Fit?” Alice Lewis

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