Download Running head: CELLS 1 Cells Online Learning Environment Emily

Running head: CELLS
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Cells Online Learning Environment
Emily Teubl
University of Akron
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Cells Online Learning Environment
For my OLE I decided to do a unit on cells and their organelles. There are four objectives
that I set up for my students to meet by the end of the unit. The first objective for the unit is
students will be able to list the organelles that make up each cell. The students will be looking at
two different types of cells, the animal cell and the plant cell. There are many common
organelles that each cell shares but there are large differences as well. Another learning objective
that the students will meet is students will be able to explain the function of each organelle. Each
organelle that makes up the cell has a specific job to play in order for the cell to work. It is
important for the students to know the role that each organelle plays and how the organelles
work together for the cell to function.
Another objective that the students will be working towards is students will be able to
create journal reflections to show their thoughts on the content. If a student can explain the
content that they are learning then it shows they have an understanding of it. The final objective
for this unit is students will be able to describe the similarities and differences between an animal
cell and a plant cell. The main goal of this unit is to get the students to this point where they
know which organelles each cell has and why the cells are different. Why does a plant cell have
a larger vacuole and a cell wall while an animal cell does not? There are many important details
that the students will have a full understanding of after they complete this unit.
TPACK impacted my project greatly. I chose different types of technologies that I felt
would keep the interests of my students as well as pedagogical methods that would allow them to
learn best with the type of technology I chose. The different methods and technologies help
support the given content that the unit is covering. There are many different types of
technologies available for online learning environments. I chose to use a wiki space to create my
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OLE because I feel it is easy for my students to navigate through. I also used a wiki space for
checkpoint reflection prompts. This incorporated the pedagogy method of peer partner learning.
Not only are my students expressing their knowledge about cells and their organelles but they are
also learning from their peers when their peers comment on and add to their journal reflections.
Another pedagogical strategy that is shown through their wiki space reflections is discussion.
This does not only have to be with their classmates. I will also read every reflection as well and
help clear up any misconceptions with my comments.
Another type of technology that is incorporated into my cells wiki space is a power point
that the students can view on the wiki created with Slideshare. To go along with this power
point, I created an audio clip using AudioPal to share with the students how to pronounce the
names of each organelle, as these names can be very difficult to pronounce. The type of
pedagogy that goes along with this activity is lecture and notes. The students are able to hear my
voice and read about each organelle at their own pace.
There are also many different types of interactive activities and games incorporated into
this online learning environment as well. The first one is a video that explains how cells are like
schools. After the students go through their notes and watch this video, they are then asked to
complete their first checkpoint reflection where they are to pick two other organelles and explain
what part of a school they could be and why. The next activity that was incorporated into this
unit is an interactive animal and plant cell website which allows the students to move the mouse
over the cell and the site gives them the name of the organelle that their cursor is over. After they
have visually been able to see the organelles then they can click on the names of the organelles
and they are given a description of the organelle.
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The students then move on to two activities that were created using SoftChalk. In these
activities they are working with matching the organelles to their functions. The first activity is
made up of flashcards where they can see the function and try and remember the organelle that
goes with that function. The second activity is a crossword puzzle where they are given the
function and then have to type in the organelle that goes with the function. With looking at
visuals there is a label sheet that the students need to print out and fill in. This sheet helps them
place where the organelles are at inside each of the cells. The answers are also posted so that the
students can check their answers once they have filled in their label sheet. Lastly, there is an
interactive cells game that the students will use to place the organelles where they should be and
the functions that go along with the organelles. There is also a quiz that they can take to test their
understanding of the content.
There are two different ways that I chose to asses my students on their knowledge about
cells and their organelles. The first is through their checkpoint journal reflections. I developed a
wiki space for the students to put their reflections into. I gave them step by step instructions on
how to set up their own page from our main homepage and how they should comment on each
other’s responses. For one of their journal reflections they are asked to pick five of the organelles
and choose something that could represent that organelle and explain why. For example, they
could choose a peanut to represent the mitochondria because peanuts give us energy and the
mitochondria make energy for the cell. The second type of assessment that I chose was their final
test which they will be downloading onto their computer, answering the questions and then
emailing it back to me. I chose this assessment because they will be able to work on multiple
choice questions, essay questions and then label the cell to see if they can pair up the functions to
the organelles and then remember where each organelle is located in each cell.
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I will use my cells online learning environment with my students next year in multiple
ways. There are two thoughts that I have depending on how the school year falls. I may set this
up for them to do as an at home two week project unit. One way would be that we would do
other activities in class to reinforce the organelles and the different types of cells while they
complete their assignments from the OLE at home. We can also discuss their reflection
responses in class, giving us more verbal discussion as well. Another way that I may use this
next year would be to take parts of it and have the students work on it in the computer lab at
school. This way they are learning about different tools that they will need on the computer
while learning about their science content as well. If I choose to use it this way then I may tweak
it to suit my classroom next year. Overall, this was an amazing assignment, one that I will truly
benefit from creating.
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References
Chernoff, M. (n.d.). Plant and animal cell organelles. a comparison and analysis.. Retrieved
from http://www.lahc.cc.ca.us/biology/bio3/mchernoff/.
Piroutek, B. (Producer). (2009). Cell is like a school [Web]. Available from
http://www1.teachertube.com/viewVideo.php?video_id=77136&title=Cell_is_like_a_Sch
ool&ref=Teubl01.
Sheppard Jr., B. (Designer). Cell games. [Web]. Retrieved from
http://www.sheppardsoftware.com/health/anatomy/cell/index.htm.
Sullivan, J. (n.d.). Cells alive. Retrieved from http://www.cellsalive.com/cells/cell_model.htm.