both. In a class with struggling students, you may be more selective with the Obtaining, evaluating, and communicating resources and help students divide the work. information Student groups will arrange the index cards into a concept map on the newsprint. Notes about the relationships between terms (groupings, links, etc.) should be written on the newsprint. Students can glue or tape the index cards onto the newsprint when they are done. 5 minutes Transition: Discuss the questions, "Looking at your concept map, what evidence do you see that cells and cellular organelles are built from common building blocks? Engagement Materials: Asking questions (for science) and defining Exploration Master List of Domain-Specific Terms problems (for engineering) NOVA's Explanation Developing and using models Extension Preparation: 5 minutes Planning and carrying out Evaluation Have students compare their definitions to the master list of domain-specific investigations terms. Analyzing and interpreting data Using mathematics and Facilitation of Learning Experience: 25 minutes computational thinking Have the student groups collaborate to build a class concept map for the Constructing explanations basics of cell biology using all of the terms. This can be done on a wall using (for science) and newsprint, index cards, and markers; on a smart board; or on a digital resource designing solutions (for such as a Google drawing (in ). Drive class discussion to look for underlying engineering) order and common patterns in the biological structures and functions. For Engaging in argument from example, highlight structures and functions built on or with carbon atoms. evidence
both. In a class with struggling students, you may be more selective with the resources and help students divide the work. Student groups will arrange the index cards into a concept map on the newsprint. Notes about the relationships between terms (groupings, links, etc.) should be written on the newsprint. Students can glue or tape the index cards onto the newsprint when they are done. Transition: 5 minutes Discuss the questions, "Looking at your concept map, what evidence do you see that cells and cellular organelles are built from common building blocks? Obtaining, evaluating, and communicating information Engagement Exploration Explanation Extension Evaluation Materials: Master List of Domain-Specific Terms NOVA's Preparation: 5 minutes Have students compare their definitions to the master list of domain-specific terms. Facilitation of Learning Experience: 25 minutes Have the student groups collaborate to build a class concept map for the basics of cell biology using all of the terms. This can be done on a wall using newsprint, index cards, and markers; on a smart board; or on a digital resource such as a Google drawing (in ). Drive class discussion to look for underlying order and common patterns in the biological structures and functions. For example, highlight structures and functions built on or with carbon atoms. Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence
Introduction_to%20Fractals_and_Cellular%20Biology_Lesson.docx