Summary and Reflection
Lesson will consist of students being introduced to the new topic of the cell cycle. Students will be questioned to determined baseline of knowledge (starting point). Teacher will provide instruction in the form of a visual PowerPoint in addition to lecture while students copy notes. Students will then be questioned to determine understanding of the cell cycle. Students will be given the opportunity to come up to our whiteboard (dry-erase) and draw/list each step of the cell cycle until 5 students have been called. If any student has trouble they can ask a fellow student for help. If that does not work, teacher will help student come up with the correct answer. Next, teacher will display the Cell Cycle concept map and call on a variety of students to help walk the class through the cell cycle. Students will have a printed copy in front of them. Afterwards students will be broken into partner-groups of 2 to make a visual representation of the cell cycle using construction paper, glue, colored pencils, white paper, and scissors. Students will have to make the cell cycle from memory. Prior to gluing, students will need to see teacher to have work checked to ensure cycle is in the proper order.

I learned really like bubbl.us. I felt that the concept map was very helpful to my students (I actually used it). I felt that this met the needs of my students to have information presented visually, when possible. This is/was helpful for both my regular education and special education students. I felt the setup at bubbl.us was easy to use and understand. Exporting was easier than anticipated and I am going to try to add these to future lessons. Our district is moving towards LFS instruction which does place an emphasis on visual representations. This is a perfect way to incorporate visual representations into my lessons.

[3] EDT 6000 Concept Map Cell Cycle PPT.ppt
[3]_Concept_Map_bubblus_Cell_Cycle_KMihok_EDT_6000.JPG
[3 EDT 6000 Concept Map Instructional Plan K Mihok.doc