ITS Practicum: Lesson Reflection#2



Excel Lesson Background

This lesson is an online lab which is part of the larger Unit on Cellular Processes. The SOL’s identify in LS 3, 6, 2 that I am to cover basic Cell Processes including cell organelle functions including reproduction (mitosis). In addition to covering the material in LS 3, 6, 2, I will also be reviewing and demonstrating the use of information covered in LS 1 - Scientific Investigation and Measurement.

Students will use graphic organizers to solidify material they have read. In addition to the graphic organizers, students will have familiarized themselves with the technical terms and visual representations of the various stages of mitosis by creating review flip books. They will be told that they have been asked by the 8th grade teachers to create a review tool for this year’s 8th graders as they begin to prepare for the SOL’s. Students will be reminded that they do not have SOL’s in 7th grade but in 8th grade will have to take an SOL that covers the scientific material from both years.

Goals

This lesson has two specific applications. One is as reinforcement activity, and the other is as an evaluation of the vocabulary and visual comprehension of material covered in the Unit. Students will be expected to demonstrate their visual understanding of the stages of mitosis by correctly matching the stage with the online images. As they correctly identify the images, the game keeps a tally the total number of images in each stage of mitosis. After the game is over, students will use Excel to create a graph of the tallied data. Students will analyze the data by answering questions. They will demonstrate their understanding of ten vocabulary terms by properly utilizing them in their context to mitosis analysis questions. An understanding of the larger content will be apparent by proper explanation of the analysis questions.

In creating the lesson to utilize Microsoft's Excel, I hope to demonstrate how the computer can be used as a tool, not just as a venue for communication, gaming, and writing papers. While demonstrating how to take data and convert to a visual representation, I anticipate students will begin to make connections to the similarity of how scientists create and choose graphs in scientific papers which is equivalent to their own formal lab format. I expect that the students will be proficient at data entry, cut, paste, and conversion to graph. I anticipate that many will need more direction when it comes to choosing the type of graph.

Timing and placement

This lesson will be introduced toward the end of the Cell Process Unit as students are finishing the “Mitosis Flip Book” activity as an Online Lab. They will be told they are to work individually to identify and analyze data from the lab. The lesson will take place in one class period. They will be given 30 minutes to play the online game. During the same class, they will be given to 30 to 45 minutes to convert their data into a graph using Excel and answer analysis questions. In anticipation of unfamiliarity with Excel, I have created a cheat sheet of directions.

The method of evaluating student comprehension will be through a rubric I have created. The rubric is a hybrid of information from the SOL’s and their ability to manipulate technology appropriately. Students will also be given a checklist to guide them through the process. Students will be told to have the checklist complete, before making their graph. I believe the checklist will keep students organized and on task as they work their way through this assignment.

For my own growth, I will keep detailed notes on reactions and comments from each class as I make my way through this lesson. I will ask the students to anonymously fill out a survey about their experience. I always prefer to receive feedback after each alternative assignment as this will help with development of future activities. I will break the survey up into groups of questions which will help me identify areas of weakness.

Rubric:

|Onion Lab |2 |4 |6 |Total |

|On Task |Not focused had to be |Stayed on task for the |Stayed on task the entire | |

| |reminded to get back on task|majority of time but had to |time and worked well with | |

| |more than 3 times. Didn’t |be reminded less than 3 |partner. | |

| |work well with partner. |times. Didn’t work well with| | |

| | |partner. | | |

|Directions |Didn’t follow directions and|Followed directions |Followed directions and | |

| |just skipped to the correct |inconsistently. Completed |completed the graph with few| |

| |answer. Didn’t complete the |the graph but has multiple |errors. | |

| |graph. |errors with graph. | | |

|Thoroughness |Did not complete any |Completed at least ½ the |Completed all the questions | |

| |questions or data in data |questions but answers are |with well thought out and | |

| |chart. |not supported. |supportive answers. | |

Letter from Research Company:

Educational Consultant Corporation

11 Education Way

Washington DC, 20003

December 2, 2007

Dear Educator:

Education Consulting Corporation is pleased to announce our company has been asked by the Research Team of the show “Are You Smarter than a 5th Grader?” to gather data on the content 7th graders are expected to know. This information is being gathered for an anticipated proposal of a new show.

Your participation will only require you and your students to periodically review certain education online games which are used as knowledge acquiring tools across the US. Educational Consultant’s goal is that your students will be able to help validate the learning that takes place in each game.

If you choose to participate, Educational Consultants will periodically send you educational games to have your students participate and evaluate. All Educational Consultants ask in return is that your students fill out our data sheet as they are “playing the game.” After your students have completed the reviews please submit them electronically. For this reason Educational Consultants ask that all reviews are done online.

As you are scientific educator you will understand the need to gather large volumes of data through multiple trials. Scientifically speaking, another aspect of this research is that one eliminate all possible variables except the one set forth. With this in mind please do not alter the evaluation tool as this tool is designed to gather very specific information eliminating all other variables.

Once your willingness to participate in this research has been determined, you will periodically receive emails which will provide a link to the game and a review document.

Thank you for your time and consideration.

Sincerely,

James Smith

Education Researcher Specialist

Educational Consultant Corporation

1st Email:

Thank you for your willingness to participate in Educational Consultant’s research endeavors. Not only do we wish to gain valuable information but also hope that your students will experience opportunities to reinforce content provided in your states’ curriculum. Below is the 1st link and evaluation document. Thank you for your participation. The knowledge gained by this is invaluable!

Sincerely,

James Smith

Education Researcher Specialist

Educational Consultant Corporation

Part 3: Quantitative Evidence of Student Learning:

|Class |2nd Life Science |3rd Honors LS |5th Honors LS |6th Life Science |7th Life Science |

|Avg. |82% |95% |85% |80% |90% |

As mentioned previously my Honors classes are my largest classes yet on this type of assignment not only did they score overall better but also required less assistance. In this school most parents are of the opinion that their student is only of Honors caliber. There is a clear discrepancy between my Honors quiz grades. 3rd Period through out the year has scored the highest out of both Honors classes. Overall 5th Period is made of students who were “put in” honors and not really up to honors level. 2nd and 6th learned less that the honors but for them this is average. Especially when they are asked to gather knowledge from reading material, they scored best in the game but then in higher level analysis questions they struggled. Overall students reinforced previously discussed material and became more familiar with the visual representations of a real cell undergoing mitosis but missed the importance of how much time the actually spends in mitosis. I know that they picked up on concept of how much time the spends in mitosis when asked to recall their experience while reviewing for the test students were able to apply their knowledge but only when asked.

Part 4: Qualitative Evidence of Student Learning:

As I walked around the room I noted that students were engaged and for the most part didn’t need any assistance from me. The majority of the questions were at the beginning of the activity were students were asked to read 2 web pages to gather background knowledge. Previously I had only used this site with high school students and the reading level was not a problem. There were a few words that I thought were above their level but not that many. Apparently I was wrong based on the volume and consistency of questions, especially from my regular level classes.

In the survey many students commented on difficulties in find the background information, which supports the idea that non-honors & honors at this academic level would have a more difficult time comprehending written text. One of my honors students wrote, “The directions were good, but I would suggest that answers would be a bit easier to find in the information area.” The majority cited this as an area of weakness. I anticipated that most students would find two parts of this lab interesting. One would be the video illustrating mitosis and the other the realization of how much time the cell spends in mitosis. Another student mention, “The video was really cool and helped me.” The video was most often mentioned and the time realization was only briefly mentioned.

The intended goal of this lesson was for student to observe how much of the cells time is actually spent in mitosis verses interphase while using real cell images and using technology to develop a visual representation of data. After further discussion and evaluation many students still had only a basic understanding to the average amount of time for each part of the life cycle. There was clear lack of a deeper understanding as I would have preferred or have experienced in the past with other classes. Students didn’t have time to complete the graphing part of this lesson. Those who tried did so with out my assistance and were not very successful.

Part 5: Student Samples:

-DH Onion Lab – honors student

-DL Onion Lab – regular student

Part 6 What Worked:

Selling the authentic premise, the students were very excited and happy to evaluate the game. Middle school is such and awkward time many students are looking for their own voice and outlet to share their opinions. I set up this authentic premise to be used through out the year and with it’s success it will be used again. Giving the students the opportunity to evaluate the experience allowed to offer their true opinion with out fear of judgment from peers. In one particular class, two students were talking aloud and not taking the reflection seriously and a third student overheard them and said to me, “I didn’t experience that at all.” Then I explained that not every student took the assignment seriously and to write what he really thought of the experience. Often times when a teacher asks for feed back students don’t take it seriously but with students were asking, “So someone else is going to read this?” I would say yes and then they would say, “let me rephrase that or ohhh!” Interestingly they care more of others opinions of their work than their teachers opinion. By making it “someone else” students took more time to reflect and formulate their thoughts.

Part 7: What Would You Change or Modify: Adding hints to the questions to help guide the reading. Do some pre-exposure to the above level words. Maybe even find another site for data analysis and then link back to the Arizona site for the game. Offering scaffolding experiences for the regular level classes like research one day and then the next applying research to the game. Another option would be to take out the background research question and have students play the game and spend more time with the graph. Maybe even do some basic graphing in excel with other classroom data so students familiarity with the program would not impede their progress. The visual representation the graph offers an essential aspect of comprehension to this lesson. By taking graphing out of this assignment significantly impacted the success of the goals.

Part 8: Lessons for Your Practice:

This lesson offered much needed insight into the true abilities of 7th graders. In switching to middle school I have tried to develop a clear understanding of the abilities of a 7th grade student verses the much more familiar high school student. Another concern has been in the area of content my SOL’s for 7th grade Life Science provided by Virginia are vague and very much reflect that of the SOL’s for 10th grade Biology. As I have asked colleagues about this and their solution is to, “dumb it down.” I am not a believer in lowering my standards in fact I have found the opposite to be true. Student’s success rates in my classes are due to the fact that I don’t “dumb down” but set higher but realistic expectations of the level of comprehension.

Even though students were not as successful as I would have preferred they ultimately still learned from this experience. Especially students who need to visually conceptualize the stages of mitosis gained the most from this lab. I will continue to use this lab with some adjustments as mentioned previously. By being required to sit and think through the design, implementation and reflection of this lesson I have a much clearer understanding of my students. If every teacher were given the time to develop and reflect to this extent for each lesson our level of education would greatly increase to the benefit of the student and teacher. Fairfax is implementing the idea of Planned Learning Communities to foster this level of thinking and reflection, though it is meeting much resistance from the teachers. In my school my Principal has scheduled paid leave and allocated in school time during the school day for all the Life Science teachers to meet, plan and reflect. At first some of the teachers thought it was a waste of time but I have noticed that we as team are growing, sharing and in small steps starting to develop lessons together.

Name:___________ Date:_ _____Period: ___

Online Onion Root Tips

Determining time spent in different phase of the cell cycles.

Go to the Following internet address:



As you read the text, answer the following questions:

1. Why are the roots of plants good for studying the cell cycles?

2. Why does the root tip need to be stained?

3. How many phases are there in a cell cycle?

4. What does the DNA do during interphase?

5. What marks the beginning of metaphase?

6. What moves the chromosomes?

7. How many copies of each chromosome does each new nucleus receive?

8. What do the paired chromosomes do during anaphase?

9. During which stage does cytokinesis occur?

Data Collection Game:

In this activity, you will be presented with cells from the tip of an onion root

Directions:

1. You will classify each cell based on what phase it is in.

2. Once you have classified correctly put a “tick” mark in the proper box in the data chart.

3. Continue this process through each of the 36 images.

4. At the end you will count up the Total number of cells found in each phase

5. Use those numbers to predict how much time a dividing cell spends in each phase.

a. By dividing the total number for each phase by 36 the total number of images.

b. See the example row for further clarification

6. You can base your calculation on a total cell cycle of 24 hours.

|Phase |Number of Cells per phase |Calculation out of 36 total images. |Percent |

|Example |////////// |10/36 |28% |

|Interphase | | | |

|Prophase | | | |

|Metaphase | | | |

|Anaphase | | | |

|Telophase | | | |

Analysis and Conclusions:

1. In which phase of mitosis did the plant cell spend most of it’s time?

2. In which phase of mitosis did the plant cell spend least of it’s time?

3. Based on this investigation, what is the total percent of time the plant cell spend undergoing mitosis?

4. What percentage (%) of time is the plant cell not undergoing mitosis?

5. What are the plant & animal cells doing when they are not actively undergoing mitosis?

Evaluation of Game:

1. If you friend in another class were struggling to understand Mitosis would you recommend this game/site? Why or Why not?

2. What was the most interesting item you learned?

3. Describe how clear the directions were?

4. How do you feel this game helped you to better understand Mitosis?

The Cell Cycle Excel Graphing Instructions (Adapted directions)

1. Open a new spreadsheet. On the top lines starting in A1 type you name or names and your lab group number.

2. Starting on A5 type the following terms one after the other going down the column: Stage, Interphase, Prophase, Metaphase, Anaphase, Telophase and Total. In cell B5 type "# of Cells". In cell C5 type "% of Time".

[pic]

3. Select "B11" and click on the = sign in the tool bar. Next to the = sign in the white space type in: SUM(B6:B10) The box should tell you that the formula result equals 0. Click OK.

[pic]

4. Collect and enter your data of the number of cells in each phase from the lab under the column "# of Cells". The program will add each number to the total as you enter it.

5. Click on C6 then on the = sign and type in the blank at the tool bar B6/B11*100 and click OK. This is the formula for a percentage. You should reduce the number of decimal spaces to one using the [pic] icon on the tool bar. Repeat the process for C7 to C10 starting with selecting the cell, but in each formula change the B value to the number of the line you are on. For example click on the next cell (C7) for Prophase then on the = sign. The entry will be the same as it was for C6 except that B6 will be changed to B7, Metaphase will be B8, etc. If you forget to click on the = sign first, the formula will type as a word in the cell. If this happens delete it and start again by selecting the cell then the = sign.

6. Graphing the Data. Select the data table by clicking on A5 and dragging you cursor to C10 highlighting the data. Do not highlight the "Total".

[pic]

Click on the graph icon [pic] in the tool bar for Step 1 of the Chart Wizard. Select "Pie". This is the most

appropriate graph form for this data because the cell cycle is a whole.

Click on "Next" for Step 2. Don't change anything here and click on "Next" for Step 3. Change the title to " Percent of Time in the Cell Cycle". Click on the "Data Labels" tab at the top. Select "Show Label". (You will probably be printing this in black and white so the colors are not enough to identify the data.) Click "Finished".

You may have to click and drag the chart down on the page so that it does not overlap your data table. To preview the printout first click the cursor in an open space on the spreadsheet to deselect the graph. Then click on "File", then "Print Preview" to see if your whole chart is on the page. Click "Close" to return to the spreadsheet. SAVE YOUR WORK!!!! Either print it out or e-mail it to the teacher for grading. You are finished!

Name:___________ Date:______Period: ___ 3

Online Onion Root Tips

Determining time spent in different phase of the cell cycles.

Go to the Following internet address:



As you read the text, answer the following questions:

10. Why are the roots of plants good for studying the cell cycles?

11. Why does the root tip need to be stained?

12. How many phases are there in a cell cycle?

13. What does the DNA do during interphase?

14. What marks the beginning of metaphase?

15. What moves the chromosomes?

16. How many copies of each chromosome does each new nucleus receive?

17. What do the paired chromosomes do during anaphase?

18. During which stage does cytokinesis occur?

Data Collection Game:

In this activity, you will be presented with cells from the tip of an onion root

Directions:

7. You will classify each cell based on what phase it is in.

8. Once you have classified correctly put a “tick” mark in the proper box in the data chart.

9. Continue this process through each of the 36 images.

10. At the end you will count up the Total number of cells found in each phase

11. Use those numbers to predict how much time a dividing cell spends in each phase.

a. By dividing the total number for each phase by 36 the total number of images.

b. See the example row for further clarification

12. You can base your calculation on a total cell cycle of 24 hours.

|Phase |Number of Cells per phase |Calculation out of 36 total images. |Percent |

|Example |////////// |10/36 |28% |

|Interphase |//////////////////// |20/36 |55% |

|Prophase |////////// |10/36 |28% |

|Metaphase |/// |3/36 |8% |

|Anaphase |// |2/36 |5% |

|Telophase |/ |1/36 |2% |

Graph: Using the instructions provide by your teacher make a graph and paste it here:

Analysis and Conclusions:

6. In which phase of mitosis did the plant cell spend most of it’s time?

It spends the most time in Interphase.

7. In which phase of mitosis did the plant cell spend least of it’s time?

It spends the least amount of time in telephase.

8. Based on this investigation, what is the total percent of time the plant cell spend undergoing mitosis?

53%

9. What percentage (%) of time is the plant cell not undergoing mitosis?

55%

10. What are the plant & animal cells doing when they are not actively undergoing mitosis?

They are undergoing Interphase where the chromosomes copies itself in the nucleus.

Evaluation of Game:

5. If you friend in another class were struggling to understand Mitosis would you recommend this game/site? Why or Why not?

Yes, because the pictures so the step easily

6. What was the most interesting item you learned?

What I thought was interesting was when I saw a diagram of the cell undergoing mitosis in a little slideshow.

7. Describe how clear the directions were?

The directions were good, but I would suggest that answers would be a bit easier to find in the information area.

8. How do you feel this game helped you to better understand Mitosis?

I feel good about this game and the slideshow of mitosis really got to me.

-----------------------

Danielle Horstman

12/7/07

Those cells are under going mitosis.

So the chromosomes will be visible.

5 phases

The DNA duplicates.

Spindle fibers aligning the chromosomes in the middle of the cell.

The spindle fibers.

One copy for each nucleus

They split from the other chromosomes.

In telephase

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download