Beyond-the-Basic Productivity Tools (BBPT)
Lesson Idea Name: Cells!
Content Area: Science
Grade Level(s): 7th
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:
1b build networks and customize their learning environments in ways that support the learning
process.
1d understand the fundamental concepts of technology operations, demonstrate the ability to
choose, use and troubleshoot current technologies and are able to transfer their knowledge to
explore emerging technologies.
2a cultivate and manage their digital identity and reputation and are aware of the permanence of
their actions in the digital world.
2b engage in positive, safe, legal and ethical behavior when using technology, including social
interactions online or when using networked devices.
6b create original works or responsibly repurpose or remix digital resources into new creations.
Selected Technology Tool: Popplet
URL(s) to support the lesson (if applicable): http://popplet.com/app/#/5204749
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: this activity provides options for self-regulation because it develops self-assessment and
reflection. Students know they are supposed to label the cell organelles in a diagram and explain their
functions. They can self-assess themselves by seeing which cell organelles they have labeled and which
organelles they still need to label. They can reflect on their work by comparing their labeled cells to their
peers.
Representation: this activity provides options for perception by offering ways of customizing the display of
information. Popplet is the platform they are supposed to be using to label a cell and explain the functions of
the organelles. They can organize the information however they see fit, so there is basically an unlimited way
for them to customize their project. They can also clarify the vocabulary by using visuals.
Action and Expression: there is varied methods for response and navigation in this activity because the
students are asked to express the cell structures in a diagram and in written word. This also could be using
multiple media for communication since they are using visuals, the cell diagram, and expressions, the written
Spring 2018_SJB
Beyond-the-Basic Productivity Tools (BBPT)
definitions of the organelles.
Lesson idea implementation:
Students are to create a Popplet that includes a labeled diagram of a cell, a labeled diagram of a cell, the roles
of the organelles. To introduce this project, the teacher should have a class discussion about cell organelles
and their functions. This addresses the standards because the students will be constructing an explanation of
how cell structures contribute to the function of the cell. Students will effectively reach the learning objective
by the completion of this activity. It should take about 25-30 minutes for students to complete the activity. The
discussion before they begin working should take about 10 minutes. This leaves rougly 10 minutes at the end
of class for a discussion about their Popplets. The lesson will be ended by this whole class discussion to answer
any final questions and to reinforce the student learning.
Learning will be assessed by the Popplets themselves. Using their student email address, students will email a
link to their Popplet to their teacher. Feedback will be given on their Popplets. The teacher will have a word
document open while going through student work and noting any improvements or adjustments the students
could make to their Popplet. Students will then use that feedback to edit their Popplets. This second
submission will be graded using a rubric and the score will count as a formal assessment.
Reflective Practice:
This activity would have a positive impact on student learning because they receive feedback on their first
submission and then they take that feedback to make improvements on their original work. Having them go
back to their work makes them read through it again, which means they are looking at the content again. That
alone reinforces the learning since they are revisiting the vocabulary and are continuing to look at the labeled
cell. Before working on and completing this assignment, I expect students have had a few lessons on cells and
cell structures already. To further extend this lesson, students could hand draw their own cell and label that.
To integrate more technology into the lesson, they could have to scan their hand drawing onto the computer
and use that diagram in their Popplet. They could also figure out a way to make the lines connecting different
Popplet bubbles to the cell structures so that the bubble defining Nucleus is directly connected to the image of
the nucleus on the cell diagram.
Spring 2018_SJB
