Gary Burkett FRIT 7430: Instructional Design Stage 3, Understanding by Design Fall 2012

Title of Unit

Cells

Grade Level

7th

Standard: S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems. b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria) to basic cell functions c. Explain that cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms. e. Explain the purpose of the major organ systems in the human body (i.e., digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease) Understandings: Students will understand that: 1. Cell structure is related to cell function. 2. Cell parts are interdependent. 3. Levels of cellular organization (cells tissue organs systems organism)

Essential Questions: Overarching Questions: 1. How is a living organism the sum of all of its parts? 2. How do cells, tissues, organs, and organ systems relate to the complexity of living organisms? Topical Questions: 1. How do you explain the relationship between the structures and functions of cell organelles? 2. Why is each part of the cell essential to survival? 3. Can plant and animal cells function without sunlight? 4. How are cells like building blocks?

Stage 3: Plan Learning Experiences

Week 1 Pretest (W ) Sample Questions: 1. What is the difference between a plant cell and an animal cell? 2. What is a vacuole and what does it do? 3. How do cells, tissues, organs, and organ systems relate to the complexity of living organisms? EQ 1. How do you explain the relationship between the structures and functions of cell organelles? EQ 2. Why is each part of the cell essential to survival? K-W-L chart for plant cells, animal cells, systems (self-knowledge, application, explanation) KEY VOCABULARY ( E ) Discuss plant cells and organelles. Discuss animal cells and organelles. Students will complete an online interactive activity identifying differences and similarities between plant and animal cells

Ticket one: Contrast plant vacuoles to animal vacuoles. (Perspective) Cell quiz (Facet of Understanding: Explanation, Self-Knowledge) ( T, R ) Using drawn plant and animal cells, students will identify the organelles and their functions. T: reduced choices on test, choice of organelles, reduced organelles to learn, modified worksheets to show only organelles being learned Begin webquest found at http://zunal.com/webquest.php?w=171271 ( H, O, R, E 2) Week 2 EQ 2. Why is each part of the cell essential to survival? EQ 3. 4. How are cells like building blocks? Ticket three: Reflect on how YOUR digestive system is working. (Self-Knowledge)

1. Activity: What is happening in your body during exercise? (E, R, ) 1. Work with a partner. 2. Sit very still and quiet for 1 minute. 3. At the end of the minute, have your partner keep time for 1 minute while you count the number of breaths you take. Record. 4. Repeat to find your pulse rate for 1 minute. Record. 5. While still seated, hold a heavy weight in your dominant hand. Bend your elbow so that your arm is forming a right angle to your body. 6. Hold the weight (dont move your arm) for 1 minute, then take your breath and pulse rate. Record. 7. Extend your arm all the way down and bend it back to the right angle again (biceps curls) as many times as you can in 1 minute. Record the number of times you were able to complete this action. 8. Take and record your breath and pulse rate. 9. Repeat steps 7 & 8 two more times for a total of 3 times.

Students will create a table and graph the results of the activities. (T, R, E 2)

2. Students will create a PowerPoint on organs ( H, W, E ) within groups. They will select 2 organs to show how tissues make organs. Students will use a rubric and evaluate each groups PowerPoint. ( T, R, E 2) 3. Organ quiz (Explanation, Self-Knowledge) Sample Questions: 1. What is the largest organ of the body? 2. Which of these is NOT an organ?
a. b. c. d. heart blood brain intestine

Continue to work on webquest: http://zunal.com/webquest.php?w=171271 ( H, O, R, E 2)

T: reduced choices on test, reduced number of slides for PowerPoint, reduced tissues/organs to learn, choice of organ/tissue, modified worksheets to show only organs/tissues being learned

Week 3 EQ 4. How are cells like building blocks? EQ 5. How is a living organism the sum of all of its parts? The students are informed they are going to a medical conference. The students will be divided into teams and each team will be doing a presentation on a body system. They must include the function, major components, and diseases involved with the body system. Research will be conducted with an approved list of websites, medical books, and textbooks. (T , R, O, E) Each team will be given a rubric and will act as consultants for another team. They will provide feedback so the team can revise project as needed. (T, R, O, E 2) T: peer pairing, reduced slides, simplified instructions and rubrics, extra assistance from teacher

Ticket two: How is the body like a car? (Interpretation) Finish webquest: http://zunal.com/webquest.php?w=171271 ( H, O, R, E 2)

Organ System quiz ( Explanation, Self-Knowledge, Perspective) Sample Questions:

Notes to the Instructor Use this area, if needed, to explain to the instructor how your planned activities above satisfy specific elements of the scoring rubric.

Stage 3 Scoring Rubric

(0 Points) 1. Does not clearly communicate WHERETO for learning activities Fails to provide a pretest for learners. 2. Alignment is not demonstrated between instructional strategies, standards, and understandings of the unit. There is evidence of alignment between some of the instructional strategies, standards, and understandings of the unit. (3 Points) Codes some learning activities with WHERETO (5 Points) Clearly codes each activity with WHERETO Includes a pretest to check for prerequisite skills and knowledge. Alignment is clearly demonstrated between instructional strategies, standards, and understandings of the unit. Matches all essential questions, understandings, skills, and knowledge with a corresponding instructional strategy. 3. Instruction has one global starting point for all learners. No evidence of an attempt at differentiation Utilizes Gardners strategy to provide different Entry Points. Evidence of an attempt at differentiation exists, but differentiation is not illustrated using labeling. Provides opportunities for students to RETHINK big ideas, REFLECT on progress, and REVISE their work. Includes the use of technology Utilizes Gardners strategy to provide different Entry Points to meet the needs of all types of intelligences. Clearly labels the parts of the plan that illustrate differentiation Provides numerous opportunities for students to RETHINK big ideas, REFLECT on progress, and to REVISE work. Includes the use of technology in a meaningful way. Off the shelf resources are properly referenced
Your Score

4. Fails to provide opportunities for students to RETHINK ideas, REFLECT, and to REVISE work. 5. Does not indicate the use of technology in a meaningful way

6. Assignment is not organized Assignment Instructions not followed Several errors in grammar and form, which distracted the reader

Assignment somewhat organized Most assignment instructions followed A few errors in grammar and form which distracted the reader

Assignment is organized Assignment Instructions followed No errors in grammar or form that distracted the reader.

Your Total Score

/30