Cell Scavenger Hunt Lesson Plan
Post on 24-Nov-2015
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Subject:The Case of the Missing Organelles
Description of Learning Goals, Standards, Objectives
CC/GPSs:S7L2b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria) to basic cell functions.
National Technology Standards:
4. 1. Identify and define authentic problems and significant questions for investigation 2. Collect and analyze data to identify solutions and/or make informed decisions
Long-Term Learning Goal or Outcome:
Student will be able to identify cell organelles and relate the structures to cell functions.
ABCD Objectives or Outcomes:
Using the online scavenger hunt, students will think critically to relate cell organelle functions to every day objects to solve the case of the missing organelles with 90% accuracy or better.
Description of Assessment
Assessment Plan:In the previous class, students were taught about the basic structure of the different types of cells. Today we head towards a deeper understanding of what occurs within the cell.
Students will be graded based on their completion of the scavenger hunt, giving the correct answers.
Description of Activities with Technology and Materials
Class starter and lesson connection:
Teacher and student activities:
Materials and Resources:
We will open the class with a five minute class meeting/discussion talking about whatever they want (i.e. what they did over the weekend).
The previous day we reviewed cell structures. Today, we go more into depth regarding the functions of the cell organelles. We make connections to the functions with everyday objects. After the 5-minute class meeting, I will count the students off into pairs that way pairing is random and students will collaborate with peers outside of their social groups. I will instruct pairs to get a sheet of notebook paper, get on the computer, pull up my Weebly blog, click on the Cell Scavenger Hunt tab, and follow the directions to complete the scavenger hunt. When completed, students will bring their answers to my desk to be checked. If some are incorrect, they will return to the computer to complete it again. If all answers are complete, they will go back to the computer with their partner to create a Pinterest board of organelle analogies. Students will choose pictures that represent the function of each cell organelle. During the next class period, they will present their Pinterest board to the class. Two minutes before the bell rings, all students will be instructed to turn in their scavenger hunt if they havent done so already and to log off of the computers. If they didnt finish their Pinterest board, they will have fifteen minutes in the next class period to do so before we start presenting. As always, students are able to finish their work at home so they do not have to do it during the next class period.
My Weebly page will host the Cell Scavenger Hunt along with its directions. Pinterest will be used to create a board that will show the students connections between the function of a common object to the function of an organelle. Rcampus is the software I used to create my rubric that the students Pinterest boards and presentations will be graded off of.
Students will only need a piece of notebook paper and something to write with to complete the scavenger hunt.
Reflection on Lesson Design
Future Actions :Answer the following questions:
Explain how you incorporated information from the chapter and D2L modules into this lesson plan.- I incorporate a virtual scavenger hunt using Weebly to build connections between two unrelated objects. Students learn to navigate through Pinterest to create their own connections.
After considering this lesson plan, what will you do differently when you design the next lesson in light of your new understandings?- I wont use as many videos. I dont think the students will watch all of them because the answer is on the top of the video. I may make a more physically active scavenger hunt throughout the school, then have them create the Pinterest board to incorporate the technology aspect into the lesson.
How does your technology artifact showcase design principles?- The video is the largest part of the instruction page, showing the importance of the information given in it. The instructions above are the next seen, telling the student what to do. The Clues! button at the bottom is the last seen because the viewer has to scroll down. Its at the bottom so the students will complete everything above before beginning the activity.
How does your technology artifact require student use of higher order thinking skills?-The student has to make connections with a random objects function and the function of the organelle.
How does the technology in your lesson align to the content you are trying to teach in your lesson?- Students use photos found on the internet to create analogies regarding cell organelles.