knowledge on cells. It will also act as a chance to see the students’ common misconceptions on cells. The teacher should keep these ideas on the board for later use. Video: Explore The students will receive pieces of paper with the name of an organelle on it. The students with the same organelle will work together to research the organelle. Research activity- pair exercise Pair the students with the same organelles together to research their organelle Use creditable sources for information. -.edu, .gov, reference books, text book, etc. Focus research on answering the questions Year discovered Country Scientist Number present in Relative size in the cell What kind of cell the organelle is found in Role Function One interesting fact Research for each organelle will be used in an oral presentation and compiled and made available as Randomly pass out pieces of paper with a name of an organelle on it. (there should be 2 students with the same organelle) Have the students find the person with the same organelle Research activity- pair exercise Pair the students with the same organelles together to research their organelle Use creditable sources for information. -.edu, .gov, reference text book, etc. Focus research on answering the questions Year discovered Country Scientist Number present in cells Relative size in the cell
Teacher Name: Mr. Younkerman Student Name: ________________________________________ CATEGORY 4 3 2 1 Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the very well. Collaboration with Peers Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present. Listens to Other Presentations Listens intently. Does not make distracting noises or movements. Listens intently but has one distracting noise or movement. Sometimes does not appear to be listening but is not distracting. Sometimes does not appear to be listening and has distracting noises or movements. Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic. Student is able to accurately answer most questions posed by classmates about the topic. Student is able to accurately answer a few questions posed by classmates about the topic. Student is unable to accurately answer questions by classmates about the topic. Story Writing Rubric: Life Within A Cell CATEGORY 4 3 2 1
Introduction First paragraph has a \"grabber\" or catchy beginning. First paragraph has a weak \"grabber\". A catchy beginning was attempted but was confusing rather than catchy. No attempt was made to the reader\'s attention in the first paragraph. Organization The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. The story is a little hard to follow. The transitions are sometimes not clear. Ideas and scenes seem to be randomly arranged. Spelling and Punctuation There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. There is one spelling or punctuation error in the final draft. There are 2-3 spelling and punctuation errors in the final draft. The final draft has more than 3 spelling and punctuation errors. Accuracy of Facts All facts presented in the story are accurate. Almost all facts presented in the story are accurate. Most facts presented in the story are accurate (at least 70%). There are several factual errors in the story. Setting Many vivid, descriptive words are used to tell when and where the story took place. Some descriptive words are used to tell the audience when and where the story took place. The reader can figure out when and where the story took place, but the author didn\'t supply much detail. The reader has trouble figuring out when and the story took place. Requirements All of the written requirements were met. Almost all (about 90%) the written requirements were met. Most 75%) of the written requirements were met, but several were not. Many requirements were not met.