Lesson 1: Plant Cells

Grade Level:  Fifth Grade

Objectives:
Students will be able to:
1. Identify the parts of a plant cell.
2. Draw an accurate diagram of a plant cell.
3. Explain the different parts of the plant cell.

Materials:
1. Diagram of a plant cell
2. Overhead projector
3. Drawing paper
4. Colored pencils or crayons
 

Procedure:
1. The teacher will begin by asking the student about the differences between plants and animals and creating a list of the differences on the board.
2. The teacher will then ask the students if they think that there are differences between plant and animal cells.
3. The teacher will ask the students vote as to whether there are differences and tally the vote.
4. The teacher will then show the students a diagram of a plant cell on the overhead projector.
5. Next, the teacher will ask the students to take notes on the diagram, vocabulary that is discussed, and the jobs that each part of the cell has.
6. The teacher will then begin to discuss the structure of a plant cell, the different parts of the cell, and the jobs that each part has within the cell.
 
 

Lesson Assessment:
After the discussion, the teacher will then direct the students to create their own diagram of a plant cell using drawing paper and either colored pencils or crayons.  The students will identify the different parts of the cell as well as the job that each part has within the cell.  They may use their notes.
 
 

Lesson 2: Animal cells

Grade Level: Fifth Grade

Objectives:
Students will be able to:
1. Identify the parts of an animal cell.
2. Draw an accurate diagram of an animal cell.
3. Explain the different parts of an animal cell.

Materials:
1. Diagram of an animal cell
2. Overhead projector
3. Drawing paper
4. Colored pencils or crayons

Procedure:
1. The teacher will begin by asking the students to help him/her draw a diagram of a plant cell on the board.  The teacher will use this time to review the vocabulary learned from the previous lesson.
2. The teacher will then ask the students what the differences might be between plant and animal cells.
3. The teacher will then present a diagram of an animal cell on the overhead projector and ask the students if they can see differences.
4. Next, the teacher will ask the students to take notes on the diagram, vocabulary that is discussed, and the jobs that each part of the cell has.
5. The teacher will then begin to discuss the structure of an animal cell, the different parts of the cell, and the jobs that each part has within the cell.
 

Lesson Assessment:
After the discussion, the teacher will then direct the students to create their own diagram of an animal cell using drawing and either colored pencils or crayons.  The students will identify the different parts of the cell as well as the job that each part has within the cell.  They may use their notes.

Final Assessment:
1. The teacher will hand out a list of all the vocabulary that was discussed and the students will identify each one as a characteristic of a plant cell, animal cell, or both.
2. The teacher will also hand out a diagram of each type of cell and ask the students to identify the parts of the cells and describe their jobs within the cell.
 

Rain Forest Lesson Plan developed by Alice Badecker      October 24, 2000

Curriculum:  Science, Writing (Language Arts), and Social Studies

Background and Assumptions: Students have an understanding of the environment in the New England, USA area.  The students have writing skills and are able to express ideas clearly through drawings and pictures.

Objectives:
1. Students will review the environment in the New England area and research the environment and ecosystems in the rainforest areas.
2. Students will choose three animals from New England and the rainforest areas to compare and contrast.
3. Students will construct a children’s’ book reflecting types of wild animals in the New England area and the rainforest.
4. Students will share books with the class and contribute them to the “class library” while the rainforest study takes place.

Material Needed:

Video PBS Journey to Amazonia
Construction paper
Writing Paper
Scissors
Colored pencils, pencils, markers
Binding materials; glue, yarn
Hole puncher
Magazines
Internet Access
Magic School Bus Rainforest edition of software

Procedure:

1. View the video of rainforest.
2. Study and review maps of where rainforests exists around the world.
3. Study the animals of the rainforest: Anaconda, Jaguar, manatee, tapir, capybara, and monkeys.
4. Students make a choice of three of their favorite rainforest animals and the teacher assigns three animals from New England.  These are contrasted in a rough draft writing assignment.
5. In groups, the students use magazines and Internet (using the web sites below) to find pictures of the animals they have chosen.
6. The students draw any pictures from the descriptions they have read about that, they are unable to find photos of.
7. The students then write a story using the pictures and the contrasting information about just one animal from the rainforest and New England.  The story should be a child’s book where the animals are planning a trip to the other’s environment.  It should explain what each animal might need to bring to adjust for a different environment.
8. The students access the Scholastic’s Magic School Bus and walk through the Rainforest application.
9. The students will keep a class list of the different parts of the rainforest they visit using the Magic School Bus software.

Monitor:

The teacher will monitor by reading rough drafts, seeing that there is enough content to make a good comparison of the animals from the different environments.

The teacher will also monitor the construction of books to see that the students are including photos or pictures that will show the characteristics of each animal.

The teacher will ask as the students write their stories, “ Why would a rain forest animal want to visit New England”?  “What would be different for the rain forest here in New England?”  “Would they be prepared for weather conditions in the other climates?”

Closure:

The students will read and share their writings with the class.
Discussion of the different places the “School Bus” visited using the software program.

Evaluation:

A rubric created for the book constructed. The book is written with complete sentence structure and punctuation, has adequate information on the different animals, and is complete in length.

Web Resources:

http://www.britannica.com

Lesson Plan developed by C. Larsen, 10/9/00

What is the rain forest like as compared to temperate forest?

Background: Class has read The Great Kapok Tree and Welcome to the Green House, both by Lynn Cherry. They have some familiarity with local forest. They have access to pertinent web sites, which have been reviewed by their teacher, and will explore them throughout this unit.

Objectives:
Students will participate in group construction of KWL chart on temperate forest and rain forest.
Students will draw pictures of their personal vision of these forests.
Students will write journal entries concerning what they have drawn, using comparison/contrast and including "observations" from at least 4 senses.

Materials: Recording of temperate and rain forest sounds and CD or tape player, construction paper, journals, drawing/writing implements.

Procedure:
Allow 20 min. on the first day of this unit for KWL of each forest, then 1/2 hour for drawing and 1/2 hour for writing on each of two consecutive days, to be used as follows.
As a class, do the KWL on the temperate forest.
Turn on the recording.  On a large sheet of paper folded in half, label one side temperate forest, and the other side rain forest. (Students are aware that the other half will be used for the rain forest activity the next day.) Ask students to imagine walking through the forest, then, draw in detail the vegetation, inhabitants, and some indication of the weather/climate of this forest.
Ask students to write one full page in their journals about what they have drawn. The page opposite will be used for the rain forest writing the following day. The writing should include "observations" from at least four senses (taste might be difficult to include).
Before/during drawing and writing the teacher should provide some questions to help students begin. (Questions may be written on the board or on overhead projector so as not to be disruptive.)
What animals do you think you hear? Do you see any of them? Where are they? How does it feel to walk through the forest? ...in the presence of life: birds, animals, insects?  How does the air feel on your skin? How does it smell? Is it easy to walk through this forest? What does it feel like under your feet?
Evaluation: Drawings should reflect individual student's understanding of the forests and the detail of the preceding discussion. Writing should include description of drawing and info. from the senses. This activity will be repeated at the end of the unit with emphasis on what has been learned, and comparison/contrast of the forests.

Rainforest Web Resources:

The Cloud Forest Alive Homepage http://www.cloudforestalive.org/   contains information about the cloud forests of Central America. It features hummingbird, bat, and quetzal cam, opportunity to "observe and participate" in rainforest research, and a selection of cloud forest sounds. Very nice photos.

The Tropical Rainforest in Suriname http://www.euronet.nl/users/mbleeker/suriname/suri-eng.html is of particular interest as the site of The Shaman's Apprentice, a children's book by Lynne Cherry (the author of The Great Kapok Tree) and Mark J. Plotkin. This web site provides a virtual multi-media tour of the rainforest in Suriname. It includes botany, people, and some animals.

The Rainforest Alliance Home Page is a very interesting and useful page created by a non-profit conservation group. It has a kids and teachers section, a list of books, activities, materials, and a "jungle journey". It is located at  http://www.rainforest-alliance.org/index.html

At http://www.ran.org/  Rainforest Action Network information packets for educators are available. Site includes Activist Corner, and Kids Action Team with croaking frogs welcome.

Lesson developed by Ali Magnee

The following activity has been adapted to incorporated technology.  It was taken from an activity entitled “A Bird Family Album”. (1985). Ranger Rick’s Nature Scope: Birds, Birds, Birds!. National Wildlife Federation: Washington, DC.  Although the lesson uses birds, any animal or plant may be substituted.

Title: My Family Album

Prior Knowledge: Students must have knowledge on using Power Point or a lesson must be given on how to utilize this program effectively.

Objectives: The student will be able to:
? Research a plant or animal of the barrier beach using the Internet, field guides, books, and reference materials.
? Create a Power Point presentation using the gathered information.

Subjects: Science, Writing, and Art

Grade: 6-8th but can be adapted for other grades

Time: ?

Materials:
Computer with Microsoft Power Point or something equivalent (Corel Presentations)
Research materials: Internet, books, reference materials
Scanner (optional)

Procedure:
1. Each student chooses an animal or plant to research.  This project can be done in cooperative groups as well.
2. The student (or group) then researches their topic using the Internet, field guides, books, etc.
3. Students should focus on its natural history, for instance, its physical description, describing the habitat where their plant or animal can be found, special adaptations, predators, if an animal, does the young look different then the adult, if a plant, how does it spreads its seeds, etc.
4.  Once the information has been gathered, students create a Power Point presentation.  Text should be in the first person and be accompanied with pictures, photographs or sketches.  Scanners must be used for artwork that students create themselves.  Narration can be included as part of the students’ presentation.
5. The teacher should provide guidance throughout the project.

Closure: If the teacher has access to a computer lab, the students can display their presentations for their classmates to see.  The teacher might then want to have a class discussion on why the plants and animals they have chosen are adapted to live on the barrier beach.

Lesson developed by Ali Magnee

The idea for the following activity was taken from “Wildlife Issues: Community Attitude Survey”. (1992). Project Wild: K-12 Activity Guide. Council For Environmental Education: 244-246.
 

Title: Controversial Wildlife Issues

Objective: The student will be able to:
? Watch, read and or listen to local media in order to identify environment-related issues of concern to people in their community.
? Work in small groups to prepare a questionnaire using Microsoft Word that can measure people’s views on the issue.
? Use the results from the survey and graph the results using Excel.

Subjects: Science, Math, Language Arts, and Social Studies

Grade: Middle School

Time: 1 week

Materials:
Computer with Microsoft Word and Excel or something equivalent
Radio, TV, or Newspaper

Procedure:
1. Students will be divided into groups of four.
2. After watching, reading or listening to the local media for environmental-related issues of concern to people in their community, students will choose one of these issues to study.
3. Once each group has selected an issue to explore, they will create a survey or questionnaire using Microsoft Word to measure people’s views on the issue.
4.  Using the questionnaire, students will survey people in their community regarding the environmental-related issue they have chosen.
5. Students will then graph their results using the Excel program.
6. Each group should present their findings to the class.

Closure: The teacher may want to discuss the environmental-related issues in more detail concentrating on the consequences that they may have on the environment.
 
 

Lesson developed by Courtney Martin

Title: Insects on the Web

Subjects: Science, English

Grade: 3

Objective: Students will demonstrate their understanding of Microsoft Word
and the Internet through the exploration of data on insects via the Internet
and a short essay on the facts they have learned.

Materials: Computer
           Printer
           Microsoft Word

Prior Knowledge: Students will have already learned about different types of
insects in class.  They will also have basic knowledge in using the
computer.  Any additional help required will be given from the teacher.

Procedure:
1.  Students will be given a brief lesson in how to use Microsoft Word and
how to search on the Internet. (Note: Not too much information will be given
as the initial goal of the teacher is to allow the students to explore the
computer on their own.)
2.  Students will decide upon and then choose amongst a list of 5 insects
that they are interested in learning more about.
3.  Once the students have chosen their insects, they will be placed in
groups according to the similarities of their choices.
4.  Students will then search on the Internet for any information they can
find concerning their insect.
5.  As a group, students will be required to write a short essay about what
they learned about their insects and they will also be asked to site three
of their favorite web sites.
6.  When the students are finished they will come together as a class to
present their findings to the other students in the class.

Assessment: Students will be assessed based on their participation in the
presentation as well as through observation of the groups, and discussion
from the group.  At this time, it would not be necessary to grade students
for grammar as they are still becoming familiar with Microsoft Word.  If the
teacher decided to continue with lessons like these, they may wish to
instruct the students to check their group's final product or finally teach
them how to use the spell check.  A great extension would be for the group
to use the spellcheck and then explain to the class where they went wrong
and how they could avoid the same mistakes in the future.

Grades: 2-6

Objectives: Student will be able to:

• identify specific migration locations of the Monarch Butterfly on a map
• describe why butterflies do not live in Connecticut all year
• research daily different migration patterns using the Internet and http://www.learner.org/jnorth/
• track, locate, and calculate how far the Monarch Butterfly migrates

Materials:

• Books http://bookadventure.com/ki/bs/ki_bs_helpfind.asp.
• Computers and access
• Internet access http://www.learner.org/jnorth/
• Overhead projector
• Map
• Art supplies
• Butcher paper
• Rulers
• Calculators

• Read a story about relating to migration such as The Butterflies Come, by Leo Politi; The Butterfly, by Paula Hogan, or Monarch Butterflies, Mysterious Travelors, by Bianca Lavies.
• Pose the question and list all answers: Where do you think butterflies go in the winter?

1. After reading a selection, discuss students response’s and ideas they suggested.
2. Display a large map of the United States and ask students: Where do we live? Can they locate the place on the map.
3. Place a butterfly cut out on Connecticut to represent the butterflies that are here during the spring.
4. Discuss where the butterflies migrate, use examples from the reading to provide clues to the students.
5. Have students locate those migrating places on the map.
6. Place a butterfly cut out in those locations i.e. Canada, Cape May, Pacific Grove, Mexico.
7. Pose question: How do the butterflies get to those locations? Do they fly directly or do they stop along the way? When do butterflies travel? What might they be doing when they are resting along the way?
8. Allow students to search http://www.learner.org/jnorth/to answer some or all of these questions.
9. Place a map on the overhead projector and enlarge it on a wall.
10. Tape a large piece of butcher paper to the wall, and have students create their own map of the United States.
11. Once the map is drawn, ensure students include all the states, and the measurement bar.
12. Divide the students into four groups and divide the map into four sections. Assign one section of the map to each group.
13. Students are to use all resources, the internet, books, maps etc. to locate the locations of migration and mark them as such on their groups section of the map.
14. Students are to calculate the distance the Monarch butterfly travels to get to each location as it travels and create a graph.
15. Students will present their measurements and share them with the class.
16. Students will neatly record these length’s on the map. The student map will be continuously displayed in the classroom during the spring and during the hatching of classroom Monarch butterflies.
17. Student will access the Internet and contact regularly Journey North Program http://www.learner.org/jnorth/.
18. The students can be linked with various students around the world who are also following the Monarch butterflies.
19. Each group will link to Journey North daily and add to the migration map display in the classroom.
20. Students will create a realistic fiction story about their personal butterfly trying to imagine where their butterfly will go once it is released.
21. The story will begin: "Seeing a butterfly makes me think about.." Have students use all possible resources they have investigated when creating their story.
22. Possible resources include: butterfly observation journals, literature, stories, informational books, map, poems, art and the Internet.
23. Allow students 3-5 days to complete the writing assignment.

• Students will share their stories as they release their butterfly during the spring.
• Students will give a daily report after connecting with Journey North as to the different sitings around the United States.

The writing assignment is a great assessment tool to utilize the information gathered and understood by the students in reflecting upon the growth and migration of the Monarch Butterfly. Daily evaluation of groups as they investigate the Internet and confirm sitings during the spring as locations are posted on the map. Collaboration and cooperation of not only the groups, but the class as a whole, contributes to the lesson and understanding of the butterfly and migration.
 
 

Grade Level:

This lesson is geared for students in grade 6.

Time Frame:

Initiation and Lab Discussion- 30 minutes

Lab- 45 minutes + 10 minutes for cleanup

Internet- 30 minutes

Closure and Discussion- 15 minutes

Objectives:

¥Students will observe, compare and discover plant and animal cells

¥Students will make predictions about the shape and structures of animal and plant cells.

¥Students will acess the internet to view plant and animal cells

Prerequisite Concepts:

Microscope Skills

Prediction

Inference

Hypothesis

Observation

Internet Use

Safety Concerns:

¥Goggles, gloves and aprons must be worn during lab.

¥Microscope slides and coverslips are glass. Remind students that if one breaks do not touch it, get the teacher.

¥Iodine is poisonous and stains cl�sothes.

¥Light sources get very hot.

¥All used toothpicks must be thrown in proper container.

¥No walking with toothpicks in mouth.

Materials: (per lab group)

microscope microscope slides(2) cover slips(2)

forceps iodine stain toothpicks(1 per member)

onion light source paper towels

colored pencils gloves goggles

aprons lab packet used toothpick container

Internet acsess

Procedure:

1. (initiation) Discuss different plants and animals. Construct a class list of similarities and differences between the plants and animals.

Put the word CELL on the board. Ask the students to say anything they know about cells. Write all responses. Tell the students that they will be discovering cells today.

2. Pass out lab packets to each student. (More detailed directions are listed on the lab sheets)

3. Read through all directions with the students. Discuss each step in detail. Show the class how they will make each microscope slide. Discuss all safety issues. Show the students the rubric.

4. Students will be working in groups of three, although they will each fill out their own lab packet.

5. Before students go to their lab stations, have them fill in the prediction section. This will get them to think about what they will be seeing.

6. Students may work at their own pace. Monitor the room to make sure that the groups are on task. Question students about what they are seeing. Students should fill in their lab sheets as they work.

7. Allow 10 minutes for clean up.

8. Once clean up is complete, students should go to the computers to observe cells.

9. (closure) Discuss the lab discoveries in class (write these so all students can see them). Show the students a beach ball and a rectangular box. Ask them which best represents an animal cell and a plant cell. Collect lab packets to assess. Begin to read and discuss cell organelles and structure.

Assessment:

Assessment will include cooperative group observations, questioning of students in groups, scoring of lab packets on a rubric, and by having students what best represents an animal cell and a plant cell.

Cell Internet Sites

http://cellapplications.com/

http://www.cellsalive.com

http://people.clarityconnect.com/webpages/cramer/PictureIt/cells.htm

http://www.rpi.edu/~zhangxc/Mid-IR/sld006.htm

http://library.thinkquest.org/3564/

http://www.brigadoon.com/~schaffer/biology/

Name _______________________________________ Block __________________

Comparing Plant and Animal Cells

An Introduction to Cells

Background Information- All living things are made up of cells. Cells are the basic units of structure and function of living things. There are many types of cells. Whether they are plant or animal cells, most cells share certain characteristics.

In this investigation, you will compare the structures of a typical plant cell (onion) and a typical animal cell (human cheek). Once you view the cells you will compare what you saw to what cells actually look like by scanning the internet

Problem- What do plant and animal cells look like?

Materials (per table)-

¥microscopes ¥microscope slides (2) ¥cover slips (2)

»forceps ¥iodine stain ¥toothpicks (1 per member)

¥onion ¥light source ¥paper towels

¥colored pencils ¥acsess to the internet
 
 

Prediction- Think of plants and animals. You know that they share many characteristics, yet you also know that they look different. Below draw what you think each cell may look like. (Remember that they are called cells, maybe the name has something to do with how they look.)

Plant Cell Animal Cell
 
 

Procedure-

Plant Cell

1. With the forceps, peel off a very thin piece of skin from the inner, concave side on an onion section.

2. Place this small piece of onion skin on the microscope slide and add one or two drops of iodine. If the onion skin is wrinkled or overlapped, use a toothpick to straighten it. Carefully place a cover slip over the onion skin.

3. Place the slide on the stage of the microscope and examine the onion skin under low power. Once you have found the onion cells under low power, switch to the middle power objective. Draw what you see. Switch to the highest objective and draw what you see.

Onion Cell Medium Power Onion Cell High Power

Magnification _______ Magnification _________

Describe what the onion cells looked like. Be descriptive. ________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Animal Cell-

1. Using the blunt end of a toothpick, very gently scrape the inside of your cheek. Although you may not see anything on the toothpick, you will have collected some cheek cells. Rub the toothpick onto the middle of a microscope slide.

2. Add a drop of iodine to the slide. Stir the stain and cheek cells thoroughly with a toothpick. Lower a coverslip over the stain.

3. Dispose of the dirty toothpicks.

4. Examine the cheek cells under low, medium and high power. Draw and describe what you see.
 
 

Cheek Cells Medium Power Cheek Cells High Power
 
 

Magnification _________ Magnification __________

Describe what the cheek cells looked like. Be descriptive. _________________________

_____________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Observations, Inferences and Predictions -

Inside each plant and animal cell, you discovered a round structure. What could this structure be? Do you think that it is important? What is its purpose?

_____________________________________________________________________________

_____________________________________________________________________________

You have discovered that the plant and the animal cells are different shapes. Give an explanation of why they are shaped differently. Support your reasoning.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________
 

If we had higher powered microscopes, we would be able to see many other structures inside each cell. Use one of the posted internet addresses to discover what other structures are inside each cell. Write each address and draw and label what the internet shows.
 
 

Lesson Plan
Jill Inkel
EDU553
The Earth’s Biomes
Grade 5
Animals in their environment

Overview of Lesson Plan:
 In this lesson students will work in groups.  They will decide on an
animal to explore how is survives in the biome it lives in.  Many
animals exist in several biomes decide on one biome to explore for the
animal your group selects.  Explore the location, characteristics,
natural and human dangers to the animal in it’s environment.

Suggested time allowance 45 minutes to 1 hour

Objectives
Students will
1.  Divide into groups of four.  (There are 24 students = 6 groups)
2.  Define the animal and the biome is lives in
3.  Brainstorm all the information you know about the animal and the
environment.
4.  Go as a group to the computer and look up the animal you have
selected on Encarta Encyclopedia.  Print the information you find and
return to your group to proceed with the assignment..
5.  Identify characteristics of the animal.  What the animal needs to
find in the environment to survive.
6.  Identify characteristics of the environment as it relates to the
animal the group has chosen
7.  Investigate the natural and human dangers to the animal in the
biome.
8.  Discuss the location of the animal in the food chain.  What category
is this animal (herbivore, omnivore or carnivore).
Set [hook] :  Animals that interest the group.

Standards/expectations
Students should select an animal to investigate the characteristics of
the animal and how it exists in a particular biome.  Students should be
able to refer to previous class notes on the biomes.  Identify which of
the six biomes this animal would live in and further identify which
biome they will explore after they have gathered information about this
animal from Encarta.  Students should work in cooperation to pool their
knowledge of biomes and what we have learned previously in class.
Teacher will be available to guide and focus the students on a specific
animal.

Teaching

? Input:  Begin by referring to class notes on biomes

? Modeling/demo:  Teacher will select an animal Rabbit, identify its
biome grasslands.  Look up rabbits on the Encarta and print information
from the article.   Discuss the cottontail rabbit in North America.
Identify Characteristics:  herbivore, lives in warren,  remains close to
home, runs quickly in short distances.  Enemies are hunters and owls.
Be brief and specific

? Direction giving .  Teacher should be available to assist in keeping
groups focused.

? Checking for understanding:  Group presents material to the class.
Guided Practice:  When information is presented to the class students
will add comments and critique.

Closure:  Students will have a chance to think of the characteristics of
different biomes and relate to how a particular animal is important to
that environment  based on the temperature and amount of rain that falls
in the biome.  They should think of the environment and the type of
plant life that grows in the biome and how that affects the animals that
can survive in that particular biome.

Independent Practice:  Students work in groups to pool their knowledge
on this unit in Science.

Resources and Materials
paper
pens/pencils
blackboard
Encarta on the classroom computers.

Activities
Using textbooks and class notes on the Earth’s biomes select an animal
to explore.
Identify the biome and all information the group knows about this
topic.  Look up animal on Encarta and print information.  Return to
group and record the characteristics of the animal and the biome it
lives in.  Discuss and record how what this animal needs to survive in
the biome.  Discuss natural and human enemies and how it affects the
life cycle of the animal.  Prepare to present to the class the
information your group has gathered.

Wrap-up
Present the information your group has on this animal.  The class will
then further discuss any additional information they think would be
helpful to the group.
 

LESSON PLAN-1 by Laudelina Morales
Grade Level:  9-12

Time Frame:  45-55 minutes

Materials:  charts, tapes, models, hand outs, access to computer lab,
     softwart--Brainiac,www.webcom.com/~medmult/brainiac.html.

Objective:  The learner will know the structures, functions, and
          classification of the nervous system.  How an impulse is
  transmitted from one neuron to another.

Initiation:  Display visual charts of the structures and processes--to
     clarify complex ideas and to focus attention.  List key terms &
 pronunciations--to help build scientific vocabulary.  Display
models of the nervous system.  Use computer software demo -- to reinforce
learning.  Give feedback and summarized.

Activity:  Read unit-1, listen to tape recorded, handouts for homework,
    present sketches, use of computers, quizzes and tests.

Closure:  Extend the lecture with a follow up lab.  Preview of nervous
   system unit-2.

Extension:  Homework, quizzes, tests, and short essays.

Modification:  The visual and auditory for the impaired. Example, special
        textbook, more tapes, more charts, and more time for
Those in need.
 

Lesson Plan-2 by Laudelina Morales
(Nervous System Unit 2)

Grade Level:  9-12

Time Frame:  45-55 Minutes - varies

Materials:  Charts, tapes, models, handouts.  Access to computer room
 and labs.  Software demo. e.g. Brainiac-Neuroanatomy Atlas.
www.Webcom.com/medmult/simnerv.html

Objective:  The learner will know the structures and functions of the CNS
      and PNS.

Initiation:  List of key terms and pronunciations given at the beginning,
    to help build scientific vocabulary.  Visualize charts of
structures and processes-to clarify complex ideas and to                focus
attention.  Display models of the central nervous system-           to relate
and recall information. Auditory tapes-for listening                and
reinforcing.  Use computer software demos-to reinforce
learning.  Distribute handouts.  Give feedback and summarize            unit.

Activity:  Read unit-2, hands on models, listen to tapes recorded,
    present sketches, use computer software.  Engage in group
discussions.  Administer homework, quizzes, and tests.

Closure:  Extend the lectures with a follow up lab.  Preview next unit.

Extension:  Homework, quizzes, tests, and short essays.

Modifications:  The visual and auditory-for the impaired.
Lesson Plan #1 for Fred Fronczek

Grade 10, Biology

Objectives: 1: Apply scientific method in order to determine the validity of a hypothesis. 2: To use the Internet, 3) to print off the Internet.

Material:  PC, Netscape, Notepad, and printer

Explain Strategy: Go to Netscape, type in location box URL:

http://www.hiline.net/~siremba/explanations/scientificmethod.html

Model Strategy: Show how to use Netscape to take notes while viewing the computer, How to save on floppy disk, and Print.

Check for Understanding: Have students print worksheet 1 from web page and answer both questions.

Independent Study: Allow time for studying material on computers and to complete computer worksheets.

Assess results: Collect and grade worksheets; discuss note taking with students.
 
 

Lesson Plan # 2 for Fred Fronczek

Objective:  To learn about genetic crosses using the computer

Material: Down load GENETICS PROBLEMS ~ #60 - From
http://www.eyesoftime.com/teacher/page3.htm

(Free Software for teachers)

Model Strategy: Show how to perform Genetic crosses and calculate genetic crosses, shows pheno & genotypes of parents and offspring, provides pheno & genotypic ratios with probability of each event using the program and by hand.

Check for Understanding: Have students cross brown eyed dominant with blue eye recessive by hand and then check the out come on the computer.

Independent Study: Allow time for student independent research, studying and complete handout.

Assess results: Discuss genetic crosses and assign problem for homework.
 
 

Lesson Plans on the Human Body developed by Heidi Hand

Grade Level: Grade Three

Time Frame:  50-60 minutes, depending on student responses and number of
minutes
  available in computer lab.

Materials: Blackboard or chart paper, software program ³My Amazing Human
Body²

Objective: The learner will begin to recognize and discuss the following organs
and body parts:heart, lungs, brain, liver, kidneys, skin, bones, muscles, sensory
organs, and stomach/intestines.

Initiation: The teacher will explain that the lesson is part of the class¹ Health Unit;
for example:  ³One reason that we study Health is to learn how to remain
and strong and healthy! Before we can do that, we need to learn about how our
   body works. Today we will learn about some important parts of our bodies,
 called ³organs². We will do this by using a special computer program.²

Next, discuss what an organ is (tissue or body part designed to serve a specific
function in the body). Use the first two columns in the KWL format    (What do I
know; what do I want to know, and what did I learn) to organize student
responses. (This will be used in the following lesson, as well.)
 

Activity: Using the program ³My Amazing Human Body², lead students through
  the ³Build a Body² activity. Students will answer questions to collect body
  parts and bones. They can read extra information in the fact file, and when
  done, they can name their body and dress him up.

Closure: Return to classroom and chart area or blackboard. Ask students to name
one
  thing that they learned from using ³My Amazing Human Body². List their
  responses on chart or blackboard. Explain that the next day they will
  again be studying the human body, using the KWL chart and the computer
  program.

Extension: (Optional) For homework, have students list at least five ways their
organs provide important functions for them during their evening activities (for
example, muscles and bones for playing sports, eyes for reading, etc.)
Responses should be written on paper in complete sentences.

Modifications: Physically-challenged students may need assistance with fine
motor skills.    Hearing or visually-impaired students may need one-on-one
assistance with computer work.  If student cannot see at all, then it may be more
appropriate to use a three-dimensional model of the human body instead of the
computer program for instruction.
 

Lesson Two:
 

Time Frame:  Two class periods of 45-50 minutes; or one two-hour class period.

Materials: KWL chart, My Amazing Human Body software program, butcher
paper, magic
markers, crayons, yarn, glue.

Objective: The learner will correctly place and label their organs and body parts
on
paper.

Initiation: Relate to prior learning by reviewing the KWL responses from the pre-
vious lesson. Explain that today they will practice learning more about
their organs and body parts by using the computer program again. Then, they will
draw their own organs and body parts on a tracing of themselves.

Activity I:   Using ³My Amazing Human Body², lead students through the second
activity, ³Take Me Apart². Here, they will drag and drop bones and organs
onto a character called ³Seemore Skinless². Allow at least 25-30 minutes for
this part of the activity.

Activity II: Return to classroom and instruct students lie on strips of butcher paper
to trace
themselves. (They can work in pairs for this activity, and the assistance of
an instructional assistant or parent volunteer may be very helpful, as well.)

  Once they have their outlines traced, instruct students to draw their organs
  and body parts, and label them on the butcher paper. They can add identi-
  fying features such as hair, eyecolor, etc. when done.

Closure: When drawings are complete, have students share their work and
describe
their decisions and thinking. Add more responses to the KWL chart. Display
student work in classroom or hallway for remainder of unit.

Extension: Ask students to locate an article on the Internet about health. When
sharing
  their findings, the article¹s relation to any body part should be discussed (for
  example, an article on smoking can be related to the lungs; skin cancer to the
  skin, etc.)

Modifications: Physically-challenged students may need assistance with fine
motor skills.  Hearing or visually-impaired students will need one-on-one
assistance with computer work. If student cannot see at all, then it may be more
appropriate to use a three-dimensional model of the human body instead of the
computer program for instruction. They could also use modeling clay instead of
paper to shape organs with an instructional assistant.

Future Planning: Future lessons may include more specific instruction
about the function of each body part. The ³What Am I Made Of² activity
on ³My Amazing Human Body² gives more detailed information and
activities about each organ and body part. This may be an excellent way
to further explore the human body.
 

Lesson Plan 2 for EDU 553 by Sharon Fowler - Electrocardiography

Objectives:

        1.Learning Objectives

                 A.To prepare the student for active nursing or paramedic situations involving ECGs.
                 B.To acquaint the student with the differences in leads I and III as compared to the
                    standard lead II.
                 C.To reinforce the concepts involved with the direction of electrical activity in the
                    heart and it’s relationship to the recorded ECG.

2. Experimental Objectives

                              A. Record ECG from Leads I and III in the following conditions: lying
                              down, sitting up, and breathing deeply while sitting.

                    B. Review the ECGs for Lead II.

                              C. Correlate the direction of the QRS Complex (+ or -) with the
                              direction of the lead axis. Estimate the mean electrical axis of the
                              QRS complex using two methods.

Teacher Assumptions:

        1.Students are in their second semester of using the Biopac program.
        2.Students have completed the basic ECG laboratory utilizing Lead II.

Expected Outcomes:

        1.Students will be able to properly record Leads I, II and III of an ECG.
        2.Students will be able to recognize Leads I, II and III of an ECG.
        3.Students will be able to recognize changes in the ECG due to changes in normal body
          position.
        4.Students will be able to determine the direction of the lead axis from the direction of the QRS
          Complex
        5.Students will be able to estimate the mean electrical axis of the QRS Complex
        6.Students will be able to complete this portion of the laboratory exam successfully.

Materials:

        1.BIOPAC electrode lead set (SS2L), Qty - 2
        2.BIOPAC disposable vinyl electrodes (EL503), 6 electrodes per subject
        3.Cot or lab table and pillow
        4.Protractor
        5.Two different colored pens/pencils
        6.BIOPAC electrode gel (GEL I) and abrasive pad (ELPAD) or
        7.Skin cleanser or alcohol prep
        8.Computer system:
        9.PC running Windows 95, Memory requirements:

          The Biopac Student Lab application needs to have at least 4MB of RAM available for its
          needs. This is 4MB above and beyond the operating system needs and any other programs
          that are running.

       10.BIOPAC Student Lab software V3.0
       11.BIOPAC acquisition unit (MP30)
       12.BIOPAC wall transformer (ACIOOA)
       13.BIOPAC serial cable (CBLSERA)
 

Procedure: The following pages are from The Biopac Student Lab Version 3.0 and are licensed for use
only with the purchase of the BIOPAC SYSTEMS.

Anticipatory Set

• compound microscope
• scissors
• mirror
• Scotch tape
• Envelopes
• Computer with MS Powerpoint Software

Procedure

1. Field Trip
2. Lecture presented using Powerpoint slide show
3. Cooperative learning through laboratory practice

1. Observing scientists using different tools and techniques in a research setting.
2. Listing and describing the different types of microscopes: light, simple, compound, phase-contrast, stereomicroscope and electron; listing and describing the different types of techniques: centrifugation, microdissection, tissue culture, chromatography, electrophoresis, spectrophotometry and the use of computers.
3. Using a compound microscope to examine samples of hair and identifying the color, relative thickness, shape (ie., curly or straight), and texture (ie., rough or smooth).

• Explain the steps necessary in preparing materials to be viewed with the light microscope.
• Explain the technique of centrifugation.
• How are the compound microscope and the electron microscope alike? How are they different?
• What other scientific analyses might you use to distinguish whose hair it is?

Guided Practice

Field trip

Laboratory practice

Factual

Anticipatory Set

• Computer lab space
• Computers with Internet access

Procedure

1. Self-discovery
2. Guided Practice
3. Independent Practice

1. Students show familiarity with computers and school networking system by logging in and accessing the internet.
2. The use of a web browser to conduct key word and phrase searches on various topics and using the book-marking feature is modeled.
3. Students show proficiency with the use of the browser by book-marking 10 sites on the topic of their choice.

• What words or phrases are associated with a scientific topic you would like to research?
• What characteristics determine a useful internet site for the purpose of your research?

Modeling the use of a web browser

Self-discovery

Students search the internet for sites relevant to their research topic.

Closure

Factual

Students print out list of book-marked sites for research topic.

Anticipatory Set

The learner will state and explain the essential steps of a scientific investigation.

Materials

• paper and pencil
• computer with MS Excel software

Procedure

1. Group discussion
2. Lecture
3. Creation of flow chart using computer with drawing program

1. How the students will determine the more effective of two cough medicines (answers will vary)
2. Listing of the essential steps of a scientific investigation: defining the problem, formulating a hypothesis, testing the hypothesis, observing and measuring, analyzing and drawing conclusions, and reporting observations.
3. The essential steps of a scientific investigation in flow chart form.

• Explain the function of a control in a scientific experiment.
• What are some reasons why scientists make careful observations and records of experimental data?
• Why must a hypothesis be stated in an "if/then" format?

Class discussion

Creation of flow chart

Factual

Anticipatory Set

• Scientific journals
• Computer with MS Word software
• Examples of former student lab reports

Procedure

1. Self-discovery
2. Class discussion
3. Independent practice

1. Students read and discuss current research topics presented in journals.
2. The different sections of the reports from the journals are identified (Introduction/abstract, materials, methods, results, and conclusions) and the contents of each discussed.
3. Students create their own report filling in information for each section using the software.

• Describe how each of these journal reports are broken down?
• Why is it important to be as detailed as possible in describing the methods of an experiment in a report?
• What is the purpose of the section titled "Conclusions"?

Class Discussion

The topics and organization of each report is discussed.

Independent Practice

Self-discovery

Students use MS Word Software to produce their own lab reports.

Closure

Factual

   Resources:  Anatomy and Physiology text, computer access, lecture aids, and in class worksheet.
   Strategy:  Introduce lesson and hand out advance organizer for the lecture.
   Focusing Activity:  Have the students give responses and complete a concept map on the board.  Have them write it down in their notebook.  This will act as a precursor to finding out what the students already know.
   Instruction:  Pick apart the important pieces of the concept map and use webbing to further elaborate on them.
   Using a the in class computer  access information from the internet and project it onto the viewing screen in the front of the room.  Use skeletal, visceral, and cardiac- Webbing and using lecture to reinforce the important differences of each.  Hand out a worksheet with the variations in muscle tissue and put the same diagram up on the overhead projector- explain the differences- answer any questions.  Move on to the histology of muscle tissue and explain it in the same fashion as used earlier.  Diagram on the overhead and in class handout.  Explain the importance of understanding the prefixes of the words and how that can help identify what part of the muscle is being talked about.  EX.  epi, peri, endo.  Tell students from what we learned today there are large discrepancies between the different muscle types and ask them why they think this might be?  Why not just a single type of muscle for all the different bodily functions.  Do we really need these different muscle types?
   Independent practice:  Hand out a blank worksheet and have each student label and identify the different muscle types and, using colored markers, color the different parts of the muscles.
   Evaluation:  Evaluate the independent practice.
 
 

  Lesson 2
   Objective:  Given the lecture and the teaching aids the student will be able to reflect on the class and in a short paper explain in his/her own words the differences between isotonic and isometric muscle contrition and state why they think that this is important society.  Acceptable responses will include reference to varied weights, equal forces, production of heat, and muscle tone.
   Mind Capture:  Take a volunteer from the class and have them stand in as doorway and with their palms facing inward apply force outward against the doorjamb for 2 minutes.  After the 2 minutes is up have them step into the class room and let their arms go limp.  Their arms should begin to rise up from their sides.
   Lecture:  Discuss with the class why they think that the students arms came up from their sides and the contributing factors.  Explain to them that they will be responsible for a short paper about the important points of the upcoming film strip, that will be completed in the computer lab and that they need to pay close attention to it.  Show the film.  After the film reflect upon its main ideas and why they are important.
   Evaluation:  Read the students reports that were constructed in the computer classroom on the schools up to date Microsoft Office 97 software  and evaluate them according to their content.