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TEAM TEACHING PROJECT

Team Teaching Project

Virginia Commonwealth University

SEDP 531, C92

Katie Best, Meera Mehtaji

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

  1. basic cell structures and functions
  2. 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:

  1. Introduction:
  2. 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.
  3. 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.
  1. 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.

  1. 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.
  1. 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.
  1. 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.
  1. 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)
  2. 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).
  3. 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.
  4. 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.
  5. 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.
  6. Summary:
  7. The SE teacher will review cell theory and cell parts with the class.
  8. Students may choose to present artistic renditions of cell to rest of class. This is optional.

RESOURCES:Powerpoint, class handouts, internet website, ( , 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 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.
  1. Development
  2. 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.”
  3. 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.
  4. 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).
  • Station #1: Computer: Difference between Plant and Animal Cell: - The students will view the website to understand the basic difference between plant and animal cells.
  • 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 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.
  • Station #3: Venn diagram: - The students will complete a Venn diagram to represent the differences between plant and animal cells.
  • 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.”
  • 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, ( , 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 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.
  • Have the teachers accommodated the diverse needs of all students?
  1. 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:

  1. Introduction:
  2. 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.
  1. Development:
  2. 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.
  3. Students will create an “edible cell” using an assortment of candy/snack food.
  4. 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).
  5. 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.
  6. Summary:
  7. 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.
  8. 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 the teachers accommodated the diverse needs of all students?
  • 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?
  1. 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