JW North High School
Science
MYP Unit Planner
Teacher(s): Soldmann, Hiraoka, Lieux, Tautolo, Castiglione, Michalka, Foutz
Subject: Design
MYP year: 2014-2015
Unit title: Microscopy of cells/cell structure and function (A)
Unit duration (hrs):
about 2 weeks (10 hours)
Section 1: INQUIRY: Establishing the purpose of the unit.
Global Context (highlight/ circle one):
Fairness and development
Identities and relationships
Orientation in space and time
Key Concepts (highlight/ circle one):
Aesthetics Change
Personal and cultural expression
Scientific and technical innovation
Communication Communities
Connections
Form
Perspective
Creativity
Global interactions
Relationships
Culture
Identity
Time, place and space
Development
Logic
Systems

IB Aims and Objectives (highlight/ circle one)
●
A.Inquiring and analysing
● i. Explain and justify the need
●
B. Developing ideas
●
Students write a detailed specification, which drives the for a solution to a problem for a
● specified client/ target audience
● ii. identify and prioritize the development of a solution.
They present the solution. In order to reach the aims of design, students should be able
● primary and secondary research needed to develop a solution to to: the problem
● i. develop a design specification which clearly
● iii analyse a range of existing states the success criteria for
● products that inspire a solution to the problem
●
● the design of a solution ii. develop a range of feasible
● iv. develop a detailed brief design ideas which can be which summarizes the analysis of relevant research
● correctly interpreted by others
● iii. present the final chosen
● design and justify its selection
● iv. develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation of the chosen solution.
C. Creating the solution
Students plan the creation of the chosen solution and follow the plan to create the prototype sufficient for testing and evaluation.
In order to reach the aims of design, students should be able to: i. construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution ii. demonstrate excellent technical skills when making the solution iii. follow the plan to create the solution, which functions as intended iv. fully justify changes made to the chosen design and plan when making the solution v. present the solution as a whole, either:
a. in electronic form, or
D. Evaluating
Students design test to evaluate the solution , carry out those test and objectively evaluate its success. i. design detailed and relevant testing methods which generate data, to measure the success of the solution ii. critically evaluate the success of the solution against the design specifications iii. explain how the solution could be improved iv. explain the impact of the solution on the client/ target audience

b. through photographs of the solution from different angles, showing details
Related Concept(s) (choose those that apply):
Adaptation Collaboration
Innovation
Funtion
Invention
Perspective
Statement of Inquiry (unit question/ essential question/ big ideas)
Ergonomics
Markets and Trends
Resources
Evalution
Form
Sustainability
Inquiry questions (daily/ weekly essential questions that will be used through the unit)
Factual – What methods can we use to view different kinds of cell?
Conceptual –How are the three types of cell viewed similar and different?
Debatable –Why are different cell different?
Summative Assessment (outline of summative assessment task(s) INCLUDING assessment criteria/ rubric)
Students will complete a packet as they do their microscope lab, including the cover sheet pre lab assignment. At the end of the lab, students will complete a summary that explains the similarities and differences between the cells that they looked at as well as others they did not view, thus accessing their research.

Describe the relationship between the summative assessment and the statement of inquiry.
Completion of the microscope lab packet allows students to see the differences between cell types and move through the scientific process. They will also see the relationship between cell structure and function.
Approaches to learning (choose 1, 2, or 3 at the most)
Communication Collaboration Self Organization Self Affective
(mindfulness, perseverance, emotional management, motivation, resilience)
Creative thinking
Self Reflection
Information literacy Media literacy Critical thinking Knowledge transfer
Collaboration will be addressed by the structure of the lab activity. Students will be told that in their groups, they must decide who will make the first wet mount slide of the specimen. They may also work in pairs to make the slide,which will allow each person to experience the process.
Media literacy will be addressed when the students do their research on possible methods to view cells. They will be gathering information from various websites and compiling that for their prelab activity sheet.
Section 2 – ACTION: Teaching and learning through inquiry
Content (Common Core requirements & practices AND Literacy standards)
ELA/ Literacy
RST.11 - 12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account
RST .11 - 12.8 Evaluate the hypotheses, data analysis and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
WHST .9 - 12.2 Write informative/ explanatory texts, including the narration of historical events, scientific procedures/ experiments,or technical processes

WHST . 9 - 12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience
WHST .9 - 12.7 Conduct short as well as sustained research projects to answer a question (including a self-generate question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstration understanding of the subject under investigation.
WHST.9 - 12.9 Draw evidence form informational texts to support analysis, reflection and research
SL .11 - 12.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation
Learning Process (address each area)
1. Learning experience and teaching strategies (lessons to be taught through the unit, inquiry based and student centered activities Text dependent questions here!)
2. Day 1: introduction to cell bio lecture, students begin 3 cells plus a virus 4 square assignment
Day 2: finish 3 cells plus a virus assignment
Day 3: Students complete vocabulary relevant to cell parts and their functions
Day 4: Students begin pre lab sheet to determine how they will be able to view cells under a microscope (research)
Day 5: Students finish pre lab sheet and present the variety of ways that cells can viewed and can include medical/diagnostic applications
Day 6: Students complete the Intro to microscopes lab
Day 7: Students begin the cheek, onion, and elodea microscope lab
Day 8: Students continue the lab
Day 9: Students complete the lab
Day 10: Students work on their summative assessment relating to the lab
3.
4.
5. Formative assessments (quizzes, checking for understanding, etc)
6. 1. Assignment covering 3 types of cells (prokaryotes, plant eukaryotes, animal eukaryotes) and virus
7. 2. Tickets out the door after lab activities to indicate what message is taken away by students
8. 3. check for understanding during any lecture/explanations that take place to prepare students for assignments/lab activities
9. 4. pre lab sheet completed to help students see the purpose of the lab

10. 5. check student work as they complete the lab-ask them questions and look at their drawings
Differentiation (scaffolding, accessing prior knowledge, ways to extend the learning)
1. Advanced students will be expected to complete the lab and include it in a write up that will be collected at a later date.
2. Scaffolding will occur in the form of mini lectures to prepare students for the various activities they will do in this unit
Resources (what do you need to teach the unit such as internet site, lab materials, articles etc.)
Copies of the pre lab sheet, the microscope lab packet, computer/internet access, articles on cellular biology
Glencoe Biology textbook
Internet access on a computer, tablet, or other device
Paper, poster paper, markers, colored pencils, pens, pencils
Microscopes, slides, coverslips, eyedroppers, beakers, methylene blue, iodine, water, an onion, elodea in water, toothpicks, lens paper, paper towels
Summative Assessment Rubric
Criterion A: Inquiring and Analyzing – Level 5 i. explain and justify the need for a solution to a problem for a specified client/target audience ii. identify and prioritize primary and secondary research needed to develop a solution to the problem iii. analyze a range of existing products that inspire a solution to the problem iv. develop a detailed design brief, which summarizes the analysis of relevant research
Achievement level Level descriptors
0
1 – 2
The student does not reach a standard identified by any of the descriptors below
The student: i. states why we need to be able to view

3 – 4
5 – 6 cells ii. develops a basic design brief, which states that cells can be viewed under a microscope
The student: i. states why we need to be able to view cells ii. outlines a research plan that states what primary and secondary research is needed to develop a solution to how to look at cells under the microscope iii. analyzes one existing product or process that inspires a solution to the problem iv. develops a design brief which outlines the analysis of relevant research
The student: i. explains the need for a solution to the problem of how to view cells ii. constructs a research plan, which identifies and prioritizes primary and secondary research needed to solve the problem of how to view cells iii. analyzes a range of existing products/processes that inspire a solution to the problem

iv. develops a design brief, which explains the analysis of relevant research regarding how to look at cells microscopically
·
7 – 8 The student: i. explains and justifies the need for a solution to the problem of why we need to be able to view cells ii. constructs a detailed research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to the problem of viewing cells independently iii. analyzes a range of existing products that inspire a solution to the problem in detail iv. develops a detailed design brief, which summarizes the analysis of relevant research
Section 3 – REFLECTION: Considering the planning, process and impact of the inquiry