I am Brian Sigmund, and I am first and foremost a student of life, for life. Nothing gives me more pleasure or pain than knowing that I will never know enough. I have a strong desire to share what I have learned with others. I advocate ideas rather than beliefs, and I welcome a broad array of ideas. I think the process of asking questions, answering questions, and debating answers is one of the strongest tools for growth. I am constantly searching for ways to evolve into a better version of myself. I seek truth, equality, community; I want to be a beacon for diminishing

adversity. I do not fit the mold of society, and I applaud the same from others. I think that an investment in people is the best investment that can be made. I am a musician, a lover of nature and art. I think that ugliness can sometimes be beautiful and beauty can sometimes be ugly. I know that failure and mistakes are only stepping-stones to success. I see through the false and conflicting messages that are dished out by society, and I wish to lead others to follow suit. I am very empathetic, always trying to feel what others feel. For that reason, I see you; I care for you, and I want you to succeed. Your

improvement benefits the greater-good and myself, which ultimately renders us equal. My desire to teach is largely fueled by the combination of apathy and media devotions displayed by our youth, and the many flaws I see in the current education system. I aim to impart in my students a genuine passion for learning, one that is sustained by curiosity, reason, and unmistakable achievement. When my students leave my classroom, I hope they will understand just how similar we all really are, and just how easy it is to accept everyone’s teeny, tiny differences.

BRIAN SIGMUND

“Isn't it sad to go to your grave without ever wondering why you were born? Who, with such a thought, would not spring from bed, eager to resume discovering the world and rejoicing to be part of it?” -Richard Dawkins

“We are all connected; to each other, biologically. To the earth, chemically. To the rest of the universe, atomically.”-

Neil deGrasse Tyson

Sprouting From Cells to YOU:Why You Are What You Are

Name of Unit: Cells and DNA and Heredity Your Name: Brian Sigmund!Name of Class: 6th Grade ScienceSemester/Year: Fall13

Rationale: The fundamental building blocks of life are cells. If we are to ever fully understand the answers to paradoxical questions-Where did we came from? Why are we here? What are our capabilities? What is our place in the world?-we must have a firm grasp with the mechanics of life. The key to understanding how life works starts with the comprehension, recognition, and application of cell theory. This exploration of life’s functions is aimed to show the truth about life: it is an endless cycle of births and deaths, growth and renewal, beginning and ending. We are organisms that are bound by the same rules as every other living creature, but our choices and actions have a great effect on the world around us.

Summary: Through various writing and critical thinking exercises, together we will simulate the journey of life. Starting from the development of cells, we will wander through the mystery of cell growth and reproduction, stopping to gaze at the magic of DNA replication, so we can understand how we all became the people we know and love today. The overwhelming beauty that is everywhere in life is impossible ignore, and our expedition shall expose every bit of it.! As we travel together, we will get a first hand experience of the coordination of life’s operations through special “Creation Celebrations.” In these celebrations. we will collectively create our own cell models, DNA models, and genetic allele/family tree models. The culmination of the unit will be in the form of an individual project, where the demonstration of what has been learned will be creatively displayed through a unique mock music album about life’s activities.

Essential Question(s): What is a cell? Why does a cell need to grow? How are cells and DNA similar and dissimilar? What does it mean to live?

Common Core:

CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

CCSS.ELA-Literacy.RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Literacy Strategies: Writing To Learn: Free Writing; Wall of Words; Clustering; Mysterious possibilities; Factstorming; KWL; Word Bank; Four-Square Vocabulary Approach; I’m Curious

Writing to Demonstrate Learning: Reaction Guide; ; Question of the Day; Quote of the Week; Quick Write; I’m Curious; KWL; Length of Unit: 3 Weeks; 15 Class Periods; 50 Minutes per Period

Materials and Resources:School- Computer, projector, Teacher- Handouts, topic specific websites, rubrics, student calendar, eagerness to teach

Student: Writing utensils, something to write on, eagerness to learn

Assessment:- Pre

- Discussion;KWL- Formative

- Question Prompts; I’m Curious; Mysterious Possibilities; - Summative

- Writing Project: Life Album Creation

Cell Theory Lesson Plan

Heading Brian SigmundClass: Science Name of Lesson: Cell Theory Time Frame: 50 Min

Rationale Cells are the fundamental building blocks of life; it is critical to understand their basic parts and functions. Our lesson will introduce this very important topic.

Objectives Students will demonstrate understanding of the concept of cells through writing exercise.

Materials Books, supplies, computers

InstructionalFramework

Initiating

Lesson PlanFormat

• Presentation • Classroom Discussion

Grouping Whole Class Materials & Resources

•School - Computer, Projector•Teacher – Handouts, Questions •Student – Paper, Writing Utensil

Literacy Strategies

•KWL•Word Wall•Factstorming•I’m Curious

Phase One •Intro: Cell Time!•Oral Factstorming•Discussion•Video Time

Phase Two •Vocabulary and Term Explanation•Word Wall

Phase Three •Cell Video•Class discussion•Group KWL

Formative Assessment

KWL

Summative *AssessmentHomeworkAssignment

Chapter Reading; I’m Curious

Reminder

Cells: A Deeper Look

Heading Brian SigmundClass: Science Name of Lesson: Cells: A Deeper Look Time Frame: 50 min

Rationale The purpose of this lesson is to dive deeper into cell investigation. How to identify the differences between single-celled and multi-celled organisms, as well as animal and plant cells.

Objectives Identify and explain cell structure differences through through a writing assignment.

Materials Books, supplies, computers

InstructionalFramework

Constructing

Lesson PlanFormat

•Concept•Discussion

Grouping Whole ClassMaterials & Resources

•School - Computer, Projector•Teacher – Handouts, Questions •Student – Paper, Writing Utensil

Literacy Strategies

•Mysterious Possibilities•Factstorming•Word Wall•KWL•I’m Curious

Phase One •Mysterious Possibilities•Introduce more complex ideas-examples/non-examples•Define Vocabulary

Phase Two •Explain and discuss cell structure•Prokaryotic/Eukaryotic Factstorming•Plant/Animal Factstorming•Word Wall

Phase Three •Group KWL•Q&A

Formative Assessment

KWL

Summative *AssessmentHomeworkAssignment

Chapter Reading; I’m Curious

Cell Creation Celebration

Heading Brian SigmundClass: Science Name of Lesson: Cell Creation Celebration Time Frame: 50 min

Rationale The purpose of this lesson is to continue with the specifics of cell structure. How to identify the differences between single-celled and multi-celled organisms, as well as animal and plant cells.

Objectives Students will design and create their own cell to demonstrate their understanding of cell structures.

Materials Craft and Art SuppliesInstructionalFramework

Constructing

Lesson PlanFormat

•Discussion•Cooperative Learning

Grouping Whole ClassMaterials & Resources

•School - Computer, Projector•Teacher – Handouts, Questions •Student – Paper, Writing Utensil

Literacy Strategies

•Quick Write•KWL

Phase One •Brief summary of last class•Quick Write•Explain Directions

Phase Two •Cell Creation

Phase Three •Class discussion•KWL•Q&A

Formative Assessment

KWL

Summative *Assessment

Question Of The Day:

HomeworkAssignment

Chapter Reading; I’m Curious

Reminder

Cells-Breaking Up is Hard To Do

Heading Brian SigmundClass: Science Name of Lesson: Cells-Breaking Up is Hard To Do Time Frame: 50 min

Rationale This lesson will explore the fundamentals of cell reproduction, which is crucial to the understanding of DNA and other life functions.

Objectives Students will explain how cells divide, both sexually and asexually with a writing assignment.

Materials Books, supplies, computers

InstructionalFramework

Constructing

Lesson PlanFormat

ConceptDiscussion

Grouping Whole ClassMaterials & Resources

•School - Computer, Projector•Teacher – Handouts, Questions •Student – Paper, Writing Utensil

Literacy Strategies

•Free Writing•Reaction Guide•Four Square Vocab•Word Bank•KWL

Phase One •Intro/Discussion•Free Writing•Four Square Vocab

Phase Two •Explanation of cell division•Examples/Non examples of sexual/asexual division•Word bank

Phase Three •Group Reaction Guide•Q&A•KWL

Formative Assessment

KWL

Summative *AssessmentHomeworkAssignment

Chapter Reading; I’m Curious

Reminder

Moral of the Cell Story

Heading Brian SigmundClass: Science Name of Lesson: Moral of the Cell Story Time Frame: 50 min

Rationale This lesson sums everything that has been learned, fills in all the gaps, and sets the stage for the next section of the unit, DNA.

Objectives Students will explain the parts of cells, the functions of cells, and the division of cells through a writing assignment.

Materials Books, supplies, computers

InstructionalFramework

Utilizing

Lesson PlanFormat

PresentationDiscussion

Grouping Whole ClassMaterials & Resources

•School - Computer, Projector•Teacher – Handouts, Questions •Student – Paper, Writing Utensil

Literacy Strategies

•Word Wall •Word Bank •Reaction Guide

Phase One •Brief summary of last class•Free Writing•Explain Directions

Phase Two •Overview/review of everything learned•Word wall•Word bank

Phase Three •Class discusssion•Q&A•Reaction Guide•KWL

Formative Assessment

KWL

Summative *Assessment

Creative Writing assignment-The big picture of cells

HomeworkAssignment

None

Reminder

1

Unit Calender

Teacher: Brian Sigmund

Unit: Cells, DNA, and Genetics

Monday Tuesday Wednesday Thursday FridayWeek One

CELLS!!!

•Present topic: Cell Theory•KWL•Discussion•Video!•Word Wall•Homework: Chapter Reading; I’m Curious

•Cells: a deeper look•Me Talk•Word Bank•Homework: Chapter Reading; I’m Curious

•Cells: Creation Celebration••Homework: Chapter Reading; I’m Curious

•Cells: Breaking Up Is Hard To Do•Word wall•KWL•Homework: Chapter Reading; I’m Curious

•Group Reaction Guide•Summative Word Bank/Word Wall•KWL

Week Two

DNA!!!

•Present topic: DNA•KWL •Homework: Chapter Reading; I’m Curious

•DNA: your world•Word Wall•KWL•Homework: Chapter Reading; I’m Curious

•DNA: Creation Celebration•Quick Write•I’m Curious•KWL Homework: Chapter Reading; I’m Curious

•Introduce topic: DNA reproduction•Word wall•KWL Homework: Chapter Reading; I’m Curious

•Mysterious Possibilities•Group discussions•Reaction Guide•Summative Word Bank/Word Wall•KWL

2

Week Three

GENETICS!!!

•Present topic: Genetics•Asses previous knowledge•Free Writing•Clear up any misunderstandings•KWL •Homework: Chapter Reading; I’m Curious

•Present topic: Genetics•Mysterious Possibilites•Word Bank•KWL •Homework: Chapter Reading; I’m Curious

•Punnet Square: Creation Celebration•Quick Write•I’m Curious•KWL•Homework: Chapter Reading; I’m Curious

•Introduce topic: Genes/Heredity•Word wall•KWL•Homework: Chapter Reading; I’m Curious

•Sum everything that has been learned. •Group discussions•Reaction Guide•Summative Word Bank/Word Wall•KWL

TAKE US THROUGH THE STAGES OF LIFE

Your Album should contain:

Song titles relating to Cells, DNA, and Genetics

At least one paragraph of “lyrics” for each song-This

is where you demonstrate your knowledge!

A creative, catchy album title relating to our subject

Appropriate terms and vocabulary

WE’RE LOOKING FOR THE NEXT

COMPOSITION MAGICIAN!

CRITERIA FOR CONSIDERATION:

•HOW DOES IT REFLECT WHO YOU ARE?

•WHAT HAVE YOU LEARNED?

•HOW DOES IT HELP OTHERS UNDERSTAND

WHAT YOU HAVE LEARNED?

•WHAT HAS THIS TAUGHT YOU ABOUT LIFE?

•DUE DECEMBER 19TH

SUBMIT AN ORIGINAL ALBUM!

LET’S LOOK AT LIFE THROUGH YOUR EYES

WHERE DOES IT START? • HOW YOU BECAME YOU...

Imagine an entire music album that would help someone understand the mechanics of life!

You will create this album!

Criteria

This Album Did Not Sell Many

Copies...

This Album Rocks!

This Album is Top 40 Material!

Explanation/Interpretation(How well you can tell others what it means)

Your Album included some terms and material, but lacked and demonstration of understanding

Your Album let others walk away understanding the subject

Your Album tells the whole story and then some

Methodology/Process(How well you put it together)

Your album was disorganized and messy

Your album had correct ordering, but no interesting organization

Your album led us through life’s processes uniquely and effectively

Personal Touch(Can you be seen in this project?)

Where are you? Certainly not here...

There you are...but you are dressed like everyone else...

Your brilliant green shirt stands out in the crowd!

Conclusion/Self knowledge(How well you know what you have learned)

Your album did NOT show what you have learned

Your album shows you probably learned a little bit...

Your album shows superb demonstration of self-learning and connection to yourself

! It was the first day of school starting my 8th grade year. I walked in to the

classroom with a confidence I had never known. The newfound activity I had

discovered just a week before made me think I was cooler than my other classmates. I

couldn’t wait to get asked about my summer. I was excited yet calm, primed but

unprepared. Wearing my Tasmanian Devil t-shirt and my knock-off Reebok Pumps, I

entered the classroom and stood in the doorway to assess the situation. Excited yet

calm, primed but unprepared, I headed for the very back of the room to gloat. I stood in

the midst of my friends and just waited for my moment to shine.!

! As I stood there, I talked to myself in my head about how I would tell my story.

Would I give every detail, or would I remain elusive and ambiguous? Should I show

them the evidence in my backpack, or wait for their approval?!

! “What did you do this summer, Brian?” asked my friend Jason. Before I could

even open my mouth, the long response I had so eagerly been preparing, was abruptly

interrupted!

“Do you have pink eye, or something, dude!?” Josh shouted at me. Before I

knew it, my classmates where gathered around me pointing and gasping. This

expectedly drew the teacher’s attention, who became obsessively interested in the pink

rash that seemed to be forming very rabidly around my eye. My parents were then

called to come get me, since no one knew if I was contagious or not. The rash was

quickly getting worse. By the time my mom arrived, the rash had covered my entire

face. She freaked out and took me straight to an urgent care, where I had to get a shot

in my ass. Oh crap! There went my chance to tell my awesome summer story.!

! Now, let’s rewind to about one week earlier. My family-mom, step dad, step

brother, step sister-went down to my grandmother’s house in rural southern Missouri to

finish the last part of summer. My step-siblings and I would often run around by

ourselves without parental supervision. We had fun exploring the woods, walking

around the ponds, and playing games. While we were heading back to the house one

day, my older stepbrother, revealed to us by lighting one up, that he smoked cigarettes.

So, naturally my younger stepsister and I had to ask to smoke one too. Of course he

refused to share and threatened us to never tell on him. We had no intentions of being

tattle-tales, but we were very intrigued with his new found maturity. So, in our attempt to

follow our role model, my step sister and I proceeded to pick some random weeds from

the ground and roll them up in the leaves of a nearby tree. We then snuck some

matches from the kitchen and headed for the back side of the garage, out of sight from

the kitchen window, and where our brother was already smoking. We stood next to him

and fired up our concoction of I don’t know what. It was a successful impersonation in

our eyes and, even though he made fun of us. I carried the habit with me back home to

the city because I though I was so cool. There, I was even kind enough to share with a

couple of my impressionable friends before school started. !

! A couple of days before school, I had a sign that something bad would come

from smoking those stupid weeds. It came in the form of the freakishly enlarged lips of

one of my friends that I shared my leaf-weed with. Did I suspect that something similar

would happen to me? Nope, I just laughed at him. At 13, I had my first real life lesson

about peer pressure: Following others often leads you to your own stupidity. !

! It is important for me to remember what has caused me to make stupid mistakes.

Many of the situations that I had to face as a youngster will be very similar to situations

the children I will be teaching will have to face, especially when it comes to peer

pressure and fitting in. I must be conscious and aware of the self-esteem issues that

my students might be displaying. I know when I was a kid, I had very big self-esteem

issues that had to be very obvious. However, none of my teachers noticed, and I

usually ended up doing something stupid to become accepted by my peers. That is

why I must never forget what it is like to be younger and impressionable; I must never

lose my empathy. I must be the medium that each student needs to become the

shining, glowing star that they are capable of and deserve to be. !

!!!!!!!!!!!!!