Plan Title: Charlie and the Cell Factory

Name: Jennifer Dubberke ID# 8

Behavior Contingency Plan (BCP):

Undesirable Behavior Targeted:
Rushing to the door when the bell rings, before the teacher dismisses class. This causes disruptions to the
classroom because: The teacher may be disrupted in teaching his/her lecture. The students might miss their
assigned homework or readings. The students may shove each other, trip, or fall, which means it is a safety
hazard. When the students crowd the door, the emergency exit is blocked, this is also a safety hazard
Desirable (expected) Behavior Targeted:
Students will stay seated with their materials out, actively engaged in the classroom, until the teacher
dismisses the class. Once the class is dismissed by the teacher, then the students should put their
belongings away, quietly, and orderly. The students should calmly walk out of the classroom in a calm
manner, meaning one student through the door at a time, with their hands to themselves.
Types of positive reinforcements - Reinforced when & how?
Immediate & delayed R+ should be related to the final activity being earned.
1. Immediate R+ A part of the animal cell or plant cell is added to the wall.
2. Ongoing R+ The organelles will be added every day that the students follow the correct behavior to
create a full plant or animal cell.
3. Overall R+ - The activity will be making animal cell first for the first time that the students are able to
complete the cell, and the plant cell the second time that they are able to complete the cell. They will be
making cells out of edible things such as candy. When the students wait for the teacher to dismiss class the
teacher will place a piece of the cell onto the cell on the wall. Showing the students that they are working
towards their activity. Because the students need to walk out the door calmly for the behavior to be correct,
if the students do not, the teacher will take down the organelle added to the cell on the wall. The next day
at the beginning of class the teacher will show the cell so that the students can see how close they are, or if
they got the organelle taken off from running out the door even though they waited for the dismissal from
the teacher.
Interactive Learning Activity
TEK 7.12 D Differentiate between structure and function in plant and animal cell organelles, including
cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast and vacuole.
When the students have completed the animal cell on the wall on the last day by leaving the class
correctly, the next day they will be building the edible animal cell. I will have an array of edible items that
can be made into a cell, such as Twizzlers, Jaw Breakers, Chicklets, KitKat, ect.. The students will make
the food into the cell organelles and parts. They will then complete a key and explain to the class what
each organelles function is and how it compares to a plant cell. They will be allowed to eat their cell if
they would like at the end of class. Next time they will create a plant cell and do the same thing.
Explain HOW you will Teach the Desired Behaviors:
First I will explain to the class the exact behavior I want as described above. I will then model to the class
by having a students say, you are dismissed, then put my things in my bag and calmly walk out of the
classroom door. I will then have the class practice waiting for me to say that they are dismissed, then
calmly packing their things and walking out of the door.
Explain HOW you will Teach the Plan:
I will show the students the two cells, and explain that for every day that they leave the classroom
correctly I will add an organelle to the cell that we are working on a that time. I will explain that we will
be having an activity day to build the edible cells when each cell has all of its organelles. I will explain that
they will not receive an organelle if even one student rushes out the door or is not actively engaged until I
dismiss the class.
Provide options
For multiple class periods, each period gets its own cell to build upon. This could also be used in other
subjects as well. The students could build a model, edible or not, on the unit that they are working on. This
activity could also be used with non-edible materials in schools that do not allow food in the class rooms.
Instead they can used foam board, pipe straws, glitter, ect..