Using a blog to explore cell types

Subject: Biology
Grades: 10th and up.
Objectives:
Students will:
practice writing lab reports while using lab protocol; such as properly observing slides under a microscope;
summarize in writing the important concepts, skills, and content found in the assigned scientific reading material;
state in writing the basic of Cell Structures and Functions
Standards: MSTS Standard 4: "Living things are both similar to and different from each other and non-living things. Students will compare and contrast the parts of plants, animals, and one-celled living things."
http://www.emsc.nysed.gov/ciai/mst/pub/mststa4.pdf

Materials: Inquiry into Life – lab manual by Sylvia Mader.

Procedure:
· Students will observe animal and plant cells under a microscope, students are expected to reference their textbook, and record their findings on a sheet of paper;
· Students will demonstrate in written form their knowledge of the expected learning outcomes at the beginning of chapter 4 on section 4.1 Prokaryotic versus Eukaryotic Cells and section 4.2 Animal Cell and Plant Structure only. Students will find these objectives on pg. 43 of the Inquiry Into Life lab manual;
· Students will answer concluding thought questions Answers to concluding thought questions 18-20 at the end of chapter 4 pg. 46 of the Inquiry Into Life lab manual;
All answers to the questions assigned above will be in the form of a blog;
After answering the assigned questions students will write a post on any difficulties they had with their lab procedures or material;
Each student is then required to respond once to 2 other students' entries, as well as respond once to the students who have commented on them.

Accommodations: Students with different learning abilities, or those diagnosed with special needs would have an Individual Education Plan (IEP) designed by the school district's Committee on Special Education. I would adjust my assignments to meet the needs and learning style of these students. For example, extra time on the assignment may be given or one-on-one assistance with the assignment.

Assessment: This assignment is worth a maximum of 13 possible points.
1 point for having assignment in on time.
Spelling and grammar - worth 4 possible points. 4 points for having correct spelling and grammar. 3 points for having 1-2 errors in spelling and grammar. 2 points for having 3-4 errors in spelling and grammar. 1 point for having 5 or more errors in spelling and grammar. As long as the assignment is completed students will get at least 1 point in this area.
Answering the lab questions correctly - worth 4 possible points. 4 points for answering the question thoroughly and correctly. 3 points for answering the question correctly; a few key points were missing. 2 points for answering the question partially correct; multiple key points were missing. 1 point for answering the question; answer may have been incorrect. 0 points, student did not answer the question.

Participation - worth 4 possible points. 4 points for having all 4 required responses completed; responses were thorough and meaningful; relative to material. 3 points for having all 4 required responses completed; responses may have been vague or off topic. 2 points for having 3 responses completed; responses may have been irrelevant. 1 point having 2 or more responses completed. 0 points if missing more than 2 responses.