Megan Butcher

IT 544-Lesson Plan Integration

Context:
Unit: Understanding the Basic Biological Hierarchy: Organs/Systems>Tissues>Cells
This unit will focus on the important crosscutting concept of structure and function
relationships at all levels of the biological hierarchy.
Brief Daily Schedule:
Prior to Day 1: Students will have watched screencast on setting up their online science
notebook and will have their first data collecting sheet ready in Google Drive
https://www.youtube.com/watch?v=KVaXw2cgvKE.
Day 1: Organs/Systems
Students will visit three different stations to make observations and inferences about how
different systems work in a way that allows plants and animals to survive and reproduce.
Station 1: Observe dyed water move through celery and carnations (vascular system)
Station 2: Examine seeds, flowers and pollen (reproductive system)
Station 3: Investigate plant giving off air bubbles under water-O2 (photosynthesis vs.
respiration)
Students will record observations and inferences in their data sheet online in their google drive.
Day 2: Tissues & Biological Hierarchy
First, students will view the following screencast and will set up a page for note-taking and their
second data sheet for data collection on tissues
https://www.youtube.com/watch?v=4BRfyzC9ZbQ
https://youtu.be/Wu5pmoJ66f4 (brief screencast to follow above screencast)
Students will then be assigned a specific tissue type in groups of 3-4 students, they will engage
in online research about their tissue and become an expert on one type of tissue. They will
present their tissue to the class, and record information about other groups tissues. They will
specifically looking for information that helps them to identify how their tissue is unique and and
how the structure of their tissue support the function.
One site they can visit during this investigation (but there are many others out there) is:
http://www2.yvcc.edu/histologyzoomer/HistologyTutorials/histology_tutorials.htm

Teacher will also discuss the Biological Hierarchy, during which they will take notes in their
Google Drive. Here is a site they can visit
http://www.scsc.k12.in.us/SMS/Teachers/Martin/replacelevelsoforganization.htm

Day 3: Cells
Students will make a plant cell and an animal cell slide and will draw
Before making their onion slide, they will watch this video:
https://www.youtube.com/watch?v=XKPdnE6BGew
Before Making their cheek slide they will watch this video until 2 minutes:
https://www.youtube.com/watch?v=q6wJVoojWOc
After looking at slides under microscopes and drawing these cells, students will make an animal
and a plant cell using the following simulation,
http://sepuplhs.org/high/sgi/teachers/cell_sim.html
Once the simulation tells them their plant or animal cell is complete, they will use their complete
cell to label their onion and cheek cell drawings the best they can.
NGSS Standards:

MS-LS1-3.
Use argument supported by evidence for how the body is a system of
interacting subsystems composed of groups of cells. [Clarification
Statement: Emphasis is on the conceptual understanding that cells form tissues
and tissues form organs specialized for particular body functions. Examples
could include the interaction of subsystems within a system and the normal
functioning of those systems.] [Assessment Boundary: Assessment does not
include the mechanism of one body system independent of others. Assessment
is limited to the circulatory, excretory, digestive, respiratory, muscular, and
nervous systems.]
LS1.A: Structure and Function

All living things are made up of cells, which is the smallest unit that can be said to be
alive. An organism may consist of one single cell (unicellular) or many different numbers
and types of cells (multicellular). (MS-LS1-1)

Within cells, special structures are responsible for particular functions, and the cell
membrane forms the boundary that controls what enters and leaves the cell. (MS-LS1-2)

In multicellular organisms, the body is a system of multiple interacting subsystems.

These subsystems are groups of cells that work together to form tissues and organs that
are specialized for particular body functions. (MS-LS1-3)

Technology Used:
Day 1 & 2: Students will use Google Drive to create an online Science Notebook and record
their observations/research from these investigations:
Before Day 1: https://www.youtube.com/watch?v=KVaXw2cgvKE
On Day 2: https://www.youtube.com/watch?v=4BRfyzC9ZbQ
https://youtu.be/Wu5pmoJ66f4

Day 2:
-Students will search through the internet to find information about tissues online and use a
couple key sites to research the biological hierarchy as well as tissues:
http://www.scsc.k12.in.us/SMS/Teachers/Martin/replacelevelsoforganization.htm
http://www2.yvcc.edu/histologyzoomer/HistologyTutorials/histology_tutorials.htm
Day 3:
-Students will watch the following videos before they make an onion slide and a cheek cell slide
https://www.youtube.com/watch?v=XKPdnE6BGew
https://www.youtube.com/watch?v=q6wJVoojWOc
-Students will build your own plant and animal cell at
http://sepuplhs.org/high/sgi/teachers/cell_sim.html to help them label their cells and further
develop their understanding of cell biology.
If students finish early, they can begin investigating how membrane channels work at:
https://phet.colorado.edu/en/simulation/membrane-channels
Rationale:
Keeping science notebooks is an important part of learning to be a scientist, using the
scientific method and organizing ones research and learning. However, it is often challenging
and inconvenient for students to bring their lab book home and back to school, so they may not
take their book home. This situation is not supportive of using their learning in doing homework
or studying for tests. Science notebooks can also be difficult and inconvenient for teachers to
grade if they have to carry them around. Keeping hard copies of science notebooks is not fitting
with the times, as many scientists are keeping all of their research and data on computers.
Finally, as scientists we should pay attention to the environmental impacts of using so much
paper. All of these problems are remedied by having the students keep their scientists
notebooks on their Google Drive. Also, learning how to use Google Drive will be advantageous

for these students through high school and beyond. I would absolutely try to use this tool with
my students if I taught in a classroom where the students have regular access to
computers/iPads in and out of school.
Having students engage in online research about tissues is an important activity as it
shows students how they are able to seek out and create their own knowledge through
responsible use of the internet. In the real world, students wont always have access to
microscopes and tissue samples/models like they will in their science classes. Knowing how to
seek out information online and share/present that information with others is an important
lifelong skill to have as a student/scientist.
-Videos to learn how to create slides will be helpful as students can move at different
paces and they can pause or rematch the videos if they arent sure how to make their slide. This
makes these videos more helpful to students than demonstrating how to make the slides in real
time. This tool is also accessible to students at home, and not just in the classroom.
-Many parts of cell biology cant be reasoned and understood easily because they are
such isolated areas of study. This is unique from other aspects of science that are related to life
we experience every day. Because of the unique challenges posed by cell biology, online cell
simulations can be really helpful. Also, studies have shown that students experience much
deeper learning when they construct it on their own (such as through creating a cell online)
versus being told information by their teacher.

Teaching your Tool/Teaching Aids:

I created screencasts to show how to start a science notebook on Google Drive and set up
pages for data collection.
Screencast 1: https://www.youtube.com/watch?v=KVaXw2cgvKE
Screencast 2: https://www.youtube.com/watch?v=4BRfyzC9ZbQ
Screencast 3: https://youtu.be/Wu5pmoJ66f4
-Students will be working in groups to accomplish each task/use all technology so they will be
able to collaborate and ask each other for help.
-The cell simulations are very self-explanatory
-These activities are supportive for students who may have unique learning needs because they
are interactive, collaborative and facilitate learning through different styles (presenting, research,
auditory, creating, visual). These activities are also supportive of students who need more
challenge as they are very open ended. The first activity is centered around students
observations and inferences, which are going to be very different depending on the students

science proficiency. The second activity is based on student-driven research, which leaves
space for students to explore and find information at a challenge level suitable to them. The final
lesson actually includes a challenge simulation that students can engage in if they finish
viewing and labeling their slides. Although it is sometimes fun to have extra activities and
simulations, I think the best way to support students of all levels is to use activities that are open
ended. When planned correctly, open ended learning experiences allow all students to create
meaning out of information, exactly at the place they are as learners.

Submission:
Students will share their work with the teacher via Google Docs. I explain how to share their
notebook with me in the third video.
Screencast 3: https://youtu.be/Wu5pmoJ66f4
For the final lesson, I will be collecting students drawings of cells, since drawing is not not
something they could do easily on the computer. For the future, it might be a good idea to take
pictures of important drawings and upload them to students Science Notebooks in Google Docs.