Micro Lesson Plan 2

Nathan Jacobs

10/28/2014

ETC 447

Grade Level:  7^th grade.

Lesson: Cells and their parts.

Objective:  Students will be able to identify the different parts of both plant and animal cells and their function.

Time:  30 minutes.

Materials:  Computer, Pixie and google.com. 

Procedure:  

1.)  The lesson will start with a brief introduction to cells and their structure and purpose. The introduction should be along the lines of this: the smallest structural and functional unit of an organism, typically microscopic and consisting of cytoplasm and a nucleus enclosed in a membrane. Microscopic organisms typically consist of a single cell, which is either eukaryotic or prokaryotic (this will take about 5 minutes).

2.)  The class will then split off on their own to research the type of cell they want to illustrate (this will be about 10 minutes).

3.)  After they get familiar with their cell of choice they will then illustrate it in the program Pixie. They will draw the cell and include a minimum of 10 different parts with each part properly labeled (10 minutes). 

4.)  After the class finishes their drawings, each student will chose 5 of their favorite parts and share with the class the function of them, try to make it so that each student doesn’t do the same parts. The students will include their summaries of the parts with their illustrations they turn in (5 minutes).

5.)  End of lesson.

Assessment:

            Assessment of students will be made based on their illustrations of cells and their knowledge/explanations of the cell parts they covered In relation to the following.

Plant Cell Parts:

amyloplast - an organelle in some plant cells that stores starch. Amyloplasts are found in starchy plants like tubers and fruits.
ATP - ATP is short for adenosine triphosphate; it is a high-energy molecule used for energy storage by organisms. In plant cells, ATP is produced in the cristae of mitochondria and chloroplasts.
cell membrane - the thin layer of protein and fat that surrounds the cell, but is inside the cell wall. The cell membrane is semipermeable, allowing some substances to pass into the cell and blocking others.
cell wall - a thick, rigid membrane that surrounds a plant cell. This layer of cellulose fiber gives the cell most of its support and structure. The cell wall also bonds with other cell walls to form the structure of the plant.
centrosome - (also called the "microtubule organizing center") a small body located near the nucleus - it has a dense center and radiating tubules. The centrosomes is where microtubules are made. During cell division (mitosis), the centrosome divides and the two parts move to opposite sides of the dividing cell. Unlike the centrosomes in animal cells, plant cell centrosomes do not have centrioles.
chlorophyll - chlorophyll is a molecule that can use light energy from sunlight to turn water and carbon dioxide gas into sugar and oxygen (this process is called photosynthesis). Chlorophyll is magnesium based and is usually green.
chloroplast - an elongated or disc-shaped organelle containing chlorophyll. Photosynthesis (in which energy from sunlight is converted into chemical energy - food) takes place in the chloroplasts.
christae - (singular crista) the multiply-folded inner membrane of a cell's mitochondrion that are finger-like projections. The walls of the cristae are the site of the cell's energy production (it is where ATP is generated).
cytoplasm - the jellylike material outside the cell nucleus in which the organelles are located.
Golgi body - (also called the golgi apparatus or golgi complex) a flattened, layered, sac-like organelle that looks like a stack of pancakes and is located near the nucleus. The golgi body packages proteins and carbohydrates into membrane-bound vesicles for "export" from the cell.
granum - (plural grana) A stack of thylakoid disks within the chloroplast is called a granum.
lysosome - (also called cell vesicles) round organelles surrounded by a membrane and containing digestive enzymes. This is where the digestion of cell nutrients takes place.

mitochondrion - spherical to rod-shaped organelles with a double membrane. The inner membrane is infolded many times, forming a series of projections (called cristae). The mitochondrion converts the energy stored in glucose into ATP (adenosine triphosphate) for the cell.
nuclear membrane - the membrane that surrounds the nucleus.
nucleolus - an organelle within the nucleus - it is where ribosomal RNA is produced.
nucleus - spherical body containing many organelles, including the nucleolus. The nucleus controls many of the functions of the cell (by controlling protein synthesis) and contains DNA (in chromosomes). The nucleus is surrounded by the nuclear membrane
photosynthesis - a process in which plants convert sunlight, water, and carbon dioxide into food energy (sugars and starches), oxygen and water. Chlorophyll or closely-related pigments (substances that color the plant) are essential to the photosynthetic process.
ribosome - small organelles composed of RNA-rich cytoplasmic granules that are sites of protein synthesis.
rough endoplasmic reticulum - (rough ER) a vast system of interconnected, membranous, infolded and convoluted sacks that are located in the cell's cytoplasm (the ER is continuous with the outer nuclear membrane). Rough ER is covered with ribosomes that give it a rough appearance. Rough ER transport materials through the cell and produces proteins in sacks called cisternae (which are sent to the Golgi body, or inserted into the cell membrane).
smooth endoplasmic reticulum - (smooth ER) a vast system of interconnected, membranous, infolded and convoluted tubes that are located in the cell's cytoplasm (the ER is continuous with the outer nuclear membrane). The space within the ER is called the ER lumen. Smooth ER transport materials through the cell. It contains enzymes and produces and digests lipids (fats) and membrane proteins; smooth ER buds off from rough ER, moving the newly-made proteins and lipids to the Golgi body and membranes
stroma - part of the chloroplasts in plant cells, located within the inner membrane of chloroplasts, between the grana.
thylakoid disk - thylakoid disks are disk-shaped membrane structures in chloroplasts that contain chlorophyll. Chloroplasts are made up of stacks of thylakoid disks; a stack of thylakoid disks is called a granum. Photosynthesis (the production of ATP molecules from sunlight) takes place on thylakoid disks.
vacuole - a large, membrane-bound space within a plant cell that is filled with fluid. Most plant cells have a single vacuole that takes up much of the cell. It helps maintain the shape of the cell.

The lesson abides by Arizona State standards for 7^th grade science because it is basic life sciences, which is the main subject of middle school science. Life Sciences. Strand 2 Concept 1, and Strand 4 Concept 2 of Arizona State Standards’ Science Standard Articulated by Grade Level: Grade 8.

Reflecting on Micro Lesson Plan 1.

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson?
• My biggest problem with the lesson was my lack of experience with SmartBoards. I really should have been more familiar with how they worked, because the troubleshooting that occurred mid lesson really just derailed the whole lesson and kind of killed my momentum. However I did cope with and adapted to this obstacle fairly well and was able to pull it off with in the time limit.  
• How well was the alignment to objectives and standards maintained?
• I feel like my lesson was inline with the Arizona state standards, because my particular subject was outlined as a possibility on the standards page. 
• Describe any modifications made during the implementation of the lesson.
• I had to cover things fairly fast to be done in time, but I guess my SmartBoard survival techniques would be the biggest modification. I had a certain Idea of how the SmartBoard would work in my head, which was different from the reality of how I ended up using it. 
2. Mechanics:
   • What technologies did I use (for the teacher and the learner)?
   • During the lesson I used Youtube.com for a video, and I used a SmartBoard for demonstration and class participation. 
   • How were the technologies used (by whom and in what manner)?
   • I used the video to provided a slightly different explanation of Punnett Squares, and I used the SmartBoard for the students to demonstrate their understanding of the lesson. 
   • My lesson was within the correct time frame.
     • The lesson was within the correct time frame because... I improvised in my time allotment for the lesson mid lesson. I kind of made it so that the time it would take was somewhat flexible. 
3. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson.
• This was a Dihybrid Cross, a slightly more complicated version of what we learned in the lesson. I included this to see if the students could recognize the same thing that was taught if it was represented in a different manner. It looks strange and complicated, but still rests on the same principles as the basic Punnett Squares we learned.   

• 
  
• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment.
• It looked like they all understood the lesson very well based on their work sheets handed back, and their participation in filling out the Punnet Square examples in the power point; including the Dihybrid Cross (I couldn't save the writing on the other slides because of technical difficulties). 
• Describe the level of success you had in teaching the lesson
  • How do your individual reflections support this?
  • They appeared to have learned all I had to teach despite my mess of a  SmartBoard disaster.
  • How do the comments from your classmates support this?
  • They seemed to agree that I should have had more experience with the SmartBoard. 
  • Some said I could make it more grounded in what they are familiar with, providing examples from their families particular traits to make it more personal and interesting. Or just to make it more hands on.

Micro Lesson 1

Nathan Jacobs

10/9/2014

ETC 447

Grade Level:  8^th grade.

Lesson: Punnett squares.

Objective:  Students will be able to identify the purpose of Punnett Squares and how to use them.

Time:  30 minutes.

Materials:  Computer, PowerPoint, smart board, worksheets, writing utensils, Youtube.com.

Procedure:  

1.)  The lesson will start with a brief introduction video describing what a Punnett Square is and what it is used for (the video is 5 minutes long).

2.)  The lesson will then proceed into a brief history of the science of genetics and Punnett Squares.

3.)  After the history is given the students will then learn key vocabulary terms that are critical to the lesson.

4.)  Then the students will be shown an example of how to do a Punnett Square.

5.)  After the example, the students will then learn 2 more vocabulary terms that are relevant to the example Punnett Square that was given.

6.)  Now the students will be given a handout that has six Punnett squares that need to be solved.

7.)  After the students are done with the handout, the class will go over three of the worksheet Squares together as a whole. Students will use the Smart Board’s paint feature to fill in the Punnett Squares in the PowerPoint.

8.)  End of lesson.

The lesson abides by Arizona State standards for 8^th grade science because it incorporates a history of science and is of a science that falls under the umbrella of Life Sciences. Strand 2 Concept 1, and Strand 4 Concept 2 of Arizona State Standards’ Science Standard Articulated by Grade Level: Grade         

                                                                Here Is the PowerPoint.

                               The Video Link: https://www.youtube.com/watch?v=d4izVAkhMPQ&list=LLFW76YzcSdEU8zeHaAE85KA&index=1

The Work Sheet