Multimedia Project : Cell Theory Presentation Rubric Teacher Name: Student Name: ________________________________________ CATEGORY 4 3 2 1 Evidence to support component #1 Presentation contains an image that strongly supports the component of cell theory. Presentation contains an that supports the component of cell theory. Presentation contains an that weakly supports the component of cell theory. Image does not provide support for cell theory component. Justification of support component #1 Students have clearly stated their justification for selecting the image to support the cell theory component and demonstrate good understanding of how the image supports the component. Students have stated their justification for selecting the image to support the cell theory component. Students' justification is incomplete and/or does not completely justify their reason for using the image. The students' justification is incorrect OR the students did not justify their reasoning for selecting the image. Evidence to support component #2 Presentation contains an image that strongly supports the component of cell theory. Presentation contains an image that supports the component of cell theory. Presentation contains an image that weakly supports the component of cell theory. does not provide support for cell theory component. Justification of support component #2 Students have clearly stated their justification for selecting the image to support the cell theory component and demonstrate good understanding of how the image supports the component. Students have stated justification for selecting the image to support the cell theory component. Students' justification is incomplete and/or does not completely justify their reason for using the image. The students' justification is incorrect OR the students did not justify their reasoning for selecting the image.
Evidence to support component #3 Presentation contains an image that strongly supports the component of cell theory. Presentation contains an image that supports the component of cell theory. Presentation contains an image that weakly supports the component of cell theory. Image does not provide support for cell theory component. Justification of support component #3 Students have clearly stated their justification for selecting the image to support the cell theory component and demonstrate good understanding of how the image supports the component. Students have stated their justification for selecting the image to support the cell theory component. Students' justification is incomplete and/or does not completely justify their reason for using the image. The students' justification is incorrect OR the students did not justify their reasoning for selecting the image. Sources Source information collected for all graphics, facts and quotes. All documented in desired format using www.easybib.com. Source information collected for all graphics, facts and quotes. Most documented in desired format using www.easybib.com. Source information collected for graphics, facts and quotes, but not documented in desired format (www.easybib.com). Very little or no source information was collected. Attractiveness excellent use of font, color, graphics, effects, etc. to enhance the presentation. Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Use of font, graphics, effects etc. but these often distract from the presentation content. Mechanics No misspellings or grammatical errors. Three or fewer misspellings and/or mechanical errors. Four misspellings and/or grammatical errors. More than 4 errors in spelling or grammar.
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Station 5: Prism Procedures: 1. your prism on a blank sheet of white paper. 2. Take your flashlight and shine it through the prism. 3. Observe what you see on the white sheet of paper. What did you observe happen to the light when it went through the prism? Why do you think that this happened to the light? Was it reflected, refracted or absorbed? ______________________ How do you know? If you look through the can you see in front of you or do you see to the side or you? ___________________________ Why do you think this happens? Notes for Students Word: Reflections Definition: When changes direction as it bounces off a smooth, shiny surface Synonym: bounce Why it’s similar: Both change direction Word: Refraction Definition: The bending of a wave as it moves from one medium to another Synonym: fracture Why it’s similar: Both look broken Word: Absorption Definition: Waves that are “soaked up” by a substance Synonym: sponge Why it’s similar: Both ”soak up” The Power of Energy
Explain Student products such as CER, DI Menus After students complete the worksheet have a class discussion to clarify their ideas. Go over these points with the students: What did the toothpicks represent? What did the dots on the toothpicks represent? When you crossed the purple and the white flowers and got all purple offspring was it because the offspring only inherited the purple genes? What was the reason? Where are chromosomes found in a cell? What are chromosomes made of? Tell students: In your notebooks, look back at what you wrote at the beginning of the lesson about how traits are passed from parents to children. Now write down what you have learned about the relationships between DNA, chromosomes, genes, and traits: Chromosomes are made of DNA. Sections of the chromosome are called genes. The genes determine traits in organisms. Heredity is the passing of the traits from one generation to another. Have students copy a diagram in their notebook similar to the one below to show the relationship between DNA, chromosomes, and genes: . You Do Extend/ Elaborate Research, Home Learning To determine if students have a understanding of the concepts, have them create a model to show how they inherited a trait from their parents such as tongue rolling, attached earlobes, or another of the traits that were discussed at the beginning of the lesson. Or have them continue to work with the purple and white genes in pea plants and answer these questions: What would be the possible offspring if you crossed a flower with a purple gene and a white one with a flower that had only white genes? Only purple genes? Could two white flowers produce plants with purple flowers? Why or why not? Evaluate Exit Slip How are traits passed from parents to the children? If a child looks more like one parent than the other, does that mean that he/she inherited more genes from that parent than the other? How are genes and chromosomes related? GRRM* Gradual Release of Responsibility Model Summative Assessment Key: D A D
Think of a relationship that you have with a person. It can be a good one, bad one or one that really doesn’t affect you either way. Explain the relationship with that person and what your role is. Name ______________________________ Date __________________ Period _____ Exit Slip Symbiotic relationships include mutualism, commensalism, and parasitism. Which of the following is a commensal relationship? a bird pollinating a flower c. a hawk eating a mouse a mosquito biting a dog d. a bird building a nest in a tree Why did you choose this answer? of the following best describes a parasitic interaction? (SC.7.L.17.2) Microorganisms making nitrogen available to plants Microorganisms in the digestive tract causing inflammation and ulcers. Microorganisms in the digestive of cows helping break down plant material. Microorganisms in the digestive of humans helping convert substances to useable vitamins. Why did you choose this answer? 3. Lichens are actually made of two organisms: algae and fungi. The alga provides food for the fungus, while the fungus provides protection for the algae. This type of relationship, where both organisms benefit, is known as: a. predation c. mutualism b. parasitism d. commensalism Why did you choose this answer? 4. When a bird builds its nest in a tree, the bird benefits because the trees branches provide a place for protection from predators. In return, the tree is neither helped nor hurt by the birds nest. This type of symbiotic relationship is known as: Predation c. commensalism mutualism d. Parasitism