Learning Goals: Biology, cell transport
Learning Goals
1.
The students will observe, compare, predict, and explain the transport of molecules through the membrane. (Knowledge, Comprehension, Evaluation)
2.
The students will apply and predict the movement of water between solution and cell. (Knowledge, Application)
3.
The students will identify structures of the plasma membrane and explain the significance of selective permeability. (Knowledge, Analysis)
Standards
Learning Goal 1: Learning goal one is covered under GLE 3.2.F.c. GLE 3 is the characteristics and interactions of living organisms. GLE 3.2 covers living organisms carry out life processes in order to survive. Section F is the cellular activities and responses can maintain stability internally while external conditions changing
(homeostasis). Section c is to relate the role of diffusion, osmosis, and active transport to the movement of molecules across semi-permeable membranes.
This learning goal is covered under the Science Show Me standards three and four. Number three is characteristics and interactions of living organisms. Number 4 is interactions of organisms with their environments. All of the standards mentioned (GLE and Show Me) are covered in the learning. The students will be learning about how the cell interacts with and transports molecules with its environment.
The learning goal also covers Show Me standard goals. Under Show Me standard goal one the students will be (3) conducting laboratory investigations to study nature and
(4) using technological tools to locate, select and organize information. Under Show Me

Learning Goals: Biology, cell transport standard goal two the students will be (1) planning and making oral and visual presentations and (7) using technological tools to exchange information.
As part of meeting National Science Education Standards, some ideas have been incorporated into the unit and all three learning goals. The science teachers have used prep hour time to cooperate on how to teach the lesson and to share ideas. Ideas shared include activities, labs, and videos. Cooperative learning activities have been incorporated into the unit. As part of faculty collaboration, suggestions to include other curriculum areas have been discussed. As the MAP scores indicate, practice in mathematics and communication arts is needed.
Learning Goal 2: Learning goal 2 is covered under GLE 3.2.F.b. GLE 3.2.F is described under learning goal 1. Those cover the characteristics, interactions, processes, responses, and activities of living organisms and cells. Section b is to be able to predict the movement of molecules needed for a cell to maintain homeostasis, given concentration gradients of different sizes of molecules.
The same Science Show Me standards are covered for learning goal two as for learning goal one. These standards include characteristics and interactions of organisms with the environment. The same Show Me standard goals are covered in learning goal one: conducting labs, making presentations, using technology.
Learning Goal 3: Learning goal 3 is covered under GLE 3.2.F.a. GLE 3.2.F is described under learning goal 1. Those cover the characteristics, interactions, processes, responses, and activities of living organisms and cells. Section a is to explain the significance of semi-permeability to the transport of molecules across cellular membranes.

Learning Goals: Biology, cell transport
The same Science Show Me standards are covered for learning goal three as for learning goal one. These standards include characteristics and interactions of organisms with the environment. The same Show Me standard goals are covered in learning goal one: conducting labs, making presentations, using technology.
Appropriateness
These learning goals are appropriate for the students in many ways. Although the information and goals are challenging, the knowledge begins with the basics. We have to start with the basics because the students have very little to no prior knowledge in cellular life material. Students do have some knowledge with lab use and science inquiry
(hypothesis, observations, predictions, explanations, etc). As part of this unit we will be building up these lab and inquiry skills. The expectations of this unit are good for the maturity level of the sophomores, not too demanding but not too easy either. All of the activities can be accomplished by all the students, including those with an IEP.
The learning goals reach a variety of levels of taxonomy. Learning goal one has the students predicting, observing, and explaining transport through a membrane. The students will also be able to compare the different types of cellular transport. This goal covers taxonomy levels knowledge, comprehension, and evaluation. Learning goal two requires the students to recognize, apply, and predict the movement of water between cells and solutions. This goal covers levels knowledge and application. Learning goal three covers identifying structures of the plasma membrane and explaining the significance of the structure and function of the membrane. This covers levels knowledge and analysis.