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Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)

Template with guiding questions

Name Breannia Stewart

Position Special Education Teacher

School/District Gwinnett County

Grade Level(s) 9th

Content Area Biology

Timeline Five days or Five 90 minute class periods

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.
Biology Standards:
SCBI.A.2: obtain, evaluate, and communicate information to analyze the role of
cellular transport in maintaining homeostasis
SCBI.A.2.a: plan and carry out investigations to determine the role of cellular
transport (examples of active and passive transport) in maintaining homeostasis
SCBI.A.2.a1: construct a written argument that relates movement of molecules with
or against a concentration gradient (or in bulk) to the use of energy
SCBI.A.2.a2: ask questions and propose explanations that investigate the response
of various types of cells to different external environments
SCBI.A.2.a3: plan and carry out investigations that demonstrate the movement of
water into and out of a cell depending upon the tonicity of its environment
Language Arts Standards:
1LA.E.31: participate in collaborative conversations with diverse partners about
grade level topics and texts with peers and adults in small and larger groups
1LA.E.35: add drawings or other visual displays to descriptions when appropriate to
clarify ideas, thoughts, and feelings
1LA.E.36: produce complete sentences when appropriate to task and situation
Content Standards

NETS*S Standards: 1c

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Students use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways.
Students understand the fundamental concepts of technology operations,
demonstrate the ability to choose, use and troubleshoot current technologies and are
able to transfer their knowledge to explore emerging technologies.
Students engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices.
Students plan and employ effective research strategies to locate information and
other resources for their intellectual or creative pursuits.
Students evaluate the accuracy, perspective, credibility and relevance of
information, media, data or other resources.
Students curate information from digital resources using a variety of tools and
methods to create collections of artifacts that demonstrate meaningful connections
or conclusions.
Students build knowledge by actively exploring real-world issues and problems,
developing ideas and theories and pursuing answers and solutions.
Students know and use a deliberate design process for generating ideas, testing
theories, creating innovative artifacts or solving authentic problems.
Students collect data or identify relevant data sets, use digital tools to analyze them,
and represent data in various ways to facilitate problem-solving and decision-
Students create original works or responsibly repurpose or remix digital resources
into new creations.
Students communicate complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models or simulations.
Students publish or present content that customizes the message and medium for
their intended audiences.
Students contribute constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

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Students will show their understanding of cell transport and how the cell maintains homeostasis.
Students will complete a lab, research, and create a poster to be used in a gallery walk using augmented
reality to make elements of the poster come alive. This will also serve as a summarizing activity for a lab
about cell transport and experimental design. Students will assess their peers and the teacher will assess
the final project. The teacher and student will use a rubric to assess. Students will work in groups of two
or three to create their posters. Students will be expected to complete a lab before creating the poster.
Each group must decide the layout of their poster (guidelines for each section of the poster were
provided) and what each student’s role is in each group (i.e. who is in charge of creating each section).
Students will use the internet to locate additional resources to be used with their augmented reality.
Groups will be expected to share their poster during a gallery walk. Each poster must include
information about their experimental design, results of the lab, methodology, experimental variables, an
introduction, and conclusion. Each poster must also include at least three augmented reality overlays
(one of which should be a link to a student-created Google quiz) that provide additional content related
to cell transport. Students are given the choice to use text, video, or images.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple “yes” or “no” and should have many acceptable answers.

How does the cell membrane structure help in protection, recognition, and transport to aid in maintaining
Why is passive transport processes important in cell membranes?
Why is active transport processes important in cell membranes?
While vacationing at the beach you catch a minnow swimming in the ocean. You take it back to your
home and put it in your freshwater aquarium. The minnow dies shortly after. In terms of osmosis and
diffusion, why did the minnow die?
What observations would you expect if you soaked the celery in an isotonic solution? Would this be
better or worse for the survival of the plant? Why?
How can an experimental design affect the outcome of an experiment?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

Students will produce a poster that includes augmented reality, to show their knowledge of cell transport.
Students will also learn to use HP Reveal to create the augmented reality components. Students will
assess their peers during the gallery walk using a rubric. The teacher will assess using a rubric. Products
will be differentiated based on student choice of layout, role in creating the poster and choice of
augmented reality. Students will be able to contribute to the group using their strength and preferred

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mode of learning.

Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

The students will use HP Reveal to create augmented reality on their poster showing their knowledge of
cell transport. They will use research techniques to research their topic on the internet. They will use a
team Padlet to store and organize their research information. Students will have access to the school’s
online library as well as any other reliable sources found on the internet. The students will be provided a
poster guide handout, poster paper, plain paper, markers, crayons, scissors, and glue. Students should
have access to their pre-lab and lab sheet to use as a resource with the poster as well. Students will also
create a 5 question quiz that will be embedded using HP Reveal to link to a Google Form containing the
quiz questions. Students will also have access to their online textbook. Rubrics will be provided.
Tutorials of how to create a Padlet, how to create a google quiz, and how to create overlays and triggers
for HP Reveal are provided as well. Basic computing skills are all the previous technology skills that
students should need to complete this activity.

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

Students will need background knowledge on cell parts and how cell structures and organelles (including
the nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, Golgi, endoplasmic reticulum,
vacuoles, ribosomes, and mitochondria) interact as a system to maintain cellular homeostasis. They will
also need to understand how missing or damaged organelles affect cellular homeostasis. The students
will also have to have completed the pre-lab and lab sheet in order to create the poster and illustrate their
learning. Students will need to learn to use HP Reveal, how to create a google form, and how to
collaborate on a Padlet. Prior to beginning this project, teachers can use Padlet in a warm-up activity to
get them comfortable with using Padlet. Teachers could use a google form to informally assess their
knowledge of the cell structure and its organelles. This will expose them to google forms and also give
feedback on their background knowledge. Students may have difficulty if they are not present for the lab.
They will miss information that they will need for the poster. They may also have difficulty finding
resources to include in the HP Reveal. Even after reviewing the tutorials and being given direct
instruction on the tools, some students may still need more assistance navigating and utilizing Padlet,
Google Forms, and HP Reveal. HP Reveal is not as intuitive as to how to add a link as overlays, so
students may need more assistance with this as well. Students may also struggle with writing the quiz
questions and may need question stems.
Lab Worksheet, Instruction, and Rubric
Question Stems based on Bloom’s Taxonomy

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Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
troubleshoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

Students will be placed in student-selected groups of 2-3 people. The students will spend time in the
classroom using a class set of laptops. The teacher will monitor that each group is using the technology
appropriately. The teacher may ask guiding questions to help resolve any issues for the students.
Students will not be required to do work outside of the classroom, to ensure that all students have equal
access to technology. If students choose they may come before or after school to use the computers or
tablets. Because students will have had prior experience with Padlet, showing students how to create one
for their team should be a quick lesson before they begin researching. To avoid a few troubleshooting
problems, the teacher may want to create a Padlet for each group and share it with the students for each
group. There may be less front-end work for the teacher if students know how to create their own Padlet
and share it with the teacher. By giving the teacher access to the team Padlet, this will allow the teacher
to monitor the research progress for each group. Students will definitely need help using HP Reveal and
finding triggers and overlays. After most of the groups have completed their research, the teacher will
have a direct instruction mini-lesson on how to create the augmented reality component of the project.
The teacher should post how-to guides on using HP Reveal and creating triggers and overlays, using
Padlet, and creating Google Quizzes so that student can reference them, if they were absent or need to
refresh their memory after the mini-lesson.

Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

The research-based strategies are found throughout this lesson. Inquiry-based learning takes place during
the lab needed to complete the poster. Scaffolding happens as the students work through the pre-lab and
lab procedures. Direct instruction takes place throughout the lesson including when students are guided
through how to use Google Forms, Padlet, and HP Reveal. Generating and testing of a hypothesis
happens during the lab through the experimental design. Summarizing and note-taking take place
through the research and creation of the poster. Cooperative learning happens as students are seated at
tables in groups of 2-3 and each student has a computer in order to simultaneously research and share
information on a Padlet. The teacher’s role is to guide the students through the lab, allowing the students
to come up with their own experimental design, ask guiding questions when needed, and give instruction
on how to use the various Web 2.0 tools. The student’s role is to participate in the real-life role of a
scientist and design an experiment to show the function of the cell membrane. They are then responsible
for creating a poster summarizing their lab and display the data gathered during the lab. They are
required to use Padlet, Google Forms, and HP Reveal to gather additional resources, display those

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resources, and show understanding of the content. The higher order thinking levels of Bloom’s
Taxonomy are present in the creation of the poster with 3 pieces of augmented reality as well as in the
creation of the Google Quiz. Bloom Taxonomy can also be seen in the development and evaluation of
the experimental design. An authentic, relevant, and meaningful learning activity/tasks are available to
the students because they are able to assume the role of a scientist and use higher order thinking skills to
makes connections with other resources. This is likely the first time that students are being asked to
create an experimental procedure, as they are usually provided the steps to set up a lab. This productive
struggle will build on their critical thinking skills, while also showing them the function of the cell
membrane. They will also gain technical skills associated with creating a Google Form and an
augmented reality experience with HP Reveal. Students use digital tools and resources to communicate
and collaborate with each other by collaborating on a team Padlet as they gather resources for their
poster and sources for their HP Reveal. The teacher will facilitate this collaboration by either creating the
team Padlet or asking the students to share theirs, so that the teacher can monitor the progress of the
research and who is contributing.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

Each of the classes are co-taught, with a content teacher and a special education teacher, so students will
receive instruction from the main content teacher as well as one on one instruction by either the special
education teacher or the content teacher. The special education teacher will provide the usual
accommodations per each of the SPED student's IEP. The content will be differentiated by the sections
on the poster that are expected by the students. There are parts that require graphs and drawing, while
others require written expression with comprehension questions. There will be an opportunity for
extensions and enrichment within the creation of the HP Reveal, as students have several options of
resources that can be created. Instead of finding a video or image online, students can create their own
videos and images. The only assistive technology that might be needed in this activity is the computer.
Because of the high population of English Language Learners, the students may need the option to have
the text read to them, using their own headphones or have the text translated into another language.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)

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The closing event will be the final gallery walk where students will be able to view the other team’s
posters and experience their HP reveal elements. Students will be asked to give constructive feedback for
at least two groups. I think that the students found the lesson meaningful and worth completing. They
were very excited to see what the other students had created using HP Reveal. Each group was excited to
see if the other groups could make a passing grade on their quiz. I did not make it a requirement to take
the other team’s quiz but they made it a game to see how many could pass their quizzes. I think that the
lab was effective in giving the students a hands-on experience with how a cell membrane works. The
poster was also effective in providing the students with an opportunity to show what they have learned
and display that for others to see. I think that the experimental design aspect of the lab went well, I also
think that once the students got a clear understanding of how to create triggers and overlays with HP
Reveal, the products that were produced were very good. There were definitely growing pains with using
HP Reveal. The process of teaching them how to use HP Reveal should have been a longer lesson. I
would have even introduced this tool before the project, to make it easier. I think that the learning curve
was a bit high for some students, having to learn how to use Google Forms and HP Reveal. Even after
showing them where they could view the tutorials, I found myself still giving a lot of one on one
instructions on how to use the tool. I definitely would have done a few mini-lessons to make sure that all
the student understood how to use the Web 2.0 tools. I think I would also have embedded a way for
students to give me feedback on how they like the use of technology in the lesson and even ask for
suggestions on what they would have improved. Because our students are pretty well versed on
technology, I think that they could come up with very creative suggestions.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.

After implementing this lesson, I learned that teaching students to use HP Reveal takes a lot more
practice. HP Reveal is not always intuitive as to what a student should do next to create their overlays. I
feel like the how-to videos were helpful, but students still needed some direct instruction, especially
when they had to troubleshoot. I think that the time frame for this lesson could have been longer to
allow for time to introduce the Web 2.0 tools. Absences were an issue during the lesson as well. If a
student was not present on the day of the lab, it was difficult to catch them up. I think in the future it may
be a good idea to post a video of the lab being completed so that students who were not present can catch
up quickly. I also think it would be useful to provide students with a checklist with a possible due date or
teacher signature requirements for each step to ensure that students aren’t missing steps. I found that
some student started to see how others were creating their HP Reveal experiences, but hadn’t fully
completed all the elements required on the poster. Some of the students ran out of time and were missing
some elements because they took too much time learning and trying to figure out HP reveal. All parts of
the poster should be in place before the students begin creating their triggers and overlays. Overall I
think this was a very interesting lesson and really challenged my students to be creative and pushed them
to show their knowledge in a nontraditional way.

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