Subject Matter and Purpose
This curriculum web is designed for 9th/10th grade Biology students. It is designed to replace a traditional teaching of an introduction to the cell unit. This curriculum web will focus on the types of cells, the organelles and their functions, and cell membrane activity.
Rationale
All students learn differently so they should be provided with a variety of learning experiences. This curriculum web meets that need. Another reason to do the teaching in this fashion is the development and refinement of life skills. Many students will ask why they are doing this or "Am I ever going to need to know this in real life". The curriculum web allows you to point out the development of real life skills that are needed in today's job market such as collaboration, research on the internet, and presentations. Finally, its FUN. Students that enjoy the task will be more engaged in the task and be more active participants in discussions, answering/asking questions, and doing work.
//discuss inquiry/ ABC format
//discuss inquiry/ ABC format
General Educational Goals
I want the students to directly interact with the science concepts. This will create more engagement on the students' part. The second goal is for myself. I want to be freed to do more formative type questioning and assessment during the process among all groups of learners no matter what stage of the web they are in. Lastly I want the students to use this section on the cells to not only understand more about the cell and its complexity, but to develop, refine, and polish relevant skill sets. Those relevant skill sets include but not limited to research, discussion, and presentation.
Specific Educational Goals
- The student will be able to correctly answer multiple choice questions about what every cell contains with a minimum of 75% accuracy
- The student will be able to completely list all of the differences in organelles between plant and animal cells
- The student will be able to create a concept map that lists all of the organelles, states each of their functions, and draws connecting lines between organelles when appropriate
- The student will completely finish all of the curriculum web including self quiz, poster, concept map, report, and blog posting/response
- The student will be able to compare and contrast diffusion and osmosis in relation to movement of items across the membrane
- The student will be able to correctly answer multiple choice questions about movement in and out of the cell with a minimum of 75% accuracy
- The student will have a positive attitude toward learning about the cell because of the method in which it is taught
// other goals?? are these the best choices??
UbD Essential Questions and Transfer
Next Generation Science Standards
National Science Education Standards
THE CELL
- Cells have particular structures that underlie their functions. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules which form a variety of specialized structures that carry out such cell functions as energy production, transport of molecules, waste disposal, synthesis of new molecules, and the storage of genetic material.
- Plant cells contain chloroplasts, the site of photosynthesis. Plants and many microorganisms use solar energy to combine molecules of carbon dioxide and water into complex, energy rich organic compounds and release oxygen to the environment. This process of photosynthesis provides a vital connection between the sun and the energy needs of living systems
To see all the NSES click here
Michigan State Educational Standards
- B1.2C Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information.
- L2.p2A Describe how organisms sustain life by obtaining, transporting, transforming, releasing, and eliminating matter and energy. (prerequisite)
- B2.5f Relate plant structures and functions to the process of photosynthesis and respiration.
- B2.5g Compare and contrast plant and animal cells.
- B2.5h Explain the role of cell membranes as a highly selective barrier (diffusion, osmosis, and active transport).
B2.5i Relate cell parts/organelles to their function.
How to use it
The estimated time frame for the completion of this curriculum is 5-7 class period with a period being approximately 40 minutes. This could be used as low as an 8th grade Life Science class with a few modifications to the Webquest. Those modifications are available on the Webquest itself. Teachers should not give their students complete freedom, but should direct the class so that all learners are getting equal opportunity to learn. It is the teacher's job to be circling around the room making sure the students are on task, but also to ask questions to check for understanding. The students are constructing their learning while you as the teacher have the blueprints to guide them to where they need to go.
Expected abilities and prerequisites of the students
- The students will have had previous opportunities at logging onto and saving information on the schools network space for each individual students
- Students will be able to follow directions on the curriculum web and use the web to find appropriate data to answer problems
- The students will have worked in groups
- The students will have some basic knowledge for example… cells exist, they are small, DNA controls things “brain”, and other snippets of facts from life science in 8th grade.
The Learners At My School
This curriculum web was designed for the students at Inter-City Baptist HS. We are a college preparatory school. Therefore we are able to operate a little bit differently then the average public school because our mandate is different. My last class had 22 students with no students designated as Special Education students in any form. They were a very homogeneous group with similar life experiences. The average student in my classroom is in church on Sunday, actively involved in youth group or other extra curricular activities, and has two parents who are both committed to making sure their child is learning and doing what he/she should be doing in school. This does not mean that other learner groups that do not fit this description could not use the curriculum web. Although it is designed with these students in mind I feel that it can be used in a variety of different circumstances and still have the desired outcomes.
Grouping
This curriculum web can be completed totally as an individual project, however each of the three activities have the option of working with a partner. I prefer a hybrid where some parts of the activity are completed individually and the the two partners work together to complete the task.
Sequence of Activites
The activities are designed to be completed in order. Starting with Types of Cells and Finishing with Moving in and out of Cells. If the student has time they can complete the extra activities. These are designed as more of an enrichment activities for those who are quickly more through the material.
Activities
Types of Cells
- The student will read/research on the differences between prokaryote and eukaryotes
- The student will read/view a PowerPoint presentation on what all cells have in common and the differences between prokaryotes and eukaryotes
- The student will work with a partner to make two Foldable Venn Diagrams that display differences and commonalities between prokaryotes, eukaryotes, plants, and animals cells
- This activity is a WebQuest
- To see a detailed description of the WebQuest activity click here
- The groups will be assigned a number
- This number tells them which topic relating to cell membrane structure or function
- Each group will then research in their book/internet to find information to post on the blog
- The student group will then respond to other group postings as they relate to their own
Evaluation
There is a mixture of self assessment, rubrics, and summative assessment. The individual activities have a rubric associated with it. This gives a student or a group a target to shoot at for when they are completing their work. The first activity has an online quiz the students are responsible to take. The second task requires the turning in a report as well as the creation of a poster and concept map. The final activity is self-policed by the students as they are responsible not only to post a comment, but also to respond to others as well. If other groups are not keeping up their end of the bargain then the other students will encourage them to finish so they can finish.
Additional Resources
- The biology corner website has a lot of worksheets, quizzes, images, and videos. To go the site click here
- Concept mapping is a great way for students to think visually and to see/create the connections. A free online site that allows students to email their concept maps or give the teacher access to their web for grading is Webspiration. This is a free online version of the popular Inspiration software. You can visit the site by clicking here
- Another website that offers good resources for reviewing content is Biology4kids. The link will take you to the map of the website that allows you to see the different things you can click on to research and there are online quizzes as well for you to check your understanding. You can visit the site by clicking here