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Lindsay Cokeley

ITL 528

Assignment 1B: Extended 5-Day Learning Map Template

Summary of Unit: This unit will cover the concept structures and processes involving understanding what a cell is, how to
investigate whether something is or is not a cell, and what the different is between living/non-living and dead/alive. Students have
had an introduction to the basics of microscope operation and laboratory safety. The students have also learned how to make an
observation, and use that observation to come up with a conclusion based on the observations they have made. Students should
understand that the lab at the end of the unit is optional, and if rules are not followed at any time, the opportunity to do a lab can be
taken away and substituted with other activities. Students should be able to identify what a cell looks like using a microscope.
Students should also be able to have an educated discussion to answer the essential question.

Day 1 Day 2 Day 3 Day 4 Day 5

Standard CCSS: WHST.6-8.7 NGSS: MS-LS1-1 NGSS: MS-LS1-1 NGSS: MS-LS-1 NGSS: MS-LS-1 SEP -
Copy the entire state Conduct short DCI - All living CCC - Phenomena SEP - Conduct and Conduct and
standard being taught
in this unit. research projects to things are made up that can be investigation to investigation to
answer a question of cells, which is the observable at one produce data to produce data to
(including a smallest unit that scale may not be serve as the basis serve as the basis
self-generated can be said to be observable at for evidence that for evidence that
question), drawing alive. An organism another scale. meet the goals of an meet the goals of
on several sources may consist of one investigation. an investigation.
and generating single cell
additional related, (unicellular) or
focused questions many different
that allow for numbers and types
multiple avenues of of cells
exploration. (multicellular)

Essential Is a virus living or Is a virus living or Is a virus living or Is a virus living or Is a virus living or
question non-living? non-living? non-living? non-living? non-living?
Write a student
friendly question that
is adapted directly
from the standard.

Relevance in Students should be Students should Students are Students should Students should be
your class initiating their understand basic developing continue to develop mastering
What is being vocabulary skills. vocabulary and laboratory and and master vocabulary and be
covered before and
after this content? Students should be should try and work research skills. They laboratory and developing the
What specific skill using their previous on developing should also be research skills. ability to come to
levels-- initiating, knowledge to help laboratory and try developing and Observational skills conclusions.
developing, and
mastery--do your produce a basic to answer the mastering should continue to
students to have? discussion regarding essential question observation skills. to be mastered in
How will you develop
them further?
living and using background addition to use of
non-living. knowledge. vocabulary in their
observations.

Purpose for For previous grades, For previous grades, Students in lower Students in lower Students in lower
learning in your I would expect I would expect grades should be grades should grades should start
subject area students to be able students to develop just learning how to develop more to incorporate
What are prevalent to read vocabulary their observational behave in a laboratory skills and vocabulary in a
expectations in your
content area for words and try come skills a bit more and laboratory setting learn how to use laboratory setting
previous and up with try to come up with and practice basic laboratory and within their
following grades?
observations and answers to the laboratory safety equipment to make observations.
answer basic essential question skills including basic observations. Students in higher
teacher-led based on their learning the basics Students in higher grades should be
questions. For observations. For of a microscope. grades should be using vocabulary
higher grades, I higher grades, I Students in higher able to make both in developing
would expect a would expect grades should have observations using their experiment,
more in depth students to be able mastered laboratory making
discussion using to answer the laboratory behavior equipment, and observations, and
vocabulary and essential question, and skills, and also form forming
and also formulate should use these conclusions based conclusions.
allow for less more questions to skills to help them on these
teacher intervention. build on that answer the observations.
knowledge. essential question
and further discuss
the concept of
living and
non-living.

Real world Being able to Learning new Learning the Learning skills on Coming up with
application of answer questions content and concept of scale can how to investigate a observations and
content and use background material is also be applied to many phenomena can be conclusions is
How might some of knowledge to applicable to any different careers, in applied in several important to
these skills be
applied in college or discuss and career or college particular in the different everyday life
career settings communicate can environment since scientific field. The occupations, includeing careers
outside of K-12
classrooms?
be used in any type it requires the basic microscopy including but not and college courses.
of career or college student to develop skills are used in limited to careers in
environment. skills related to most science the science
focus, attention, related industries industry, justice
and inquiry. and college courses. system, psychology,
and many others.