Unit Plan Outline Name: __Erin Hartill____________ a) Title/Unit Name: The Little Things Among Us b) Theme: little bits

c) Content Area/s: Cell Biology d) Big Ideas/Essential or Unit Questions/ (What will students understand?): What is our world made up of? How do these little cells work by themselves and with each other? Why does knowing how a cell function help you understand what happens when you get sick? Why does everything seem to work just right in an organism? (homeostasis) Date:10/3/2013________

e) Key Knowledge & Skills: Through this unit, students will learn how cells work together to create larger organisms. Students will understand the function of the organelles in a cell and relate back to body systems. This understanding will allow them to see the small parts of a whole organism and how interactions occur at many different levels of the organism. Students will understand how cells impact homeostasis of an organism.

f) Motivation/Learning Styles/Modalities: Class note taking; video; review questions; quiz; labeling diagrams; homeostasis project g) Procedures/Instructional Activities: (State how technology will be included/integrated into the unit.) Online videos; worksheets; small groups; light lecture; visually artistic project; musical incorporation. Students will have multiple opportunities to represent their knowledge in ways that they are comfortable. Interactive ipad apps can be downloaded about all of these topics. Poster paper, markers, diagrams, apple tv

h) Articulation with Common Core: Students describe structure and function of cells at the intracellular and molecular level including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on individuals. a. Describe the similarities and differences in the basic functions of cell membranes and of the specialized parts within cells that allow them to transport materials, capture and release energy, build proteins, dispose of waste, communicate, and move. b. Describe the relationship among DNA, protein molecules, and amino acids in carrying out the work of cells and how this is similar among all organisms. c. Describe the interactions that lead to cell growth and division (mitosis) and allow new cells to carry the same information as the original cell (meiosis).

2) Standards & Performance Indicators Maine Education Standard E3

Materials list/Resources/Bibliography:

www.cellsalive.com http://library.thinkquest.org/12413/structures.html Textbook

i)

Evaluation procedures/Assessments: (Formative and Summative) Assessing participation in small groups Completion of labeling and study guide Complete icon notes Homeostasis project Two mid unit quizzes and one end unit test

LESSON 1 Cell Biology Essential Questions 1. Why is a cell considered to be the basic unit of life? 2. To what extent does the cell do the same things we do? 3. How does a tiny cell affect the larger organism? Objectives The students will recognize cell structures by defining vocabulary. They will be able to identify the function of organelles within plant and animal cells by completing a study guide worksheet and a labeling diagram. They will complete a lesson quiz with a minimum 80% accuracy. Preparation Student Materials Notebook Computer/iPad Diagrams of cell organelles Teacher Materials Cell diagram handouts Internet access Presentation software Books and internet websites Need to do ahead of time: Create cell diagram on front board for class labeling Define all vocabulary Body of Lesson Introduction (Visual IP, Musical MI) Show video Parts of the Cell Rap http://www.youtube.com/watch?v=zafJKbMPA8. Allow students five minutes to complete a think-pair-share activity about organelles they recognize. Procedures Session 1 1. Define all vocabulary as a class and discuss possible icon choices for each 2. Using the school computer lab or student laptops to access the internet, explore the listed websites for information about plant or animal cells. http://www.cellsalive.com/ 3. Have students get into small groups of their choice. (Choice) 4. Complete worksheet of questions and diagram labeling. (LS, Linguistic MI) Closure Have students continue work on assigning icon for each organelle.

Evaluation/Assessment Participation Complete notes and vocabulary Complete review handout Modifications ELL- using video representation to show action with language Special Education-word lists for labeling G/T- those showing mastery can complete diagrams for plant and animal cells Reflection Students should be able to meet the expectations of this lesson plan because it is broken down into small manageable parts that offer choice and collaboration. Focusing primarily on the organelles may limit the scope of this lesson. LESSON 2 Cell Biology -Homeostasis Essential Questions 1. What does your body need to stay in balance? 2. What happens to your body when it is not at homeostasis? 3. What kinds of interactions affect homeostasis? Objectives Students will define and understand homeostasis and how it is maintained. Students will identify connections between cells and body systems and how they impact each other. Students will complete a 10 question pop quiz. These results will be used to establish how much review is necessary before continuing. Preparation Student Materials Notebook Computer/iPad Notes Teacher Materials Cell diagram handouts Internet access Power point presentation Need to do ahead of time: Locate appropriate YouTube videos Define all vocabulary Prepare examples, water, food, exercise Body of Lesson Introduction What is homeostasis? Allow students to try to figure it out and then move into power point with definition. Procedures Session 1 1. Define all vocabulary in notes. 2. Read and discuss power point lecture. 3. Using ipads, research possible impacts on homeostasis. 4. Complete Homeostasis word loop in small groups

Closure Pop quiz to check understanding. Evaluation/Assessment Participation Complete notes and vocabulary Complete word loop Modifications ELL- define vocabulary Special Education-definition and word bank G/T- those showing mastery can begin work on homeostasis project Reflection Students should be able to meet the expectations of this lesson plan because it is broken down into small manageable parts that offer choice and collaboration. Focusing primarily on the function of homeostasis should allow for effective learning. LESSON 3 Cell Biology Homeostasis Revisited Essential Questions 1. How do our bodies accommodate each of the three controls of water, glucose, and temperature? 2. What impact does what we do (activity level, nutrition) have on how much adjusting our bodies need to do to stay in balance? 3. Do our cells maintain homeostasis the same way our bodies do? How? Objectives Students will define and understand homeostasis and how it is maintained. Students will identify three controls homeostasis must maintain. Students will complete a mini research report on one control and be able to present their findings to the class. Students will organize and complete an at home homeostasis project. Preparation Student Materials Notebook Computer/iPad Notes Dry erase board Markers Teacher Materials Internet access Power point presentation Need to do ahead of time: Locate appropriate YouTube videos Define all vocabulary Prepare examples, water, food, exercise Body of Lesson Introduction Review homeostasis definition then break into small groups. Procedures Session 1 1. Assign each group a control to research. 2. Have each group pick an activity that represents that control and how it is impacted.

3. Present to class an interactive show of homeostasis. 4. Assign Homeostasis project. Closure Allow time for questions regarding project and clearly state due date and write it on front board. Evaluation/Assessment Participation Written notes on control research Presentation creativity and interaction. Modifications ELL- define vocabulary Special Education-definition and word bank G/T- ask for additional examples of controls and impacts Reflection Students should be able to meet the expectations of this lesson plan because it is broken down into small manageable parts that offer choice and collaboration. This lesson incorporates kinesthetic activities to improve student engagement and make real life connections.