MultiMedia Tools

Lesson Idea Name: Introducing…the “brain” of the cell: With great power comes great responsibility!
Content Area: Biology
Grade Level(s): 9-12
Content Standard Addressed:
SB1. Obtain, evaluate, and communicate information to analyze the nature of the relationships between
structures and functions in living cells.
(c) Construct arguments supported by evidence to relate the structure of macromolecules (carbohydrates,
proteins, lipids, and nucleic acids) to their interactions in carrying out cellular processes.
(d) Plan and carry out investigations to determine the role of cellular transport (e.g., active, passive, and
osmosis) in maintaining homeostasis.

SB2. Obtain, evaluate, and communicate information to analyze how genetic information is expressed in cells.
(a) Construct an explanation of how the structures of DNA and RNA lead to the expression of information
within the cell via the processes of replication, transcription, and translation.

Technology Standard Addressed: (1) Empowered Learner (2) Digital Citizen (3) Knowledge Constructor
(6) Creative Communicator

Selected Technology Tool:

☒ Movie (list application):
☐ Audio (list application):
☐ Other: (list)
URL(s) to support the lesson (if applicable):
https://www.dropbox.com/s/shlbwplc6owigzj/THE%20NUCLEUS.mov?dl=0

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):

English language learners can play the video multiple times and at their own pace at home as they practice
hearing and seeing English in an academic context. A transcript of the video will be available to students who
would benefit from text representation of the narrated information delivered by the video. The content
delivered by the video will be a starting point to the classroom portion of the lesson that will engage students
as they complete PowerPoint slides that will eventually be shared with the whole class and graded as a
summative assessment.

Lesson idea implementation:

Students will watch the video at home in a flipped classroom assignment. During class, students will
collaborate in small groups to add bullet-pointed key information to slides within a PowerPoint presentation.
The pre-made slides will contain only titles and images that will serve as the stimulus to guide students as
they use various resources to complete the activity. The teacher will circulate as students collaborate to offer
support where appropriate and ask higher level questions to encourage students to evaluate and think more
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deeply about the information they will be adding to their slides. The lesson will conclude with students
uploading their works-in-progress to a class dropbox until the next class when they will complete their slides
as a formative assessment. Feedback will be provided to guide students as they refine their slides and work
toward completing them as a summative assessment.

Importance of technology:
The iMovie app allowed me to easily mix together a segment of an educational video found online with still-
images that highlight some of the important facts critical to the standards-based concepts. The important
information and concepts could be delivered by traditional methods - lecture and text - but using video
engages students with visual and auditory representation of content that can be accessed at home. During
class, students will collaborate in small groups to add bullet-pointed key information to slides within a
PowerPoint presentation. The pre-made slides will contain only titles and images that will serve as the
stimulus to guide students as they use various resources to complete the activity.
Inspiration (optional):
https://app.discoveryeducation.com/learn/player/69661dfd-a2c0-4e31-a517-687cd12815d2
I used a portion of this video from DiscoveryEducation.com as a way to focus students on the nucleus as we
connect our study of cell organelles to the unit that addresses the macromolecules involved in translating the
information contained within DNA into functional proteins. The video segment I borrowed does a good job of
combining video footage of living cells with animated video that helps students conceptualize what can
sometimes be abstract processes.

Internet Safety and Student Privacy:

There are no safety or privacy issues to address as students will access the video and PowerPoint slides
through our secure classroom blog and their end products will only be used as assessments in class and will
not be published online. The resources used as references to help students complete the slides will all be pre-
approved by administration and parental permission for students to access them will have been sought at the
beginning of the semester. However, students will be reminded to follow guidelines pertaining to copyright
protection as they use information from these resources.

Reflective Practice:
I think that the flipped classroom assignment will give students a solid foundation of knowledge that we will
be able to activate and build upon as soon as class begins. Having students choose the resources they will
refer to as they complete the PowerPoint slides provided in class gives them a voice and choice and raises the
LoTi of the lesson to level 4: Integration. It also pushes the lesson to the highest level of Bloom’s Revised
Taxonomy since students will be evaluating the relevance of information they discover within available
resources as they create the slides as a formative assessment, and later refine them as a summative
assessment.

Spring 2018_SJB