Cells Made Simple Teach your peers about cell organelles and processes

Introduction: The Grade 8 Science Department at CDNIS has concerns that science students are having difficulties being engaged in learning about cells. They recognize the popularity and expertise of video for young people and are seeking a collection of simple, yet scientifically accurate, videos to teach Grade 8 students about cell organelle processes.
Specifically, they are seeking explanations of processes involved with the following organelles: Cell membrane and cell wall Nucleus and DNA Endoplasmic reticulum and ribosomes Mitochondria Chloroplast and chlorophyll Cytoplasm Vacuole Golgi complex Lysosome Cytoskeleton

To encourage engagement, the department would like all videos to have: Appropriate title and credits Engaging music and sound effects Sufcient lighting and props Condent and knowledgeable conversational tone Production length between 60 seconds and 90 seconds. Your video should include the following scientific content: How do your organelle(s) contribute to the efcient functioning of the cell and in what type of cell would you nd it? Describe the main processes that occur within this organelle or that this organelle is involved with. Describe what your organelle looks like, the number found in each cell and what is its size relative to the rest of the cell. Steps to take: 1. Individually write your script. Remember that this should be no longer than 90 seconds. You must use all of your own words- be creative and concise! 2. Submit your script to Ms Daniels on Moodle for assessment. 3. With your group of 3, come up with a group script- you may either choose one script that you like best, or combine all 3. 4. Begin production. Don't forget that all images must be original, music may be from GarageBand or from another source (licensed for reuse only) 5. Edit to perfection 6. Come up with at least 6 quiz questions (with answers) based on content from your video. Submit to Ms Daniels on Moodle by ____________ 7. Premiere screening of your production is on ____________________ This assignment will be assessed on Criterion B (Communication in Science) and Criterion C (Knowledge and Understanding of Science). Please see next page for the grading rubric and task specic guidelines.

Grading Rubric for Cells in Plain English

MYP Level MYP Descriptor for Criterion B: Communication in Science Task Specic Guidelines Script: Your script uses plain English (grade 8 language) and you explain any difcult terms clearly using appropriate scientic language. You include works cited in MLA format. Movie: Appropriate title and credits Engaging music and sound effects Effective lighting Engaging props Condent and knowledgeable conversational tone Production length between 60 seconds and 90 seconds.

5-6

The student communicates scientic information effectively using scientic language correctly at an appropriate level. The student presents all the information appropriately using symbolic and/or visual representation according to the task at a suitable level of complexity. The student acknowledges sources of information appropriately.

3-4

1-2

The student communicates scientic information using scientic language at an appropriate level. The student presents most of the information appropriately using symbolic and/or visual representation according to the task at a suitable level of complexity. The student acknowledges sources of information with occasional errors. The student attempts to communicate scientic information using some scientic language at an appropriate level. The student presents some of the information using some symbolic or visual representation when appropriate. The student attempts to acknowledge sources of information but this is inaccurate. The student does not reach a standard described by any of the descriptors.

MYP Level

MYP Descriptor for Criterion C: Knowledge and Understanding

Task Specic Guidelines Script: Your script clearly states how your organelle(s) contribute to the efcient functioning of the cell and in what type of cell it is found. Your script describes what your organelle looks like, the number found in each cell and what is its size relative to the rest of the cell. Your script describes the main processes that occur within this organelle or that this organelle is involved with. Movie: Your movie clearly and concisely explains your organelle and its processes to a Grade 8 audience.

5-6

The student uses scientic ideas, concepts and/or processes correctly to construct scientic explanations. The student analyses and evaluates information critically and makes comments on the validity and quality of the information supported by scientic understanding.

3-4

1-2 0

The student describes scientic ideas, concepts and/or processes consistent with the complexity of the work covered. The student analyses simple scientic information and by identifying basic components, patterns, and relationships. The student recalls some scientic ideas, concepts and /or processes, consistent with the complexity of the work. The student does not reach a standard described by any of

5-6

The student uses scientic ideas, concepts and/or processes correctly to construct scientic explanations. The student analyses and evaluates information critically and makes comments on the validity and quality of the information supported by scientic understanding.

contribute to the efcient functioning of the cell and in what type of cell it is found. Your script describes what your organelle looks like, the number found in each cell and what is its size relative to the rest of the cell. Your script describes the main processes that occur within this organelle or that this organelle is involved with.

Movie: Your movie clearly and concisely explains your organelle and its processes to a Grade 8 audience. The student describes scientic ideas, concepts and/or processes consistent with the complexity of the work covered. The student analyses simple scientic information and by identifying basic components, patterns, and relationships. The student recalls some scientic ideas, concepts and /or processes, consistent with the complexity of the work. The student does not reach a standard described by any of the descriptors.

3-4

1-2 0
Teacher Comments: ______________________________________________________________________

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