1 Cell Biology TL Unit Contributors:

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TRANSITION: Bring the Class to <strong>Biology</strong> The procedures with the car has served as a model for what we would like the students to do. Car will serve as an analogy Now use the same procedure as with the car, but with the human body list functions body must perform to live list body parts categorize body parts according to function parts must be assembled in correct locations certain activities must occur for body to function may or may not include formative assessment by performing “perturb and predict” exercises
Concept Maps NOTE: Homework (assessment) will include concept mapping of cell parts with respect to function If students have not been introduced to concept maps, a good place to introduce them is at the point when they are asked to categorize the parts of the body according to function. This will model for them what we would like them to do in the homework assignment.
Page 1 and 2: Cell Biology TL Unit Contributors:
Page 3 and 4: Cell Biology TL Unit Brief Descript
Page 5 and 6: Homework A. Label all of the organe
Page 7 and 8: Description of the Challenge Our g
Page 9 and 10: Preliminaries Before this class P
Page 11 and 12: Summary Car is organized parts s
Page 13: TRANSITION: Bring the Class to Biol
Page 17 and 18: Example of a poor concept map “S
Page 19 and 20: Break the “Jell-O salad mold”
Page 21 and 22: Recognize that student knowledge is
Page 24 and 25: Encourage students to think The co
Page 26 and 27: 2. Draw a concept map that shows th
Page 28 and 29: 4. Predict, in detail, what would h
Page 30 and 31: The Big Idea Living Things Are Org
Page 32 and 33: “Active Transport” of the “Bi
Page 34 and 35: Living things are organized. Repla

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