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Dan Richardson Grade 5 Cells, tissue, organs unit

Stage 1: Identify desired results


Established Goals for Grade 5 edible cells lesson: Students will demonstrate their understanding of cell organelles in an animal or plant cell. They will do this by communicating their ideas in a range of different ways, including: writing, diagrams, audio / visual presentation and by using models. The lesson is taught considering a range of learning styles: Kinesthetic, auditory and visual. Students will develop their metacognitive skills by evaluating each others work.

Enduring: Students will understand that cells have organelles that have specific functions - Specialized cells. specialized cells have specific features, which enable them to carry out their function. they can build on their understanding by evaluating each others work

Essential Questions: What do we mean by a cell? How do cells help us understand the way organisms behave?

Lesson outcomes: Students will be able to create a model cell using different food items use their prior understanding to label and explain the function of the different cell organelles represented by their model follow an instruction set and interpret a rubric use technology to make an audio visual representation of their model evaluate another students work based on a rubric and their own understanding

Stage 2: Determine Evidence for Assessing Learning


Performance Tasks: Use the Poll Daddy quiz to evaluate students understanding of the cell organelles and their functions Physical model made to demonstrate the correct identification of cell organelles and their functions. A sequential rubric made available to the students outlining the expected learning goals. Students compose questions and comments for peer evaluation of their work. This should be done electronically by email and uploaded onto the class wiki. Students respond to questions uploaded onto the class wiki about their edible cells. Other Evidence: Reviewing experimental procedures for the activity Student discussion Question and answer, teacher and student led

Stage 3: Build Learning Plan


Learning Activities: Prior to the lesson the students will have listened to a screen recording reminding them how to assess their iPad camera and the way to email video to Mr. Richardson http://goo.gl/c006V Starter: Students access the Poll Daddy quiz on cell organelles and their functions. The students should carryout the activity. Project the class results on the smart board and cover any misconceptions. Student access the following link: http://goo.gl/3r4GM Phase 1 Introduce the lesson and explain the student lesson objectives. Gather the students together and hand out the task sheet Making an edible model cell. Review the task with them. (Students will be making a model specialized cell of their choice using food items they have brought into class.) Handout the rubric and review the expectations. Main activity: Students spend time making their cell whilst referring to the task sheet and rubric. Students should label the cell organelles and explain their functions. Give students some time to look at the other students creations. Students then complete the Planning your audiovisual recording worksheet in preparation for phase 2. Phase 2 Gather students to explain the aim. Students use their Planning your audio visual recording worksheet to make an iPad audio / visual explanation of their special cell. The students should email the recording to Mr. Richardson. The recording would then be uploaded onto the class wiki ready for the evaluation phase. http://goo.gl/CDP5n Phase 3 Gather students to explain how they will be evaluating each others work. Use Evaluating the edible cells recording Improving our metacognitive skills help sheet. Review the activity and expectations. (See help sheet) ^^^ Students access the class wiki to access each others audio visual presentations. Students will be assigned whose work they should evaluate using the random group creator (http://goo.gl/dxHaI). They should write the evaluation questions on the wiki next to their assigned audiovisual presentation. Plenary Once the students have evaluated each others work on the class wiki they should access and answer the evaluation questions written for them. This could be done for homework ready for a discussion planned next lesson.

July 07, 2013

Edible cells summative assessment Lessons objective


they do.

To demonstrate your understanding of cells and what To develop our reflective learning skills by evaluating other students' work

Plan of action: Phase 1: Make edible specialized cell. Phase 2: a. Use ipads to record audio / visual an explanation about your cell b. Use a rubric to write about your cell Phase 3: To evaluate each others' edible cells

July 07, 2013

Planning your audiovisual recording. Jot down what you will say under each heading...
i. Your name.

ii. The special cell you will describe and explain.

iii. Describe the materials and foods you used to make your cell.

iv. Describe the jobs of each of the cell parts.

v. Describe the special features of your cell.

vi. How do the special features help it do its job?

July 07, 2013

Phase 2

Evaluating each others' edible cells.

The plan: To help you evaluate each anothers edible cells you will carry out the following steps: i. Make an audiovisual recording explaining your edible cell. ii. Upload your edible cell recording onto our class wiki iii. Evaluate each other's recording by writing comments and questions for them (I will provide you with help-sheets to guide you through this process) Instructions on making an audio visual recording using your iPad 1. Things to say in your recording:
Think about these things while you're making your edible cell.

i. Your name. ii. The special cell you will describe and explain. iii. Describe the materials and foods you have gathered to make your cell. iv. Describe the jobs of each of the cell parts. v. Describe the special features of your cell. vi. How do the special features help it do its job? 2. Launch the camera app. 3. Hold the iPad so your edible cell is in the field of view. 4. Press 'record' when you are ready. 5. Email your recordings to: drichardson@ash.nl

July 07, 2013

Evaluating the edible cells recordings - Improving our metacognitive skills When we evaluate science projects we study the good things about the experiment and the things, which could be improved. This is an opportunity for you to listen to each others edible cells recordings and to make some constructive comments about each others work. Things to do: 1. Open the wiki site by going to the grade 5 science site 2. Listen to the edible cells recording/s you have been assigned. 3. Write an email to me (drichardson@ash.nl) commenting on the following areas: a. What you particularly liked about the edible cells recording. b. What interesting fact/s did you learn while listening to the recording? Was there a particular part of the explanation, which the student explained particularly well? c. What general information about the cell could be added? d. Is there any information that could be added to the features of the cell which help it do its job? e. Type a question for the owner of the recording to answer. The question you ask should help extend the students understanding about their cell. It could be about the cells organelles, or a question on how the cells special features help it do its job. IMPORTANT Be sure to word your email in a way which is positive and encouraging for the student. When answering question c and d your comments should be typed constructively, so not to offend the owner of the recording. All of you put a great deal of work into your edible cells assessment and you should be commended on this.

GR. 5
TASK

MAKING AN EDIBLE MODEL CELL

Imagine the Science Museum has asked you to make a model cell for a display. Make a model of an animal or plant cell. Use the key words below to label each part of the model cell clearly. Make an information card, perhaps using a key, to describe what cells are and how the features of your specialized cell help it do its job. Your teacher may ask you to give a short presentation about your model.

Key words: cell, cell membrane, cell wall, chloroplast, cytoplasm, nucleus, vacuole, controls the cell, lets some substances in and out of the cell, does photosynthesis, stores cell sap, place where chemical reactions take place, specialized, cellulose, mitosis

G R . 5 T ASK S HEET

GR. 5

EDIBLE CELLS-RUBRIC

MAKING AN EDIBLE MODEL CELL

Tick off the check boxes as you accomplish them. The answers can be on the cell labels you make and/or on the note card/s you produce. Complete You might: the following: 1.i 1.ii 1.iii 2.i 2.ii 2.iii 2.iv 2.v 3.i 3.ii 3.iii 3.iv 3.v Make a simple model of a specialized animal or plant cell. Identify a part of the cell correctly. State some simple facts about cells, e.g. how you see them, what they do, what they are like. Make a model of a specialized animal or plant cell and label most parts correctly using correct key words. Describe what cells are like and what they do. (Tissues, organs etc.). Refer to a famous scientist who helped scientists understand cells Match some parts of the cell to their job correctly. Describe where the different cell parts are within the cell.

Make an accurate model of an animal or plant cell and label all parts correctly. Describe and explain what the different cell parts do. Carefully describe the special features of your cell. Explain how the special features help it do its job. Explain how the cell reproduces.

It is important that you can communicate your ideas clearly in science. Use this checklist to help: Literacy tips Spell the key words correctly. Write in sentences, using capital letters and full stops properly. Use apostrophes to show contraction and possession. Use scientific language appropriately.

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