Steven Meck
Unit Plan
Core Curriculum Content Standards Standards:
5.3.P.A.1 Investigate and compare the basic physical characteristics of plants, humans, and other
animals. (Different cell characteristics)
5.3.P.A.2 Observe similarities and differences in the needs of various living things, and differences
between living and nonliving things.
5.3.6.A.2 Model and explain ways in which organelles work together to meet the cell’s needs.
Keywords:
Cells, cell song, cell song music video, organelles
Enduring Understandings:
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The cell has different parts known as organelles
These organelles have particular structure and function
Structure determines function in organelles
The internet holds a vast amount of intellectual resources
Objectives:
Students will be able to:
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Create a song that helps explain how the cell creates and transports important molecules vital to
life by creating a song about them.
Design an instructional music video that helps visualize the cell song lyrics that explain the
functions of the cell.
Identify analogies that help explain the cell.
o For example, the mitochondria is the “powerhouse” of the cell, DNA looks like a twisted
staircase, etc.
Defend their choice of analogies by explaining how the analogy resembles in structure or
function an organelle on Instagram.

Appraise other students work in relation to the knowledge they have gained in class and
through the research they’ve done for the project.
Unit description:
This unit is based around a group project between two individuals from a freshman biology
honors and an AP Biology class. These two students will work together, either completely online or
occasionally in person to create song music video, accompanying album cover and artwork, and various
online advertisings of their album release that shows their understanding of cellular organelles. To
show their progress throughout the process, the group must routinely publish their work online as is
described below even if they work entirely in person.
To choose their partner, the students must set up a LinkedIn profile that describes what kind of
skills they could bring to the project. They will complete a LinkedIn worksheet that describes their
comfort level on some of the skills that will be necessary to complete this project. They will also
describe potential issues that they might have that would relate to completing this project. For
example, a student would say whether they have ever edited a video before or whether they have
access to a video camera.
Students will routinely publish song lyrics, and other parts of their project, as they progress
through the project onto Google+ to allow for other students in the class to view and comment on.
Students can use the recommended sites that allow for comments or any other appropriate site that
allows for these options, but must ultimately publish a link onto Google+. Students must provide
feedback on other classmates work before the project is due, so students can react to these
recommendations.
The song for this project must have a minimum of ten key terms that relate to the cell. Students
can look to their notes, textbook, or online for cellular organelles such as the nucleus, ribosome,
chloroplast, etc. Each key term must also be explained within the lyrical body. The song must have two
distinct parts in that half of it will be written by the freshman student at the 9th grade level and the other
“remix” edition is written by the AP biology student at the AP level. Both students will be working with
the same ten key terms and the AP biology students lyrics must build upon the 9th graders lyrics. The
group must publish “sneak peeks” of their lyrics as described below on Google+ and leave comments on
other group lyrics. The final song must be published on YouTube (or some equivalent site) as an
educational music video that helps explain the lyrics and linked to the class Google+ page. A mash up of
educational pictures taken from the Instagram feed (see below) can be worked into the video but is not
necessary.
Students are to routinely post pictures that are analogies to the structure and function of cell
organelles. They must list what organelle the picture is an analogy of and briefly how it is. One
sentence will suffice. For example, a picture of the principal’s office could be an analogy of the Nucleus
since it gives directions on how to run the school. Students will end up posting and commenting on
eight different cell analogies as is described in the instructions below. These pictures can be a useful
educational inclusion for the music video as described above.
Students will culminate their project by posting their music video and album artwork onto a file
sharing website and then post the links onto Google+.
Technology:
Computer/tablet/phone with internet connection
Camera/video camera
Video editing software
Resources:
Linkedin.com
Google Hangout
YouTube.com
Some sort of website that can be used to publish text, pictures, and video that allows other to make
comments on. The following websites are suggested but not required:
Twitter.com
Instagram.com
Tumblr.com
Reddit.com
Facebook.com
You might find this useful for recording your video:
http://www.youtube.com/watch?v=stXRLvnVjO0
Inspiration:
https://www.facebook.com/photo.php?v=2351610744154&set=vb.1066682130&type=3&theater
http://www.cellsalive.com/
http://learn.genetics.utah.edu/content/begin/cells/
Activities:
Day 1
Students will be introduced to the project by hearing a live version of Mr. Meck’s amazing
rendition of “100 Trillion cell army” to the tune of The White Stripes “Seven Nation Army.” Such lyrics as
“I’m in the nucleus, so everyone listen to me” and “B form DNA, read 5’ to 3’ by Okazaki,” will give
examples of how to construct lyrics to help explain an organelle and also see the difference between
honors and AP level lyrics. Students can also enjoy a recorded version here:
https://www.facebook.com/photo.php?v=2351610744154&set=vb.1066682130&type=3&theater
Understanding the basic form of structure and function of life in the cell allows students to
better understand all aspects of anatomy and physiology in plants and animals. For example, muscle
cells have higher amounts of mitochondria in it compared to a skin cell because it needs more energy.
Or a leaf on a plant would have more chloroplast in it than the roots.
Students will be given a “set list” of directions that include the various objectives and grading
rubric for the project. Students will create their LinkedIn profile and complete their “resume”
worksheet. This resume will include a questionnaire that allows students to rate themselves on the
different tools they need to complete the project. Students will also be able to add other information
that they find pertinent to the project, for example, their musical skills (or lack thereof) or access to
various technologies. Students must also sign up for a Google+ account, email their username to me,
and add all of the students doing the project to a new circle. Post a link on Google+ for your LinkedIn
profile.
Student Checklist
Become inspired by Mr. Meck’s rock opera
Sign up for Google+ and email Mr. Meck your username
Complete the LinkedIn worksheet, upload it, and post it on Google+
Add other classmates to your circle after receiving their names from Mr. Meck
Day 2-3
Students will be given time to choose their partner. Since they will be picking a partner from
another class, students will be given time to post and reply on LinkedIn and/or Google+. After students
have chosen their partner, they must post their group name and the names of the members on Google+.
Students should start thinking of ideas for their project.
Decide who your partner is going to be by looking on LinkedIn
Post your group name and the members of your group on Google+
Start working on your project
Days 4-5
Students will start working on their song lyrics. Students can look to their textbook and notes or
websites such as cellsalive.com. Students will be able to review examples from previous years on
youtube.com or look to Mr. Meck’s example. Students will be allowed to use the music of their
choosing and either provide their own music or take advantage of the instrumental versions of most
songs found on youtube.com.
Two lines of their cell song must be posted on Google+ by the end of day 5. Students will be able to
receive feedback from Mr. Meck and see the other kinds of lyrics and feedback other students are
receiving. Students must also start posting pictures on Instagram (or an equivalent website) of pictures
that they find to be analogous to the structure and function of cell organelles. Links to each picture
must be posted on Google+. Each picture must be accompanied by a one line description of what the
analogy is to and why they made that analogy. Students will be able to see examples from previous
years and a few examples given by Mr. Meck. Students will also be able to use the feedback from Mr.
Meck and their peers to refine their analogies as the project continues. Students must also start
replying to students posting of pictures by choosing the analogy they thought was the best and why.
These pictures can be used to start forming the artwork they will be using for their album.
When making comments on other students work, consider the one required comment the bare
minimum. Other students, along with your group, will benefit from giving and receiving additional
feedback. Be courteous, but don’t be afraid to give constructive criticism.
Post two lines of your cell song on Google+ by the end of day 5
Post a picture on Instagram with a link on Google+ and comment on another picture each day
Start work on your album cover
Days 6-7
Students must publish two additional lines of their cell song on Google+ and give feedback to another
groups posting. Students can choose lyrics from any part of their song. The group must continue to
post one analogy picture each day and comment on the picture that they felt was the best. Students
should continue working on their album cover and thinking of ideas for their educational music video.
Students can look to previous years for examples or view current pictures from other students groups
for inspiration. The music video should be related to the song cell lyrics. For example, if singing about
the nucleus, students could have a picture of the nucleus, or one of their analogies for the nucleus, or
act out something completely new that has something to do with the structure or function of it. Most
basic video editing software (including the free ones) allow for pictures to be superimposed over music.
This would be the minimum, although completely sufficient, way to create the music video.
Post two lines of your cell song on Google+ and leave feedback on another groups lyrics
Post a picture on Instagram with a link on Google+ and comment on another each day
Continue working on your album cover and start thinking of your educational music video
Day 8-9
Students must upload a video to youtube.com that includes a description of their progress on the
project. This progress should include the concrete examples you have already posted and the progress
you have made that you haven’t posted. Include talking about your Instagram analogies, your album
artwork, your song, and any feedback you have received. After uploading the video, the group must
include a link on Google+. Students should continue to post pictures and make comments on Instagram.
Upload a video check in on youtube.com and leave a link on Google+
Post a picture on Instagram with a link on Google+ and comment on another each day
Days 10-11
Students must upload an example of four new lyrical lines that include two from the freshman student
and two from the AP biology student. The AP biology lines must be describing the same cell organelles
as the freshman’s but just in the detail accustomed to the AP level. Leave at least one comment on
other groups lyrics. Students should post a picture of the progress they have made on creating their
album cover onto Instagram along with a link to Google+. Students must continue to post other pictures
onto Instagram and comments to other student’s links.
Post four lines of your cell song on Google+ and comment on others
Post a picture on Instagram with a link on Google+ and comment on another each day
Post a picture of your album on Instagram and put a link on Google+
Days 12-14
Students no longer have to post pictures to Instagram or make comments on others. Students should
be finishing up their album cover, song lyrics, and music video. Students should post an additional four
lines of lyrics that include two from the freshman and two from the AP biology student. Students should
leave comments on at least one other group’s lyrics. Students can also post additional questions,
comments, or requests for help if needed as they go to finish up their project.
Post four lines of your cell song on Google+ and leave comments on other groups lyrics
Need help? Reach out to our online community!
Home stretch - complete the finishing touches on your project!
Day 15
Students must upload their final music video to youtube.com and their album artwork to Instagram and
then leave links on Google+. After everyone has posted – students can vote on their “cellular idol,”
whichever music video they found to be their favorite.
Post final music video on youtube.com
Post final album artwork on Instagram
Leave links for both on Google+
Rubric:
Assignments
1.)
LinkedIn profile
This worksheet
includes a
questionnaire which
will have the student
rate themselves on
varying tasks needed
for this project.
Students will be able
to evaluate
themselves and start
to consider what kind
of partner they will
want to choose for
the project.
2.)
Group name on Google+
Poor job
0
Students have
not completed
the LinkedIn
worksheet or
published online
Needs improvement
1-3
Students did not finish, did
not publish, were late, etc.
for their LinkedIn profile
0
Students have
failed to publish
their group name
along with their
.5
Students were late in
publishing their group name
and their names or forgot
one or the other
Great Job!
4
Students completed the
LinkedIn profile
worksheet and uploaded
it on time
1
Students have published
their group name along
with their names on
Google+ on time
3.)
Sneak peek lyrics
Publishing these lyrics
allows students to receive
feedback from Mr. Meck
and from their peers. In
addition, students will be
able to see multiple other
examples from all the
other groups. Although
only being graded for
participation at this point,
students will be able to
start molding their lyrics
to ones that help explain
the different cell parts in
useful ways.
4.)
Cell analogies on
Instagram
Publishing these pictures
will help to start giving
students ideas for
creating meaningful
lyrics that can allow them
to relate cellular
functions to different
aspects of their lives.
They will also have the
opportunity receive
feedback from Mr. Meck
and from their peers. In
addition, students will be
able to see multiple other
examples from all the
other groups. Although
only being graded for
participation at this point,
students will be able to
start putting together
pictures that will be used
for their album artwork.
5.)
names
0
Students have
not posted any
lyrics or
comments
1-6
Students have missed 1-3
postings or comments
7
Students have posted
lyrics and made
comments on other each
of the four times
0
Students have
not posted any
pictures or left
any comments
on Instagram
1-7
Students have missed 1-7
posting of pictures,
explanations of pictures, or
comments on other students
pictures
8
Students have made all of
the necessary postings
and comments on
Instagram and Google+
0
1-4
5
YouTube check in
Students will be able to
gauge how far they have
gotten in their project and
compare it to their peers.
Students will be able to
pose questions to Mr.
Meck or to other students
as well.
6.)
Album artwork
This artwork will be
culmination of some of
the visual cues they have
used to help them learn
about the cell. These can
be taken or inspired from
the pictures the students
have posted on
Instagram.
7.)
Music Video
The music video aims to
tie visual learning with
auditory learning, and if
the students choose, also
kinesthetic. Either way,
students will create a
video that shows off the
students understanding of
the material in at least
two ways. If students
decide to go above and
beyond in creating the
video, they will have the
benefit of adding an extra
learning style and also an
opportunity to win
“cellular idol” which can
be tied to extra credit
points.
8.)
Students have
not done a
YouTube check
in
Students were late in their
posting to YouTube or
Google+ or did not discuss
their progress or have not
made much progress
Students have created
and posted a YouTube
video onto Google+
chronicling their work
which includes doing at
least the minimum
amount assigned
0
Students have
not created any
album artwork
1-4
Student work is late and/or
shows weak to little
connection to their song
lyrics and teaching cell
organelles
5
Student album artwork is
posted properly to
Google+ and shows clear
connection to their song
lyrics and teaching cell
organelles
0
Students have
not created a
music video to
accompany their
cell song
1-9
Music Video is late
Music video shows a
weakened connection to the
song lyrics and/or doesn’t
help explain the different
parts of the cell
10
The music video shows a
clear connection to the
song lyrics and helps
explain the concepts in
question
0
1-59
60
Song Lyrics
After several postings of
their lyrics on Google+
and receiving feedback
from Mr. Meck and their
peers, students will have
the opportunity to
showcase lyrics that
exemplify their
understanding of cellular
organelles. The lyrics
should be tied to their
difficulty level (either
honors or AP). Students
should take into
consideration the
comments that students
and Mr. Meck has made
on their lyrics.
Students have
not completed or
posted any cell
song lyrics
Song lyrics are missing, are
late, are not to the
appropriate grade level, do
not properly explain the
cellular organelle, or some
combination of the previous
problems.
Maximum of 3 points for
each key term song lyric
Total of 20 song lyrics –
10 from freshman honors
and ten from AP biology
student
Students have completed
all of the lyrics
The 10 AP bio lyrics
build upon the 10
freshman lyrics
All the lyrics show a
clear understanding of
the cellular organelle
being described
Accomodations for ELL
Students from an ELL background may have issues at first with some of the vocabulary that
comes from the varying cellular organelles. This project employs different learning strategies that
should help ELL students overcome this. First off, the Instagram part of this project adds a visual tool for
ELL students that can help ease learning new terms. Also, writing and reading about the different
analogies should help them relate an unknown word to more familiar vocabulary. In addition, the
aspect of writing and performing the song can help them tie the vocabulary to a musical tune that they
can relate to.
Rationale:
The rationale behind this unit plan was to create a project that could be done completely
online in order to promote technology and the creation of an affinity space. Although affinity spaces
can be done in person, it is much more likely to occur online (Bruns, 2008) (Duncan & Hayes, 2012). This
project promotes this by having the group members come not only from two different classes and years
but by having all requirements linked to online work. Although working completely online is highly
encouraged, students do have the opportunity to work with their partner in person if they choose to do
so. Although they are “forced” to do this project, unlike a true affinity space, the LinkedIn profile plays
the role of linking together students who match up due to similar beliefs for this project.
Another aspect of this project is to test the student’s knowledge of the cell in a unique way
that goes beyond the typical test (Gee, 2007). James Paul Gee and Elisabeth Hayes (2011) discuss
several cases in which learners recall and can use information when it is asked in a format that they are
interested in. If the teacher can drum up interest in having students create songs to help learn a topic, if
it is not already there, students can come away with a deeper understanding of something they
normally might not care about. This project is also set up so any teacher from any discipline could
replace the focus on cells to nearly any topic. This gives any teacher the opportunity to integrate a
lesson that is innovative and engaging to students.
This project also takes advantage of student feedback that can help mold and improve the
overall project (Duncan and Hayes, 2012). Students will be able to see other students work and provide
feedback through Google+. This will give both groups the opportunity to reflect upon and make the
necessary changes to their project. Although students are required a minimal amount of posting and
commenting, they can take advantage of the ability to post more if they choose to do so. This will help
create an environment where students can comfortably give and receive feedback for their project
(James Paul Gee, 2011).
With this project being based online, students are able to take advantage of not only
receiving feedback and ideas from their fellow classmates, but from an infinite source of information
from the World Wide Web. By putting the focus of this project online, students will have the
opportunity to take advantage of this. Douglas Thomas and John Seely Brown (2011) note that students
can benefit by taking and testing out the massive amount of data on the internet. By allowing students
to post parts of their projects online, and then changing them as they see fit, students can partake in the
benefits that Thomas and Brown discussed. Using the internet as a useful tool will also foster the 21st
century skills that teachers need to be encouraging (Knobel, 2013).
One of the advantages of the group aspect of this project is that students are able to
participate in ways that they feel comfortable in doing so (Gee, 2011). Depending on the student’s
interest and expertise, they can focus on certain aspects of the project as opposed to others. The
LinkedIn profile will work to have students team up in ways that can accentuate their positives and mask
their weaknesses.
This project aims to have students create an affinity space online that will help guide their
learning as they create a unique song about the cell. Even if it falls short of this lofty goal, students will
still gain experience in working with a partner from a different age and education level, experience on
working mostly online, and also learn about the cell. The project is set up in such a way to promote
various learning skills for the multitude of learners that would partake in this project. No matter the
type of learner, this project will touch upon something they can take away from it.
References
Bruns, A. (2008). Blogs, wikipedia, second life, and beyond: From production to produsage. New York,
NY: Peter Lang Publishing.
Ducan, S. C., & Hayes, E. (2012). Expanding the affinity space - an introduction. In E. R. Hayes
& S. C. Duncan (Eds.), Learning in video game affinity spaces (pp. 3-32). New York,
Peter Lang Publishing.
NY:
Gee, J. P., & Hayes, E. R. (2011). Language and learning in the digital age. New York, NY:
Routledge.
Gee, J. P., & Hayes, E. (2012). Nurturing affinity spaces and game-based learning. In C.
Steinkuehler, K. Squire & S. Barab (Eds.), Games, learning, and society (pp. 129-153).
Cambridge, MA: Cambridge University Press.
Knobel, M. (2013, April). Defining literacy as a social practice: implications for new literacies research
and classroom practice. Presentation to the Doctoral Student Colloquium, Teacher's College,
University of Columbia Doctoral student colloquium, New York, NY.
Shamburg, C. (2008). English language arts: Units for grades 9-12. Washington, DC:
International Society for Technology in Education.
Thomas, D., & Brown, J. (2011). A new culture of learning: Cultivating the imagination for a world of
constant change. (pp. 1-37). Lexington, KY: CreateSpace Independent Publishing.