Learning Goals: Students will understand: what students will 1. Tissues are composed of specialized cells know, understand, 2. Structures and functions of cells within tissues are interrelated and be able to do; 3. Cellular specialization depends upon adjacent cells and matrix includes content 4. Maintenance of cellular structure involves dynamic processes knowledge, attitudes, & skills Students will be able to: Learning 4a. Draw comparisons between cells and buildings with regard to processes required for Outcomes: Student behaviors maintenance and repair or performances 4b. Identify at least 2 dynamic processes required to maintain and repair non-motile, that will indicate non-dividing cells they have 4c. Design an experiment to visualize dynamic maintenance processes in cells successfully accomplished the goals Incorporation of Scientific Teaching Themes Active Learning Assessment Diversity How students will engage actively How teachers will measure How the unit is designed to in learning the concepts learning; how students will include participants with a variety learning of experiences, abilities, and characteristics Activities outside of class: Pre-assessments: Before Review cellular None bring diverse •Students structures. perspectives to the concept of After class: Read the assigned building maintenance and repair paper investigating a dynamic accommodate multiple •Activities cellular process, focusing on learning styles Figure 1. Post-tidbit assessments: promote participation •Activities a 1-page synopsis of Figure homework by different personality types –Write 1: hypothesis, methods, controls, cost •Minimal variables, results, conclusion an experiment using a –Outline GFP-labeled protein to study a different process identified by the class. Activities in class:
Learning Goals: what students will know, understand, and be able to do; includes content knowledge, attitudes, & skills Students will understand: 1. Tissues are composed of specialized cells 2. Structures and functions of cells within tissues are interrelated 3. Cellular specialization depends upon adjacent cells and matrix 4. Maintenance of cellular structure involves dynamic processes Learning Outcomes: Student behaviors or performances that will indicate they have successfully accomplished the goals Students will be able to: 4a. Draw comparisons between cells and buildings with regard to processes required for maintenance and repair 4b. Identify at least 2 dynamic processes required to maintain and repair non-motile, non-dividing cells 4c. Design an experiment to visualize dynamic maintenance processes in cells Incorporation of Scientific Teaching Themes Active Learning Assessment Diversity How students will engage actively in learning the concepts How teachers will measure learning; how students will learning How the unit is designed to include participants with a variety of experiences, abilities, and characteristics Activities outside of class: Before Review cellular structures. After class: Read the assigned paper investigating a dynamic cellular process, focusing on Figure 1. –Write a 1-page synopsis of Figure 1: hypothesis, methods, controls, variables, results, conclusion –Outline an experiment using a GFP-labeled protein to study a different process identified by the class. Activities in class: Pre-assessments: None Post-tidbit assessments: homework •Students bring diverse perspectives to the concept of building maintenance and repair •Activities accommodate multiple learning styles •Activities promote participation by different personality types •Minimal cost
static_is_dynamic_tidbit_framework_northeast_2013_0.docx