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Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Parts of a Cell

Content Area: Science
Grade Level(s): 7th Grade
Content Standard Addressed:
S7L2. Obtain, evaluate, and communicate information to describe how cell structures, cells, tissues, organs,
and organ systems interact to maintain the basic needs of organisms.
a. Develop a model and construct an explanation of how cell structures (specifically the nucleus, cytoplasm,
cell membrane, cell wall, chloroplasts, lysosome, and mitochondria) contribute to the function of the cell as a
system in obtaining nutrients in order to grow, reproduce, make needed materials, and process waste.
Technology Standard Addressed:
Knowledge Constructor and Creative Communicator

Selected Online Project/Collaboration Site/Publishing Opportunity:

URL(s) to support the lesson:

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom: I will incorporate this specific online learning project/collaboration site into my classroom by first
asking students to review their notes over the structure of a cell. I will section students into groups and
assign each group a section of the cell to focus on. Students are to use their prior knowledge to post a
discussion post that defines and explains the function of each cell structure and include pictures and links to
any information obtained online. Students will use the online learning project/collaboration site Schoology to
share their response with the rest of the class and the teacher. This allows each group to dig deep into each
section they are assigned and be able to view and study other responses to get a better understanding of
each cell structure in the cell.

What technologies would be required to implement this proposed learning activity in a classroom?
Laptop, access to Schoology, Web browser (google chrome, internet explorer etc.)

Describe how the following features are addressed in this learning experience (note: all of them may not be
addressed in the project, but most should be if you are reaching a high LoTi Level).
a. Collaboration with peers, near-peers, mentors outside their classroom and often beyond their
school: Students will be collaborating within the peers in their group. Together, they will post a
discussion post that meets all of the requirements. Each group will collaborate with other groups by
reading their post and commenting one thing they found interesting about their post.

b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): This assignment involves student-centered learning and
knowledge creation because it requires students to use what they know to create their own definitions
and description of the function of each structure. They have the freedom to include any images,
website links, or videos to give the reader a better understanding.

c. Higher-order thinking: This assignment requires students to use higher-order thinking by having them
use what they previously learned in their notes to give a more in depth and detailed explanation of the
structure. They must also include a form of media that helps to visually represent each structure.

d. Students publishing their original work to others who will use/care about their product: Groups are
publishing their own interpretation and definition of cell structures for other students in the class to be

Spring 2018_SJB
Online Projects, Collaboration Sites and Publishing Opportunities
able to access and study. Every student will have access to their own post as well as the other groups.
Students are also assigned to reflect on another groups posts by stating something they found
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

Engagement: I will engage students to create their own original discussion post and use their prior knowledge
to come up with their own definitions and not the one they got from their notes.
Representation: Students will represent their own ideas and understanding of cell structures and present it
through a discussion board post for the rest of the class to see.
Action and Expression: Students are expressing their own interpretations of cell structures and will also
express their interpretation with media sources such as pictures and/or videos.
Lesson idea implementation and Internet Safety Policies: At the beginning of the lesson, I will remind
students of the internet safety policies. I will monitor students during the assignment and instruct the
students step-by-step on how to submit it properly. I will provide the students with a list of resources and
websites they may use. This prevents students from accessing harmful sites and releasing personal
information to unwanted sources.
Reflective Practice: This lesson idea will have a great impact on student learning. It involves breaking down
the entire structure of the cell into smaller sections. This allows students to focus on a smaller section of the
cell and will make the work less overwhelming and challenging for them. This assignment also works as a
study guide for the students to access that will provide extra information that their notes do not already
include. To further extend the lesson, I have required students to read other groups post and comment
something that was interesting to them.

Spring 2018_SJB