The+Replacements

"How do we CELL-ebrate life?" by Rachel Matundan Steven Carrozzo Jacques Dorsainvil

__PBL__ //Summary of the Goals and Objectives// Students will be able to demonstrate their understanding of how the different structures and functions of cells help sustain life.
 * Students will use a tourist traveling guide as the theme to demonstrate their knowledge of the different parts of the cell.
 * Students will be able to create comparisons between the functions of organelles to an interacting/ dependent community, society or our school.
 * Students will research and identify the medical diseases associated with organelles- what happens if an organelle does not function properly?

//Content Standard//: Unit 3 Dynamic Equilibrium- The Human Animal Subtopics: “Cells: Structure and Function” (LE 1.1a-d)

//Key Skills and Content: What will students be able to do? 1.1a Living things are composed of cells. Cells provide structure and carry on major functions to sustain life. Cells are usually microscopic in size. -SWBAT manipulate a microscope and identify animal and plant cells -SWBAT identify different types of animal cells and tissues (cardiac, skeletal, muscle cells) 1.1b The way in which cells function is similar in all living things. Cells grow and divide, producing more cells. Cells take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs. -SWBAT research on the different structures of the cells (plasma/ cell membrane, nucleus, nucleolus, smooth and rough ER, ribosomes, Golgi complex, mitochondria, lysosomes) 1.1c Most cells have cell membranes, genetic material, and cytoplasm. Some cells have a cell wall and/or chloroplasts. Many cells have a nucleus. -SWBAT manipulate the microscope, create wet mounts and identify similarities and differences of plant and animal cell organelles (cell walls, chloroplasts, and nucleus) 1.1d Some organisms are single cells; others, including humans, are multicellular. -SWBAT manipulate the microscope and identify eukaryotic and prokaryotic cells //

Essential Question: What do you show a tourist traveling through a cell?

//Topics and Subtopics related to project://
 * Types of cells:eukaryotic vs. prokaryotic
 * Structure of cells: identify structure of cell organelles
 * Function of the structures of cells:
 * Cell processes: respiration/ photosynthesis, transport (diffusion, osmosis, active transport), cell cycl

//Final Product: What will you assess?// Students will be able to utilize the presentation media that best suits his or her abilities and preferences. Their final product may be presented as:
 * Use Wiki (each member of the group will be responsible for different organelles, post research and consistently communicate with to accomplish final product)
 * Tour guide virtual video
 * Tour guide brochure
 * Rubric- include content, research, creativity
 * Trifold Boards
 * Brochures
 * Videos
 * Power Point presentations
 * Theatrical interaction (group of students)
 * 3-D projects

//Resources: http://www.biology4kids.com/files/cell_main.html http://vcell.ndsu.nodak.edu/animations/flythrough/index.htm http://www.ibiblio.org/virtualcell/index.htm

Differentiation to meet needs of learners:// //(in the classroom and Wiki site.// || You work well with others. You assume a clear role and related responsibilities. You motivate others to do their best. || You work well with others. You take part in most decisions, share information, and contribute a fair share to the group. || You have difficulty sharing decisions, information, and/or responsibilities. You contributed less than a fair share to the group || You did not work with others in most situations. You did not share information and/or did not contribute to the group. || =__Timeline for Project Implementation__= Unit 3 "How do we CELL-ebrate life?"  //Content Standard// : Unit 3 Dynamic Equilibrium- The Human Animal Subtopics: “Cells: Structure and Function” (LE 1.1a-d)
 * **Score**
 * (*Cite ALL sources*)** || **4**
 * (complete work)** || **3**
 * (almost complete work)** || **2**
 * (work needs improvement)** || **1**
 * (no evidence of work)** ||
 * //Structure// ||  ||   ||   ||   ||
 * -Describes the structure of each major organelle. || Student correctly identifies all the structures of each major organelle. || Student correctly identifies most of the structures of each major organelle. || Student correctly identifies some of the structures of the organelles. || Student cannot identify any of the structures of the major organelles. ||
 * -Provides a visual representation of each structure. || Student correctly provides visual representation for all cell structures. || Student correctly provides visual representation for most cell structures. || Student correctly provides visual representation for some cell structures. || Student cannot provide a visual representation for any of the structures of the cell. ||
 * //Function// ||  ||   ||   ||   ||
 * -Describes the function of each major organelle. || Student correctly describes the function of all major organelles. || Student correctly describes the function of most of the major organelles. || Student correctly describes the function of some of the major organelles. || Student cannot describe any of the major functions of the organelles. ||
 * -Discusses how the function is important to the the overall function of the cell. || Student correctly discusses the function of all major organelles. || Student correctly discusses the function of most major organelles. || Student correctly discusses the function of some major organelles. || Student did not discuss any of the major functions of the organelles. ||
 * //Comparison to an interconnecting community, organization or school// ||  ||   ||   ||   ||
 * -Compares each organelle to a part of community, organization or school. || Student correctly compares all major organelles to a part of community, organization or school. || Student correctly compares most major organelles to a part of community, organization or school. || Student correctly compares some organelles to a part of community, organization or school. || Student does not compare the major organelles to a part of community, organization or school. ||
 * //Medical Diseases associated with organelles// ||  ||   ||   ||   ||
 * -Discusses the medical diseases associated with organelles. || Student correctly discusses the medical diseases associated with all major organelles. || Student correctly discusses the medical diseases associated with most major organelles. || Student correctly discusses the medical diseases associated with some major organelles. || Student does not discuss the medical diseases associated with the major organelles. ||
 * //Group Participation//
 * //Group Participation//
 * //Group Participation//

Overview (4 weeks)

 * **Start** || **Stop** || **Step** || **Description** ||
 * 3/22 || 3/25 || Plan (20%) || Meet with classes; introduce project; set up groups, (roles, responsibilities); establish scope and sequence of project (checklists, rubrics, guidelines); identify student contributions for planning ||
 * 3/26 || 4/2 || Gather (30%) || Investigations; note taking skills; gather graphics, video, etc; improve research skills ||
 * 4/5 || 4/12 || Build (30%) || Students synthesize information gathered into new product: newsletter, brochure, wiki, website, multimedia presentation, podcast, video, etc. ||
 * 4/13 || 4/16 || Present (20%) || Rehearsal for the presentation - Presentation ||

//(The following with the rubric was given to the students.)//
Assignment || Work Time and Deadline ||
 * Log into Wikispaces.com and create group page. || 3/22 - 3/27 ||
 * //Gather//: Meet with group members, assign specific roles, begin research (gather information from reliable sources- see RESEARCH below for suggested sites listed in portaportal.com). || 3/28 - 4/2 ||
 * //Build//: Meet with group members in Wiki group, discuss and share project assignments, begin working on final product (some time will be given to meet with groups in the classroom). || 4/3 – 4/12 ||
 * Group presentations in class || 4/13 - 4/16 (randomly chosen to present in class- BE PREPARED BY 4/13!)) ||

Presentation Rubric:
__Checklist for Presentation__ 1. Had a few facts related toi your topic 2. Had some facts related to the topic but unorganized 3. Many facts but not well organized 4. Many interesting facrts and very well organized 1. Your presentation wasn’t finished/ didn’t support your toipic 2. Presentation provided lirttle support for your topic 3. Presentation helped understanding your topic better 4. Presentation was creative and helped me understand the topic better
 * Voice tone and volume-
 * 1) I couldn’t hear you at all
 * 2) I cant hear you most of the time
 * 3) I heard you most of the time
 * 4) I heard you very well and you spoke w/ confidence
 * Eye Contact
 * 1) You didn’t look at the audience at all
 * 2) you looked at the audience a little but no eye contact
 * 3) You looked at the audience often and made eye contact
 * 4) You looked at the audience most of the time and made good eye contact
 * Content
 * Visual Presentation