Unit Plan C

Understanding By Design Framework

Course

Science

Grade Level

10

Subject

Unit C: Cycling of Matter in

Living Systems

Time Frame

4 weeks

Developed by

Aragon, C., Dominguez, C.

Stage 1 Desired Results

Content Content Standard(s): Front Matter (Alberta Learning, 2014)

Primary emphasis on Nature of Science understanding of cell structures, organization,
processes, and hierarchical organization of organisms.
Focus on the contributions of microscope technology in the advancement of the study of cells
and their processes.
Enduring Understandings/Big Ideas:
Students will understand that . . .
1. All material in the1.
universe is made up of very small
2.
particles
2. Organisms are
3.
organised on a cellular basis
3. The knowledge
produced by science is used in
some technologies to create
products to serve human ends 4.
4. Organisms seek to
maintain a biological balance
between their internal and external

Essential Questions:
Content specific . . .
Why is it important for scientists to understand the
hierarchical organisation of organisms?
Is it possible for a cellular component to be
perfectly adapted for its function?
How does technology contribute to scientific
understanding and how do scientific
understandings inform technological
development?
How do plants use specialized cells and processes
to accomplish the same functions as a single cell,
but on a larger scale?

environments.

Prior Knowledge:
What do students already know . . .
Related misconceptions . . .
1. life processes, and structure of plants
1.
Cells are not made2. organisms, cells, system organs, tissue
up of atoms, they are their own
Unit Emphasis:
distinct functional unit (Martin,
Primary: Nature of Science
n.d.).
Secondary: Society and Technology
2.
There are no
single-celled organisms
3.
Some living parts
of organisms are not made up of
cells.
4.
All cells are the
same size and shape
Knowledge objectives (key outcomes):
Students will know . . .
1.
The development1.
of cell theory and imaging
a.
technology
2.
How cell
organelles function in both plant and
b.
animal cells
3.
That plants have
specialized structures at the cellular, c.
d.
tissue and system levels
4.
How
semipermeable membranes are used
in various contexts
5.
About the current
areas of cell research and its
relevance

Skills/Attitudes objectives (key outcomes):

Students will be able to . . .
Develop Scientific Interest through Scientific
Inquiry
Initiating and planning (identifying variables,
constructing testable questions, designing
procedures)
Performing and recording (manipulating variables,
collecting data)
Analyzing and Interpreting (organizing data)
Communication

Stage 2 Assessment Evidence

Performance Task(s):
Summative Assessment:
Concept map
G Goal
What should students
accomplish by completing
this task?

See attached document, Performance Task.

R Role
What role (perspective) will
your students be taking?
A Audience
Who is the relevant
audience?
S Situation
The context or challenge
provided to the student.
P Product, Performance
What product/performance
will the student create?
S Standards & Criteria for See attached rubric for the performance task.
Success
Student Self-Assessments
Other Evidence (assessments)
- Self evaluations as
- Exit cards
- Graphic organizers
students are building on their
- Think, pair, share
concept maps, this provides a time
- Small/large group
for formative assessment and

evaluation
-

Peer evaluations

discussions
- Word wall
- Visual representations
- Constructed response
- Peer assistance
- Student participation
during whole class instruction
- Argument rationale

Stage 3 Learning Activities

Learning Activities:
Diff = Differentiation
Lesson Title
1

Cell Theory

Lesson Activity
Think, Pair, Share:
Name a part of your body that is/is
not made of cells.
(Write answers on a sticky note and
place on a T-Chart)
Discuss Pasteur, Hooke,
Leeuwenhooke, Schwann &
Schleiden in relation to Cell Theory.
Whole class instruction.
Introduce scaling in microscopes.
Provide examples and problems for
students to solve.
Students will be provided with the
outline and description of their final

Key
Outcomes
GLO1.a

Evidence

Key5E

Formative assessment: Engage

student conversations
during think, pair, share
and students answers to
the question. Address
misconception (3).

Explain

Materials
Resources
Pre-prepared word wall

performance task. Examples of good

concept maps are analyzed using the
assessment rubric to help get students
thinking. Students will also be invited
to share feedback that will be
incorporated into the rubric.
Diff:
As new vocabulary is introduced, add
to class word wall.
Graphic organizers
2

Microscopes
& Technology
(see attached
lesson plan)

Students will discuss in groups the

elements that characterize a testable
question. They will relate this
understanding to developments in
technology (e.g. Cell Theory and
microscopes).

GLO1.b.c.

Formative assessment:
Teacher monitoring
during activity and
quality of question
created

Divide students into groups and

provide them with information about
each type of microscope and data
collected (image and description).
Allow students to match the data
collected to the microscope type.
Students will illustrate their
understanding by developing an
investigable question related to cells
specific to each microscope type.
Students will also use their
understandings of scaling on

Explore
Elaborate
Evaluate

Pre-prepared activity
printouts

Exit Card

microscopes to each data set.

Discuss the progression of technology
on research from cellular to molecular
levels.
Diff:
Small/large group discussions
Visual representations
Constructed response
Peer assistance
3

Animal and
Plant Cells:
organelles,
structures,
and
organization

Students will be taught to identify the GLO2.d.e.

structures and function of cell
organelles (both plant and animal)
using an analogy approach similar to
the one described here:
https://prezi.com/mukrkgdenvmd/cell
-analogies-project/
Students will make their own
analogies in small groups and share
these analogies with the whole class.
Compare and contrast animal and
plant cells in terms of cellular
structure, organelles, and
organization. Students will need to
represent the comparisons through a
graphic organizer (Venn diagram, TChart, table, etc.)

Explain
Explore

Think, Pair, Share

Elaborate

Exit slip: Students will

be asked to identify at

least three similarities

and differences
between plant cells and
animal cells.
Peer Evaluation
Concept Map Checkpoint 1, students
will use this time to begin their
concept map, they will also have an
opportunity to be peer evaluated.
Diff:
Graphic organizer
Analogy based on their interests
4

Animal and
Plant Cells: A
Functioning
Open System

Drawing on the previous lesson, the

teacher will explain why a cell must
exchange materials with its external
environment. Students are
participating
discussion.
Students
will in
beclass
introduced
to the
concept of diffusion through the
following demonstration:

GLO2.a. f.

Formative assessment
based on student
responses.

Engage
Explain

LAB
http://www.epcc.edu/Biology/Docum
ents/Diffusion_and_Osmosis/Osmosis
_and_Diffusion_Lab_Instructor.pdf
Explore
A cookbook lab will be modified as
an inquiry-based learning activity.
POE Demonstration: The teacher will

-Lab equipment
-potassium permanganate
-methyl orange
-malachite green
-methylene blue

demonstrate diffusion by placing a

piece of potassium permanganate in a
petri dish filled with water. Students
will use their predictions,
observations, and explanations to
think about the following questions:
what impacts rate of diffusion? How
could we measure rate of diffusion?
The teacher will guide students
towards identifying variables and
developing a protocol, while
relating the rate of diffusion to the
Particle Theory of Matter.

Variables to be examined:
Size/Molecular weight: compare:
potassium permanganate
methyl orange
malachite green
methylene blue
Temperature
Concentration gradient
Students will choose one variable to
be tested. Students will measure the
diameter of the halo for a given time
to calculate rate of diffusion (or other
chosen method to measure rate of
diffusion).
Students will record data and build a
graph demonstrating the relationship

Teacher Monitoring

between their independent and

dependent variable.
5

Scientific
Argumentatio
n and
diffusion

Using their data from the previous

experiment students will be
scaffolded towards understanding the
process of scientific argumentation
(Samson, Enderle, & Grooms, 2013).
Students will discuss their results in
small groups and apply the scientific
argumentation framework to interpret
their data. Students will provide the
teacher with a draft and they will be
provided with feedback.

Formative assessment:
draft.
Evaluate

Students will apply scientific

argumentation to analyze their
results. They will make a claim based
on the evidence, and justify the
claim. Students can choose from a
variety of presentation means
(written, oral, visuals) based on their
preferences and experiences to
communicate their understandings.

Summative: Lab report.

Assessed for quality of
scientific
argumentation
(connection between
claim, evidence, and
justification).

Concept Map Checkpoint 2, students

will continue to synthesize their
learning thus far.
Diff:
Small group instruction
Choice for representing their

Peer Evaluation

understandings
6

Osmosis

POE: demonstration of osmosis

using a de-shelled egg in a hypotonic GLO2.a.b.f.
solution: water and hypertonic
solution: honey.
(https://www.youtube.com/watch?
v=SSS3EtKAzYc)
The teacher will draw a table on the
board (Predictions; observations;
Explanations).

Engage

Students will be divided into groups

and invited to write their prediction
on a sticky note, which will be placed
in the table under predictions.
Students will be introduced to the
concept of osmosis, this will be whole
class instruction, students will be
filling in the template for notes
(constructed response)
Students will make observations and
write them on a sticky note.
Based on their understanding of
osmosis, students will explain their
observations.
Whole class follow up summarizing
key concepts learnt from the
demonstration.

Explain

Formative assessment:
students understanding
of course content can
be assessed based on
students explanations
of their observations.

Egg
Vinegar
Honey
Water
Food colouring
Beakers

Whole class discussion: Honey has

traditionally been used by many
Indigenous communities to heal
wounds. Based on the experiment,
how might honey help wounds to
heal?
Diff:
Sticky notes, visual representation of
the the process
Constructed response
Whole class instruction
Summaries
7

Passive and
Active
transportation
; Endocytosis
and Exocytosis

Concept Map Checkpoint 3

Students will be introduced to the
concepts of active and passive
transportation across the cell
membrane. Students will be provided
with a visual representation of this
process:
http://www.sumanasinc.com/webcont
ent/animations/content/diffusion.html
To apply their understandings,
students will participate in the
following activity:
http://www.oercommons.org/courses/
active-and-passive-transport-redrover-send-particles-over/view

GLO2.a.b.c. Peer Evaluation

Explore

Students will be introduced to

endocytosis and exocytosis. Students
will be provided with visuals to
support their understanding:
http://study.com/academy/lesson/endo
cytosis-and-exocytosis-across-thecell-membrane.html
Students will discuss the following
questions: why is it important that
cell membranes are semipermeable?
Students will submit their answers on
an Exit Card.

Formative Assessment: Elaborate

Exit Card
Evaluate

Diff:
Visual representations
8

How knowledge Whole class instruction on the

GLO2.g
of
different applications of
semipermeable semipermeable membrane
membranes,
technologies by providing students
diffusion and with one example: nanoporous
osmosis are
membranes and drug delivery.
applied to
various contexts Small group discussions. Students
will be assigned a role (recorder,
summarizer, speaker, or facilitator).
Students will determine how dialysis
tubing is used for the treatment of
patients with kidney disease. Students
will be provided with basic

Class participation

Explain
Explore

Teacher monitoring
Elaborate

information of some of the symptoms

of kidney disease (inability to remove
waste, salt and extra water; keeping a
safe level of certain chemicals) as
well as what makes up blood (plasma
(water, salt, enzymes), red blood
cells, white blood cells, and platelets.)
Students will be prompted to think
about which elements should be
removed and which should not be
removed from the blood. Students
will apply their knowledge of
semipermeable membranes to
propose the function of dialysis
tubing in treating kidney disease.
Students will be invited to share the
ideas they discussed in small groups
with the rest of the class.

Formative Assessment:
student conversations.

Formative assessment:
teacher can identify any
misconceptions or gaps
in knowledge. This task
will inform the key
concepts that will be
Evaluate
highlighted in the
whole class discussion.

Whole class discussion that focuses

on summarizing kidney disease
treatment through dialysis.
9

Surface area
to volume
ratio;
Multicellular
organization

Class lecture: discuss how the needs GLO2.h

of a cell cannot be met in a timely
GLO3.a
manner when the SA/V is too small.
Demonstrate the relationship between
surface area and volume. Use visual
simulation to support learners:

Think, Pair, Share

Engage

http://esminfo.prenhall.com/science/B
iologyArchive/lectureanimations/clos
erlook/cellsurface.html
Review mathematical equations of
surface area and volume.

Explain

Ask students the following question:

must all cells be the same size and
have the same SA/V ratio?
Whole class follow-up. Ensure that
students understand that the SA/V
depends on the function of the cell.
Provide student with examples of
cells and their functions and SA/V
ratios.
Small group discussion. Students will
match cells to their SA/V ratio based
on their function.

Think, Pair, Share.

Assess misconception
(4).

Explore

Elaborate
Whole class discussion: How can
large organisms develop if cell size
must remain small?
Students will be guided towards
relating the need for multicellular
organisms with the SA/V ratio
limitations of cells.
Whole class instruction: hierarchical
organization of living things (atoms,
molecules, organelles, cells, tissues,

Peer Evaluation

Address misconception
(2) there are no singlecelled organisms

organs, organisms)
Concept Map Checkpoint 4

Address misconception
(1)

Formative Assessment
of concept map
progress
Peer evaluation
10

Quiz

Students will complete a quiz.

GLO1The quiz will include multiple choice GLO3 a.
questions, short answers, and
conceptual explanations.

Summative Assessment Evaluate

Concept Map work, continue to

develop their ideas by building on
feedback.
Diff:
Test accommodations will be
provided based on students IPP. ELL
students will be allowed
dictionaries/language-based changes
can be made to the test to facilitate
assessment of conceptual, not
English, understanding.
11

Cell

Provide students with three different

GLO3.d.

Argument Rationale -

Engage

Specialization
in Leaves

scenarios that investigate how plants

exchange gases. Encourage them to
choose an answer and a rationale for
why they chose it, they can share
their responses with their peers.
Lab: Stoma of Leaves
Students will examine the leaves from
3 different species of plants. They
will examine and compare the
number of stoma from each species,
under a microscope.

Diagnostic Assessment

Lab Materials
Teacher monitoring
Group discussion

Explore
Explain

Students will identify and describe

the role of the stoma, guard cells, and
lenticels in plant leaves. They will
hypothesize the states of the stoma
under different conditions and the
types of gases that would enter/exit.
Show students a picture of a cactus.
Would the cactus have as many
stomata as the plants weve seen?
Why or why not?

Elaborate

Diff:
Argument Rationale
Teacher monitoring
Visual representations
12

Transpiration

Show students a video, How do trees GLO3.c.

transport water from roots to leaves?

Engage

https://www.youtube.com/watch?
v=9-dicqNoODg

Celery
Water
Food Coloring

Encourage students to discuss the

video. How does this relate to the
plant structures weve been learning?

Teacher monitoring
Class discussion

Explore the virtual lab:

http://www.mhhe.com/biosci/genbio/
virtual_labs/BL_10/BL_10.html
Students will look at the process of
transportation amongst different plant
species. How does this differ? What
conditions are ideal for growth? Keep
track of changes through a table of
data.

Small groups

Explain the process of transpiration,

label the process on a flow diagram.
Set up Celery Lab
http://sbsciencematters.com/5th/life
/5.13Celerylab.pdf
Each student will sketch an image of
a cross section of the celery. Set up of
the experiment, to be looked at the
next day
Diff:
Drawings
Virtual lab

Explore

Explain
Evaluate

Inquiry
1113

Concept Map Checkpoint 5

GLO3.b.c.

Peer Evaluation

Before looking at the results from the

Celery lab, discuss student
hypothesis. After students have
looked at their celery, allow them
time to record their observations,
what has changed?

Record of observations Explore

Group discussions

Cut the celery in pieces horizontally,

have each group describe their
hypothesis and observations.
Facilitate a discussion as to what the
structures (xylem & phloem) do.

Teacher monitoring

Explain

Venn diagram

Elaborate

Exit card

Evaluate

Compare animal and plant

transportation systems using a Venn
diagram.
Exit Card: What will happen to a
plant if you cut off its roots?
Diff:
Exit Card
Graphic representation
14

Phototropism
&
Gravitropism

Whole class discussion, students will

provide answers to the following
question: What are some
environmental factors that influence
plant development?

Engage

Knife

Answers will be written on the board.

Students commonly fail to identify
gravity as a factor that influences
plant development.
Whole class instruction to explain
phototropism and gravitropism.
Learning will be supported with
visuals.

Think, Pair, Share. Students will be

provided with the following scenario:
As we begin to explore our universe,
the need for extended space missions
could possibly require the growing
and harvesting plants in space.
However, what might the implications
be of growing plants without gravity?
In the absence v. presence of light?
15

Review

Using the simulation below, students

will begin to synthesize their
learning.
http://www.sciencemag.org/site/feat
ure/misc/webfeat/vis2005/show/tran
spiration.swf
As a class, students will make
predictions at each stage of the
simulation. E.g.: During high
humidity, what will happen to the
plant (root, xylem and stomata)?

Explain

Formative assessment:
Think, Pair, Share

Explore
Evaluate

Evaluate

Whiteboards

Students can show their answers on

whiteboards. E.g.; Increase
transpiration.

Whiteboards

Additional class time will be

dedicated to unit review to prepare
students for the performance task.
16

Panel of
experts

Panel of experts, engineers, botanists,

etc. Students will participate in an
open panel with the experts. These
experts will talk about their research
and interests, and discuss the role of
collaboration in problem-solving.

17

Performance
Task

Students will construct their final

concept map.

Peer, self, and teacher

evaluations
Stage 4 Reflection

Considerations
Is there alignment
between the first 3
stages?

Comments
Yes, the first 3 stages are in alignment, they accurately demonstrate the link between each stage and the
progression of the unit. Through the backward design process, the unit is thoughtfully created with the summative
assessment in mind. This assures the integration of course outcomes and the authentic progression towards a goal.

How has learner

differentiation been
addressed?

Differentiation for all learners is integral in developing deeper student understanding and tailoring knowledge
acquisition for each student. The unit provides students with different opportunities that consider their individual
needs as learners. Small, large and individual work are integrated throughout the unit for students to accomplish
tasks. The unit embeds formative assessment throughout the lessons as a means for differentiation. A few
examples include, visual representations, graphic organizers, virtual labs and use of technology, etc. The
summative assessment was created with differentiation in mind as it allows for students to visually represent their
learning, while still allowing them to demonstrate the connections between the concepts. Students are able to
approach the concept map design in a way that is engaging to them, and is representative of their interests. As
students are working towards their summative assessment, there are various checkpoints that scaffold the process.
These checkpoints serve as an effective formative assessment, that assures that each student is on the right track.

How does the unit

design include a
variety of teaching
experiences that
includes: FNMI,
multicultural, and
interdisciplinary
activities.

The premise of the summative assessment allows for interdisciplinary approaches to be integrated into the
teaching of the unit. Various perspectives, such as FNMI, are considered in the design of the lessons and activities
completed by students. For example, Indigenous perspectives on learning emphasize the importance of learning
by doing. Students are provided with many opportunities to engage in hands-on activities that are directly
connected to the Program of Study. Furthermore, for many Indigenous communities learning is a communal
process, many of the lessons described within this unit plan focus on building relationships within the classroom
to establish a community of learners where students use each other as instructional resources. Furthermore, we
have included ways in which Indigenous ways of knowing have contributed to our understanding of science (e.g.
honey for wound healing).

Sources consulted
(APA format)

AAAS Science Assessment. (2016). Topic: Cells. Retrieved from: http://assessment.aaas.org/topics/CE#/,tabs282/2,tabs-281/2

Alberta Learning. (2014). Science 10 [Program of Studies]. [Edmonton], Canada: Alberta
Learning.
Harlen, W. (2010). Principles and big ideas of science education. Hertfield, England: Association
for Science Education
Keeley, P. (2016). Science formative assessment [Kobo version]. Retrieved from Kobo.com
Martin, A. (n.d.). Exposing student misconceptions about cellular structure: a curriculum topic study. Retrieved
from: http://www.vast.org/_docs/Martin.pdf
Sampson, V., Enderle, P., & Grooms, J. (2013). Argumentation in science education. The
Science Teacher, 80(5), 30-33.

Stage 2 Assessment Evidence

Performance Task

Concept map:
From the beginning of the unit we want students to be aware of what the expectations for the course are and provide them with
explicit learning opportunities. These are designed to scaffold students towards the successful completion of a concept map. Formative
assessment will be embedded throughout this process, this allows for appropriate opportunities for feedback and assessment of understanding
as the unit progresses. We will present students with the following background information to facilitate their investigation.
Case: A multidisciplinary team of engineers, cellular and molecular scientists, and botanists must work together within a medical laboratory.
However, the members of this team cannot see the bigger picture of how their fields connect and complement one another. Each member is
certain that his or her field is the most important. The medical laboratory has asked you, an interdisciplinary research coordinator, to develop
a clear graphic representation of the relationship between these fields. You will construct a concept map that demonstrates the hierarchical
organization of all living things and how our understanding and research capabilities are guided by technology.
G - Goal Demonstrate the ability to think critically and creatively to construct a concept map delineating the relationships between the
hierarchical organization of life (from atoms, and then in sequence to molecules, organelles, cells, tissues, organs and organisms) and
advancement in research technologies.
R - Role - You are an interdisciplinary research coordinator.
A - Audience A multidisciplinary team of scientists and engineers.
S - Situation Team members within a multidisciplinary medical laboratory are not working collaboratively, which is impacting the
efficiency of the lab. The laboratory is seeking your expertise to persuade the members of the team that each discipline complements the
others and that working together and understanding the relationships between respective disciplines will move the team towards creative and
innovative scientific developments.
P - Product - Create a concise and clear explanation of the key concepts that connect each discipline.
1)
Illustration of relationships using a concept map

 Oral or written narrative explaining rationale behind the construction of the concept map.

Instructions:
You will work in groups of three to create a concept map that will be submitted at the end of the unit. As we progress through the unit you
will be giving class time to work on your concept map, demonstrating your development of ideas over time. Initial drafts will be
incorporated into a journal. You will be provided with feedback with the aim that you use this feedback as a means of improving your
understanding of class content and to improve your ongoing development of your concept map. At the end of the unit you will be given a full
class period to complete and submit your concept map.
A concept map is a graphical representation of ideas. It demonstrates connections and relationships between concepts.
What does a concept map include?
Concept Terms (in circles/boxes)
One-way arrows that indicate a directional relationship between two concepts
Linking Phrases or words that label the arrows and describe the relationship between a pair of Concept Terms
Important guidelines:
Concept Terms appear only once on the map
The map can be organized any way you want
Use only one labeled arrow between two concepts
You can link a Concept to more than one other Concept, but use separate labeled arrows
You can only draw arrows between Concepts, not to another arrow
Example: http://cmap.mpls.k12.mn.us/rid=1223917545903_1739150913_146/Hannah's%20concept%20map.cmap?
rid=1223917545903_1739150913_146&partName=htmljpeg

Step-by-Step Instruction:
As described by Vanides, Yin Tomita & Ruiz-Primo (2005), students need to be explicitly trained on how to develop concept maps.
These authors (2005) suggest using a topic that students are familiar with as a starting point. We will begin by providing students with
exemplars of concept maps related to the previous unit. For example, if they have previously completed Unit A: Energy and Matter in
Chemical Change. We would begin with examples that reflect this unit (the image shown above).

Together with students, we will look at the strengths and weaknesses of the concept map. We will draw attention to the inclusion of
key concepts, the connections between these concepts, and the appropriate use of linking words.
Next, we will begin to construct a simple concept map as a class. We will connect this map to the content covered over the past two
lectures (Cell Theory and Technology). Students will be asked to identify key concepts, as the teacher writes these key concepts on the
board. The teacher will then draw attention to the hierarchical arrangement of the concepts, while encouraging students to identify and
describe concepts that are connected, one pair at a time. The teacher will draw a line between these concepts as students work towards
finding appropriate linking words. Finding the correct linking words is considered to be one of the most difficult aspects of constructing
concept maps, to assist students, the teacher will provide students with the following list of linking words as support:
http://www.nhsd.org/cms/lib03/PA01001961/Centricity/Domain/94/Part%20B%20-%20Concept%20Maps%20Linking%20Words%20Cheat
%20Sheet.pdf
Formative Assessment: Scaffolding Students Towards Success
Vanides, Yin, Tomita, & Ruiz-Primo (2005) highlight the importance of practice in creating strong concept maps. As such, the
construction of the concept map will be an ongoing activity. Students will be provided time to work on their concept map every Friday and
will be provided with feedback designed to elicit questions, deeper understandings, and improve their concept map design. Students will
work in teams, using each other as instructional resources. Despite working in groups, each student will be responsible to include their
concept map in their journal. Students concept map may or may not resemble those created by members of their groups. The ongoing
development of the concept maps allows the teacher to identify gaps in student knowledge and identify misconceptions that can be
addressed in subsequent classes.
English Language Learners: Research supports the use of concept maps for ELL students (Chularut & DeBacker, 2004; Moreira &
Moreira, 2011). It allows students to demonstrate their understandings without relying heavily on text-based assessment tools. The biggest
area of concern for ELL students will be identifying appropriate linking words to make connections amongst the concepts. To help facilitate
their understanding, students will be provided with a document with examples of propositions that can be used as linking terms. They will
also be encouraged to discuss the development of concept maps with their peers in small groups. Small group work provides ELL students
with additional support through their learning, and helps to scaffold language development in a comfortable setting.

Rationale:

Research supports the use of concept maps as a valid and reliable summative assessment form (Fisher, Wandersee, & Wideman, 2000l;
Novak & Mudsonda, 1991). Many researchers argue that concept maps measure conceptual understandings that are not easily assessed
through traditional means of assessment, such as written tests (Varghese, 2009; Novak & Musonda, 1991).

References
Chularut, P., & DeBacker, T. K. (2004). The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of
English as a second language. Contemporary Educational Psychology, 29(3), 248-263.
Fisher, K., Wandersee, J., & Wideman, G. (2000). Enhancing cognitive skills for meaningful understanding of domain specific knowledge.
American Association for the Advancement of Science. Retrieved from: http://public.sdsu.edu/CRMSE/Fisher-one.com
Moreira, M. M., & Moreira, S. M. (2011). Meaningful learning: use of concept maps in foreign language education, Aprendizagem
Significativa em Revista/Meaningful Learning Review, V1(2), 64- 75.
Novak, J. & Musonda, D. (1991). A twelve-year longitudinal study of science concept learning. American Educational Research Journal, 28
(1), 117-153.
Varghese, T. (2009). Concept maps to assess student teachers understanding of mathematical proof. The Mathematics Educator, 12(1), 4968.

Excellent
Comprehensive Critical engagement with course
Inclusion of
materials is demonstrated
Concepts
through the comprehensive
selection of key concepts that
reflect the purpose of the task.

Organization
of
Relationships

Terminology

Good

Requires further development

Thoughtful engagement with

course materials is
demonstrated through the
integration of most of the
important concepts that reflect
the purpose of the task.

Poor engagement with course

materials is demonstrated by
the integration of few
important concepts that reflect
the purpose of the task.

Insufficient evidence provided

Minimal engagement with course
materials is demonstrated by the
integration of limited to no
important concepts that reflect the
purpose of the task.
Concepts are integrated with
minimal understanding of subject
matter.

Concepts are properly

integrated and reflect an
accurate understanding of
subject matter.

Conceptsareintegratedwith
minimalinaccuracies.

Concepts are integrated with

large inaccuracies and
misconceptions.

Several relevant links are made

between all concepts.

Several relevant links are

made between most concepts.

Several relevant links are

made between some concepts.

Links between concepts are

irrelevant or missing.

Conceptsarepoorlyorganized
withveryfewbranching,cross
linking,orfeedbackloops.

Conceptsareonlyorganizedlinearily.

Concepts are sophistically

organized with branching,
cross-linking, and feedback
loops.

Concepts are adequately

organized with some
branching, cross-linking, or
feedback loops.

Appropriate hierarchy
developed.

Hierarchy has some errors.

Clear relationships between all

concepts are identified.

Clear relationships between

most concepts are identified.

Appropriate terminology is used

to correctly describe all
relationships.

Appropriate terminology is
Appropriate terminology is
used to correctly describe most used to correctly describe
relationships.
some relationships.

Hierarchy has many errors.

Hierarchy is completely
inappropriate or missing.

Clear relationships between

some concepts are identified.

Insufficient or vague relationships

between concepts.
Relationships lack descriptions, or
use inappropriate terminology.

Progression of
ideas

Considerable cognitive
progression from original map is
demonstrated.
Significantly improved
understanding of the subject
matter is evident.

Moderate cognitive
progression from original map
is demonstrated.
Moderately improved
understanding of the subject
matter is evident.

Minimal cognitive progression

from original map is
demonstrated.
Slightly improved
understanding of the subject
matter is evident.

Insignificant cognitive progression

from original map is demonstrated.
No improved understanding of the
subject matter is evident.

Rationale:Thisrubricwascreatedtoreflectthegrowingbodyofliteratureaimingtoidentifyappropriatescoringsystemsforconcept
mapping(BesterfieldSacre,Gerchak,Lyons,Shuman,&Wolfe,2004;RuizPrimo,2004).Althoughwehaveprecreatedthisrubric,this
rubricwillbepresentedtothestudentsduringthefirstlessonoftheunitandwillbeusedtoassesstheexampleconceptmap.Students
feedbackwillbeencouragedandincorporatedintotherubric.Theconstructionofthisrubricreflectstheresearchthatsupportsaholistic
approachtoassessingconceptmaps,andthisiswhyweusedqualitativeterminology(comprehensiveselection,most,etc.)ratherthan
quantitative(e.g.5keyconceptsmustbeincluded)(BesterfieldSacre,Gerchak,Lyons,Shuman,&Wolfe,2004).Specialattentionand
elaborationtothesetermswillbeprovidedtostudents.

SelfEvaluation:Studentswillbeaskedtoselfevaluatetheirconceptmapbasedontheprovidedperformancetaskrubric.
PeerEvaluation:Studentsandteacherwillcocreatearubrictoassessthecollaborativenatureofthisperformancetaskandstudentsand
teacherwillevaluatecollaborationofeachmemberbasedonthisrubric.

References:
BesterfieldSacre,M.,Gerchak,J.,Lyons,M.R.,Shuman,L.J.,&Wolfe,H.(2004).ScoringConceptMaps:AnIntegratedRubricfor
AssessingEngineeringEducation.JournalofEngineeringEducation,
RuizPrimo,M.(2004).Examiningconceptmapsasanassessmenttool.PaperpresentedatProc.oftheFirstInternationalConferenceon
ConceptMapping:ConceptMaps:Theory,Methodology,Technology.Pamplona,Spain.Retrievedfrom:
http://cmap.unavarra.es/rid=1PPHQFL6523ZND2Q2YQ/examining%20concepts%20maps%20as%20assessment%20tool.pdf

Lesson Plan
Understanding By Design Framework

Course

Science

Grade Level

10

Subjec
t

Unit C: Cycling of Matter in Living Systems

Time Frame

85 minutes

Title

Microscopes & Technology

Developed by

Aragon, C., Dominguez, C.

Stage 1 Desired Results

Content Standard(s): (Alberta Learning, 2014)

Unit C: Cycling of Matter in Living Systems (Nature of Science emphasis)

1. Explain the relationship between developments in imaging technology and the current understanding of the cell
2. Conduct investigations into relationships between and among observable variables, and use a broad range of tools and techniques
to gather and record data and information

3. State a conclusion based on experimental data, and explain how evidence gathered supports or refutes the initial hypothesis
4. Work as members of a team in addressing problems, and apply the skills and conventions of science in communicating
information and ideas and in assessing results.
Enduring Understandings/Big Ideas:
Students will understand that

Scientific explanations, theories and models

are those that best fit the facts known at a
particular time.

The knowledge produced by science is used

in some technologies to create products to
serve human ends.

Applications of science often have ethical,

social, economic and political implications

Knowledge objectives (outcomes):

Students will know . . .

There is certain criteria required to create a

testable question

Testable questions can be answered through

investigation

Essential Questions:

What makes a good testable question?

How do we use scientific inquiry to find answers to questions?

How has advancements in technology influenced our understanding of

cellular and molecular levels?

Skill objectives (outcomes):

Students will be able to . . .

Conduct investigations into relationships between and among observable

variables, and use a broad range of tools and techniques to gather and
record data and information

Ask questions about observed relationships, and plan investigations of

questions, ideas, problems and issues

The effect of microscope technology and

staining techniques on cell theory

Collaborate with others to refine observations and brainstorm ideas

Stage 2 Assessment Evidence

Performance Task(s): This lesson will contribute to the summative assessment, the concept map (see GRASP analysis and rubric on the
unit plan).
Student Self-Assessments

Metacognitive evaluation of their learning at

the end of the lesson, through an exit card.

Other Evidence (Formative assessments)

Teacher monitoring

Group conversation

Think, pair, share

Graphic organizers (T-Chart, sticky note activity)

Data matching

Constructed response

Exit cards

Stage 3 Learning Plan

Learning Activities:

Stage of the Learning Cycle

What the Student does . . .

What the Teacher does . . .

Time

Materials

Differentiation (Diff)

Engage

Students will discuss in groups the

elements that characterize a testable
question. They will relate this
understanding to developments in
technology (e.g. Cell Theory and
microscopes).

Put the students into groups of 3-4 for

discussion. Monitor the discussion by
listening to the conversation, formative
assessment.

10
mins

Diff: Small group discussion

Explore

Students will be asked to come up

with and write down any questions,
related to the current unit, which
can be examined through scientific
experimentation.

One question per sticky note

Questions need to be related to the

current unit, as it:

Get students thinking about

Provide students with a pad of sticky

notes.

As students are working, stick already

prepared paper headings on the wall with
the categories: testable, immeasurable
variables, nonspecific time frames, and
nonspecific terminology.

20
mins

Sticky notes

Paper with
headings

the units content

knowledge

Explain

Formative assessment of
their understanding

Students are participating in the

discussion, providing their rationale
for each category.

Go through each sticky note with the

class, ask for student input in regards to
which heading they believe the question
would fall under. If needed, guide
students toward correct answers.
(Formative assessment)

The teacher will facilitate the following

discussion:

Not all questions can be answered

through scientific inquiry
(testable questions involve
variables that can be measured or
observed)

Non-specific terminology must be

defined, to be considered
measurable (e.g. use of the term
react)

Investigations address questions

within a specific time period

What do the words always,

20
mins

never etc. mean? Are these

plausible in this situation? How
can they be altered to be more
specific?

Diff: Class discussion

Elaborate/
Extend

In groups, students will match the

collected data to the type of
microscope.

Students will measure the true size

of the cell or organelle within the
field of view based on the image
and the magnification objective of
the microscope.

Immeasurable variables, why are

these immeasurable? What do
these variables have in common?
Can we change the question to
make it measurable?

Distribute a envelope containing

information about each type of
microscope and data collected (image
and distribution) to each group.

Monitor conversations, address questions

with the class as they come up. Visit with
each group to discuss their rationale for
their match, as formative assessment.

Discuss the progression of technology on

research from cellular to molecular
levels.

30
mins

Envelope
with info
and data
collected

Students will illustrate their

understanding by developing an
investigable question related to
cells specific to each microscope
type.

Students will be following a fill-inthe blank sheet that follows a

constructed response.

Diff: Constructed response, visual

representations, peer assistance
Submit the testable question created
and a justification for why it is
testable.
Wrap up
Evaluate
Exit Card: Students will respond to
the question - Reflect on the
influence of technology on
scientific observation. How has
your perceptions changed?
Review (in reference to the design)

5
mins

Strengths:

Inquiry based

Differentiated

Addresses misconceptions related to Nature of Science

Develops scientific literacy skills

Clear link to the Program of Studies

Areas needing improvement:

Time management