S+McGee,+Emily

**Office:** **Office Phone: (603) 748-3626** **Office Hours: 4-5PM** ** E-mail: **
 * Teacher: Miss McGee**

=Summary of Unit=

//Students will understand that there exists a structural hierarchy in organisms and cells, how cellular structures effect function, and the importance of essential macromolecules. Students will be able to demonstrate what it means to be alive and the specific components required for life; illustrate the process of protein synthesis and how proteins are used in the body; produce a product demonstrating understanding of cellular hierarchy, illuminating the relationship between molecules, macromolecules, organelles, cells, tissues, organs, and organisms; compare and contrast the specific functions of individual organelles and how they impact the cell as a whole; use an analogous relationship to relate the functions of organelles to a larger system (i.e. body, city, ecosystem, world, etc.); and recognize how each essential macromolecule can be seen in humans on a daily basis. Throughout the unit students will be asked to self-assess their understanding and progress in the course. They will learn how to review the work of their peers and how to use constructive criticism to revise their own work. Students will complete a pre-assessment test prior to starting the unit and each lesson, multiple formative assessments throughout the lessons in the form of entrance/exit tickets and standard quizzes, and be expected to self-reflect following any sort of assessment. At the end of the unit students will create an iMovie presentation using a WebQuest scenario to demonstrate their mastery in structural hierarchy and cellular components. Select pieces of work completed during the unit will appear in a portfolio for summative assessment.//

=Establish Goals=

//__Content Area:__ Science and Technology// //__Standard Label:__ E. The Living Environment// //__Standard:__ E3. Cells// //__Grade Level Span:__ Grade 9-Diploma// //Students describe structure and function of cells at the intracellular and molecular level including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on individuals.//

=Students will understand that=

//•there exists a structural hierarchy within organisms that dictates function among and within cells.// //•there is a basic structure of cells and that cellular components work independently and collaboratively to allow the cell to function as a whole.// //•four essential macromolecules (nucleic acids, proteins, carbohydrates, and lipids) dictate the work of all cells and organisms.// = =

=Essential Questions=

//•Why does a structural hierarchy exist among and within cells and how does it affect cell function and cell life?// //•What is the basic structure of a cell and how do its individual structures impact the life of the cell?// //•Why are nucleic acids, proteins, carbohydrates, and lipids essential to cell survival and reproduction?//

=Students will know=

//•__Terminology/Deffinitions:__ biology, life, organism, cell, Cell Theory, cell structure, cell function, unicellular, multicellular, Prokaryote, Eukaryote, tissue, organ, organelle, cell membrane, endoplasmic reticulum, nucleus, ribosome, lysosome, mitochondria, chloroplast, golgi apparatus, cytoplasm, enzyme, metabolism, macromolecule, nucleic acid, chromosome, DNA, RNA, genetic material, transcription, synthesis, protein, amino acid, carbohydrate, molecule, carbon, hydrogen, oxygen, energy, lipid, soluble, insoluble// //•__Sequence:__ hierarchy in organisms, hierarchy in cells, how organelles effect cells, how a single cell effects a multicellular organism, like cells form tissues, like tissues form organs, how individual structure effects component of cell life, how component of cell life effects whole cell, molecular building blocks, molecules build macromolecules which allow cellular processes to occur, nucleic acids carry information to build proteins, amino acids link to form proteins// //•__Critical Details:__ organelle structure and function in cells, Cell Theory, progression of sequence from molecule to organism, organelle structure, organelle function, impact of structures on functions, important molecules (C, H, O), nucleic acids store genetic information, RNA builds proteins, amino acids are protein building blocks, enzymes regulate chemical reactions (metabolism), function of nucleic acids and proteins in self as an organism, function of carbohydrates and lipids//

= = =Students will be able to=

//•demonstrate what it means to be alive and the specific cellular components required for life.// //•illustrate process of protein synthesis and how proteins are used in the body.// //•produce a finished product demonstrating understanding of cellular hierarchy, illuminating the relationship between molecules, cells, tissues, organs, and organisms.// //•compare and contrast the specific functions of individual cellular components and how they impact the cell as a whole.// //•use an analogous relationship to relate the functions of organelles to a larger system (such as body, city, ecosystem, world, etc. of choosing).// //•recognize how each essential macromolecule can be seen in humans on a daily basis.//

**Performance Task Overview**

//You are a scientific journalist writing for Smithsonian Magazine's digital article competition, which is searching for hot, new journalists of the technological age to hire full time. This competition requires that you create a movie presenting leading scientists' new theory of structural hierarchy in organisms. Your product will be viewed by a panel of judges, including your potential new bosses and editors, and added to YouTube for colleagues to review. You will be challenged to present information for the educated scientific community and a general audience alike, so it must be both clear and informative.You will create an iMovie production using, Type 2 technology, that is original, creative, and analyzes the importance of structural hierarchy and cellular components. A quick blurb about your movie will accompany the production to intrigue people using the web to click your link and watch your movie. Your product must show the judges that you are hard working, dedicated, passionate, self-motivated, and have multiple skills.You need to convince Smithsonian Magazine's panel of judges that you are their new digital journalist- No questions asked.//

=Expectations=

Students are expected to be respectful of all classroom materials, others, and themselves. There will be no tolerance for bullying of any kind, physical or emotional. Students are expected to use appropriate language and volume in the classroom and the halls. Students are expected to work independently and collaboratively at specified times. Students are expected to pay attention in class and do the work assigned to them. Students are expected to arrive to class on time. Each student will have one free pass a semester to come into class shortly after the bell. Students who fail to get to class on time repetitively will be asked to make a written plan for how they are going to improve their ability to come to class on time. It is an important skill that needs to be practiced. Any student who fails to write the plan or continues to come to class late will receive a detention and/or be dealt with in the office. It is unacceptable to interrupt class learning. Assignments are required to be handed in on time, unless prior arrangement were made with me. Students will be deducted 10 points a day for a total of five days for late assignments. All assignments may be revised and handed in one week from the time it was handed back. Students who receive a grade lower than a 75 on any assessment are expected to write a plan for how they will improve their score or come see me. They will have the opportunity to redo their test, quiz, or project on their own time and turn it in or retake it within one week of receiving their score. The point of school is learning, so student's will receive the redo grade if they take the time to redo their assignment or study to do better on an assessment. Any assignment that is not turned in within five days will receive a zero. Any assessment that is not taken or turned in will receive a zero. Extenuating circumstances my exist and must be communicated to me verbally and with a signed, written statement. Coming to class is not optional, it is mandatory. Students are expected to be in class on time everyday. Absent students will be expected to come see me and get their assignment and missed work. Class work will be expected to be turned in the next day, there will be no extension on homework. Late assignment policy applies. Academic honesty and integrity are held by the highest standards. Students will be expected to demonstrate honesty, trust, and respect. All work completed by a student should be his/her own ideas, creations, and words. When a student (physically or digitally) signs his/her name on the top of a paper they are signing that all work is their own. Using materials, ideas, or words that belong to someone else, without properly citing that person or organization will be considered plagiarism and will not be tolerated. Cheating on any assessment will result in a zero on the assessment piece, a required 1 page explanation of why cheating is wrong, and total loss of my trust.
 * Classroom Behavior:**
 * Assignment Policy:**
 * Absentee Policy:**
 * Plagiarism/ Cheating Policy:**

=**Benchmarks**=


 * Total 500 Points**

//•**Glogster (50pts):**// //Students will be asked to create a digital poster, using Glogster software, to illuminate what it means to be alive on both the organismic and cellular level. This project will assess students' understanding of biology, life, cells, Cell Theory, and relationships between cell structure and cell function. Students will use Inspiration programming to design a think map graphic organizer to synthesizing what they know about life and specific cellular components. Students will be asked to think about this question independently and then with a partner. Two partner sets will be paired to produce a digital poster illustrating group understanding of life. Each student will chose a role within the group for creating the digital poster. All student will be required to speak during the presentation of their digital poster. Students will have two full class periods to work on their group projects. They will be expected to have a rough draft by the end of the first day for peer review at the end of the class period. This will utilize the "Two Stay, Two Stray" method of peer review. Students will jot down feedback from their peers and consider what alterations they need to make in the next class. After the first half of the next class student projects will be reviewed by the teacher. Students will have the second half of class to finish products.// //After presenting their digital poster students will be asked to reflect on their learning process, understanding, and how the lesson instruction and assessment benefited their unique learning style. Students will be assessed formatively through a group interview design. Product will go into student portfolio.//

//•**PowerPoint (50pts):**// //Students will produce a PowerPoint presentation that includes audio component to demonstrate their understanding of component relationships in structural hierarchy. Students will know atoms, molecules, organelles, cells, tissues, organs, organ systems, organism, unicellular, multicellular, hierarchy in cells and organisms, and relationships between structural components. Students will collaborate using the "Team-Pair-Solo" cooperative learning strategy, where they will work as a group to answer a question, then work with a partner, then work alone. Groups will use a "Sequence Chart" graphic organizer to map the sequence of growing relationships between structural components. This learning activity is designed to motivate students to progress through a question that was initially too hard to conceptualize alone to the ability to answer it independently. Students will have two one full class period, over two days, to work on their group projects. They will be expected to have a rough draft by the end of the first day for peer review at the end of the class period. Peers will use checklists to give feedback to the group. Students will jot down feedback from their peers and consider what alterations they need to make in the next class. After about twenty minutes of the next class student projects will be reviewed by the teacher. Students will have about 20 minutes of class to finish products. After presenting their PowerPoint presentation students will be asked to reflect on their learning process, understanding, and how the lesson instruction and assessment benefited their unique learning style.//

//Students will compare and contrast specified cellular components' on structure and function by creating an Olympic Style Venn Diagram poster to compare and contrast specified cellular components' on structure and function. Students will know organelle, mitochondria, chloroplast, nucleus, endoplasmic reticulum, golgi apparatus, lysosome, cell wall, cytoplasm, and organelle structure and function. Student will participate in "Round Robin Brainstorming" to design an Olympic Style Venn Diagram to map out the similarities and differences between five organelles. Students will create a digital poster using this the Venn Diagram as a model. Students will have half a class period to form their comparisons between organelles. They will be working collaboratively with all students in "Round Robin Brainstorming" to gather constant feedback as they progress towards their goal. Groups will be given two minutes transition time to jot down feedback for revision. Students will be given half a class period to make revisions to their project draft. I will assess the component pieces of the project using a clear rubric half way through the allotted time. Students will have approximately 20 minutes to make changes. After presenting their Digital Poster presentation students will be asked to reflect on their learning process, understanding, and how the lesson instruction and assessment benefited their unique learning style.//
 * //•Digital Poster (50pts)://**

//Students will form analogies relating the functions of organelles to components of a larger system (i.e. body, city, ecosystem, world, etc.) in a word document.They will be asked to explain why the analogy works and make a graphic illustration each component. Students will know organelle, mitochondria, chloroplast, nucleus, endoplasmic reticulum, golgi apparatus, lysosome, cell wall, cytoplasm, and organelle structure and function. Students will work together in a cooperative learning group focused "Team Talk Questions" to direct groups discussion for making a "Flow Chart" to map out analogies. These groups will share their analogies with the class. Students will have 40 minutes to create analogies. Groups will then swap their work. Peer groups will evaluate analogies to make sure they fit and make sense. They will use the "Two Stars, One Wish" method of review. Students will have 25 minutes to edit there work. I will walk around the room reviewing analogies and giving specific, constructive feedback. Students will be expected to have a finished product by the end of the period. After presenting their analogies to the class students will be asked to reflect on their learning process, understanding, and how the lesson instruction and assessment benefited their unique learning style. Students will be assessed formatively using a method called "The Microscope" where they will reflect on what they know about organelles and their specific functions to make generalized statements that connect what they have learned to their personal, social, or academic lives.// //Product will go into student portfolio.//
 * //•//Word Document (50pts):**

//•**Garage Band (50pts):**// //Students will record an audio talk show using Garage Band software describing how essential molecules can be seen in// //humans on a daily basis. Students will know molecule, macromolecule, protien, amino acid, enzyme, nucleic acid, DNA, RNA, transcription, carbohydrate, lipid, soluble, insoluble, energy storage, how molecules build macromolecules which allow cellular processes to occur, nucleic acids carry information to build proteins, amino acids link to form proteins, nucleic acids store genetic information, RNA builds proteins, amino acids are protein building blocks, enzymes regulate chemical reactions (metabolism), function of nucleic acids and proteins in self as an organism, and the function of carbohydrates and lipids. Independently, ideas will be jotted into an "Idea Wheel" graphic organizer. Students will use the "Solo-Pair-Team" cooperative learning group strategy, where they will build ideas on their own, collaborate with a peer, and then a group of peers. Students will have one full class period to plot how essential macromolecules can be seen in humans and record a talk show explaining what they came up with. Students will make connections independently then share them with a partner for peer review. Partners will then collaborate to synthesize what they came up with collectively and think of any other connection. Students will get into groups of four or five and jot down notes for their talk show. I will walk around making sure students are on the right track before they begin to record. Students will self-assess their individual effort to the team for the creation of the talk show. Students will then reflect on what they have learned, would like to learn, and necessary steps to ensure that they do.//

//•**Comic Life (50pts):**// //Students will use Comic Life software to show protein synthesis and demonstrate its importance in the body. Students will know nucleic acid, DNA, RNA, transcription, amino acid, protein, synthesis, nucleic acids carry information to build proteins, amino acids link to form proteins, nucleic acids store genetic information, RNA builds proteins, amino acids are protein building blocks, enzymes regulate chemical reactions (metabolism), and function of nucleic acids and proteins in self as an organism. Students will work in cooperative learning groups using "Partners" to figure out the events and sequence of protein synthesis. Partners will use a "Time Line" graphic organizer to sequence the events of protein synthesis.// //Students will transpose what they know into a story line. Students will create a Comic Life presentation illustrating their understanding of protein synthesis. When partner groups have finished their comic strip story line they will pair up with another group and trade notes. Peers will review each others story boards for 10 minutes. Partners will then have time to revise their story board before they transpose the information into the digital comic making software. I will walk around the room throughout the period giving students feedback and helping them revise their storylines and comics.//

//•//**Performance Task (120pts)**: //This summative assessment will show student understanding of the essential questions and key components. **T**he goal is to creatively demonstrate a deep understanding of cellular hierarchy using knowledge of cellular components. Teams will create an iMovie production using, Type 2 technology, that is original, creative, and analyzes the importance of structural hierarchy and cellular components. A quick blurb about movie will accompany the digital production. All movies will be uploaded to class wiki. Students will work in groups of two or three. They will be required to create a story board that must be passed in with their product. Students will be given two full class periods to work on their project. During which time, students will break off several times in "One stay, One Stray" formation for peer review. I will walk around throughout both class periods giving feedback and guiding student's through use with the software.//

//•**Quizzes (20pts each)**// //Each lesson will have a quiz on vocabulary (six total). Biology has a language of its own and understanding the vocabulary is critical to success in reading assignments, lecture, and lab and is thus a critical aspect of the class.//

//•**Test (60pts)**// //A test at the end of the unit will accompany the performance task. It will cover the material more in depth, to show knowledge of concepts, ideas, and vocabulary.//

=Grading Scale=

**A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76), **C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59).