Kathi's+Biology+12

=Kathi's Biology 12 Resources= iPod Touches,

=**Kathi's Unit Plan Lesson Template:**=

__**A. STAGE ONE: DESIRED RESULTS**__
Describe cell structures and their functions (cell biology)
 * 1. Goal Statement for the Unit (What category learning outcome, course or program objectives will this unit address?)**

//Students will understand that...// Cellular structures are inter-related and work together for the cell/organism's life processes
 * 2. Big Ideas or Enduring Understanding: (Unpack learning outcomes for relevance)

3. Essential Questions Related to Understandings: (Not easily answered!) What would happen if the Golgi body in a cell was non-functional?

4. Essential Skills/Processes Students will Need: (Unpack from BC ICT Performance Standards, course achievement indicators) //Students will be able to... collecting and editing images, research skills, analysis of cell structure //

5. Knowledge Students will Need (Content): (Unpack from prescribed learning outcomes) //By the end of the unit, students will know that... identify specific organelles by characteristic visual features, explain organelle functions, explain how organelles work together for specific tasks. ribosome makes polypeptides, endoplasmic reticulum modifies polypeptides, golgi body further modifies polypeptide, vesicles are transport organelles between ER and Golgi and Golgi and cell membrane //**


 * 6. Authentic Culminating Project for Unit: (Design an authentic task that students need to problem solve)**


 * ** G: ** What is the ultimate **goal** in this task? ||  ||
 * ** R ** : What is the **role** of the student? ||  ||
 * ** A: ** Who is the **audience** || Peers ||
 * ** S: ** What is your **situation** or context? ||  ||
 * ** P: ** What is the **problem** or challenge? ||  ||

You are writing a digital book on how a cell produces a specific hormone. Your job is to locate and label pictures of the organelles involved in protein synthesis and research and record their functions.

__B. STAGE TWO: LEARNER CONTEXT__

 * 1. Class Context: (General statement about class profile, including predispositions, learning style/prefs, skills, strengths, challenges)

2. Student Strengths: (How can specific strengths be harnessed during this unit? Eg/ leadership, expertise, interest, technology)

3. Student Adaptations & Modifications: (Students who will need specific strategies & resources to assist in learning) Eg./ KWL, advance organizers, traffic light, checklist, pre-teach vocabulary, peer coaching, appropriate levels of text)

4. How will you hook students into this unit? (video, anecdote, prompt, artefacts, exemplars, story, activity, etc.) --Affective/Cognitive? video

5. Assessment of prior learning: (What tool ie/checklist, KWL, traffic light, survey, pre-write, partner talk will you use to inform instruction?) //*Note: we can use the technology in learning survey to help us get kick started here. You may want something customized for your subject area as well. Connect APL to the skills and content knowledge students will need as outlined in Stage One.//

6. Setting Goals: (Sample of rubric, checklist to set goals for unit achievement) **



Rubistar Online Rubric Generator

1. Lesson One:
a. Connect: (Eg./ learning intentions, prior knowledge, goals, hook, discuss/partner talk, pre-quiz, etc.) b. Learn: (Teach skill, tutorial, demo, etc.) accessing and viewing google doc (Powerpoint); accessing and viewing my blog; c. Do: (Use technology tools to collect and analyse, and validate information/data) Technology Tool/s: iPod touches; Macbooks (wordle.net, drop box); google docs; blogger (post comment) ; YouTube video
 * How can I analyze and share relevant information with others?
 * Quiz (using online generator); instant feedback

d. Closure/Reflection: (How will you close the lesson? Exit slip, wall graffitti, online quiz, sticky note, revisit rubric, etc.) checklist on unit outline...what have we covered today? what Q's do you have? **

2. Lesson Two: Organizing Information
a. Connect:
 * How can I best sort and organize my information into logical and meaningful sections that I can share with others/my partner?

b. Learn/Revisit:

c. Do:

d. Close/Reflect:

3. Lesson Three: Interpreting and Analyzing Information
a. Connect:
 * How can I best use technology to build connections between ideas and concepts?
 * What can I infer from the information? How will it help me answer essential questions?
 * How can I best use technology to make sense of the information, and to make it my own?

b. Learn/Revisit:

c. Do: **(build in an assessment here, potentially)**

d. Close/Reflect:

__4. Lessons Three and Four: Presenting and Communicating__
a. Connect:
 * How can I best represent my/our learning so that it is meaningful and engaging to my/our intended audience?

b. Learn/Revisit:

c. Do:

d. Close/Reflect:


 * Note: **Peer feedback will be especially valuable on presentation day. Peer feedback can take place orally or digitally (text, voice).**

__5. End of Unit: Post-Unit Technology in Learning Survey__
a. Celebrate student learning by posting projects

b. Allow time for reflection and partner talk before administering the post-learning digital survey**