Backward Design Unit Plan

TTE 523

Arianna Moskowitz
GE 9th grade Biology

Unit Title: Cells and Membranes

Unit Length: 13 class periods + 1 testing period
STAGE 1: DESIRED RESULTS
ESTABLISHED GOALS:

Understand the role of the cell and cellular processes

1. Students will be able to distinguish between prokaryotic and eukaryotic
organisms (HS-LS1-1){4.1.PO2}[RST.9-10.4, 10]
2. Students will be able to discuss the history of the cell theory and
discovery of the cell (HS-LS4-2{2.1.PO2}[RST.9-10.2,5, WHST.9-10.2]
3. Students will be able to compare and contrast form and function of
eukaryotic organelles (HS-LS1-1,2){4.1.PO2}[RST.9-10.4]
4. Students will be able to discuss the transport of materials in and out of
the cell including both active and passive transport mechanisms (HSLS1-2,3){4.1.PO3,4}[RST.9-10.3,7,9, WHST.9-10.7,9]
5. Students will be able to describe the cellular energy cycle including
growth, development, and repair. (HS-LS1-1){4.1.PO1}[RST.9-10.9,
WHST.9-10.1]
UNDERSTANDINGS:

1. Scientists can work together

even if they do not always
get along (goal 2)
2. the specific requirements to
be considered a living
organism (goal 2)
3. cells can exist either as
single or multicellular
organisms (goal 1,4)
4. a cell can be prokaryotic or
eukaryotic (goal 1)
5. each eukaryotic organelle
has a specific purpose (goal
3)
6. cell membranes control what
goes in and out of the cell
(goal 4)
7. different ways that things can
enter or exit the cell (goal
4,5)
o active transport
o passive transport

diffusion
facilitated
diffusion
8. cells can ingest nutrients and
dispose of waste (goal 4,5)
9. cells undergo energy
processing (goal 4)

ESSENTIAL QUESTIONS:

1. What are the essential

qualities of life? (goal 2)
2. What is the difference
between a prokaryote and a
eukaryote? (goal 2)
3. How are membranes
important to cells? (goal
2,3,4,5)
4. How are proteins synthesized
and packaged in cells? (goal
3)
5. What are the functions of the
eukaryotic organelles? (goal
3)

Backward Design Unit Plan

TTE 523

6. How do small molecules get

in and out of the cell? (goal
4)
7. How do cells react when they
are exposed to different
extracellular environments?
(goal 4)
STUDENTS WILL KNOW

1. The cell is the most basic unit

of life.
2. All eukaryotic cells have
membrane-bound organelles
that perform specialized
tasks
o Cytoplasm, vacuole,
smooth/rough
endoplasmic reticulum,
nucleus etc.
3. The structure and function of
cell membranes
4. Different types of movement
across membranes because
of concentration differences.
5. How energy affects the
transport of materials across
the membrane

STAGE 2: ASSESSMENT EVIDENCE

Arianna Moskowitz
GE 9th grade Biology

8. How do cells take in and

remove large molecules?
(goal 5)

STUDENTS WILL BE ABLE TO:

1. Explain the difference

between prokaryotes and
eukaryotes.
2. Describe how the cell was
discovered.
3. Explain, in their own words,
the structure and function of
eukaryotic organelles
4. Visually identify eukaryotic
organelles
5. Contrast the mechanisms of
active/passive transport
6. Contrast endo/exocytosis.
7. Describe how water is
important in cell functioning

PERFORMANCE TASKS:

Egg Cell Activity

o Students will observe an egg that has been prepared in vinegar,
so that the shell has been removed leaving only the membrane.
Students will be asked to describe what the membrane feels like,
and what this could mean about a cell membranes structure and
function. Students will then describe the egg as a single cell, and
include a drawing of the egg with its membrane, nucleus, and
cytoplasm.
Shoebox cell
o Introduction of eukaryotic organelles will be chunked over
several days. Following each days lecture, students will work in
pairs on their shoebox cell. This plant cell model will be
completed over the course of 5-6 class periods depending upon
the chunking of the information. For each cellular structure,
students will be required to write a summary of structure and
function that will be turned in with the cell model.
Fill-in-the-blank and matching worksheet
o After all organelles have been presented students will be
provided with a double-sided worksheet that will assigned for
homework. The first side of the worksheet will have one large
image of a plant cell, and one of an animal cell. Students will be
asked to fill in the blank spaces associated with each organelle
on each image. The other side will be a matching exercise with
organelles in one column and descriptions in the other.
Diffusion-osmosis lab
o Students will perform a lab involving different concentration
gradients. The cell will be simulated using dialysis tubing. In this
lab students will observe diffusion down a concentration gradient
in action between the dialysis tubing cell and its surroundings. A
lab write-up will be required.

OTHER EVIDENCE:

Weekly quizzes
o Students are in the routine of weekly quizzes on Fridays. Each
quiz covers only the topic that have been covered Monday
through Thursday. Quiz questions are designed to be similar to
those seen on the unit test
Daily warm-ups
o Each day the students are given five minutes at the beginning of
class to answer three to five questions using an app they have
downloaded on their iPads. These questions can be multiple
choice, fill-in-the-blank, or short answer.

Unit test
o The unit test is a common assessment designed by all of the
biology teachers in the school. It is designed to cover all topics in
the unit, and in an effort to keep teaching within the school
consistent. This is a multiple choice exam in the format of the
AIMS test that they will have to complete toward the end of the
year.

STAGE 3: LESSON PLANS

Day 1 (10/21/15):
Engage: Students will watch the video The Wacky History of Cell Theory.
While they are watching they will complete a fill-in-the-blank worksheet
corresponding to the content in the video. Teacher will circle the class
answering any questions that come up.
Explore: Students will complete a think-pair-share activity answering the
question what are three important things you learned from the video?
The teacher will circle the room listening and asking guiding questions.
The class will then discuss important things found in the video together.

Day 2 (10/22/15):
Explore: Warm-up question what do you think makes something living?
Teacher will take role during this time. After a sufficient amount of time
the teacher will facilitate a discussion aimed at targeting the seven
essential qualities of life which she will write on the board.
Explain: Power-Point presentation- Teacher will introduce and go over the
seven qualities of life including examples of each. Students will take notes
on a provided worksheet.
Elaborate: Students will get in groups of three or fourm, and assign each
group member one or two of the qualities of life. Each student will then be
asked to use their iPads to find an example of the quality they were
assigned. Each group will be asked to compile their examples, and an
explanation as to why each picture was chosen, to be posted to the class
website. Teacher will circle the room asking questions and listening to the
group discussions.

Day 3 (10/23/15-half day):

Explain: Students will read a section in the book (about two paragraphs)
detailing the differences between prokaryotic and eukaryotic organisms.

They will then be asked to draw a venn diagram comparing and

contrasting pro- and eukaryotes. Teacher will take role then circle the
classroom answering any questions.
Elaborate: After students have finished their work, the teacher will use a
pre-arranged smartboard slide to show students which traits fit in each
circle discussing each trait in turn.
Day 4 (10/26/15)
Explain: PowerPoint presentation- discuss what an organelle is, as well as
the form and function of the nucleus, nucleolus, cell membrane, and
cytoplasm relating back to the similarities and differences between proand eukaryotes. It will also cover membrane structure including
phospholipids, carbohydrates, protein channels, and cholesterol, and a
discussion on semi-permeability and the fluid mosaic model. Students will
take notes and underline important terms on printed PowerPoint slides as
directed by the teacher.
Engage: Students will be grouped in threes and supplied with a prepared
egg (the eggs will have been soaked in vinegar to remove the shell but
leave the membrane). Students will be asked to equate the parts of the
egg to the cell parts introduced that day. They will be asked to describe
the feeling of the membrane, and may break the outer membrane to
explore the nuclear membrane as well. The teacher will circle the room
asking questions and listening to group discussions.

Day 5-7 (10/27/15-10/29/15)

Explain: PowerPoint presentation- Each of the three days will focus on a
certain set of organelles. The first day cell wall, chloroplast, and vacuole
will be discussed. The second day will focus on the rough and smooth
endoplasmic reticulum, golgi apparatus, and ribosomes, and the third day
will include mitochondria, vesicles, lysosomes, and cytoskeleton. The
packet that was passed out during the membrane discussion earlier in the
unit will include PowerPoint slides on these organelles as well. Students
will take notes and underline key terms as directed by the teacher.
Elaborate: In pairs, students will make a cell model using a shoebox and
various household items to represent each organelle. Teacher will provide
instructions verbally, and by modeling. Each day they will add the
organelles discussed in the preceding presentation. They will be asked to
fill in a graphic organizer with the name of the organelle, what it does,
what item in the model represents that organelle, and why. For example:
vacuoles are membrane bound sacs that carry cellular material
throughout the cell. It is represented by bits of sponge which can also hold

materials. The teacher will monitor the use of supplies and ensure groups
stay on task. She may circle the room to provide assistance and ask
questions as well.