Interactive Cell Keynote Lesson
Technology Integration Unit/Lesson Plan Template (modified from MTS Lesson Plan Template)
Lesson title: Interactive Cell Diagram
Name: Calleen Tokashiki
Subject area: Science
Grade level: 7
Time frame: 2 weeks
Brief lesson/unit Summary/Description
Students will take the image of the cell they constructed in a previous assignment and create a Keynote Presentation that links each organelle to its definition (according to their textbook) then to a slide that shows their analogy of what each organelle does.
State Content Standard/Benchmark addressed http://www.cde.ca.gov/be/st/ss/index.asp
a. Students know cells function similarly in all living organisms. b. Students know the characteristics that distinguish plant cells from animal cells, including chloroplasts and cell walls. c. Students know the nucleus is the repository for genetic information in plant and animal cells. d. Students know that mitochondria liberate energy for the work that cells do and that chloroplasts capture sunlight energy for photosynthesis.
Educational Technology Standard/Benchmark addressed http://www.iste.org/standards.aspx
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
Students will understand (lesson/unit objectives):
What is each part (organelle) of the cell?
What does each organelle do?
Technology & Web 2.0 resources needed (hardware and software, websites)
Computer with Keynote installed. Digital picture of their cell. Firefox or other suitable browser that will allow the student to transfer web images to their slides. Students will use Google Images to get images for their slides.
Procedure (learning activities)/ lessons of unit
Student will use images of the cells they made in a previous lesson.
Show students how to
· put their cell image into Keynote.
· make a shape to cover each organelle
· change attributes of the shape to make it into a button.
· link their button to an empty slide that they will copy the book definition of the organelle onto
· pull a picture of that organelle from the internet onto their slide (this is review from previous lesson)
· put 2 buttons on that slide—one to go back to the original cell the other to go to a blank slide that they will show what the cell does
· make slide with what the cell does and a link back to the original cell slide.
Assessment Method
Check cell presentations for accuracy and completeness. Each missing element is minus 5%.
Notes: (this area may list accommodations, differentiation, as well as other key information that may not fit into the categories above)
Analogies for what each organelle does will be from student notes—taken after we discuss and label the organelles when the students begin to ask about what do the parts do because they don’t understand the book’s definitions. J
Lesson title: Interactive Cell Diagram
Name: Calleen Tokashiki
Subject area: Science
Grade level: 7
Time frame: 2 weeks
Brief lesson/unit Summary/Description
Students will take the image of the cell they constructed in a previous assignment and create a Keynote Presentation that links each organelle to its definition (according to their textbook) then to a slide that shows their analogy of what each organelle does.
State Content Standard/Benchmark addressed http://www.cde.ca.gov/be/st/ss/index.asp
a. Students know cells function similarly in all living organisms. b. Students know the characteristics that distinguish plant cells from animal cells, including chloroplasts and cell walls. c. Students know the nucleus is the repository for genetic information in plant and animal cells. d. Students know that mitochondria liberate energy for the work that cells do and that chloroplasts capture sunlight energy for photosynthesis.
Educational Technology Standard/Benchmark addressed http://www.iste.org/standards.aspx
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
Students will understand (lesson/unit objectives):
- Function of each organelle
- How organelles in cells have similar functions to organs in larger organisms and how all organisms have cells that function similarly.
What is each part (organelle) of the cell?
What does each organelle do?
Technology & Web 2.0 resources needed (hardware and software, websites)
Computer with Keynote installed. Digital picture of their cell. Firefox or other suitable browser that will allow the student to transfer web images to their slides. Students will use Google Images to get images for their slides.
Procedure (learning activities)/ lessons of unit
Student will use images of the cells they made in a previous lesson.
Show students how to
· put their cell image into Keynote.
· make a shape to cover each organelle
· change attributes of the shape to make it into a button.
· link their button to an empty slide that they will copy the book definition of the organelle onto
· pull a picture of that organelle from the internet onto their slide (this is review from previous lesson)
· put 2 buttons on that slide—one to go back to the original cell the other to go to a blank slide that they will show what the cell does
· make slide with what the cell does and a link back to the original cell slide.
Assessment Method
Check cell presentations for accuracy and completeness. Each missing element is minus 5%.
Notes: (this area may list accommodations, differentiation, as well as other key information that may not fit into the categories above)
Analogies for what each organelle does will be from student notes—taken after we discuss and label the organelles when the students begin to ask about what do the parts do because they don’t understand the book’s definitions. J