d sharp capstone presentation

Sell the Cell ProjectSell the Cell Project

Dan SharpDan Sharp

Capstone ProjectCapstone Project

EDAM 5039EDAM 5039

OverviewOverview

1010thth grade General Biology grade General Biology This is a class for struggling readersThis is a class for struggling readers Reading levels range from 1Reading levels range from 1stst grade to grade to

66thth grade grade Curricular UnitCurricular Unit

Cell Biology – Cellular OrganellesCell Biology – Cellular Organelles ProjectProject

““Sell” the CellSell” the Cell

PurposePurpose

Students often find studying cell Students often find studying cell parts to be boring and irrelevant to parts to be boring and irrelevant to themthem

This project strives to develop This project strives to develop relevance and engage students in an relevance and engage students in an authentic activityauthentic activity

Students were tasked with Students were tasked with “marketing” the cell like you would “marketing” the cell like you would sell a house or a carsell a house or a car

ObjectivesObjectives

Student-centeredStudent-centered: :

This unit had minimal teacher-led This unit had minimal teacher-led instruction. Direct instruction was instruction. Direct instruction was limited to individual and small limited to individual and small group conferencing. group conferencing.


Learning and DoingLearning and Doing: :

Students were attempting to convince Students were attempting to convince potential “buyers” of the merits of the potential “buyers” of the merits of the features of the cell. features of the cell.

Students were not simply asked to Students were not simply asked to memorize a chart of the structures and memorize a chart of the structures and functions of the cellular organelles to functions of the cellular organelles to reproduce on a pencil-and-paper test. reproduce on a pencil-and-paper test.


Using informationUsing information: :

Students were tasked with Students were tasked with presenting the information in a way presenting the information in a way that showed the importance of each that showed the importance of each organelle to the overall functioning organelle to the overall functioning of living organisms.of living organisms.


FacilitatorFacilitator: :

The role of the teacher was to aid The role of the teacher was to aid the student in producing a quality the student in producing a quality project. This was accomplished project. This was accomplished through ongoing progress through ongoing progress monitoring through observation, monitoring through observation, student reporting, and individual student reporting, and individual and group conferencing.and group conferencing.

ObjectivesObjectivesFlexible groupsFlexible groups: :

Initially students were placed into groups of Initially students were placed into groups of four. Within each group students divided up the four. Within each group students divided up the organelles to be studied.organelles to be studied.

After initial research students were temporarily After initial research students were temporarily regrouped into peer “expert” groups based on regrouped into peer “expert” groups based on the organelles they had studied.the organelles they had studied.

Students then rejoined their original group and Students then rejoined their original group and shared the information they had gleaned about shared the information they had gleaned about their organelles. They then proceeded to plan their organelles. They then proceeded to plan their “marketing” campaign.their “marketing” campaign.

ObjectivesObjectivesMultiple instructional and learning modalitiesMultiple instructional and learning modalities: :

In this project students learned In this project students learned individually, with peers, and conferenced individually, with peers, and conferenced with the teacher(s). with the teacher(s).

They used print, media, and the internet They used print, media, and the internet as sources of information. as sources of information.

They created videos, posters, and They created videos, posters, and PowerPoints as part of the marketing PowerPoints as part of the marketing campaigns. campaigns.


CollaborationCollaboration: :

Students collaborated within their Students collaborated within their assigned groups, as well as with students assigned groups, as well as with students from other groups in their “expert” from other groups in their “expert” subgroups. subgroups.

Collaboration within marketing groups Collaboration within marketing groups was the most challenging aspect of this was the most challenging aspect of this project for most of the groups.project for most of the groups.

ObjectivesObjectivesPerformance-based assessment: Performance-based assessment:

Formative assessment included teacher Formative assessment included teacher observation, progress conferencing, and observation, progress conferencing, and daily group progress reports which were daily group progress reports which were journaled via a shared Googledoc. journaled via a shared Googledoc.

The summative assessment was based The summative assessment was based on the marketing pitch the group on the marketing pitch the group presented to a panel of “experts” (a local presented to a panel of “experts” (a local real estate agent, a business teacher, real estate agent, a business teacher, and two AP biology students)and two AP biology students)


Multiple sources of information, including Multiple sources of information, including technologytechnology: :

Students were provided a wide range of print Students were provided a wide range of print and visual media resources of informationand visual media resources of information

Most solely utilized the internet to gather their Most solely utilized the internet to gather their information. information.

A listing of high-quality sites for learning about A listing of high-quality sites for learning about cellular organelles were suppliedcellular organelles were supplied


Technology fully integrated into the classroomTechnology fully integrated into the classroom: :

Students each had access to a laptop computer Students each had access to a laptop computer in the classroomin the classroom

Podcasting software, digital video cameras, and Podcasting software, digital video cameras, and video editing software was available. video editing software was available.

Googledocs was used by all groups of students Googledocs was used by all groups of students to share information within their marketing to share information within their marketing groups and expert groups. groups and expert groups.


Using a variety of types of information to Using a variety of types of information to complete authentic projectscomplete authentic projects: :

Students used a variety of resources for Students used a variety of resources for gathering information. gathering information.

While the authenticity of “marketing” a While the authenticity of “marketing” a cell was a bit contrived, researchers cell was a bit contrived, researchers often need to “sell” the importance of often need to “sell” the importance of what they are studying to receive what they are studying to receive funding for their research funding for their research


Students acting as professionals in the Students acting as professionals in the disciplinediscipline: :

While biologists may have to “sell” While biologists may have to “sell” their research to obtain funding, their research to obtain funding, relating the project to the relating the project to the marketing of a car or a house marketing of a car or a house carries more real-life meaning and carries more real-life meaning and utility for this student populationutility for this student population

TimelineTimeline

Days 1-2Days 1-2 Project introductionProject introduction Setting up Googledocs accountsSetting up Googledocs accounts Group organizationGroup organization Organelle selection within groups. Organelle selection within groups.

TimelineTimeline

Days 3-6Days 3-6 Research and gathering informationResearch and gathering information Entries made to shared Googledocs Entries made to shared Googledocs

report progress each dayreport progress each day Day 6 was focused on having students Day 6 was focused on having students

collaborate in expert panels with collaborate in expert panels with students from other groups who were students from other groups who were studying the same organellesstudying the same organelles

TimelineTimeline

Days 7-13Days 7-13 Planning and preparing presentations. Planning and preparing presentations.

Additional research as neededAdditional research as needed Days 8, 10, and 12 entry added to their Days 8, 10, and 12 entry added to their

Googledoc journal to report progressGoogledoc journal to report progress

TimelineTimeline

Day 14Day 14 Rehearsal of presentationsRehearsal of presentations

Day 15Day 15 PresentationsPresentations

Day 16Day 16 Debrief / Celebration day Debrief / Celebration day

Project ComponentsProject Components

InquiryInquiry

The overall structure of the project was The overall structure of the project was designed to encourage students to inquire into designed to encourage students to inquire into the structure and function of organelles and to the structure and function of organelles and to determine how they are essential to life so that determine how they are essential to life so that they could effectively “sell” the cellthey could effectively “sell” the cell

The project was open-ended enough for The project was open-ended enough for students to pursue a deeper knowledge of students to pursue a deeper knowledge of organelle structure and function. organelle structure and function.


ProjectsProjects The unit was entirely project-based. The unit was entirely project-based. Instruction and assessment were all Instruction and assessment were all

centered on producing a product to centered on producing a product to inform and persuade an authentic inform and persuade an authentic audience of the importance of the cell. audience of the importance of the cell.


TechnologyTechnology All students had their own laptop with internet All students had their own laptop with internet

access. access. Googledocs was used to record group progress, Googledocs was used to record group progress,

combine research findings, and prepare combine research findings, and prepare presentations. presentations.

Wikis, podcasts, Glogsters, Animoto, videos, Wikis, podcasts, Glogsters, Animoto, videos, and other web 2.0 tools were available for and other web 2.0 tools were available for students to utilize in creating their students to utilize in creating their presentations. presentations.


Dynamic, Flexible GroupingDynamic, Flexible Grouping Initial groupings were made to ensure Initial groupings were made to ensure

that each group had at least one member that each group had at least one member who was stronger academically and at who was stronger academically and at least one student who had demonstrated least one student who had demonstrated a level of proficiency with technology. a level of proficiency with technology.

Students also worked in subgroups with Students also worked in subgroups with peers from other project groups within peers from other project groups within the class who were working on the same the class who were working on the same organelles. organelles.

Project ComponentsProject Components Authentic Teaching and LearningAuthentic Teaching and Learning

All students at some point in their lives will All students at some point in their lives will need to be able to market something need to be able to market something

their own abilities in a job interview, a vehicle or their own abilities in a job interview, a vehicle or home, or something similar. home, or something similar.

The hope was that this real-life, meaningful The hope was that this real-life, meaningful application would result in student application would result in student engagement in learning the biology content of engagement in learning the biology content of cellular organelle structure and function cellular organelle structure and function

a topic which has not generated significant student a topic which has not generated significant student engagement in the past in my experience. engagement in the past in my experience.

Presenting their marketing campaign to an Presenting their marketing campaign to an “expert” panel added to the authenticity of the “expert” panel added to the authenticity of the project.project.

ResourcesResources

Each student had the use of a laptop and all of Each student had the use of a laptop and all of the associated technologies. the associated technologies. Googledocs, Wiki, podcasts, Glogster, Animoto, videos, Googledocs, Wiki, podcasts, Glogster, Animoto, videos,

and other web 2.0 tools were available for students to and other web 2.0 tools were available for students to utilize in creating their presentations.utilize in creating their presentations.

Quality websites were suggested as follows:Quality websites were suggested as follows: The Virtual Cell The Virtual Cell

Brown University Center for Computer Graphics and Scientific Visualization.Brown University Center for Computer Graphics and Scientific Visualization.(1998). In (1998). In The Virtual Cell WebsiteThe Virtual Cell Website. Retrieved December 1, 2010, from . Retrieved December 1, 2010, from http://www.ibiblio.org/virtualcell/http://www.ibiblio.org/virtualcell/

Biology4KidsBiology4Kids Rader, A. (2010). Cells. In Rader, A. (2010). Cells. In Biology4KidsBiology4Kids. Retrieved December 1, 2010, from . Retrieved December 1, 2010, from

http://www.biology4kids.com/http://www.biology4kids.com/ Molecular ExpressionsMolecular Expressions

Davidson, M. (2005). Cell Biology and Microscopy. In Davidson, M. (2005). Cell Biology and Microscopy. In Molecular ExpressionsMolecular Expressions. . Retrieved December 1, 2010, from Retrieved December 1, 2010, from http://micro.magnet.fsu.edu/cells/index.htmlhttp://micro.magnet.fsu.edu/cells/index.html

Desired OutcomesDesired Outcomes

Meet curriculum objectives and state standards Meet curriculum objectives and state standards related to cellular organelles. related to cellular organelles. 3.3.10.A 3.3.10.A Explain the structural and functional similarities Explain the structural and functional similarities

and and differences found among living things.differences found among living things. 3.3.10.B3.3.10.B Describe and explain the chemical and Describe and explain the chemical and

structural basis structural basis of living organisms.of living organisms.

Identify the specialized structures and regions of the cell and the Identify the specialized structures and regions of the cell and the functions of each functions of each

Engage students sufficiently that they will retain some Engage students sufficiently that they will retain some of the information until they take the science PSSA of the information until they take the science PSSA next year.next year.


For the students to experience success in For the students to experience success in an authentic project. an authentic project. In the time I have worked with these students In the time I have worked with these students

it has become very clear that they do not it has become very clear that they do not expect success in anything academically-expect success in anything academically-related. related.

I wanted to see them be able to produce a I wanted to see them be able to produce a product that they could present with pride and product that they could present with pride and confidence to an audience of professionals. confidence to an audience of professionals.


The following rubrics were used for The following rubrics were used for each group to assess themselves, for each group to assess themselves, for group conferencing with the teacher, group conferencing with the teacher, and for summative assessment. and for summative assessment.

OrganelleOrganelle StructureStructure FunctionFunction CommentsComments

Cell membraneCell membrane

NucleusNucleus

Endoplasmic reticulumEndoplasmic reticulum

RibosomeRibosome

Golgi apparatusGolgi apparatus

LysosomeLysosome

MitochondriaMitochondria

Cilia and flagellaCilia and flagella

Cell wallCell wall

ChloroplastChloroplast

PointsPoints Total Points for Structure and FunctionTotal Points for Structure and Function

Information Rubric

Information Rubric (continued)Information Rubric (continued)Advanced (4 points)

Includes more than two images of the organelle which demonstrate its structure and function; The structure of the organelle is described in greater detail than what is presented in the textbook; The function of the organelle is clearly explained with more detailed information than what is in the textbook

Proficient (3 points )Includes two images of the organelle which demonstrate its structure and function;The structure of the organelle is described in at least as much detail as what is presented in the textbook; The function of the organelle is clearly explained with at least as much detail as is in the textbook

Basic (2 points)Includes at least one image of the organelle which demonstrates its structure and function; The structure of the organelle is described but with less detail than what is presented in the textbook; The function of the organelle is explained but with less detailed information than what is in the textbook

Below Basic (1 point)Includes no images of the organelle which demonstrate its structure and function;The structure of the organelle is described with little information or is not described at all; The function of the organelle is explained with little detail or is not described at all

Collaboration RubricCollaboration Rubric

CategoryCategoryAdvanced Advanced

(4 points)(4 points)Proficient Proficient

(3 points) (3 points)Basic Basic

(2 points)(2 points)Below Basic Below Basic

(1 point)(1 point)ScoreScore

ContributionContribution All members are All members are giving their best giving their best

effort in effort in completing the completing the

projectproject

All members are All members are contributing to contributing to

the projectthe project

Some members are Some members are not not

contributing contributing equally to the equally to the

projectproject

Most members are Most members are not not

contributing to contributing to the projectthe project

CommunicationCommunication All members are All members are regularly and regularly and

clearly clearly communicating communicating within the groupwithin the group

Most members are Most members are communicatincommunicating regularly and g regularly and clearly within clearly within

the groupthe group

Some members are Some members are not not

communicatincommunicating within the g within the

groupgroup

Most members are Most members are not not

communicatincommunicating within the g within the

groupgroup

RespectRespect All members are All members are treating each treating each

other with other with respectrespect

Most members are Most members are treating each treating each

other with other with respectrespect

Some members are Some members are not treating not treating others with others with

respectrespect

Most members are Most members are not treating not treating others with others with

respectrespect

Journal EntriesJournal Entries All journal entries are All journal entries are complete, complete,

detailed, and detailed, and submitted by the submitted by the

due datesdue dates

All journals were All journals were completed by completed by the due datesthe due dates

Some journal Some journal entries were entries were

incomplete or incomplete or latelate

Journal entries are Journal entries are incomplete incomplete and/or lateand/or late

Total ScoreTotal Score

Marketing RubricMarketing Rubric

CategoryCategoryAdvanced Advanced

(4 points)(4 points)Proficient Proficient

(3 points)(3 points)Basic (2 Basic (2

points)points)Below Basic Below Basic

(1 point) (1 point)ScoreScore

ThemeTheme The theme of the The theme of the marketing marketing campaign is campaign is very clear, very clear, understandablunderstandable, and e, and attention-attention-grabbinggrabbing

The theme of the The theme of the marketing marketing campaign is campaign is evident and evident and understandaunderstandableble

The theme of the The theme of the marketing marketing campaign is campaign is presentpresent

There is no clear There is no clear theme of the theme of the marketing marketing campaigncampaign

CreativityCreativity The marketing The marketing campaign campaign clearly clearly demonstrates a demonstrates a high level of high level of creativitycreativity

The marketing The marketing campaign campaign clearly clearly demonstratedemonstrates a creativitys a creativity

The marketing The marketing campaign is campaign is somewhat somewhat creativecreative

The marketing The marketing campaign is campaign is not very not very creativecreative

Use of TechnologyUse of TechnologyAt least three At least three

different different technologies technologies are effectively are effectively used in the used in the marketing marketing campaigncampaign

At least two At least two different different technologies technologies are used are used effectively effectively in the in the marketing marketing campaigncampaign

At least one At least one technology technology is used is used effectively effectively in the in the campaigncampaign

Technology was Technology was not used or not used or was not used was not used effectivelyeffectively

Total ScoreTotal Score


These rubrics enabled students to know These rubrics enabled students to know what was expected of them and to what was expected of them and to evaluate their work as they went along as evaluate their work as they went along as well as just prior to their presentations. well as just prior to their presentations.

The best feedback on the success of the The best feedback on the success of the project occurred during the debriefing day project occurred during the debriefing day at the end. The general consensus was at the end. The general consensus was that they did not like the project while that they did not like the project while they were doing it because it seemed like they were doing it because it seemed like a great deal of work, but that now that a great deal of work, but that now that they were finished with it they were proud they were finished with it they were proud of what they had completed. of what they had completed.


Academically, I do not think that the Academically, I do not think that the amount of time that the project took amount of time that the project took was commensurate with the amount was commensurate with the amount of the curriculum that was covered, of the curriculum that was covered, but there was a definite pay off for but there was a definite pay off for the students completing what was a the students completing what was a difficult project for them.difficult project for them.

d sharp capstone presentation

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