ls 6

Other Sample Learning Style Plans

Links to areas in other portions of this website related to learning styles

Journal Articles On Line

Picture (600x428, 14.5Kb)

Learning Styles Plan # 6

Roberta Choinski ED 381

The Cell

Variation Approach

This model uses the work of Kathleen Butler based on the typology of Anthony Gregorc

Grade Level: 10-12 grades

Area of concentration: Animal Cells

Aim: Students will be able to identify and understand the structures and functions within a cell, as outlined in state standards for 12^th grade:

Life and Environmental Science:

F.12.1: Evaluate the normal structure and the general and special functions of cells in single-celled and multiple-celled organisms

Goal: Students will concentrate on animal cells, particularly those of humans so as they can personally identify with the material presented to them.

Background foundation provided:

-         We will read about the structures in the text book and students will answer questions at the end of each section.

-         There will be a lecture/discussion providing students with the information they will need to complete each project.

-         Diagrams and handouts will also be available resources for students to use in completing their tasks.

Learning style variations:

Students will be required to do all four styles for this particular lesson. Class time will be provided, however students will be expected to put in personal time to complete the activities to the best of their abilities. For full credit on this lesson, students must meet all criteria for each individual variation.

Concrete Sequential:

Students will discuss in a 1-2 page paper at least five main structures of the cell and the functions which they perform. Each structure should be described in detail, including location within the cell if determinable, and specific parts of each structure. The function of each structure should be outlined well enough for someone outside of this course to understand what each function does.

Criteria:

-         Papers should be typed, double-spaced, and spell-checked.

-         Must be at least one page and include five different structures

-         Descriptions must identify all structures and simplify the functions performed.

Abstract Random:

            Students will create a 3-D image of a cell, which includes at least five main structures. Students will use food products for the diagram they will create. The cell itself, along with the five structures must be easily identified and students will create a key that explains what each food item represents. Students will write a personal reflection on why they chose certain food items to represent certain structures-shape, color, etc.

Criteria:

-         Cell and five structures must be present and identifiable

-         Creativity and imagination are required for this portion of the project.

-         Key must be legible and easily understood.

-         Students’ personal reflection must be typed and included with 3-D model.

Abstract Sequential:

            Students will research this topic and write their own outline of important facts, including structures, functions, and appearances. Each important point should be a heading and details needed to explain that point should be summarized and labeled as subheadings. The outline will include specific details from text, lecture, and at least one other resource. Each resource should be cited APA style. Students will draw on their own experiences of note taking to help them complete this portion.

Criteria:

-         Outlines must be in outline format, using roman numerals, capital letters and numbers

-         Outlines may be typed, but it is not a requirement.

-         Outlines should include all important topics covered in text and lecture.

-         Citations should be accurate and fit APA style formatting.

Concrete Random:

            Students will draw a diagram of each structure and the cell itself. This can be done on poster board or construction paper. Each item should be labeled, and a scale should be included to show what the actual size of each structure is. Students will then invent their own cells, creating new names and appearances of cell structures. Functions of the original cell must be performed by some structure in the new cell, however new functions and features may be added to the new structures created. An example of a new feature could be a color change in a structure that shows that structures function has been completed.

Criteria:

Students must include an illustration of the original cell as well as one of the new cell.

Structures need to be labeled in such a way that they are easily identifiable.

Names for the new cell and structures must be labeled on the diagram.

A written explanation should be included with the new cell explaining which structures perform which functions as well as what new functions have been included.