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Plan Title: Charlie and the Cell Factory

Name: Jennifer Dubberke

ID# 8

Behavior Contingency Plan (BCP):

Undesirable Behavior Targeted:

Rushing to the door when the bell rings, before the teacher dismisses class. This causes disruptions to the classroom because: The teacher may be disrupted in teaching his/her lecture. The students might miss their assigned homework or readings. The students may shove each other, trip, or fall, which means it is a safety hazard. When the students crowd the door, the emergency exit is blocked, this is also a safety hazard Desirable (expected) Behavior Targeted:

Students will stay seated with their materials out, actively engaged in the classroom, until the teacher dismisses the class. Once the class is dismissed by the teacher, then the students should put their belongings away, quietly, and orderly. The students should calmly walk out of the classroom in a calm manner, meaning one student through the door at a time, with their hands to themselves. Types of positive reinforcements - Reinforced when & how? Immediate & delayed R+ should be related to the final activity being earned.

1. Immediate R+ A part of the animal cell or plant cell is added to the wall.

2. Ongoing R+ The organelles will be added every day that the students follow the correct behavior to

create a full plant or animal cell.

3. Overall R+ - The activity will be making animal cell first for the first time that the students are able to

complete the cell, and the plant cell the second time that they are able to complete the cell. They will be making cells out of edible things such as candy. When the students wait for the teacher to dismiss class the teacher will place a piece of the cell onto the cell on the wall. Showing the students that they are working towards their activity. Because the students need to walk out the door calmly for the behavior to be correct, if the students do not, the teacher will take down the organelle added to the cell on the wall. The next day at the beginning of class the teacher will show the cell so that the students can see how close they are, or if they got the organelle taken off from running out the door even though they waited for the dismissal from the teacher.

Interactive Learning Activity TEK 7.12 D Differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast and vacuole.

When the students have completed the animal cell on the wall on the last day by leaving the class correctly, the next day they will be building the edible animal cell. I will have an array of edible items that

can be made into a cell, such as Twizzlers, Jaw Breakers, Chicklets, KitKat, ect

the food into the cell organelles and parts. They will then complete a key and explain to the class what each organelle’s function is and how it compares to a plant cell. They will be allowed to eat their cell if they would like at the end of class. Next time they will create a plant cell and do the same thing. Explain HOW you will Teach the Desired Behaviors:

First I will explain to the class the exact behavior I want as described above. I will then model to the class by having a students say, “you are dismissed,” then put my things in my bag and calmly walk out of the classroom door. I will then have the class practice waiting for me to say that they are dismissed, then calmly packing their things and walking out of the door. Explain HOW you will Teach the Plan:

I will show the students the two cells, and explain that for every day that they leave the classroom correctly I will add an organelle to the cell that we are working on a that time. I will explain that we will be having an activity day to build the edible cells when each cell has all of its organelles. I will explain that they will not receive an organelle if even one student rushes out the door or is not actively engaged until I dismiss the class.

Provide options For multiple class periods, each period gets its own cell to build upon. This could also be used in other subjects as well. The students could build a model, edible or not, on the unit that they are working on. This activity could also be used with non-edible materials in schools that do not allow food in the class rooms. Instead they can used foam board, pipe straws, glitter, ect

The students will make