TEACHER:
T. Brooks
CLASS: Integrated Science II
WEEK: 03/16/15 to 03/20/15
Unit 4
a.) Differentiate among plant and animal cells and eukaryotic and prokaryotic cells.
(DOK 2)
Unit 4
 Functions of all major cell organelles and structures (e.g., nucleus, mitochondrion, rough ER, smooth
ER, ribosomes, Golgi bodies, vesicles, lysosomes, vacuoles, microtubules, microfiliaments,
chloroplast, cytoskeleton, centrioles, nucleolus, chromosomes, nuclear membrane, cell wall, cell
membrane [active and passive transport], cytosol)
 Components of mobility (e.g., cilia, flagella, pseudopodia)
b.) Explain the mechanisms of cell transport (e.g.,active vs passive transport) and the structures that support it’s
functions. (DOK 2)
c.) Analyze and explain the molecular basis of heredity and the inheritance of traits to successive generations by
using the Central Dogma of Molecular Biology. (DOK 3)
 Structure and function of proteins and enzymes
 Structures of DNA and RNA
 Processes of replication, transcription, and translation
 Messenger RNA codon charts
d.) Use of compound microscope to perform scientific observations
 Function and use of the parts of a compound light microscope
 Correct practice of microscopy techniques
 Creation of slides for microscopic study
 Understanding of principles of magnification and resolution
 Collection of accurate data
OBJECTIVE
/
OUTCOME
Monday
 4a
 4d
Tuesday
 4d
Wednesday
 4d
TEACHING STRATEGIES/ACTIVITIES
ASSESSMENT
S
HOMEWORK
 BR: Students will use powerpoint to label parts
of the microscope
 Instructor will review parts and discuss process
of using microscope
 Students will complete microscope practice lab
 Instructor will review process of creation of wet
mounts
 Protist Video
 Pre-lab discussion microscopic beasts lab
activity.
 CL: Students will rearrange microscope part
names on image
 BR – Practice ACT quiz
 Review Practice ACT and test strategies
 Students will perform Microscopic Beasts Lab
and answer questions including dissecting scope
 CL- Students will tell the order of operations for
a microscope.
 Muddiest
point
formative
assessment
 Complete
questions
on
microscopic
beasts lab
 I can identify the
parts of a
microscope.
 I can correctly use a
microscope.
 I can make a wet
mount slide.
 microscope
use will be
evaluated
by
instructor

Complete
post-lab
questions
 I can fully focus a
microscope.
 I can identify
organisms in a water
sample.




 Lab work
will be
graded
 Microscope
use will be
observed
 Complete
any post
lab
questions
 I can use a
microscope to find
organisms in a pond
sample.
 I can determine why
diffusion and
transport are an
important part of the
cell unit.
BR –
Complete Microscopic Beast Lab
Students will review microscope use
Instructor will demonstrate diffusion with several
forms
 CL –Exit ticket-how does diffusion relate to a
cell?
I CAN
STATEMENT/ESSENTI
AL QUESTION
Thursday
 4d
 4b
Friday
 4d
 4b
 BR – – Students will pickup copy of score sheet
 Students will take ACT Plan District Test (25
minutes)
 Students will review microscope use
 Instructor will demonstrate diffusion with several
forms
 CL – Students will complete tic-tac-toe
assessment
 BR – Students will perform microscope quiz –
labeling and procedure.
 Students will set up iodine and bag diffusion lab
 Students will perform elodea lab with 3 forms
 Students will interpret iodine lab.
 Students will whiteboard and discuss elodea lab
 CL – draw the results of the iodine lab
 ACT PLAN
will be
scored for
correctness
 Student
understandi
ng will be
assessed
during
presentatio
n

 No
homework
Complete
questions
from iodine
lab
 I can use my ACT
strategies and
critical thinking skills
to answer questions.
 I can explain the
basic process of
diffusion.
 I can determine if
molecules move
between barriers
using to different
methods.