Established Transfer

Goals
(What content Cell Project
standards and/or See description in project guide and project outline
mission related
goal(s) will this
unit address?)
Meaning
UNDERSTANDINGS: Students will understand that… ESSENTIAL QUESTIONS: Students will keep
Systems require discrete division of labor in order to considering…
function optimally How do cells optimize their division of
labor?
How does life function on a microscopic
level?

Acquisition of Knowledge and Skill

Students will know… (What facts and basic concepts
should students know and be able to recall?)
How proteins are encoded and synthesized and moved
throughout the cell
The function and structure of organelles in a cell
differences between plant and animal cells
how to draw analogies between new topics and already
well known everyday processes
Students will be skilled at… (What discrete
skills and processes should students be able to
draw upon and use?)
using analogies to understand topics and
processes that are new
creating a 3-D model of a microscopic object
mapping out the path of a process

Stage 2 – Evidence
Evaluative Assessment Evidence: Students will need to show their
Criteria: learning by –
Performance is
judged in terms
of -
(What criteria Transfer Tasks: (What assessments will provide valid Other Evidence: (What other evidence will
will be used in evidence of transfer and understanding (and other Stage 1 you collect to determine whether Stage 1
each assessment goals)?) goals were achieved?)
to evaluate Students will create a 3-D model of a cell using analogous
attainment of the objects in order to demonstrate the geographic location as periodic quizzes, worksheets and activities
desired results?) well as the function of the object.
See outline
See attached rubric and project outline
After the final day of the unit there will be a
“trivia” day in order to show that they have
indeed learned the function of the
organelles that will not be graded

Stage 3 – Learning Plan

(Summary of Key SWBAT Assessment Activity

Learning Events
and Instruction)

Final Day SWBAT present the analogous
function of organelles in a
visual medium in order to
describe their function
Students will be graded Students will put their dioramas in the back of
according to the rubric the room for students to walk between them
posted in the classroom and grade them. Students should spend some
by each other and by me time at their own and be prepared to answer
questions

(See Rubric)
Day F-1 SWBAT reflect on their project Students will grade their After completing their project in class, students
in order to describe the own project according to will write an independent paragraph long
function of the organelles with the rubric and reflect on reflection on their work
greater precision their work After using this rubric, they will prepare for
their presentation during the next class
Day F-2 SWBAT construct a 3-D model Students will submit a Students will spend the class building their
of a cell using representative progress report using projects and attaching things to their substrate.
structures IOT describe the the rubric at the end of It is a hands on class where they will be working
physical structure of the cell class on how far along in in groups.
the project they are
The materials are also due this day
Day F-3 SWBAT create precise Students will create a Students will spend the class period revising
analogies for the organelles of “final” grocery list their initial grocery list to create a finalized
the cell in order to describe thecomparing small objects version by the end of class
function of the organelle to the cell organelles so
that they can go gather
those materials
Day F-4 SWBAT to describe the The students will turn in All classes will complete the coloring guided
function of organelles in a cell the “notes”, and notes at the beginning of the lesson. This is the
in order to track the path that workbook pages in “I do” portion of the lesson
a protein takes through the cell order to demonstrate Students will then use the textbook to do the
first half of the worksheet. We will go over it as
their understanding of
a whole class for the “We do”
the function of
They will do the last page independently as the
organelles “you do”
By the end of class they
will turn in the “initial” Using this they will turn in the initial grocery list
grocery list by the end of class. I expect many problems and
will use this to find misconception before I turn
in the “final” grocery list by the end of the week
Day F-5 SWBAT to describe the
function AND structure of a
generic cell in order to
describe how the structure of
certain organelles facilitate
function
Day F-5.5* SWBAT identify the function of
Only specific a cell in order to track how
classes will do proteins are made
this lesson
SWBAT differentiate the
features of a plant and animal
cells in order to understand
the different functions of each
cell.
Day F-6 SWBAT create an analogy of
*Day F-6 and F-7 the functions of the cell to
may take place things they see in their
prior to the start
everyday lives in order to
of the consecutive
unit understand the function of cell
parts
The students will turn in The students will use a simple guided notes
“notes” if the class sheet. One side is a picture of a cell and the
finishes notes and other side is a legend including an isolated
otherwise they will put picture of the organelle and a box to write in
information. Students will use the isolated
forward prerequisite
picture and the whole cell as a key to match the
knowledge about the cell
structure and they will write in an abbreviation
during each organelle for the function in the small box.
drawing
Students will be given the student guide to
highlight unclear statements over the weekend
with any questions they have.
Students will present on The students will research different aspects of
each of their organelles an organelle in groups. After preparing a
in front of their presentation, they will come up to the front and
present on their organelle in class. After all
classmates and be
organelles have been presented, they will have a
evaluated by their peers
deeper understanding of the cell
and by me to show their
understanding of their
organelle
Students will turn in the As a continuation of the textbook exploration,
analogy worksheet in they will use the textbook to look up cell
order to demonstrate functions and then create analogies to anything
in non microscopic life for how each organelle
their understanding of
works. They will explore the content before we
what an analogy is as
start taking notes in their own with a specific
well as their initial
objective as well as be introduced to the idea of
understanding of cell an analogy in a broader sense.
organelles
Day F-7 SWBAT navigate the textbook Students will hand in the The students will be given topics to look up that
*Day F-6 and F-7 in order to independently worksheet “textbook may require using the glossary, table of contents
may take place research Biology topics scavenger” to show that or the index. They may use these sources to find
prior to the start given topics. After completing the scavenger,
they are able to find a
of the consecutive they will go to the chapter in cell structure
unit wide variety of textbook
(chapter 3) and search for bolded terms that
topics when necessary
describe the organelles