1 Cell Biology TL Unit Contributors:

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Repeat steps 1 through 3 Ask the class to list functions cell must perform to live, and the parts of the cell Can the students group the parts according to function? Can the students organize the parts of the cell? Make connections?
Recognize that student knowledge is limited Students will have some prior knowledge, but it will be simple, pat definitions. Allow class to explicitly identify what they don’t know or understand. Emphasize that what we don’t know as a class will direct the rest of the unit.
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 and 14: TRANSITION: Bring the Class to Biol
Page 15 and 16: Concept Maps NOTE: Homework (asses
Page 17 and 18: Example of a poor concept map “S
Page 19: Break the “Jell-O salad mold”
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

1 Cell Biology TL Unit Contributors:

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