Lesson Plan Template: Learning Cycle (5E Model)
Learning Objectives: What will students know and be able to do as a result of this lesson?
Through design and illustration of the cell cycle, students will demonstrate their knowledge and understanding of each of the stages in the cell cycle including the process of mitosis, and how the chromosome number is maintained. Students will also gain an understanding of the basics of the printmaking process, elements of art (color and line), principles of design (movement and pattern) and be able to demonstrate this understanding through the ideation to resolution stages of this project (initial sketch through completed project).
Prior Knowledge: What prior knowledge should students have for this lesson?
Prior to this lesson students should understand the types of cells: prokaryotic and eukaryotic (eukaryotic being both plant and animal). Additionally, students should know the basic cell structure and the function of cell organelles including the nucleus, cell membrane, cell wall, nuclear membrane, and cytoplasm. Students should also understand cell theory and the structure and function of DNA and where it is found in the cell.
Guiding Questions: What are the guiding questions for this lesson?
- What structures do you look at to determine the stage of the cell in the cell cycle?
- What structures are appearing and changing in the cell during each phase of the cell cycle?
Engage: What object, event, or questions will the teacher use to trigger the students' curiosity and engage them in the concepts?
Introduce lesson and project packet, and begin discussion of the cell cycle using a cut on your skin as reference - "printing" the same as it heals. Continue discussion of the relationship between printmaking and cellular growth, referencing the idea that a print plate will deteriorate over a period of time and the print's quality would decrease - similar to the idea of how we age (telomere degradation). If something dramatic happens to the plate it can severely alter the print - uncontrolled cell cycle (cancer). Students will then view the video Mitosis: The Amazing Cell Process that Uses Division to Multiply! (Updated) by the Amoeba Sisters at https://www.youtube.com/watch?annotation_id=annotation_1301358271&feature=iv&src_vid=gwcwSZIfKlM&v=f-ldPgEfAHI.
Explore: What will the students do to explore the concepts and skills being developed through the lesson?
Students are to take home and complete the Flipped Arts Instruction, Flipped Classroom Worksheet, and Illustration of the Cell Cycle – Preliminary Sketch Worksheet. The Flipped Arts Instruction worksheet provides a base for the arts instruction needed for this project and requires students to select at least one of three resources provided in the following five categories to review: Elements of Art: Color, Elements of Art: Line, Principles of Design: Movement, Principles of Design: Pattern, and Printmaking Techniques. The Flipped Classroom Worksheet is provided for students to record the resource they chose for each of the five categories and has students list new vocabulary, key points and any questions and insights they gained from the resource. This step is done with the knowledge that students will be working in groups and sharing the information they gained from the resources they chose with each of the other group members. The Illustration of the Cell Cycle – Preliminary Sketch Worksheet includes space for students to sketch their initial designs for each of the six stages of the cell cycle: interphase, prophase, metaphase, anaphase, telophase and cytokinesis. Space is included below each of the six boxes for students to explain what is happening at each stage and how their design illustrates the changes occurring. *This section would ideally be done as homework.
Explain: What will the students and teacher do so students have opportunities to clarify their ideas, reach a conclusion or generalization, and communicate what they know to others?
During class students break into groups of three to review their completed Flipped Classroom Worksheet and share their findings from the resources they selected. They will also use this time to share their design ideas they created on the Illustration of the Cell Cycle - Preliminary Sketch Worksheet and revise their work to create a cohesive design idea for their group printmaking project. This would be the time for teachers to walk around and visit with each group to check understanding and comprehension of both the science and visual art content. Before proceeding to the next step the teacher will lead a whole group review of the cell cycle. Students are encouraged to make notes and edit their preliminary sketch worksheet as needed during this time to ensure that they progress into step four with accurate information.
Elaborate: What will the students do to apply their conceptual understanding and skills to solve a problem, make a decision, perform a task, or make sense of new knowledge?
At this stage of the lesson student groups will use their final design sketches and relief carve into the printing plate (Styrofoam plate) with either a pencil or dull pointed utensil. After all of their plates are ready, they will prep the paper and paint and ready their area for creating their prints. Using a brayer, students will roll out their paint onto the surface of the printing plate and, once an even coat has been distributed, transfer their print onto the paper they selected. They will continue this process until all six designs are created.
Once the students have completed all of their prints and readied their method for display, each group will present their designs to the whole class. Each student is responsible for at least two of the six stages of the cell cycle, and able to explain what happens to the cell during that stage of the cycle and how that information influenced their design choices. *Ideally this portion of the lesson would be completed during class but may take a few sessions to complete depending on time, materials available, number of students, etc.
The Rubric - Student Reflection is used as a means for summative assessment of student learning; this includes both a rubric for students to self-reflect and score their overall project, and a written prompt to explain their understanding of the science content covered.- The Designing the Cell Cycle introduction page includes a student checklist that details each aspect of the project the students will be responsible for throughout the project. Additionally, the RUBRIC - Student Reflection contains criteria students will be responsible for during their final presentation which includes: science content - Illustration of the Cell Cycle, art content - Creativity, arts integration - Artwork Composition, and writing - Writing Prompt. Each student will self-evaluate their project and have the opportunity to explain their decisions as needed. The writing prompt is as follows: "Explain each phase of the cell cycle. Be sure to include a detailed description of what is happening inside the cell during each phase. Why is the cell cycle important to living organisms?"
There are several opportunities for formative assessment built into this lesson. During the initial student group discussion and review of the Flipped Classroom Worksheet, the teacher can check group conversations for student understanding of the science content covered, as well as the arts concepts introduced on the Flipped Arts Instruction. As the teacher moves from each group, they can identify areas that may need additional clarification or instruction time.
The Illustration of the Cell Cycle – Preliminary Sketch Worksheet provides an opportunity for the teacher to review each individual student's understanding of the cell cycle and the overall project. In the worksheet students are required to explain their understanding of the cell cycle during a particular phase, and relate that understanding to the design choices they made for each illustrated print. Teachers may want to add that each students' Illustration of the Cell Cycle – Preliminary Sketch Worksheet and Flipped Classroom Worksheet be signed off on prior to groups working on final printmaking design.
Feedback to Students
The students will receive feedback during their group discussions of the Flipped Classroom Worksheet and their planning phase of the final printmaking design, and receive individual feedback after they turn in their Illustration of the Cell Cycle - Preliminary Sketch Worksheet and their final RUBRIC - Student Reflection. The summative rubric, RUBRIC - Student Reflection, will be provided to students from the start of this lesson and provides further opportunities for students to monitor their progress and measures for teachers to provide specific criterion referenced feedback to each student.