Reflection: Checks for Understanding Life in a Box (Day # 2 of 3) - Section 4: Closure: What did we learn? Where do we go from here?


At this point, two days have been devoted to diving into the minutiae of cell structure and function. Clearly, this task hinges on details, details, and more details! Before we begin building the final product (see Day #3) I take a moment in order to review the major similarities among and between the cell types (bacterial, plant, and animal) to be sure that students have this right.

I also would recommend double-checking the functions of the major organelles such as the nucleus (storage of DNA), mitochondrion (break down of sugar), chloroplast (making sugar), cell wall and cell membrane (supports cell), to name a few.

This can be done in a quick 2-3 minute review with the class. I use a "random draw" method to select students to share what they have completed. In this strategy, I have a class set of index cards, one per student. I randomly select one card for each organelle I want to review with the class. This is an efficient and fair system for doing a quick check; no one feels picked on and I announce the five to answer so that each is ready with their response.

  Checks for Understanding
  Checks for Understanding: Checks for Understanding
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Life in a Box (Day # 2 of 3)

Unit 2: 2) Cells ("Form and Function")
Lesson 4 of 20

Objective: SWBAT develop and use a model to illustrate the hierarchical organization of interacting organelles within a cell. (HS-LS1-2)

Big Idea: Life is like a box... It has a defined boundary, things can go into and out of it and the action happens inside of it!

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Science, Cells and Cellular Processes, cells, form vs. function, structure and function , compare and contrast, categories
  65 minutes
cell box
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