Science Grade 6 Touring a Cell Model Technology Integration Unit Teachers’ Name(s): Stephanie Sims and Caitlin Briggs Grade Level(s): Grade 6 Content Area(s): Science: Touring a Cell Model Technology Overview / Organizer: Stephanie Sims, Caitlin Briggs, and Ron Dumais Stage 1: Desired Results Essential Question(s) – What essential question(s) or learning are you addressing? (Hint: Overarching, High Level, Involves Multiple Concepts and possible answers, Promotes Inquiry and Discovery)

How can a model be used to describe the structures and their functions in a cell that contribute to the overall function when compared to another system? Technology Standards – What technology standard(s) will this unit cover? X X

Technology Standard 1: Creativity and Innovation – Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Technology Standard 2: Communication and Collaboration – Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Technology Standard 3: Research and Information Fluency – Students apply digital tools to gather, evaluate, and use information. Technology Standard 4: Critical Thinking, Problem-Solving & Decision-Making – Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Technology Standard 5: Digital Citizenship - Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Technology Standard 6: Technology Operations and Concepts – Students demonstrate a sound understanding of technology concepts, systems and operations.

21st-Century Skills - Four Broad Conceptual Categories: X

Ways of thinking. Creativity, critical thinking, problem-solving, decision-making and learning

X

Ways of working. Communication and collaboration

X

Tools for working. Information and communications technology (ICT) and information literacy Skills for living in the world. Citizenship, life and career, and personal and social responsibility

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Conceptual To Practical Span All Four Categories X

Collaborative problem-solving. Working together to solve a common challenge, which involves the contribution and exchange of ideas, knowledge or resources to achieve the goal. ICT literacy — learning in digital networks. Learning through digital means, such as social networking, ICT literacy, technological awareness and simulation. Each of these elements enables individuals to function in social networks and contribute to the development of social and intellectual capital.

Next Generation Science Standards (NGSS) MS-LS1.2. Develop and use a model to describe the function of a cell as a whole and ways parts of X cells contribute to the function. Common Core English Language Arts Standards SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen X claims and evidence, and add interest.

Technology Expectation - What technology skills do you expect students to master? Students will be able to (LEARNING TARGETS)…. • • • • •

Collaborate in Office 365/Microsoft PowerPoint™ platform: Share, upload, and edit online documents Slide Transitions Snipping, inserting, manipulating objects Voice Recording (in audacity) and inking in Office 365/Microsoft PowerPoint™ Hyperlinks within Office 365/Microsoft PowerPoint™

Stage 2 - Assessment Evidence Assessment – What will students be able to do or produce to illustrate their learning? How will you assess what they do or produce? Project Title: Touring a Cell Model

Evidence: Student development and audio tour of an interactive cell model. Criteria: (include rubric and/or checklist criteria?) •

See attached

Stage 3 - Learning Plan Overview – This is a short summary of the lesson or activities including assignments or possible products. •

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Students will collaborate to create an audio tour of an interactive cell model using (Office 365/Microsoft PowerPoint™ and Audacity).

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Resources/Materials – What resources will you use in your project (e.g., Computer Lab, Publisher, Web access for research, print resources, etc.)? Hardware: Laptop cart/computer carts Software: Office 365/Microsoft PowerPoint™ and Audacity Web-based resources & technology tools (possible resources that could be incorporated) Public Domain clip art and images

Preparation – What technology skills are necessary for students as a prerequisite to beginning this activity? Basic Microsoft Word™ processing skills within Office 365/Microsoft PowerPoint™

Management – How and where will your students work (classroom, lab, groups, etc.)? e.g., lab, library… In groups

•

Classroom laptop carts or computer lab in collaborative groups

What logistic protocols need to be followed? Where to save? How to submit? What directions / Graphic organizers need to be provided to students in advance? Students will need to: • • • •

Create Office 365/Microsoft PowerPoint™ account/login Know how to save in Office 365/Microsoft PowerPoint™, share documents with team and teacher Know their group and understand their role and responsibilities within the group. Complete graphic organizer that includes: 1. cell structure 2. cell description 3. cell function 4. cell analogy

Outline and Timeline for Instruction and Activities – List the learning activities you will use and provide a timeline that indicates what students must complete and by when. Scheduling (Describe the approximate length of the project): Day One:

e.g., Teacher exemplar presentation/product and group critique of effective criteria.

• • •

Day Two:

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Introduce project and tools (Office 365/Microsoft PowerPoint™ and Audacity) to students. Show students sample of final project. Students start process of accessing online accounts.

e.g., Online resource activity and begin developing product.

• • •

Finish online account access (logins, group folders, etc.) Review rubric for projects and group expectations (group roles). Collaborate with group to begin discussing and planning their project.

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•

Start working on slide template based on cell structure and function chart

Day Three:

e.g., Share practice presentations followed by review using rubric and class discussion.

Day Four – Six:

e.g., Review and Revise

• • • • •

Day Seven and Eight Day Nine and Ten

Day 11 Day 12-14

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Continue working on slide template based on cell structure and function chart. Students begin working in Office 365/Microsoft PowerPoint™ to build and hyperlink their slides. Students begin working in Microsoft PowerPoint™ to build and hyperlink their slides. Teacher introduces graphic organizer for script of audio recording (Day Six). Teacher gives another exposure to the tools in audacity and how to create an audio recording to add to their Office 365/Microsoft PowerPoint™ (Day Six).

e.g., Present and Reflect

• • • • • • • • • •

Students begin/continue working on script organizer and final copy. Students begin recording their audio tour of their cell model already created in Office 365/Microsoft PowerPoint™. Students begin recording their audio tour of their cell model already created in PowerPoint. Students link their audio recording to their Office 365/Microsoft PowerPoint™ cell model. Students review project using rubric to ensure they have met all criteria. Students share final project with teacher. Teacher introduces Cell Model Project Reflection Sheet Students start writing reflection. Students finish writing reflection. Groups begin presentations of their final projects to the class.

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Instructional Strategies – Select and describe how you will use any of the strategies listed below. Problem-Based Learning: e.g., Students will be given a problem and create a technology based solution Project-Based Learning: e.g., Students will create and evaluate an interactive multimedia presentation •

Students will create a multi-media presentation developing a model and explaining the structures and functions of either a plant or animal cell.

Differentiated Instruction: e.g.,1. Multimedia presentation examples reach multiple intelligences. 2. Rubric evaluation & contribution allows students of varying abilities to extend their learning. 3. Grouping will be designed to meet students’ interests, abilities, and learning styles. 4. Student choice on project

• • •

Graphic organizers and image/graphic banks will be provided to students to help with organization and comprehension of tasks presented. Collaborative groups will be designed to support academic needs of students (heterogeneous grouped for a range of abilities, learning styles, personalities, interests, etc.) Re-teaching of technological skills (as needed) to small groups or individuals to ensure comprehension of software used.

Inquiry-Based Learning: Online Resource Inquiry activity; project development and research Collaborative Groups: Group practice presentation, group rubric criteria analysis • • •

Collaborative groups will be designed to support academic needs of students (heterogeneous grouped for a range of abilities, learning styles, personalities, interests, etc.) Collaborative groups will work to build and develop their presentation, as well as practice presenting their projects. Students will use their rubrics for criteria as they develop and present their projects.

Closure and Reflection: How will you wrap up the unit? How will students reflect upon their work? • •

All groups will present their final projects to the class. Students will also complete a "Cell Model Project Reflection" sheet individually to allow each students to reflect specifically on their work with the science content standards, technology standards, as well as their collaboration in their group.

Students Will Self & Peer Assess Their Presentations. After the rubric assessments, students will write a reflection on the process of creating and sharing their interactive multimedia presentation. • Students will also complete a "Cell Model Project Reflection" sheet individually to allow each students to reflect specifically on their work with the science content standards, technology standards, as well as their collaboration in their group.

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