VerandaJohnson

UnitMap&10dayplan
Topic:Cells,thepurposeandprocesses
EssentialQuestions:Whatisacell,andwhatpurpose(s)doesitserve?Howdoindividualcells
change,andwhateffectdoesthathave?
NebraskaStateScienceStandards
SC8.3.1Studentswillinvestigateanddescribethestructureandfunctionoflivingorganisms.
SC8.3.2Studentswillinvestigateanddescribetherelationshipbetweenreproductionand
heredity
Inquiry:SC8.1.1Studentswilldesignandconductinvestigationsthatwillleadtodescriptionsof
relationshipsbetweenevidenceandexplanations.
NextGenerationScienceStandards
MSLS11Conductandinvestigationtoprovideevidencethatlivingthingsaremadeof
cells;eitheronecellormanydifferencenumbersandtypesofcells
MSLS32Developanduseamodeltodescribewhyasexualreproductionresultsin
offspringwithidenticalgeneticinformationandsexualreproductionresultsinoffspringwith
geneticvariation.
UnitPlan
Week1:
Topics
Monday
Whatisacell?Whatisthepurposeofacell?Whatmustcellsdoandwhy?
Outlinedifferencesofplantandanimalcells.
Tuesday

Whatmakesupacell?Learncellpartsandtheirfunctionsofbothplantand
animalcells.

Wednesda
y
Thursday

Historyofathecell,andmicroscopytoseecellparts

Friday

Createalargeclassroomscaleoflivingcellsfromsinglecellbacteria,tosmall
multicellular,biofilm,feworganorganismstomanyorganandcomplex
organisms.Focusontheideathatorganismscanbeunicellularormulticellular

Week2:
Monday
Tuesday
Wednesda
y
Thursday

Compareandcontrastplantandanimalscells.

CTOSOwhatitisandhowitrelatesittoFridaysactivity.Whatsthepurpose?
Tounderstandthatcellscanlivebythemselvesorbuildtissues,organs,organ
systems,andorganisms
Mitosisstages.Whatarethestages,andwhatdotheylooklike?
Mitosisstagesandvideoofcelldivisionmakeflipbook
PurposeorMitosis,cellshavelifespanlimitsandneedtoreproduce

Friday
Week3:
Monday

Identifyorgansystemsandcellspecializationinhumans

Whatisasexualreproduction?Whatissexualreproduction?Identifycommon
organismsandclassifythembytypeofreproductionclassificationlab

Tuesday

Continueclassificationlab

Wednesda
y
Thursday

Polyp&medusa

Friday

Compareandcontrastmeiosisandmitosisandhowthatappliestothedifference
inasexualandsexualreproduction.

Week4:
Monday

Meiosisstagesandthepurpose.Whydoweneeddifferenttypesof
reproduction?

WhatisHeredity?Howdoesitapplytosexualreproductionandasexual
reproduction?

Tuesday

Whataregenotypeandphenotypes?Howdoesitrelatetobiologicaldiversity?

Wednesda
y
Thursday

MendelandhisPunnettsquare

Friday
Week5:
Monday
Tuesday

Specializedtraitswhatdoeseverylivingthinghave?Whatarespecialtraitsfor
acertainspecies?
Traitsexploration
Evolutionchromosomalchangescausenewadaptationsthatcanbehelpful,
hurtful,orneither
Historicalcomparisonofdiversityintraits

Wednesda
y
Thursday

LaboftraitcomparisonfromMorrillHall

Friday

Classpresentationofweeksexplorations

Exploremodernapplicationofhavingtheabilitytoselecttraits

10DayPlan
Topic
questions/
Ideasrequired
Day1 Whatis
asexual
reproduction?
Whatis
sexual
reproduction?
Day2 Continue
explorationof
reproduction
classification
Day3 Polyp&
medusa

Sketchofdayslesson/instructionalstrategy
Studentswillexploreandexplainwhattypeof
reproductionavarietyofspeciesusetobegina
basisfortheunderstandingofthedifferences
betweenmitosisandmeiosis

Video/
Demonstrations/
Activities
See1st5Elesson

Studentdiscoursewillencouragestudentsto
See1st5Elesson
challengepreviousthoughtprocesses,thenhave
classdiscussionstoadjustmisconceptions

Studentswillhavepreviousnotionsofcellular https://www.yout
lifechallengedwiththeintroductionofthe
ube.com/watch?
seeminglyimmortalcycleofthepolypand
v=2kLSiEeNjw
medusa.Studentswillusethisasawriting
prompttoexplaintheircurrentunderstandingof
cells,andCTOSOandhowthisnew
informationaffectsit.Also,theymayaddany
questions,thoughts,orconcernsthismaylead
tointheirunderstandingoftheworldaround
them.Studentswillhavetwothree
opportunitieslasting25mintotalktoa
neighborforcomparisonandbrainstorming.

Day4 Introduce
Meiosisasa
random
combination
oftwosetsof
DNA

Meiosisstagesandthepurpose.Whydowe
needdifferenttypesofreproductionwouldbe
discussedwithathoughtprovokingquestionof
whatiftherewasonlyonesetoftraits?
Studentswillactoutthedifferencewithcolored
poolnoodles

Day5 Compareand
contrast
meiosisto
mitosisand
howthat
appliestothe
differencein
asexualand
sexual
reproduction

Studentswillmakeusethefirstpartofclassto
reviewwithotherstudentsinjigsawgroupsthe
mostimportantinformationaboutmitosis,
meiosis,andthetypesofreproduction.The
secondpartofclasswillhaveasummative
assessmentofdefinitionsandmainpoints,and
anessaystylequestionwherestudentscan
creativelydepictanyotherinformationthey
know.Increaseddepthofinformationwillhave
theabilitytogainbonuspoints,butfullpoints
willbeearnedifallkeytermsgivenare
addressed.

Day6 Accessprior
knowledgeof
heredity,and
applyitto
sexual
reproduction.

Studentswilllearnbasictermsusedingenetics
todescribecharacteristicsinpreparationforthe
nextdayslabactivity.Thiswillbedoneat
stationswithpicturedescriptionsandexamples.
Studentswillindividuallymakeapageforthe
notesusingablankPowerPointtemplate,a
foldable,orstandardnotespagebasedonhow
theywillretainitbest.

https://smedia
cache
ak0.pinimg.com/o
riginals/88/97/13/
889713bc25b312
ddeca53cdce55aa
916.jpgPicture
wouldbecleaned
upforclassroom
use
http://www.ncbi.n
lm.nih.gov/pmc/a
rticles/PMC14496
98/

Day7 Whatare
genotypeand
phenotypes?
Howdoesit
relateto
biological
diversity?
Day8 Mendeland
hispunnett
square

Studentswilluseaclockbuddytodiscover
Leprechaungenetics

2nd5Elesson

StudentswillwatchthevideoonMendeland
hispeas,thentheywillhavetimetofinishany
remainingpartsofthelabactivityandmajor
questionswillbeaddressedasaclass

https://www.yout
ube.com/watch?
v=Mehz7tCxjSE

Day9 Specialized
traitswhat
doesevery
livingthing
have?Whatis
specialfora
certain
species

Studentswillbeaskedtonamefavoritespecies
andthenfindspecializedtraitsanddefinehow
theyarehelpfulinthespecieshabitat.Then
theywillbeaskedtoputtheirspeciesintoa
newhabitatanddiscusshowthosesametraits
couldnowbeharmful.

Day
10

Studentswillsurveyclassmatesinthe
classroomtocreateasetofdataofobservable
traits,theywillthenmaketheirowninferences
aboutwhetherthetraitisdominantorrecessive
basedontheirdata

Traits
exploration

2nd5Elesson
(elaborate)

Assessment
Studentlearningwillbeassessedonaformativebasisthroughouttheunitwiththecompletion
andaccuracyoftheinclassactivities;specifically,thelabactivitiesinthe5Emodels,thewriting
exerciseonday3,andendingmostdayswithaticketoutthedoor.Byusingthevariousmethods
itgivesallstudentsachancetoearnpoints.Eachactivityhasabasisofusingvocabularyand
weavinginandapplyingpreviousknowledgetothenewinformation.Asummativeassessment
hasbeenplacedonday5thatwillincludemultiplechoice,matchingandanopenendedessay
stylequestion.Thisensuresthatthestudentshaveaclearunderstandingofdefinablevocabulary,
butalsohavetheopportunitytoexpandtheirdeeperknowledgeoftheconnectionsthatthe
vocabularyhas.Forthissectiontherewillbeawordbankandaminimumnumberofwordsthat
mustbeusedtoearnfullcredit.Thetraitsexplorationwillalsobeasummativeassessment
focusedoninquiryandvocabularytoseehowwellstudentscancollectdataandwritea
knowledgeableconclusionbasedontheirdata.

1st5ELesson
Course:LifeScience
Gradelevel:8
Topic:TypesofReproduction
NextGenerationScienceStandardsaddressed:
MSLS32Developanduseamodeltodescribewhyasexualreproductionresultsinoffspring
withidenticalgeneticinformationandsexualreproductionresultsinoffspringwithgenetic
variation
NebraskaStateScienceEducationStandards(2010)addressed:
SC8.3.2.bCompareandcontrastsexualandasexualreproduction
Inquiry:SC8.1.1.gEvaluatepredictions,drawlogicalinferencesbasedonobserved
patterns/relationships,andaccountfornonrelevantinformation
Referencethesourceofallactivities(title,author,year):
Sexualvs.AsexualReproduction,UniversityofUtahHealthSciences,2015
AdaptionbyVerandaJohnson2015
Materialsneededforactivity:
Paper,pencil,laptop

Instructional&AssessmentPlan
Inquiry
Phase
Engage

InstructionalActivity&Evaluation
Tool
Teacherwillhaveavarietyofthings
(moldgrowing,flower,student,etc.)at
thefrontoftheclassroom.Students
willtalkwithneighborfinding
similaritiesanddifferencesbetween

Linksand/ormodifications
Studentsneedingmodificationcancome
closertoviewtheobject,ifpossible
labelsforobjectswillbeintheirnative
language.

Explore

Explain
(Part1:
Students)
Explain
(Part2:
Teacher)

Elaborate
(optional)

theexamples.Wewillcomeupwitha
listandguidestudentstowardthe
differenttypesofreproduction
Studentswillbegivenapicturelist
withnamesofavarietyofcreatures.
Studentsshouldmakeahypothesisof
thetypeofreproductioneachexample
goesthrough,thenstudentswillbe
askedtomakeaVenndiagramofthe
organismsandwillmakerulesfor
whatgoesineachcategory.
Studentswithmeetwithatleast2
clockbuddiestocompareVenn
diagramsandrules.Theycanmake
adjustmentsandadditionsastheygo.
Theteacherwillaskstudentstoshare
theirideasandmakealargegroup
Venndiagramwiththeirplacement
choicesandrulesforeachcategory.
Teacherwillguidestudentstomake
largegroupadjustmentsuntilthe
placementoftheorganismsiscorrect
andanymisconceivedrulesare
adjusted.
Studentswillpickanewspecimenthat
hasnotbeendiscussedandwillmakea
simpleposterwithapicture,statethe
typeofreproduction,andsay
where/howtheinformationisobtained
(iepollentransferredbybees,mitosis,
egg/sperm)

http://learn.genetics.utah.edu/content/vari
ation/reproduction/
Studentsneedingmodificationwillwork
withpartnerthatarewillingandcapable
togoatareasonablepaceforall
participants,theymayalsohavea
templatetohelpguidewritingandideas.

Notallstudentswillberequiredtospeak,
butallwillbeencouraged.Ifthereare
multipleadjustments,aparaorclassmate
mayassistintrackingchangesand
ensuringthatmainideasarewritten
down.

Studentsmayhaveapartner,orhavea
simplifiedtasklistandrubric.

Assessment
Equalparticipationwillberequiredbyhavingeachstudentgiveavisualverificationbeforethey
areallowedtoworkwithapartner,studentswillhaveagradebasedontheireffortand
correctness(seeexampleinappendix).

2nd5ELesson

Course:LifeScience
Gradelevel:8
Scienceconcept/topicforlesson:Heredity
NextGenerationScienceStandardsaddressed:
MSLS32Developanduseamodeltodescribewhyasexualreproductionresultsinoffspring
withidenticalgeneticinformationandsexualreproductionresultsinoffspringwithgenetic
variation.
NebraskaStateScienceEducationStandards(2010)addressed:
SC8.3.2.aRecognizethathereditaryinformationiscontainedingeneswithinthechromosomes
ofeachcell
Inquiry:SC8.1.1.aFormulatetestablequestionsthatleadtopredictionsandscientific
investigations
SC8.1.1.fRecordandrepresentdataappropriatelyandreviewforquality,accuracy,and
relevancy
SC8.1.1.jUseappropriatemathematicsinallaspectsofscientificinquiry
Referencethesourceofallactivities(title,author,year):
LeprechaunGenetics,MichelleLundy,2012
Materialsneededforactivity:
LeprechaunGeneticsActivityguide,pencil,coloredpencils
Instructional&AssessmentPlan
InquiryPhase

InstructionalActivity&EvaluationTool

Modification

Engage

Showcollageoffaceswithstrong
characteristics;alsohaveaphoto
comparisonofafamilywithstrongtraits
thatareconsistentlycarriedover.
Encouragediscoursehowthesetraitsare
passedalongthroughchromosomes.
Havestudentsuseaclockbuddytowork
throughtheLeprechaunGeneticslab.
Allowstudentstousedcoloredpencilsto
helpmaketheactivityvisually
representative.

Repeatwhatclassmatessayin
aclearmannertoensure
everyonehears,use
simplified/generalizedterms
forconnectionandclarity.

Explore

Havestudentsworkwithmore
thanonepartnerthatiswilling
andcapabletotakethetimeto
helpthemunderstand.Also,
shortenthenumberoftraits
thatarerequired,orhave

Explain(Part1:
Students)
Explain(Part2:
Teacher)
Elaborate
(optional)

studentbetherecorderfor
classdataforinclusionin
activity.
Havestudentscompareresultsdiscuss
Haveashortenedand/or
differences,definenewvocabularyand
simplifiedvocabularylist.
explainwhatmaththeyusedtofind
Vocabularymayinclude
likelihoodofeachcharacteristic.
pictures.
Teacherwillmakeadditionstowhatthe
Repeatandclarifylong
studentsfiguredout,clarifyconfusing
explanationsforbetter
terms,andmakeconnectionstorealworld understandingthroughoutthe
species
class.
Studentswillcollectdatafromclassmates Havestudentworkwitha
physicaltraits(earlobes,widowspeak,
partner,andhelpchooseatrait
colorofeye/hairetc.)andformulatea
thatcanbeclearlydefined.
hypothesisbasedontheirdatacalculations Otheroptionsincludegiving
iftheybelievethatthetraitisdominantor themadifferentdatasetto
recessive.Theymaythenresearchthetrait evaluatelikecolorsofpets
toseeiftheclassisrepresentativeofthe
studentsmayhaveorofa
averageoriftheyaredisproportionate.
givendataset.Also,students
mayneedafillintheblank
stylemathsheetthatispreset
up.

Classparticipationanddiscussionwithclockbuddieswillserveasformativeassessmentas
theteachergoesaroundtheroomlisteningandaddingtostudentdiscussions.Summative
assessmentwillbeintheabilitytoapplytheconceptslearnedintotheElaboratephasewith
properdatacollectionandscientificwriteup.

Appendix
Howtogradearticlethatincludesanadjustedscale
http://teach4theheart.com/2014/10/06/whyyoushouldgradehomeworkbutnothowyouthink/
5Emodel1website
http://learn.genetics.utah.edu/content/variation/reproduction/
MendelsPeasVideo
https://www.youtube.com/watch?v=Mehz7tCxjSE
LeprechaunGenetics