Assessment Plan Grade 10 Living Environment Cell Structure and Function Ryan Fessette Edu5130
Introduction • This assessment plan encompasses all tests, quizzes, projects, labs, and worksheets used for formative and summative assessments. This month worth of assessments are designed for 10th grade students in Regents Living Environment, covering one and a half units of instruction. The beginning of the month begins with a unit on Cell Structure and Function and concludes with the beginning of Cell Membrane Transport. Two labs will be conducted during this time, including a lab on Cell Structure and Cell Size. The instructional goals for this month are as follows:
Instructional Goals • The instructional goals for this month are as follows: • Students will identify and define organelles common in all cells. • Students will understand differences in animal, plants, and bacterial cells. • Students will analyze these differences, inferring reasons for these adaptations. • Students will break down interactions between organelles that function to maintain homeostasis. • Students will hypothesize about cell size constraints and make conclusions about maximum cell sizes based on Surface Area, Volume, diffusion and osmosis. • Students will define methods of transporting nutrients, wastes, and molecules into and out of the cell essential to maintaining homeostasis.
NYS Regents Living Environment Standards • Key Idea 1: Living things are both similar to and different from each other and from nonliving things. • PERFORMANCE INDICATOR 1.2 • Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles). • Major Understandings • 1.2a - Important levels of organization for structure and function include organelles, cells, tissues, organs, organ systems, and whole organisms. • 1.2b - Humans are complex organisms. They require multiple systems for digestion, respiration, reproduction, circulation, excretion, movement, coordination, and immunity. The systems interact to perform the life functions. • 1.2c - The components of the human body, from organ systems to cell organelles, interact to maintain a balanced internal environment. To successfully accomplish this, organisms possess a diversity of control mechanisms that detect deviations and make corrective actions. • 1.2d - If there is a disruption in any human system, there may be a corresponding imbalance in homeostasis. • 1.2e - The organs and systems of the body help to provide all the cells with their basic needs. The cells of the body are of different kinds and are grouped in ways that enhance how they function together. • 1.2f - Cells have particular structures that perform specific jobs. These structures perform the actual work of the cell. Just as systems are coordinated and work together, cell parts must also be coordinated and work together. • 1.2g - Each cell is covered by a membrane that performs a number of important functions for the cell. These include: separation from its outside environment, controlling which molecules enter and leave the cell, and recognition of chemical signals. The processes of diffusion and active transport are important in the movement of materials in and out of cells.
NYS Regents Living Environment Standards • PERFORMANCE INDICATOR 1.2 (con’t) • 1.2h - Many organic and inorganic substances dissolved in cells allow necessary chemical reactions to take place in order to maintain life. Large organic food molecules such as proteins and starches must initially be broken down (digested to amino acids and simple sugars respectively), in order to enter cells. Once nutrients enter a cell, the cell will use them as building blocks in the synthesis of compounds necessary for life. • 1.2i - Inside the cell a variety of specialized structures, formed from many different molecules, carry out the transport of materials (cytoplasm), extraction of energy from nutrients (mitochondria), protein building (ribosomes), waste disposal (cell membrane), storage (vacuole), and information storage (nucleus). • 1.2j - Receptor molecules play an important role in the interactions between cells. Two primary agents of cellular communication are hormones and chemicals produced by nerve cells. If nerve or hormone signals are blocked, cellular communication is disrupted and the organismÕs stability is affected. • PERFORMANCE INDICATOR 1.3 • Explain how a one-celled organism is able to function despite lacking the levels of organization present in more complex organisms. • Major Understandings • 1.3a - The structures present in some single-celled organisms act in a manner similar to the tissues and systems found in multicellular organisms, thus enabling them to perform all of the life processes needed to maintain homeostasis.
Weekly Instructional Plan • Week One: • Daily questions to be answered on Bell Ringer sheets. • Cell City project outline and rubric handed out to be due at the end of the month. • Cell Growth & Reproduction Worksheet • Begin Cells Lab • Week Two: • Daily questions to be answered on Bell Ringer sheets. • Who Am I? Organelle quiz. • Who Am I? Organelle quiz key. • First Quarter Report: Self-Assessment. • First Quarter Instructor Evaluation Sheet. • Binder Check Rubric. • Vocabulary Assignment for the 2nd Quarter.
Weekly Instructional Plan • Week Three: • Daily questions to be answered on Bell Ringer sheets. • Cell Parts & Functions: Fill in the Blanks pop quiz. • Cell Parts & Functions: Fill in the Blanks pop quiz key. • Eukaryotic Cell Structure worksheet. • Begin lab on Modeling Cells: Do Cells have Size Limits? • Modeling Cells: Do Cells have Size Limits? Key. • Vocabulary Word Mapping worksheet for Cell Structure and Function. • Week Four: • Daily questions to be answered on Bell Ringer sheets. • Cell Structure and Function Chapter Test. • Cell Structure and Function Chapter Test key. • Plasma Membrane Worksheet. • Plasma Membrane Worksheet key. • Cell City Projects Due.
Assessment Linkage to Instructional Goals • Week 1: • Bell Ringer questions ideally cover all NYS standards and Instructional Goals. • Cell City project fulfills NYS standards Performance Indicator 1.2 and Instructional Goal number 1. • Cell Growth Worksheet fulfills NYS standards Performance Indicator 1.2 and 1.3, as well as Instructional Goal 2 and 6. • Cells Lab fulfills NYS standards Performance Indicator 1.2 and Instructional Goals 1 through 4. • Week 2: • Bell Ringer questions ideally cover all NYS standards and Instructional Goals. • Who Am I? Quiz covers NYS standards Performance indicator 1.2 and Instructional Goals 1 through 3. • Vocabulary Assignment fulfills NYS standards Performance Indicator 1.2 and 1.3, as well as Instructional Goals 5 and 6.
Assessment Linkage to Instructional Goals • Week 3: • Bell Ringer questions ideally cover all NYS standards and Instructional Goals. • Cell Parts & Functions: Fill in the Blanks pop quiz covers NYS standards Performance Indicator 1.2 and Instructional Goals 1 through 3. • Eukaryotic Cell Structure Worksheet fulfills NYS standards Performance Indicator 1.2 and Instructional Goals 1, 2 and 4. • Lab on Modeling Cells: Do Cells Have Size Limits? Covers NYS standards Performance Indicator 1.2 and 1.3, as well as Instructional Goals 5 and 6. • Vocabulary Word Mapping Worksheet fulfills NYS standards Performance Indicator 1.2 and Instructional Goals 1 and 6. • Week 4: • Bell Ringer questions ideally cover all NYS standards and Instructional Goals. • Cell Structure and Function Chapter Test fulfills all NYS standards Performance Indicators and Instructional Goals 1 through 5. • Plasma Membrane Worksheet fulfills NYS standards Performance Indicators 1.2 and 1.3, as well as Instructional Goal number 6. • Cell City project fulfills NYS standards Performance Indicator 1.2 and Instructional Goal number 1.
Grading Policy • Section 1 – Handouts, Worksheet, Quizzes, Tests (40 percent) • All handouts, worksheets, quizzes, and tests • Quizzes and tests are weighted 2 and 4 times more importantly than worksheet and handouts. • Section 2 – Lab Assignments (30 Percent) • All labs conducted during the month • Labs are all weighted equally and are graded on a 100 point scale. Failure to complete a lab or make it up will result in a zero. • Section 3 – Projects and Research (20 percent) • All special project and research assignment • For this month, the only project would be the Cell City assignment and is graded on a 100 point scale based on accompanying rubric. • Section 4 – Attendance, Bell Ringer, and Participation (10 percent) • All records of Bell Ringer completion, attendance, and participation in class • Bell Ringer sheet gets full marks for writing the question and answer for each date and are graded based on completion, not content.
Grading Policy All sections are calculated in a 100 point fashion. All four sections are added to make a grade out of a hundred for the month. Failure to complete assignments results in losing 5 points per day that they are late, unless extenuating circumstances can be established. In result of absences, the student is responsible for obtaining the material missed and making up any assignments by the assigned due date or next school day, whichever comes first.
Performance Assessment Cell City Project The Task-You will be working in a team that will consist of 4 members. Each member will be assigned a role: • Architect /City Planner ( 1 ) • City Builders ( 2 ) • Reporter ( 1 ) -You will use the Internet to research the functions of cell organelles.-You will share your research notes with the other members of the group to make sure EVERYONE understands the information. -Using the role assigned to you, your group will work together to plan, design, and construct a 3-D "Cell City" based on your research of the organelles and what their function is.The Process1. Before you can construct a cell city, you must research each cell organelle to determine its function and how it works with other cell parts to function correctly.Below you will find a table with the cell organelles required. Click on each one, and you will then be taken to a page with the questions to be answered and the links to help you find those answers. • Nucleus • plasma membrane • golgi apparatus • lysosome • mitochondria • endoplasmic reticulum • vacuole • cell wall • centrioles • cytoskeleton • ribosomes • chloroplast and other plastids
Pre-Test Sample • Bell Ringer Sheets • Must have question and answer written in appropriate box • Monday – Friday completion, absence counted as missed • Part of participation grade – 10 percent • Used for pre lesson questioning and checks for concept understanding
Bell Ringer Sheets - Key Name:Class Period:Dates: .