Team Teaching Project - University Blogswp.vcu.edu/mehtajimeera/files/2012/04/Team-teaching-… · Web viewTeam Teaching Project. ... Lesson Plan: - Day one. CONTENT ... The GE

1Running head: TEAM TEACHING PROJECT

Team Teaching Project

Virginia Commonwealth University

SEDP 531, C92

Katie Best, Meera Mehtaji

2TEAM TEACHING PROJECT

Team Teaching Project

Unit Plan:-

Title: - Cells: - Structure and function of cells and Plants and animal cells.

Grade: - Fifth Grade collaborative class of twenty students.

Time:- This is a three day unit plan. Each day the students will work on this unit for one

hour. This is a team taught unit, so there are two teachers, a general and a special

education teacher, who are working collaboratively.

SOL 5.5:- The student will investigate and understand that organisms are made of cells

and have distinguishing characteristics. Key concepts include

a. basic cell structures and functions

b. difference between plant cell and animal cell.

Cognitive Supports: Class content will be presented using multiple modalities:

audiovisual, kinesthetic, visual, and interactive. Teachers will provide guided notes and

visual organizers. Teachers will work cooperatively to monitor student progress and

ensure that students have access to individual support. Students will also have multiple

means of demonstrating knowledge and mastery of the content.


Lesson Plan: - Day one.

CONTENT AREA: Parts of an animal cell.

CONTENT OBJECTIVE: At the end of a one hour lesson, students will learn the basic

parts of a cell: nucleus, nuclear membrane, cytoplasm, call membrane, vacuoles, and

mitochondria.

SOL: 5.5.a. Basic cell structures and functions

PROCEDURE:

A. Introduction:

a. The GE teacher introduces the lesson by asking students: What is the

smallest unit of life? The SE teacher will assist by writing student

responses on the board. After several answers have been given and

discussed, the GE teacher will explain that CELLS are the smallest unit of

life. This will signal the beginning of the Powerpoint presentation.

b. At the beginning of the class all students are given a skeletal version

handout of the PowerPoint to fill out during the presentation. The GE

teacher will operate the computer and narrate and explain the Powerpoint

presentation, while the SE teacher will circulate among the students to

observe progress and assist students as they take notes.


B. Development:

a.Cell theory- presented on Powerpoint and explained by GE teacher: Living

things are made of cells. Cells carry out all life processes. New cells come

from existing cells. Cells are too small to be seen with the eye alone.

* All living things are composed of cells.

* All cells come from pre-existing cells.

* Cells are the smallest units of life.

b. The class will discuss different cells in the human body and their

functions (blood cells, skin cells, etc.). This is reinforced by written

explanation and illustration on the Powerpoint.

c. By using a microscope, many parts of a cell can be seen. This is

illustrated with computer images of cells that are part of Powerpoint

presentation given by the GE teacher.

d. The GE teacher will explain the basic cell structure, using notes and

illustrations provided on the Powerpoint. The students will fill in

information on their guided notes.

e. The teachers now divide the class into four centers. The GE teacher will

observe and help students at the “Computer” center and the “Artistic

Rendition of a Cell” center. The SE teacher will observe and help students


at the “Microscope” center and the “Study Card” center. These are group

activities (5 students at a station at a time)

o Station #1: Computer: Using website (Cellsalive.com) loaded on to

5 classroom computers, each student will identify parts of cell and

then label on handout (diagram). Students will then complete

chart: organelles and their functions. Cellsalive.com shows

interactive plant and animal cells- video images. Students can

move cursor over images on screen (diagram of cell and its parts),

and the name of the organelles appear as student clicks on each

one. Also, there is a list of organelles at bottom of the image- when

student clicks on one, it defines the function(s).

o Station #2: Artistic rendition of cell. Students will color and label

their own cell using art supplies provided. Students will follow a

“key” to identify parts.

o Station #3: Looking at cells in microscope. There are four

microscopes A, B, C and D set up at this station. Students are

given pictures of four cells. The students have to look through the

microscope and match the images on the handout to the slides on

the four microscopes. Students will compare findings within the

group, and when they have reached consensus, SE teacher will

provide an answer key for them to evaluate accuracy.

o Station #4: Flash Cards for future study. Students are provided

with supplies: index cards, printouts of cell parts, functions, and


other key terms for review. Students will match up cell parts and

functions, key terms and definitions, and key questions and

answers, and then students will create a set of study cards by

attaching (with glue sticks) each pair to opposite sides of an index

card. Students will then put completed sets into envelope provided

and label with heading “Cell Study Cards” and student’s name.

C. Summary:

a. The SE teacher will review cell theory and cell parts with the class.

b. Students may choose to present artistic renditions of cell to

rest of class. This is optional.

RESOURCES: Powerpoint, class handouts, internet website,

(http://www.cellsalive.com/mitosis.htm , index cards, microscopes, print

outs, art supplies (markers, colored pencils, glue sticks).

ACCOMMODATIONS AND MODIFICATIONS: Powerpoint

presentation contains both auditory and visual components in order to

meet the needs of the most students. A complete (rather than skeletal)

powerpoint note handout can be provided for any student for whom

writing is a significant challenge. The SE teacher will circulate to offer

individual assistance with notes for any students who are having difficulty

http://www.cellsalive.com/mitosis.htm


following along or staying on task. The students will work in collaborative

groups, with assistance from both the GE and SE teachers. The computers

at Station #1 have reading software for students with reading difficulties,

ad teachers and peers are available at other stations to offer reading

support. Students have the option to present artistic rendition to the class,

but this is not a universal requirement.

EVALUATION: The evaluation can be performed in several ways.

Teacher Assessment:-

Do all students have enough time to complete all the four stations?

Have all students completed their guided notes?

The teachers will evaluate if at least 80% of the students have

achieved the goal. If not, the teachers will re-present the content.

Have the teachers accommodated the diverse needs of all students?

Student Assessment:-

Have students completed the guided notes with 100% accuracy?

Have students worked at each station and collected the notes and

made their own flash cards?


Lesson Plan: - Day two.

CONTENT AREA: Difference between plant and animal cells.

CONTENT OBJECTIVE: At the end of a one-hour lesson the students will be able to

differentiate plant and animal cells.

SOL: 5.5 a Difference between plant cell and animal cell.

PROCEDURE:

A. Introduction:

The SE teacher begins the second day class by reviewing the content taught on

the previous day. The students will use the previous day’s notes to answer

questions posed by the SE teacher.

At the beginning of the class all students are given a skeletal version handout of

the PowerPoint to fill out during the presentation. The SE teacher will operate

the computer and narrate and explain the Powerpoint presentation, while the GE

teacher will circulate among the students to observe progress and assist students

as they take notes. The SE teacher will explain that today they are going to learn

about the difference between plant cells and animal cells.

Using a visual aid (poster with side-by-side plant and animal cells), the SE

teacher will point out the exterior physical difference between plant cells and

animal cells: plant cells tend to be spherical or to be rectangular, while animal

are at times irregular in shape.


B. Development

The SE teacher refers to the same visual aid (poster) that shows both plant

and animal cells. The students as a group observe the cells. The SE teacehr

asks the students to point out the cell parts in each diagram, witing the names

on the board under the headings “Plant Cell,” “Animal Cell,” and “Both.”

Using a brief (4-slide) powerpoint presentation, the SE teacher will show that

plant cells include the nucleus, cell wall, cell membrane, vacuole,

chloroplasts, and cytoplasm. Animal cells include the nucleus, cell

membrane, vacuole, and cytoplasm.

The teachers now divide the class into four centers. The SE teacher will

observe and help students at the “Computer” center and the “Venn diagram”

center. The GE teacher will observe and help students at the “Microscope”

center and the “Study Card” center. These are group activities (5 students at a

station at a time).

o Station #1: Computer: Difference between Plant and Animal Cell: - The

students will view the website

http://learn.genetics.utah.edu/content/begin/cells/insideacell/ to

understand the basic difference between plant and animal cells.

o Station #2: Looking at cells in microscope- The teacher has set up two

microscopes. One has a plant cell, and another has an animal cell. The

http://learn.genetics.utah.edu/content/begin/cells/insideacell/


students will state the difference between the two cells and discuss

reasons for their answers. The group must reach a consensus, and then the

group will verbally present its findings to the GE teacher.

o Station #3: Venn diagram: - The students will complete a Venn diagram

to represent the differences between plant and animal cells.

o Station #4: Flash Cards for future study: - The students will be provided

with supplies: index cards, printouts of plant and animal cells, and other

key terms for review. Students will create a set of study cards by

attaching each pair to opposite sides of an index card. Students will then

add completed sets to envelopes from the previous day’s lesson, labeled

“Cell Study Cards.”

C. SUMMARY

The GE teacher will review the differences between plant and animal

cells with the students.

D. RESOURCES: Powerpoint, class handouts, teacher-made poster, internet website,

(http://learn.genetics.utah.edu/content/begin/cells/insideacell/ , index cards, microscopes,

print outs, art supplies (markers, colored pencils, glue sticks).

E. ACCOMMODATIONS AND MODIFICATIONS: Powerpoint presentation contains

both auditory and visual components in order to meet the needs of the most students. A

complete (rather than skeletal) powerpoint note handout can be provided for any student

for whom writing is a significant challenge. The GE teacher will circulate to offer

http://learn.genetics.utah.edu/content/begin/cells/insideacell/


individual assistance with notes for any students who are having difficulty following

along or staying on task. The students will work in collaborative groups, with assistance

from both the GE and SE teachers. The computers at Station #1 have reading software for

students with reading difficulties, and teachers and peers are available at other stations to

offer reading support.

F. EVALUATION:

1. Teacher Assessment:-

Do all the students have enough time to complete all the four stations?

Have all the students completed their guided notes?

The teachers will evaluate if at least 80% of the students have achieved the goal.

If not, the teachers will re-present the content.


2. Student Assessment:-

Have the students completed the guided notes with 100% accuracy?

Have the students worked at each station, collected the notes, and made their own

flash cards?


Lesson Plan: - Day three.

CONTENT AREA: Parts of animal and plant cells.

CONTENT OBJECTIVE: At the end of a one hour lesson, students will identify basic

cell structures, express the function of given cell structures, and create a model of a cell

that demonstrates recognition of cell parts.

SOL: 5.5.a. Basic cell structures and functions

PROCEDURE:

A. Introduction: 1. Before beginning the Edible Cell Project, students will complete Quiz on

parts of the cell- Students must label the parts of a cell using teacher-

provided diagram and terms provided in word bank. Given a diagram of a

plant cell and an animal cell, students must differentiate between them.

Students must answer 5 multiple-choice questions on cell parts and their

functions. This quiz is designed to take students approximately 15 minutes

to complete. Extended time will be afforded to students who need it.

B. Development: 1. When students complete the quiz, and the quiz has been collected by the

SE teacher, the GE teacher will present directions to begin the Edible Cell

Project..Students will be divided into 4 groups (pre-determined by SE and

GE teachers) and will move to one of the 4 work stations to begin the

Edible Cell Project. The SE and GE teachers will move among the work

stations to answer questions and assist students.


2. Students will create an “edible cell” using an assortment of candy/snack

food.

3. Each student will complete a planning chart before he/she constructs the

actual cells. The student will write the function of each organelle and

choose candy that best depicts those parts (looking at shape, color, texture,

etc).

4. After planning charts are completed and approved, students will attach

edible parts to the cell (large sugar cookie) in order to create a relatively

accurate cell model. Students may need to reshape cookie, depending on

whether they are creating plant cell or animal cell.

C. Summary:

1. At the conclusion of this activity, each group will have one member

present their cells to the class, explaining their material choices for cells

parts, and they will identify their cell as either a plant cell or an animal

cell.

2. GE and SE teachers will create an “Edible Cell Display” on one of the

work stations so that all students have the opportunity to see them.

RESOURCES: Teacher-made quiz, teacher-made directions and planning

chart for Edible Cell Project, 20 large sugar cookies, , jelly beans, ribbon candy,

licorice, fruit leather, sprinkles, gumballs, smarties, cheerios, raisins, gumballs,

lifesavers, plastic butter knives, spatulas).


ACCOMMODATIONS AND MODIFICATIONS: Cell quiz has a word bank to

assist students with spelling. The GE and SE teachesr will circulate to offer individual

assistance for any students who are having difficulty reading the test or providing written

responses. Also, class computers are available with quizzes for students who require

electronic assistance. Likewise, students who require electronic assistance may also use

abclass computer to complete the Edible Cell “planning chart.” The students will work in

collaborative groups, with assistance from both the GE and SE teachers. Students have

the option to present artistic rendition to the class, but this is not a universal requirement.

Because only one student from each group is needed to present.

EVALUATION: Teacher Assessment:-

Do all the students have enough time to complete the quiz in the

15-minute time frame?


Have teachers created collaborative groups that are balanced in

terms of skill level? Have they taken into account both the skills

and personalities of group members?

2. Student Assessment:-

Have the students completed the Cell Quiz with at least 80%

accuracy?


Did students adequately and accurately completed the planning chart

before beginning to work on their edible cells?

Have the students worked on the edible cell project as a collaborative

group? Have responsibilities been divided equally? Have the groups

worked efficiently and harmoniously?


Classroom Environment/Logistics:

This is a mainstream collaboration classroom. There are 20 students in the class.

Throughout the three-day lesson on cells, the general education (GE) and special

education (SE) teachers will alternate roles: presenting information and

circulating throughout the classroom to offer assistance to individual students.

When students are divided into small groups at learning stations, both the GE

and SE teachers will supervise students at two stations. The two teachers will

collaborate to create lessons in advance, and specific roles will be determined

prior to the class.

The classroom is spacious so that all students can move around easily.

The students sit in a semi- circle during the presentation part of the class in order

to give all students a clear view of the teacher and the board/powerpoint. This also

allows teachers to move easily from student to student in order to offer assistance

and keep students on task.

The SE teacher and the GE teacher will have desks at front and back of the class.

All the students face the teacher who is presenting at the front of the class.

The class has a projector that helps the teachers deliver PowerPoint presentations.

The class has a computer area, with five computers,

The students have an activity area where they can do artwork and other hands-on

activities.


Student storage is easy to access and use for all students. Height is important in

order to allow access to students with physical limitations, and the manipulation

required to retrieve materials is minimized

All storage and shelves are along the wall to ensure wheelchair accessibility and

maximum visibility.

The class is well-lit.

Cognitive Supports

Powerpoint- narrated by teacher

Study cards

Venn Diagram to compare plant and animal cells

Study chart: Organelles and their functions

Visual Aid (poster): comparing plant and animal cells

Edible cell project planning chart


Group Member Contributions

We met a total of five times to work together on this project. We also

communicated frequently by email in order to collaborate on all aspects of

planning and writing.

We collaborated to outline each lesson. After we had created the basic format,

Meera wrote out more detailed plans for days one and two, and Katie wrote out

more detailed plans for day three. We revised and edited these together, both

online and in person.

Meera created the powerpoint presentations (both for the daily lessons and for the

class presentation), guided notes, and Venn diagram. We revised and edited these

together, both online and in person. Meera also created the visual rendition of the

physical classroom space.

Katie created the study cards, study chart: organelles and their functions, visual

aid (poster): comparing plant and animal cells, cell quiz, and the edible cell

project planning chart. We revised and edited these together, both online and in

person. Katie put together the notebook, but we both contributed paper copies of

the plans/resources we had created.


CellsCell Theory

● All _________________things are composed of

cells.

● All cells come from ___________________cells.

● Cells are the ______________________ units

of life.

Facts about Cells:

● Cells are too ____________ to be seen with the

eye alone.

● By using a______________________, many

parts of a cell can be seen (illustrate with

computer images of cells)

Living smallest pre-existing

microscope small


Different cells in human body.

● Our muscles are made of

____________________, our livers of

________________________, and there are even

very ____________________________ types of

cells that make the enamel for our teeth or the

clear lenses in our eyes!

● Everything from reproduction to infections to

repairing a broken _____________________

happens down at the cellular level.

broken liver cells cellular specialized muscle cells


Parts of Cells

● Cell membrane is a thin ________________

________________the cell.

■ The cell membrane _____________________

the inside parts of the cell from the outside

environment,

■ It gives the cell its ______________________,

■ It __________________ what goes into and out

of it.

● Located _______________ a cell is the cytoplasm.

Cytoplasm is a __________________ liquid.

● Inside the cytoplasm is the cell's ______________ called

the nucleus. The nucleus contains all of the

______________ for running the cell.

Controls separates shape covering around, inside jellylike control center instructions


● The ________________________is surrounded by the

nuclear membrane. The nuclear membrane

__________________ what goes into and comes out of

the nucleus.

● Mitochondria are shaped like

_______________________

Mitochondria are important parts of a cell because they

help

_____________________________________________.

The cell uses the energy to do its work.

● Vacuole, are tiny ___________________

structures that store

_______________________________________.

food, water, or wastes, Controls, oval, kidney beans, change food into energy, nucleus


Difference between Plant and Animal Cells

● Plant cells tend to be spherical or

__________________, while animal cells at times

are _____________________.

● All cells , whether plant or animal have these same

parts: cell membrane,

_________________________________, nuclear

membrane, vacuoles, and mitochondria.

● Plant cells, however, have ________________ that

animal cells do not.

Irregular, cytoplasm, nucleus, rectangular, two


Additional parts of Plant Cell

● Plant cells have a ______________. This sturdy

layer around the cell membrane supports and protects the

cell.

● Plant cells also contain _____________________.

■ Chloroplasts contain the green substance called

________________.

■ Chlorophyll traps__________ from sunlight and

enables a plant to make its own _____________.

cell membrane sunlight cell walls green


Complete the Venn diagram on the similarities and differences in plant and animal cell.

Station #1: Cellsalive.com


Organelle Function of Organelle

Nucleus

Cell wall

Cell membrane

Vacuole

Chloroplasts

Cytoplasm

Mitochondria

Student Study Cards


Cell Theory 1. all organisms are composed of cells2. Cells are the smallest units of life.3. All cells come from pre-

existing cells.

Cell Membrane

A thin covering around the cell that separates the inside parts of the cell from the outside environment.It gives the cell its shape and controls what goes into and

out of it.

Cytoplasm a jelly-like liquid in cells

Nucleus cell's control center: contains all of the instructions for running the cell.

Nuclear Membrane surrounds nucleus- controls what goes into and comes out of the nucleus

Mitochondria shaped like kidney beans- help change food into energy


Vacuole oval structures that store food, water, or wastes

Shape of Plant Cells

tend to be spherical or to be rectangular

Shape of Animal Cells irregular shape

2 additional parts of plant cells 1. Cell Wall2. Chloroplasts

Cell Wall *In plant cells onlysturdy layer around the cell membrane that supports

and protects the cell


Chloroplasts* In plant cells only

* contain the green substance called chlorophyll that traps energy from sunlight and enables a plant to make

its own food.

Quiz: Cell theory and Parts of a CellStudent Name: ____________________________________________________

Part 1. Multiple Choice: Circle the letter of the best response to each question.


1. Which of the following is not part of the Cell Theory?

a. Cells are the smallest units of life.

b. All living things are composed of cells.

c. Animal cells are larger than plant cells.

d. All cells come from pre-existing cells.

2. The parts of a cell are called

a. Cell bodies

b. Organelles

c. Organs

d. Cellular membranes

3. Which of the following is the control center of the cell?

a. Cytoplasm

b. Vacuole

c. Nucleus

d. Mitochondria

4. Which of the following is the jellylike liquid in a cell?

a. Cytoplasm

b. Cell Membrane

c. Nucleus

d. Mitochondria

5. All cells (plant and animal) are surrounded by

a. Chloroplasts

b. Cell Membrane

c. Nucleus

d. Cell Wall


6. Oval structures that sore food, water, or wastes in cells are called

a. Chloroplasts

b. Mitochondria

c. Nucleus

d. Vacuoles

7. Which of the following is not found in an animal cell?

a. Chloroplasts

b. Mitochondria

c. Nucleus

d. Vacuoles

Part 2. True/False. Read each statement and circle True or False.

8. All cells contain cytoplasm.

True False

9. Cells are too small to be seen without a microscope.

True False

10. Animal cells contain a Cell Wall but do not contain a Cell Membrane.

True False

11. Cells vary in shape depending on their function.

True False

12. Mitochondria are important parts of a cell because they help change food into

energy.

True False


13. Chloroplasts are important parts of animal cells because they convert sunlight into

food.

True False

Part 3. Label the parts of the cell by choosing terms from the word bank provided and writing them on the appropriate blanks.

Nucleus Mitochondria Vacuole Cell Membrane

Nuclear Membrane Cytoplasm


20. Is this diagram a Plant Cell or an Animal Cell?


Documents

Team Teaching Project - University Blogswp.vcu.edu/mehtajimeera/files/2012/04/Team-teaching-… · Web viewTeam Teaching Project. ... Lesson Plan: - Day one. CONTENT ... The GE