10/18/2005

New YorkStateAcademy for Teaching and Learning

Learning Experience/Information Form

Please complete the following and return this form with the learning experience.

Personal Information: Catherine Sedota

Address:120 E. Milnor Ave.LackawannaNew York14218

Home Phone:(716) 822-0381 Home FAX: NA

E-mail:

Current Teaching Position:

Grade level(s): 5-8 Subject(s): Science

School District Name: Diocese of Buffalo

School Name: St. Stanislaus School

School Address: 128 Wilson St. BuffaloNew York14212

School Phone:(716) 854-5511 School FAX:

Title of Learning Experience:

Exploring DOA

Peer Review Focus Question:

  • Why are cellular transport processes important to students?

Standard area(s):

Math, Science and Technology

Performance indicator level:

Elementary/Beginning LevelIntermediateCommencement

Alternate/Students with Disabilities

Peer Reviews: DaemenCollege Teaching to the Standards Class: October, 2005

MST Teacher Advisory Panel Meeting: January , 2006

  1. Learning Content

Enduring Understanding:

Body systems are comprised of cells that perform processes that contribute to the overall function of the system and health of the organism.

Essential Questions:

  • How is the health of the body related to the health of the cells?
  • How can understanding the way the human body works help people make decisions about their health?
  • What ethical issues arise from the act of killing cells? APPENDIX A- ANSWERS (p. 32)

Guiding Questions:

  • Which cellular transport processes are involved in the movement of molecules in and out of cells?
  • Why do some cellular transport processes require ATP (energy)?
  • How do the cellular transport processes ensure cell survival?

Reflection Question:

  • What decisions can I make to keep my cells/body healthy?

Purpose/Goal:

This learning experience helps students understand that their cells provide the mechanism for ATP (energy) production by the process of respiration. This energy is needed for the maintenance and repair of an organism’s body systems and is derived largely from cellular respiration that requires the movement of oxygen and sugar through the cell membranes by the processes of diffusion and active transport. The movement is driven by an attempt to achieve equilibrium. Students differentiate between the processes of diffusion and active transport by playing a game and physically moving each molecule through the cell membrane, following the proper concentration gradient. The movement of the molecules allows respiration to occur by providing the raw materials for this process.

Objectives:

  • Students discuss cellular transport processes (diffusion, osmosis and active transport).
  • Students are able to move the molecules (carbon dioxide, oxygen, sugar, waste and water) in the proper gradient direction across the cell membrane.
  • Students are able to identify which cellular transport process (diffusion, osmosis, or active transport) is used in a molecule’s transfer across the cell membrane.
  • Students are able to explain why the movement of a molecule is necessary for the proper functioning of the cell.
  • Students describe how the concentration gradient direction for molecular movement relates to ATP usage.

New YorkState Standards:

Math, Science and Technology

Science:Standard 4-The Living Environment

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.

Performance Indicator 5.1 a: Animals and plants have a great variety of body plans and internal structures that contribute to their ability to maintain a balanced condition.

Performance Indicator 5.1b: An organism’s overall body plan and its environment determine the way that the organism carries out the life processes.

Performance Indicator 5.1c: All organisms require energy to survive. The amount of energy needed and the method for obtaining the energy vary among cells. Some cells use oxygen to release the energy stored in food.

Grade Level/Ability:

This learning experience is designed for an eighth grade class that consists of 19 students, 5 of which have ADHD.

What Students Need To Know:

Prior to the Learning Experience:

Students:

  • take a pretest to assess cellular transport knowledge.
  • discuss and take notes on cellular transport processes, which they organize in Venn diagrams during science lecture, discussion and demonstration activities. APPENDIX B-NOTES (p. 33-38) APPENDIX C- LIST OF DEMONSTRATION ACTIVITIES (p. 39)
  • practice reading, creating and recording data in charts.
  • practice self-evaluation procedures using rubrics.
  • practice proper sportsmanship prior to game play.
  • practice intrapersonal and interpersonal work procedures, documented in the teacher-created Science Procedure Manual. APPENDIX E- PROCEDURES (p. 40)

During and After the Learning Experience:

Students:

  • practice the Exploring DOA Game within a PowerPoint demonstration, in order to become accustomed to game rules and procedures. APPENDIX D- GAME RULES SUMMARY (p. 39)
  • read and discuss the content of the Extended Response Rubric within the Exploring DOA Chart. ASSESSMENT PLAN (p. 16)
  • follow game procedure directions to complete the activity.
  • identify the cellular transport process used to move each particular molecule.
  • explain why each molecular movement allows for the proper functioning of the cell.
  • relate the gradient direction to ATP usage.
  • organize the gathered information in a chart.
  • follow interpersonal procedures during game play.
  • demonstrate proper sportsmanship during game play.
  • follow intrapersonal procedures while recording data in the remainder of the Exploring DOA Chart.

10/18/2005

Congruency Table

Title of Learning Experience: Exploring DOA

New YorkState Learning Standard: MST (Math, Science and Technology)

Area: Science

Content Standard: Standard 4- Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Area of Study: The Living Environment

Key Idea: Number 5 – Organisms maintain a dynamic equilibrium that sustains life.

Level: Intermediate

Grade Level: Eighth

Performance Indicator 5.1: Comparethe way a variety of living specimens carry out basic life functions and maintain dynamic equilibrium.

Performance Indicator Major Understandings / Instructional Task / Learning Objectives / Student Work / Assessment Tool
5.1a Animals and plants have a great variety of body plans and internal structures that contribute to their ability to maintain a balanced condition. / Student plays the Exploring DOA Game with a peer, rolling a die to determine the movement of carbon dioxide, oxygen, sugar, water or waste molecular game pieces across the cell membrane of an animal cell. Each student documents the Importance of Molecular Movement for Proper Cell Functioning in the appropriate column of the Exploring DOA Chart. / Students are able to explain why the movement of a molecule is necessary for the proper functioning of the cell (i.e. a balanced condition-equilibrium). / Student work is recorded in an Exploring DOA Chart that includes the following headings:
-Die Number Rolled
-Molecule Moved
-Importance of
Molecular Movement
For Proper Cell
Functioning / Students are assessed using the following:
-Cellular Transport
Pretest
-Exploring DOA Chart
and Extended Response
Rubric
-Teacher Observation
Form for Following
Directions
-Cellular Transport Post
Test.
Performance Indicator Major Understandings Continued / Instructional Task / Learning Objectives / Student Work / Assessment Tool
5.1b: An organism’s overall body plan and its environment determine the way that the organism carries out the life processes. / The student plays the Exploring DOA Game with a peer, rolling a die to determine the movement of carbon dioxide, oxygen, sugar, water or waste molecular game pieces across the cell membrane of an animal cell. Each student documents the molecule’s movement in the Direction of Movement column in the Exploring DOA Chart.
Students document which cellular transport process is utilized in the Cellular Transport Process Used column on the Exploring DOA Chart. / Students are able to move the molecules (carbon dioxide, oxygen, sugar, waste and water) in the proper gradient direction across the cell membrane.
Students are able to identify which cellular transport process (diffusion, osmosis, or active transport) is used in a molecule’s transfer across the cell membrane. / Student work is recorded in an ExploringDOA Chart that includes the following headings:
-Die Number Rolled
-Molecule Moved
-Direction of
Movement.
Student work is recorded in an ExploringDOA Chart that includes the following headings:
-Die Number Rolled
-Molecule Moved
-Direction of Movement
-Cellular Transport
Process Used. / Students are assessed using the following:
-Cellular Transport
Pretest
-Exploring DOA Chart
and Extended Response
Rubric
-Teacher Observation
Form for Following
Directions
-Cellular Transport Post
Test.
Performance Indicator Major Understandings Continued / Instructional Task / Learning Objectives / Student Work / Assessment Tool
Performance Indicator 5.1c: All organisms require energy to survive. The amount of energy needed and the method for obtaining the energy vary among cells. Some cells use oxygen to release the energy stored in food. / Students document and explain energy usage in the last three columns of the Exploring DOA Chart: ATP Usage, Why Was ATP Used/Not Used?, Gradient Direction. / Students describe how the concentration gradient direction for molecular movement relates to ATP usage. / Student work is recorded in an ExploringDOA Chartthat includes the following headings:
-Die Number Rolled
-Molecule Moved
-Direction of Movement
-Cellular Transport
Process Used
-ATP Usage
-Why Was ATP Used
/Not Used?
-Gradient Direction. / Students are assessed using the following:
-Cellular Transport
Pretest
-Exploring DOA Chart
and Extended Response
Rubric
-Teacher Observation
Form for Following
Directions
-Cellular Transport Post
Test.

10/18/2005

II.Assessment Plan

The students are assessed on their knowledge of cellular transport processes through the use of an ungraded Cellular Transport Pretest (p. 8), the completion of an Exploring DOA Chart (p. 9-11)which includes an extended response question and rubric, and a Cellular Transport Post Test (p. 12-14).

The Cellular Transport Pretest gauges student understanding of the 3 essential cellular transport processes (diffusion, osmosis, and active transport) that are involved in ATP production, and an explanation of how these processes result in a healthy body because of its properly functioning cells. Hence, it is also a diagnostic tool that is used to inform teaching.

The students’ completion of the Exploring DOA Chart during and after Exploring DOA Game play allows for the identification of the cellular transport process used per molecular substance moved, and the relationship of that movement for proper cell functioning. An extended response question regarding equilibrium is graded using an Extended Response Rubric within the contents of the Exploring DOA Chart assignment. Game protocol is also assessed using the Teacher Observation Form for Following Directions (p. 11) during Exploring DOA Game play. Upon completion of the Exploring DOA Chart, students self-evaluate their work using a photocopy of their completed Exploring DOA Chart and their science notebooks. Self-evaluation procedures are utilized to assess areas of proficiency and development within this learning experience, thus allowing student and teacher to identify areas where improvement is needed to master cellular transport process content. Student self-assessment shows that students understand and can explain why their work was right or wrong.

Upon completion of the scoring of the Exploring DOA Chart work and post test, a culminating score is obtained and the students are separated into distinguished, proficient and developing categories based on these scores.The Exploring DOA Chart accounts for 60% of the student grade for this learning experience. It includes assessment procedures that focus on qualitative recall and rubric use. The post-test accounts for 40% of the learning experience grade, and includes assessment procedures that parallel the ScienceNew YorkState assessment scoring.

Science

Name ______Date ______

Mrs. SedotaCellular Transport Process Test

Circle One:

pretestpost-test

Directions: Circle which cellular transport processes possess the characteristics below. (The characteristics are in bold and the cellular transport processes are in italics. More than one cellular transport process can be circled per characteristic.)

1. Moves Simple Substances
diffusionosmosis active transport / 2. Moves Complex Substances
diffusionosmosis active transport
3. Concentration Gradient is from Low
to High
diffusionosmosis active transport / 4. Concentration Gradient is from High
to Low
diffusionosmosis active transport
5. Uses Energy
diffusionosmosis active transport / 6. Does Not Use Energy
diffusionosmosis active transport

Directions: Name 1 substance moved by each of the cellular transport processes in the table below:

Cellular Transport Process / Substance Moved
diffusion / 7.
osmosis / 8.
active transport / 9.

Directions: Fill in the blank below.

  1. The energy needed to move certain substances through the cell membrane is ______.

Directions: Answer the following question in the space provided.

11. How is the health of the body related to the health of the cells?

Name ______Date ______

Directions: Record data once for each molecule type moved in the three columns on the chart below during game play until the cell reaches momentary equilibrium. Use the attached tally sheet to aid in molecular movement. Complete the remainder of the columns and extended response question individually after game play is completed. Only columns 1 and 2 should be filled if ATP is obtained. (93 total points)

EXPLORING DOA CHART

Die Number Rolled
1 point each / Molecule
Moved
2 points each / Direction of Movement
2 points each / Cellular Transport Process Used
3 points each / Importance of Molecular Movement for Proper Cell Functioning
5 points each / ATP Usage
1 point each / Why Was ATP Used/Not Used?
2 points each / Gradient Direction
2 points each

EXTENDED RESPONSE QUESTION (4 points)

Directions: Answer the question below in the space provided.

Explain why the cell reached momentary equilibriumand why the body does not want it to maintain this equilibrium.

EXPLORING DOA EXTENDED RESPONSE RUBRIC
A 4-point response contains an effective explanation of the extended response question. It shows a complete understanding of equilibrium and thoroughly addresses the points relevant to the solution. It contains logical reasoning and valid conclusions, communicates effectively and clearly through writing and/or diagrams. It may go beyond the requirements of the item.
A 3-point response contains minor flaws. Although it indicates an understanding of equilibrium, communicates adequately through writing and/or diagrams, and generally reaches reasonable conclusions, it contains minor flaws in reasoning and/or knowledge or neglects to address some aspect of the extended response question.
A 2-point response indicates gaps in understanding equilibrium. It contains some combination of the following flaws: an incomplete understanding of the concept, failure to address some points relevant to the solution, faulty reasoning, weak conclusions, and/or unclear communication in writing and/or diagrams.
A 1-point response indicates some effort beyond restating the extended response question. It contains some combination of the following flaws: little understanding ofequilibrium, failure to address most aspects of the solution, major flaws in reasoning that lead to invalid conclusionsor it omits significant parts of the solution/response.

Comments:

Exploring DOA Student Tally Sheet- Record number of molecules moved in and out of the cell. (Optional- not graded)

TURN / WASTE
IN OUT / SUGAR
IN OUT / H2O
IN OUT / O2
IN OUT / CO2
IN OUT
1
2
3
4
5
6
7
8
9
10

CUT ON DOTTED LINE

Name ______Date ______

Exploring DOA Teacher Observation Form for Following Directions (3 points)
OBSERVATION / ALLOTTED POINTS / POINTS RECEIVED
Student plays game following rules provided. / .5 point
Student follows interpersonal group procedures during game play. / .5 point
Student records data in the first 3 columns of Exploring DOA Chart 3 or less prompts. / .5 point
Student uses sportsmanship during game play. / .5 point
Student can explain orally why the cell reached equilibrium. / .5 point
Student fills in the remainder of the Exploring DOA Chart after game play, following intrapersonal procedures. / .5 point

How to Calculate Exploring DOA Activity Score

  • DOA Chart (93 points) + Extended Response Question (4 points) + Teacher Observation Form (3 points) = 100 total points

Science

Name ______Date ______

Mrs. SedotaCellular Transport Process Test

Circle One:

pretestpost-test

Directions: Circle which cellular transport processes possess the characteristics below. (The characteristics are in bold and the cellular transport processes are in italics. More than one cellular transport process can be circled per characteristic.) (3 points/cell)

1. Does Not Use Energy
diffusionosmosis active transport / 2. Uses Energy
diffusionosmosis active transport
3. Concentration Gradient is from High
to Low
diffusionosmosis active transport / 4. Concentration Gradient is from Low
to High
diffusionosmosis active transport
5. Moves Complex Substances
diffusionosmosis active transport / 6. Moves Simple Substances
diffusionosmosis active transport

Directions: Name 1 substance moved by each of the cellular transport processes in the table below: (3 points/cell)

Cellular Transport Process / Substance Moved
active transport / 7.
diffusion / 8.
osmosis / 9.

Directions: Fill in the blank below. (3 points)