S+Burns,Courtney+Jane

**Office:** Room 234 **Office Phone:** 555-5555 **Office Hours:** MWF: 2:30pm - 3:30pm ** E-mail: ** courtney.burns@maine.edu
 * Teacher:** Ms. Burns

=Summary of Unit= Students will understand that each organism has hierarchy of organization and function and that there are similarities and differences in structure, function and needs that are both among and within organisms. Students will be able to describe the basic functions of cells, illustrate the relationship among cells, tissue, organs and organ systems, test that all organisms are composed of one to millions of cells, and consider and recognize methods used to extract energy, remove waste, reproduce, move and self regulate. At the end of the unit students will create a Prezi in which they present, to Intrepid Travel, a guided tour of the inside of the cell. =Establish Goals= Maine Learning Results: Science and Technology- E. The Living Ecosystems E3- Cells Grade 6-8- Cellular Structure and Function Students describe the hierarchy of organization and function in organisms, and the similarities and differences in structure, function, and needs among and within organisms. =Students will understand that= = = •Each organism has hierarchy in their organization and function. •Organisms have similarities and differences in structure, function, and needs. •The similarities and differences in structure, function, and needs are both among and within organisms. =Essential Questions= = = •Why is there hierarchy in the organization and function of organisms? •How are organisms similar and different in structure, function, and needs? •Why are there similarities and differences among and within the structure, function, and needs of organisms? =Students will know= = = •Vocabulary including Prokaryote, Eukaryote, organ, tissue, respiration, organelles, cell type, cell cycle, self regulation, molecular transport, chromosomes, meiosis, and mitosis •Sequences and timelines including the building block of an organ system (cell-->Tissues-->Organs-->Organ systems), the cell cycle and cellular reproduction. •Critical Details including those of the cell cycle, meiosis and mitosis, organelle structure and function of the different cell types, and cellular metabolism, regulation, and movement. =Students will be able to= •Describe the basic function carried out by cells within organisms. •Illustrate the relationship among cells, tissue, organs and organ systems, including how tissues and organs serve the needs of organisms. •Test that all living things are composed of cells ranging from one to millions. •Compare the structure systems and interactions that allow different organisms to protect themselves. •Consider the methods of extracting energy from food and elimination of waste. •Recognize ways cells self regulate, reproduce and coordinate movement. = = = **Performance Task Overview** = The folks at Apple computer have developed a new gadget which has the amazing capability to shrink objects (including humans) to sizes smaller than 10µm. Apple has decided to team up with Intrepid Travel to create the ultimate experience in travel for their customer, a tour through a living cell! In order to ensure that their customers will be truly satisfied this educational and exciting adventure, Intrepid Travel has created a contest which allows any scientists who is willing and able to develop a guided tour of the inside of the cell. This guide will be posted on the Intrepid Travel website for all potential customers to view, so that it may convince them to spend their money on the tour. Your task, as a team, is to do just as Intrepid Travel has asked, create a guided tour of the cell (using Prezi) that will get all future customers excited about this new travel destination and opportunity. You will need to point out and explain the different parts of the cell and their function as well as at least two processes that occur in the cell in a way that all tourists will understand and appreciate. If you’re team is selected as the contest winners, your tour will be used by the Intrepid Travel as an attempt to gain more customers. In addition each member of your team will receive 10% of the total earning Intrepid Travel receives as a result of this new opportunity! =Expectations= __Attendance Policy:__ Everyday attendance is highly recommended as each concept examined within classes will build upon each other. If a student is absent they will find all homework assignments, including worksheet, handouts etc. on the class wiki (http://scienceclass10.wikispaces.com). If students are absent for more than one day they should contact me so that arrangements can be made for classroom notes and assignments to be sent home. If students are planning on leaving at some point during the day, in which case they will be absent from class, they should attempt to see me before they leave to get explanations regarding homework assignments etc.

__Assignments Policy:__ There will be few times in which homework is given for outside of the class. If however this does occur students should complete the homework to the best of their ability. It is likely that all homework will serve as a catalyst for discussion during class and it will be most beneficial to the class, as well as individuals, if they are prepared to participate. There will be no extra credit assignments given, however, if students are not satisfied with the grade they receive on any assignment, they will be given the opportunity to rethink, revise and refine their assignments (post conference with me) so that mastery of the content will be achieved. Students are expected to stay true to the terms of academic integrity/honesty policy mandated by the school. This means students will be expected to complete their own work, use proper citations in all of their assignments (so as not to commit plagiarism) and cheating will not be tolerated. Any student found to have violated these terms will be subject to punishment at the discretion of the school. Late assignments will be accepted however the student will not receive the 5% of the total points for the project which is allotted to assignments handed in on time. . __Classroom environment:__ The classroom environment WILL be one in which everyone feels comfortable. Each student should treat one other with respect and any students demonstrating otherwise will be asked to leave the room. The classroom environment must be one in which all students have the opportunity to participate, share and learn. There will be several occasions where students will be asked to work cooperatively on various assignments and this works best when everyone is treated equal and fairly. =Benchmarks (360 Total Points)= •**Self-Assessment:** As a way to encourage students to reflect on their learning, self assessments in the form of rubrics and checklists will be given to each student at either the onset or closing of a unit project. Upon completion students will receive 10 points as well as the opportunity to better their grade after making corrections to their products. (100pts- 10pts each) • **Blog:** As another form of assessment, students will be asked to complete six different blog entries, each worth 10 points, through out the year. In the blog entries, students will discuss topic and/or concepts they have learned about in the unit. This will also give students the opportunity to discuss aspects of the topics and/or concepts which they are still confused or still have questions about. This will allow me to answer any question and/or clear up and misconceptions so that students will be able to achieve mastery of the knowledge within each unit. (60pts- 10pts each) •**A Day in the Life of the Cell:** In this unit we will be describing the structure of the cell and the many organelles that help make up the cell structure. Students will learn the various names of each of the organelles that can be found in the cells of both animals and plants which will also allow them to recognize what makes each cell different. In order to explain their understanding of the structure of the cell, at the end of the unit, students will be asked to develop a creative explanation in which they describe each organelle found in the cell and their function. Students may choose which cell they wish to describe (plant or animal) and the way they wish to portray the information to the audience. This could be done in the form of a written piece or a visual piece however students must make sure that the information they provide is comprehensible and that whatever form of media they choose to use has some capability of being posted the class wiki. Examples of creative explanations include a song, a story, a comic, a movie or a Prezi (30pts) •**"What makes Me who I am?":** In class, we will discuss how the basic functional unit of life is related to the bigger picture, that is, how cells are related to tissues of Eurkaryotic organisms. From there we will discuss how tissue are related to organs as well as how organs are related to their organ systems. We will pay particular attention to how tissues serve the needs of the organs they compose. To demonstrate their understanding of these relationships students will use the Prezi program to answer the question "What make Me who I am?" . This presentation should demonstrate a stepwise progression in which students begin with cells, answer how they are related to tissues, how tissues are related to organs and how all of these work to form an organ system. Students will choose to take on the role of either a teacher instructing students, a scientist explaining to someone who is not in the profession etc. Ultimately the choice is theirs as to which role they take on, however they must receive approval from me prior to starting the project to be sure they are headed in the right direction. (30pts). •**Simple and Complex:** During this unit we will explore the idea that every organism has varying degrees of complexity, specifically, some organism may be composed of a single cell while others contain millions or even billions. We will talk about the way that these organism (single celled and multi-celled) are the same as well as who they are different. As a summative assessment, students will create a podcast in which they examine these similarities and difference between the organisms. Students may be creative with the assignment in that they may choose to tell a story, develop an interview, sing a song or create a radio show. Once students have completed their podcasts they will present them to the class as well as place them on the class wiki . (20pts). •**Self Protection Mechanisms:** In this unit students will become familiar with the ways our bodies protect themselves from harm, for example, their immune system. Students will use the Comic Life programs on their laptops to develop a digital story which explains the protection mechanisms we talk about in class. Students must be sure that their digital stories include all the key elements of a good story such as a dramatic question, economy, pacing, voice, emotional content and a point of view. There is no length requirement for the Comic Life however students must be sure to include all of the requirements. These will be presented to the class and students will have the option of showing the digitally or in hard copy format. (30pts). •**Glogster:** The extraction of energy and removal of waste is a complex but very important concept. Students will create a glogster in which they will discuss both of these topics in an in depth manner. In order to do this effectively, students will need to empathize with the way organisms extract energy and remove waste. This will involve considering the processes from their own stand point, how do they extract energy and remove waste? Students should have several links (to websites which may contain useful video, diagrams etc. for further explanation), their own diagrams as well as descriptions of each of these processes. Students should keep in mind that people who may know little about cells could be viewing their online posters and that they shouldn’t allow their creativity to get in the way of portraying comprehensive information. As mentioned earlier, it will be important for student to relate the extraction of energy and remove of waste in with cells to what these processes accomplish for the body as a whole (this is also necessary for any explanations of the photosynthetic process as well). Before the students present they will hand into me, a completed rubric (which they used to self assess their own work) which I will then use to formulate my own grade for the groups (50pts). •**Self Regulation, Movement and Reproduction Web Page(s):** Throughout each of the unit we complete in class we will discuss ways cells self regulate and move however, in this unit we will take a closer look at the critical details of these concepts as well as how and why cell reproduce. At the end of the unit students will create a web page which will describe the critical details for each process as well as how each process is related to one another. In this project students may include drawings, diagrams, videos, picture from the web and links they find interesting and helpful which will increase the viewers understandings. Because each process is so complex, students may decide to complete more than one webpage if they decide this will be a better way to organize the information. Students must be conscious of the criteria which states that they must show the relationship between all three processes. When their web page(s) are complete and revised they will be placed on the class wiki. (40pts). •**Preparedness and professionalism:** Preparedness and professionalism are valuable characteristics for anyone to demonstrate throughout their lives. In order to demonstrate this importance, 5% of the total number of points for each project will be granted for students who, upon the due date, have come prepared to hand in required material or present their projects. If students are not prepared to turn in or present, their grade for the project will be reduced by 5%. =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). 20A2547C-C5B7-B06F-6A95-E10011BDF7A71.02.28 20A2547C-C5B7-B06F-6A95-E10011BDF7A71.02.28 20A2547C-C5B7-B06F-6A95-E10011BDF7A71.02.28