Reflection: Diverse Entry Points Cell Organelle Project - Day 1 - Section 2: Explain


I try to begin each class period with a type of formative assessment that will provide me with an understanding of the information the students remember from previous lessons and the topics that need further review.  I use journal entries as a way to help activate student thinking and as a way to access both prior knowledge of a topic and information discussed in class.  

I also regularly use note card activities as a way to get students out of their seats and provide them with the opportunity to speak with their classmates as they build knowledge or review material together.  Using note card activities allows me to vary the level of difficulty for each student while they complete the task.  For instance, with this activity I hand out the note cards containing the picture of the organelle to students who know the names and functions of the organelles, but are still working on remembering what the structures look like.  Similarly, I am able to provide students with the appropriate level of challenge by giving them an organelle with which they may be familiar, but not remember completely.  This type of control over the activity is also helpful in working with students with IEPs because these students are able to fully participate in the activity at a level that is appropriate.

  Various Means of Assessment
  Diverse Entry Points: Various Means of Assessment
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Cell Organelle Project - Day 1

Unit 3: Cells
Lesson 9 of 12

Objective: SWBAT develop creative ways to exhibit their understanding of the structure and function of a given cell organelle.

Big Idea: In this lesson students begin creating a project to demonstrate their understanding of cell organelle structure and function.

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prophase cell nuclei
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