Lauren Thurner

Integrated Learning Through STSE’s SBI3C

DI
Assessment Context: Sample Issue or Question (EE)
Opportunities
What types of toxins accumulate in human cells?
• Gizmos
• Inquiry/Investigations
What is their long-term
I effect on the body? • Videos
• PowerPoint
• Laboratory Demo/Activities
• Quizlet
• Online Modules
SEE NEXT PAGE. • BoomWriter
• Group and class
discussions
• Independent work
STSE Overall Expectations (Science) •
•
Handouts
Graphic Organizers (e.g.
flow chart and Venn
B1. evaluate the impact of environmental factors and medical technologies on certain cellular processes that occur in the diagram)
human body. • Biological drawings
B1.1 evaluate the effectiveness of medical devices and technologies that are intended to aid cellular functions or processes.
• Frayer Models
B1.2 analyse the effects of environmental factors on cellular processes that occur in the human body.
• Word wall
• Research
• 3D models
• Presentations
• Creative assignments
Cluster 1: Cluster 2: Cluster 3: Cluster 4: Cluster 5: (PSA and medical
brochure)
Cell Structure and Enzyme Activity Biochemical Compounds Cellular Respiration RPAT • Table Walk
Function and Related Processes
B2.1 B1.2
Inclusive Education
B2.1 -Provide all students will an
B2.1 B2.2 B1.1 B2.1
B3.3 opportunity to engage and
B2.3 B2.4 B2.1 A1.10 participate in every lesson
A1.11
B3.2 B3.4 B2.5 A1.11 -Develop a positive classroom
A2.2 climate where all students feel
A1.11 A1.11 B3.1
welcome
A1.6 A1.5 A1.11 -Lessons and class materials will
A1.10 A1.8 A1.5 be created and implemented
A1.6 using an equity lens.
A1.12 A2.2 -Modifications/ accommodations
A2.1 A2.1 will be made based on each
A2.2 A2.2 student’s individual needs.
Lauren Thurner SBI3C

Assessment Plan
- Cluster 1: Examining Cell Structure and Function – Comparing and contrasting plant and animal STRAND A
cells as well as Identifying and explaining cell organelles (light microscope, prepared slide, and
biological drawing).
o AfL: Graphic Organizer (Brainstorming Using a Venn diagram) - Communicating ideas and data in a
o AaL: Gizmo variety of formats; including verbal,
o AoL: Cell Laboratory
- Cluster 2: Enzyme Action – Investigating the effects of qualitative factors (temperature, pH, etc.) on written and electronically.
enzymes and their role in cellular processes.
o AfL: Quizlet
- Use appropriate materials and
o AaL: Online Learning (e.g. Enzyme Module) equipment to collect observations and
o AoL: Literacy Development Activities (e.g. BoomWriter)
- Cluster 3: Biochemical Compounds – Identify, compare, and contrast biochemical compounds found data while controlling variables during
in various food sources and experiment with laboratory techniques to identify biochemical compounds. inquiries.
o AfL: Video and Discussion
o AaL: Inquiry Investigation - Synthesize, analyze, interpret, and
o AoL: Table Walk (Various Stations Set Up Within the Classroom)
- Cluster 4: Cellular Respiration – Explaining the chemical changes/energy transformations associated
evaluate qualitative data and relate to
with cellular respiration. scientific theory.
o AfL: Graphic Organizer (Flow Chart)
o AaL: PowerPoint - Describe contributions of Scientists
o AoL: Hands on Learning (e.g. 3D Model Development) (Canadian if possible).
- Cluster 5: Rich Performance Assessment Task – Researching a chosen toxin, demonstrating
knowledge through interactive presentation, and developing creative Public Service Announcement - Compile, organize and record data
poster.
o AoL: Students have been hired by the Ontario Ministry of Health to educate people on
from inquiry experiments using
environment factors that have negative effects on cellular processes within our bodies. The appropriate formats.
following are criteria students will be graded on pertaining to the achievement chart. Please
refer to the RPAT rubric for a more detailed description including achievement levels. - Draw and justify conclusions of inquiry
Knowledge and Understanding
results with reference to scientific
- Knowledge and understanding of researched toxin knowledge.
- Overall knowledge and understanding of cellular biology
Thinking
- Use appropriate modes of
- Analysis of environmental factors on cellular processes representation and units of
- Conclusions based on inquiry findings
Communication measurement.
- APA referencing - Identify and describe a variety of
- Presentation skills and engagement
- Cellular biology vocabulary related careers, including the
- Research conclusions demonstrated in a variety of formats
Application
necessary education and training.
- Research information summarized and applied to the creation of a PSA
- Creativity of PSA
 Lauren Thurner
Connections to other
Initiatives:
Environmental Education:
What is the cycle of toxins through the environment and
into the human body? How is the environment
impacted?
Career Exploration:
Careers that explore, investigate, study toxins as well as
educate the public about toxins (i.e. Ontario Ministry of
Health).
Indigenous Perspectives:
Western medicine vs. alternative medicine
(dealing with the toxins).
Safety Considerations:
-Read and become familiar with the Ontario Ministry of
Education’s (2017) Health and Safety: Scope and
Sequence of Expectations document
-Ensure long hair is tied back and any dangling jewelry is
taken off and put away;
-Make sure everyone is wearing safety googles, gloves, a
lab coat and closed toed shoes
-Remember to turn off and unplug the hot plate and
Bunsen burner when they are not in use;
-Dispose of all materials as instructed by WHMIS/MSDS
-Never mix chemicals
-Never eat in the laboratory
-Clean work area thoroughly at completion of laboratory
-Follow lab safety protocols as outlined by school board
Resources: SBI3C
BoomWriter Media Inc. (2010-2018). Retrieved from
https://www.boomwriter.com Materials and Equipment:
Calkins, G. [ginacalkins]. (2018, September). Parts of the cell.
Retrieved from https://quizlet.com/314328455/parts-of-the-cell-  SMART Board with LCD projector and speakers
flash-cards/  Homeroom computer with the appropriate cables to
connect to the SMART Board
ClearlyHealth. (2008, May 25). What is type 1 diabetes? [Video file].  Internet connection
Retrieved from  Whiteboard/whiteboard markers
https://www.youtube.com/watch?v=_OOWhuC_9Lw  USB with PowerPoints saved on it
 Gizmos
EduGains. (n.d.) Retrieved from
 Various laboratory materials (light microscope, prepared
http://edugains.ca/newsite/ell/index.html
slides and wet mounts, hot plate, beakers, test tubes, test
ExploreLearning. (2018). Gizmos: Cell structure. Retrieved from tube stand, test tube holder, timer, distilled water,
https://www.explorelearning.com/index.cfm?method=cResource. Benedict’s reagent, etcetera)
dspView&ResourceID=450  Various safety equipment (laboratory goggles, laboratory
coats, gloves, etcetera)
Pollock [Mr Pollock]. (2015, May 19). Biochemistry: Know your  Student handouts
biochemical tests [Video file]. Retrieved from  Frayer Model worksheets
https://www.youtube.com/watch?v=1PE6_DGwLVA  Learning goals and success criteria printed on chart paper
 Quizlet
STEM Learning. (2000-2009). Enzyme action. Retrieved from
https://www.stem.org.uk/resources/elibrary/resource/25694/enzy
 YouTube
me-action  BoomWriter
 Enzyme Action Module
 Exit cards
ELL Accommodations  Key terms printed for word wall
 Supports for ELL student
-Read and become familiar with the Ontario Minsitry of Education’s (2007)
English as a Second Language and English Literacy Development document
-Refer to EduGains for further resources and documentation supporting the
development of ELL learners http://edugains.ca/newsite/ell/index.html
-Provide students with additional time to complete tasks
-Allow use of technological aids such as Google Translate and speech-to-text
software
-Provide term sheets and other handout supports
-Allow student to work with a partner
-Allow student to work in the resource or student success room
-Speak slowly, loudly, and clearly
-Make modifications to course work as outlined in IEP