Académique Documents
Professionnel Documents
Culture Documents
1. What big idea or CONCEPT could frame both of your content areas?
Math
and
Content 2:
Cell structures depend on organelles to survive as a system. (How do the parts of a cell depend
on each other for survival?)
4. Identify what SKILLS students could exercise or practice within this unit. Aim for at least two
skills that span content areas and two skills specifically designed for each content area
Sample spanning skill stems:
Making inferences
Making predictions
Gathering evidence
Analyzing cause and effect relationships
Problem solving
Finding patterns
Justifying conclusions with textual support
Content 1:
Solve a one step linear equation
Demonstrate an understanding of the properties of operations
Content 2:
Distinguish between an animal and plant cell
Correlate the structures of cell organelles with their functions
5. Identify the KNOWLEDGE or VOCABULARY youd address in each of these units. The
Knowledge will most likely be specific for each content area.
Content 1:
Definition of an equation
Definition of a variable
Properties of operations:
commutative and associative property for addition and multiplication
distributive property
addititive and multiplicative identity properties
additive and multiplicative inverse properties
multiplicative property of zero
Content 2:
Define the following vocabulary words:
cell membrane
cytoplasm
nucleus
cell wall
vacuole
mitochondrion
endoplasmic reticulum
chloroplast
HOOK:
Describe how youd go about introducing this concept to your students. You may use any of the
strategies from Chapter 5, a childrens book, or any other ideas you have (Note: If you use the
childrens book idea, follow the directions below).
For this unit students will be put into groups of 3 or 4 and presented with a puzzle to complete.
The students will be given a plastic bag that contains a portion of a larger puzzle. They are
unaware that they only have a piece, they will think they have a whole puzzle. Once they
connect all the pieces they have they will see that they are missing a significant amount of the
puzzle. The students will claim that they are done and we will explain that they only have a
piece of the whole puzzle. After allowing each group to finish their part of the puzzle they will
then have to work together to join all the portions of the puzzle together to form the entire
puzzle. After the class has put together the entire puzzle they will come back together as a class
for a class discussion.
Class Discussion:
What system did you use in your individual groups to put your puzzle together?
What system did you use as a class to get the final product?
What would the end result have been if part of the puzzle was missing?
Can you think of systems you see in your life?
ex- baking a cake and not having eggs
How can you relate this concept of systems to math and science?
How you'd revisit the lesson learned from the book later on in your courses content