This document outlines a differentiated unit plan for teaching science concepts related to plant structures and processes like photosynthesis and respiration. The unit utilizes three layers (A, B, C) that allow students of varying abilities and needs to engage with the material at an appropriate level. Layer A involves more complex, analytical tasks while Layer C focuses on foundational knowledge and skills. Examples are given for activities addressing specific learning objectives that fall into each of the three layers. The goal is for all students to develop scientific literacy in a way that sparks interest and motivation.
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Bi 101 Homework 3 Chapters 4-7 Fall 2013 DUE in class Friday Nov. 1
20 Points possible
1. Use a diagram of the endomembrane system to explain how a new protein may be
constructed, modified, and exported from the cell. (See your lecture notes from 10121 and
14123, and Figure 4.15 of text.)
2. Draw a generalized diagram of an enzyme, and label the active site and an allosteric sitp.
Explain the role of ea ...
Too Cool for Middle School: 4 Interactive Tools for the Classroomcdoll003
This is a presentation meant to be shared with other school librarians introducing 4 interactive tools that can be used in the classroom. These tools can be presented to classroom teachers in professional development sessions and can be incorporated into the curriculum in many different ways.
Biology
Name:
Biology:
Chapter 4: Cell Organelles Activity
Part A.
Complete the following table by writing the name of the cell part or organelle in the right-hand column that matches the structure/function in the left-hand column. A cell part may be used more than once. You can type your answer in this document. Do not edit the document. If you do, you will receive a 10-point penalty for not following directions. If organelles are spelled wrong, you will receive a 2-point penalty applied. Don’t forget the class template regarding how typed answers should be presented on documents in this course. Also, review your syllabus on the important components that are required on a document submitted in the dropbx for full credit. Good luck.
Structure/Function
Cell Part
Found in prokaryotic cells that assist in propelling the cell.
Found in a prokaryotic cell responsible for bacterial chromosomes
The sites of protein synthesis
Transports materials within the cell
The region inside the cell except for the nucleus
Organelle that manages or controls all the cell functions in a eukaryotic cell
Contains chlorophyll, a green pigment that traps energy from sunlight and gives plants their green color
Digests excess or worn-out cell parts, food particles and invading viruses or bacteria
Small bumps located on portions of the endoplasmic reticulum
Provides temporary storage of food, enzymes and waste products
Firm, protective structure that gives the cell its shape in plants, fungi, most bacteria and some protists
Produces a usable form of energy for the cell
Responsible for protein and lipid synthesis
Everything inside the cell including the nucleus
Site where ribosomes and RNA is found; be specific.
The membrane surrounding the cell
A network of interconnected proteins filaments that deal with movement.
Name for the collection of DNA in the nucleus of eukaryotic cells
Consist of hollow tubes which provide support for the cell
Small hair-like structures used for movement or sensing things
Composed of a phospholipid bilayer
Plant cells have a primary and secondary ___.
Part B.
Put a X in the appropriate column(s) to indicate whether the following organelles are found in plant cells, animal cells or both. If you don’t follow directions, you will receive a 5-point penalty applied to the overall grade of the assignment.
Organelle
Plant Cells
Animal Cells
Cell Wall
Vesicle
Chloroplast
Chromatin
Cytoplasm
Cytoskeleton
Endoplasmic reticulum
Golgi apparatus
Lysosome
Mitochondria
Nucleolus
Nucleus
Plasma membrane
Central vacuole
Ribosome
Vacuole
Part C. Testing your knowledge on organelles.
Using your knowledge on the function of organelles inside an eukaryotic cell. Beside each word, city’s organelle, connect the statement of interest that reflects the overall function of the organelle below underneath the city’s function. At the end of each organelle provide next to it the appropriate ci ...
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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Bi 101 Homework 3 Chapters 4-7 Fall 2013 DUE in class Friday Nov. 1
20 Points possible
1. Use a diagram of the endomembrane system to explain how a new protein may be
constructed, modified, and exported from the cell. (See your lecture notes from 10121 and
14123, and Figure 4.15 of text.)
2. Draw a generalized diagram of an enzyme, and label the active site and an allosteric sitp.
Explain the role of ea ...
Too Cool for Middle School: 4 Interactive Tools for the Classroomcdoll003
This is a presentation meant to be shared with other school librarians introducing 4 interactive tools that can be used in the classroom. These tools can be presented to classroom teachers in professional development sessions and can be incorporated into the curriculum in many different ways.
Biology
Name:
Biology:
Chapter 4: Cell Organelles Activity
Part A.
Complete the following table by writing the name of the cell part or organelle in the right-hand column that matches the structure/function in the left-hand column. A cell part may be used more than once. You can type your answer in this document. Do not edit the document. If you do, you will receive a 10-point penalty for not following directions. If organelles are spelled wrong, you will receive a 2-point penalty applied. Don’t forget the class template regarding how typed answers should be presented on documents in this course. Also, review your syllabus on the important components that are required on a document submitted in the dropbx for full credit. Good luck.
Structure/Function
Cell Part
Found in prokaryotic cells that assist in propelling the cell.
Found in a prokaryotic cell responsible for bacterial chromosomes
The sites of protein synthesis
Transports materials within the cell
The region inside the cell except for the nucleus
Organelle that manages or controls all the cell functions in a eukaryotic cell
Contains chlorophyll, a green pigment that traps energy from sunlight and gives plants their green color
Digests excess or worn-out cell parts, food particles and invading viruses or bacteria
Small bumps located on portions of the endoplasmic reticulum
Provides temporary storage of food, enzymes and waste products
Firm, protective structure that gives the cell its shape in plants, fungi, most bacteria and some protists
Produces a usable form of energy for the cell
Responsible for protein and lipid synthesis
Everything inside the cell including the nucleus
Site where ribosomes and RNA is found; be specific.
The membrane surrounding the cell
A network of interconnected proteins filaments that deal with movement.
Name for the collection of DNA in the nucleus of eukaryotic cells
Consist of hollow tubes which provide support for the cell
Small hair-like structures used for movement or sensing things
Composed of a phospholipid bilayer
Plant cells have a primary and secondary ___.
Part B.
Put a X in the appropriate column(s) to indicate whether the following organelles are found in plant cells, animal cells or both. If you don’t follow directions, you will receive a 5-point penalty applied to the overall grade of the assignment.
Organelle
Plant Cells
Animal Cells
Cell Wall
Vesicle
Chloroplast
Chromatin
Cytoplasm
Cytoskeleton
Endoplasmic reticulum
Golgi apparatus
Lysosome
Mitochondria
Nucleolus
Nucleus
Plasma membrane
Central vacuole
Ribosome
Vacuole
Part C. Testing your knowledge on organelles.
Using your knowledge on the function of organelles inside an eukaryotic cell. Beside each word, city’s organelle, connect the statement of interest that reflects the overall function of the organelle below underneath the city’s function. At the end of each organelle provide next to it the appropriate ci ...
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Digital Tools and AI for Teaching Learning and Research
Differentiated unit- plant CSI
1. “Special Education isn’t special, it is
effective. Every student deserves special education.”
(Nunley, 1998)
2. During year 8, content such as this needs to be taught in
a manner that increases motivation, interest and
sparks further development in scientific literacy. The
unit will be based on investigations of plants put into a
CSI context. Instead of investigating the human body
students will investigate plant growth and structure.
Students will take a look at photosynthesis and
respiration and the various organelles needed in each
of the cycles. Students will develop scientific literacy,
being able to communicate recent scientific concepts.
3. The unit is an example of a differentiated unit, containing
layers in the type of activities chosen to achieve the same
goal. Students of higher ability are encouraged to complete
level A components. During each lesson there is a
maximum amount of points that can be scored. Students
should work towards completing as many tasks as possible
or completing complex tasks to achieve a maximum result.
The layers have been broken down in the following manner
using Blooms Taxonomy.
Layer A: Knowledge and Comprehension
Layer B: Analysis and Application
Layer C: Evaluation and Synthesis
4. Content and knowledge
4.8.1. Cell Theory
a) Identify that living things are made of cells
b) Identify and describe the functions of the nucleus,
cytoplasm, cell membrane, cell wall and chloroplast.
4.8.4 Multicellular Organisms
d) identify the materials required by multicellular organisms
for the processes of respiration and photosynthesis.
e) describe the role of the root, stem and leaf in maintaining
flowering plants as functioning organisms.
5. 8F is a mixed ability class consisting of 20 % of the
students who are at a performing level, 50 % of them
who have behavioural problems and 30% of them at
ESL level.
Despite the wide range of abilities in this class all
students are given a chance to perform at a level
appropriate to their strengths by differentiating the
unit of work.
6. 4.8.4 e) describe the role of the root, stem and leaf in maintaining flowering
plants as functioning organisms.
Layer C Layer B Layer A
Students complete a worksheet
where words related to plants are
matched with the correct
grammatical pronoun such as
verbs, nouns and adjectives. In
addition students draw a picture
where possible to help visualize
the term (10 points).
Imagine you are a tiny human in
this big world called “THE
PLANT”, create a brochure
explaining the different stops
(plant parts) and describe what you
see in each stop- (i.e. you start at
the roots and make your way up
the stem) 20 points.
Hand- on- lab- You will conduct an
experiment on plant roots
examining its role and relating that
to how it maintains an optimum
function in plants (30 points).
7. 4.8.4 e) describe the role of the root, stem and leaf in maintaining flowering
plants as functioning organisms.
Layer C: Layer B: Layer A
Make a chart or Venn diagram to
compare the different parts of a
flower and its functions (15
points).
Make flashcards for 10 vocabulary
words from chapter 7. be prepared
to be orally quized. (15 marks)
Pair up with a friend and make
your own model of a plant and its
parts. It is up to you to collect the
required objects or material to
make up your model.
Be creative and present a poster
showing what each of your
chosen object represents, with
labels (25 points).
Make a poster showing the links
between all parts of a flower and
how each organ needs to function
together for the plant to function
properly (15 points).
8. 4.8.4 e) describe the role of the root, stem and leaf in maintaining flowering
plants as functioning organisms.
Layer A Layer B Layer C
Watch a video on plant
development and write 5 points you
learned from it. Be prepared to
fluently explain those points to the
teacher when asked (15 points).
Imagine you are a new person visiting
this new country called “Inside A Plant”.
You are very curious about the different
stations you have visited, including the
leaf, stem and root. Working in pairs,
make a movie (using Microsoft Movie
Maker) explaining what you see in your
tour around the country. Include at least 5
questions you may want to know more
about or explore in the future (20 points).
Choose one of the “5 plant
experiment ideas” and write your
own experimental report including
a hypothesis, method, results, and
conclusion.
9. 4.8.4a) identify that living things are made of cells.
Layer A Layer B Layer C
Use the microscope to observe
and sketch the cells in different
types of living things. Label at
least THREE cells.
Observe the “unknown” samples
of cells available under the
microscope. You need to identify
what type of cell you may be
looking at and compare what
features are different between at
least THREE of those cells.
Identify ways microscopes are
used in various careers and
evaluate the advantages and
disadvantages of using different
types of microscopes to view
cells. You can present your
findings in any way you like.
You must be creative and include
examples of cells under different
types of microscopes.
10. 4.8.1 b) Identify and describe the functions of the nucleus, cytoplasm, cell
membrane, cell wall and chloroplast
Layer C Layer B Layer A
In workbooks, create a line down
the middle of the page. On one side
write down the organelle and on the
other make a drawing of that
organelle and its location in the
cell. (10 marks)
Listen to and watch teacher’s
demonstration on how a
microscope should be handled
safely and how it should be used.
Follow a planned procedure to draw
and label a plant cell using a
microscope. (20 marks)
Create an ad campaign for one of
the organelles. Try to sell it to
aliens who visit earth. Why do they
need it? Why is it the best
organelle to have? Include a slogan
and visuals. This can be presented
in any format such as powerpoint,
video, brochure or poster. 25 marks
11. 4.8.1 b) Identify and describe the functions of the nucleus, cytoplasm, cell
membrane, cell wall and chloroplast
Task 1 Layer C Layer B
All students take part in a spelling
test. The test is collected and
redistributed so that each person
will mark another test. The papers
are then given back to the owner.
This is compulsory (15 marks).
Read 2 books on plant and animal
cells writing down 15 interesting
facts. Have these checked by the
teacher. (10 marks)
Write an essay explaining the
differences between plant and
animal cells. The internet as well as
other sources of secondary
information may be used. A
resource list is to be included and
the essay should have a length of
one page. (20 marks)
12. 4.8.4 d) identify the materials required by multicellular organisms for the
processes of respiration and photosynthesis
Layer C Layer B Layer A
Students read about the process of
photosynthesis and complete fill in
the blank sentences as well as a
diagram on photosynthesis. 10
marks
In groups of 3 perform a play on
the process of photosynthesis. 20
marks
Make a recipe for plant growth.
Choose one aspect that affects plant
growth, making an experimental
procedure to see its actual effects.
(25 marks)
13. 4.8.4 d) identify the materials required by multicellular organisms for the
processes of respiration and photosynthesis
Layer C Layer B Layer A
A table is made noting the
differences of photosynthesis and
respiration based on secondary
sources brought by the teacher, for
example textbooks, animated books
and articles. (10 marks)
Create a song on life that includes
photosynthesis, respiration and the
cell theory. (20 marks)
Using secondary sources, explain
why some leaves are brown in
colour. Do they not contain
chlorophyll? How is the food
obtained?
OR
Is it true that banana’s contain
chlorophyll? Explain.
14. Students choose activities from each of the levels and
work towards achieving the maximum amount of
marks they can for each activity.