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PART III: UNIT OVERVIEW/PRE-PLANNING

UNIT THEME/SUBJECT/GRADE LEVEL: Cells/Biology/10th Grade
CURRICULUM STANDARDS:

Standard 2, Obj.3a-d

UNDERSTANDINGS:

Cells are the most basic functional unit of life.

Cells come in many different forms, but each has a specific and equally important

role to play.
Cells act like tiny cities functioning to keep your body working.

ESSENTIAL QUESTIONS:

Why is balance an important characteristic of life, and how do organisms achieve

this balance?
In what ways does somethings form indicate its function in the world?
How can something as small as a cell have such a great impact on life?

STUDENTS WILL KNOW

Theory, prokaryotic, eukaryotic, organelle, nucleus, cell wall, chloroplast,
osmosis, diffusion, active transport, passive transport, vesicle, semipermeable,
phospholipid bilayer, membrane, concentration gradient, hypertonoic, hypotonic,
isotonic, ATP, homeostasis, nucleus, cell wall, interphase, mitosis, prophase,
metaphase, anaphase, telophase, cytokinesis, the cell cycle, chromosome, DNA
STUDENTS WILL BE ABLE TO
Create a scientific claim based on evidence and reasoning
Design an experiment using the scientific method
Compare and contrast the characteristics of eukaryotic and prokaryotic cells
Analyze and interpret data
Formulate hypotheses based on observations

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Review and critique peer and individual work

Collaborate and communicate with peers using scientific terminology
Model the form and function of a cell membrane
Create an analogy to compare the organelles of a cell to the workings of a city
system
Explain why cells are essential for life
ASSESSMENT EVIDENCE
AUTHENTIC TASKS:
Portfolio Project- Students are asked to keep a portfolio of selected pieces of
their work during this unit. The selected work should reflect growth or
improvement, something they are proud of, something that was challenging for
them, something they believe they could have performed better on, and they
favorite activity. Each artifact will be accompanied by a rationale statement in
which the student will explain why they chose that piece of work to be displayed.
Additionally, students will perform peer and self-assessments on their portfolios.
OTHER EVIDENCE:
Common formative assessments to be given weekly in the form of an on-line
canvas quiz. Other CFAs include: journal entries (bell work), exit tickets,
interactive notebook checks, think/pair/share, group and individual projects, lab
exercises, etc.
LEARNING PLAN
LEARNING ACTIVITIES:
1. Cell Theory

WikiHow: How to Develop a Theory Reading

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Scientific Method

Practice the Scientific Method using video clip

Graphs

Create an Experiment using the Scientific Method

2. Cell Types

Cell Theory Class Timeline

Amobea Sisters Video

Eukaryotic

Venn Diagram compare/contrast

Prokaryotic
3. Organelles

Kahoot! Game
Virtual Cell Exploration

4. Cellular Transport

Cell Analogy Posters

Gummy Bear Osmosis Lab

Osmosis

Exploring with Models: Cell Membrane

Diffusion

Cellular Transport Human Re-enactment

Active Transport
5. Mitosis/Cell Cycle

Build A Cell Membrane (using craft supplies)

Cell Cycle Reading
Mitosis Group Research and Peer Teaching
Cell Cycle Comic Strips
Amoeba Sisters Video
Bingo Review Game

SUMMARY
When planning the learning activities for this unit, I took student context into great
consideration. Most of the students in my classes are students of color coming from low

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socio-economic status. The majority have difficult home-life situations and do not have a
good relationship with school. Many do not enjoy school, and struggle specifically with
math, science, and literature. It is my intent to use learning activities to reach out to my
students- to get to know them, to break barriers, and to establish confidence and pride
within them. I have planned a mixture of activities that combine various multiple
intelligences, learning styles, and funds of knowledge. I believe my students will find
them engaging and enjoyable. However, I believe they will also be effective teaching
tools. By engaging in science and discovering that learning can be fun, students will
more easily grasp curriculum material. They will become more willing to participate and
be open to their peers, and will begin to reach the learning goals I have established for
the unit.
While my learning activities are interactive and exciting, they also encourage
students to think as scientists- forming hypotheses, making claims backed with
evidence and reasoning, designing creative works, collaborating with their peers, and
continually striving for better understanding and self-improvement. Additionally, I am
confident that my assessments will effectively portray student understanding. I will
always allow students to revise and resubmit work to ensure that development is both
supported and encouraged. Weekly CFAs will help me determine what curriculum
material needs to be retaught and which specific students may need additional
supports, while the authentic assessments will show me whether students have gained
the prescribed unit understandings.
The key ideal to remember with the students I am teaching is that they each have
a unique background. Many are struggling with issues I have never experienced or

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understood. As their teacher, I hope to always be able to provide a safe and supportive
environment and provide them with the tools to better themselves and their lives.