Ideal Diet for a Cell

Assessments

Description of formative and summative assessments

• Projective prospectus, classroom opinion poll-This assessment could be used when discussing diets, to see how students really think about the new trends and see how the debate has impacted their opinions.
• The interest knowledge skills checklistcould be use to assess students' level of interest in topics the unit will cover prior to starting the unit. The use of this would be to emphasize the parts of the unit students are most interested in, and de-emphasize those that the students have the most experience in, or take those on a more in depth level, so as to avoid student boredom. The more interested students are, the more they will learn and pay attention, which would increase the success of the project.
• The diagnostic learning logs would be great for students ready to analyze their own skills as learners. Students would keep a log through the entire project, to give themselves and the teacher feedback to improve lessons and make sure students understand material. By keeping a journal throughout the six weeks (or semester) students will be more aware of their own strengths and weaknesses so they can properly prepare for tests and not fall behind.
• The Problem Recognition Task could be incorporated into the unit when considering the consequences of certain diet deficiencies. Students would be presented with symptoms and, using their new knowledge of diet/nutrition information, they could come up with possible causes of the symptoms to diagnose.
• The one-sentence summary technique would be a good way for students to synthesize their knowledge of processes such as respiration and photosynthesis, which are both included in our unit. They would have to use one sentence to link all of the steps, which would give them a cohesive overview of a more complex topic. I think it would help them recall the overall ideas of each in the future.
• The "pro and con" grid would fit perfectly into the debate section of our unit that has students look at diets that have been designed and debate on whether they would work and be healthy. In a pro and con grid, students would be able to get their ideas down in an organized system. This will help them to learn how to evaluate issues in other realms as well by sitting down and logically thinking about the ramifications of such issues by considering both positive and negative aspects. It is a skill critical to functioning in a social context, so students can carry this into the world and be able to make more informed choices.
• memory matrix assessment technique would be another good way to start off the 6 weeks to recap the cell structures that students have already learned and to build on with the cell membrane, which is a new topic. Each organelle would have its own line, with "structure" and "function" being two headings to fill in for each organelle. The students would fill the chart in as best they can, and then whatever they are not clear on can be recovered as needed for the cell nutrition unit. They could then take the chart and build on it with the membrane and larger organs that fit into the nutrition unit.

Project Grading Rubric

Background Research (due at end of week 1):

• presented in APA format with correct grammar
• sufficient to make informed choices, including (but not limited to):
• meal worm dietary needs
• meal worm anatomy

10 points possible

Project Design Plan (due at end of week 2)

• Procedure
• Materials
• Hypothesis
• Potential methods of data collections and analysis
• Proposed diet (based on research)

20 points possible

Project Implementation (done in shifts by group; each group does this for 1 week)

• Group diet selection
• Data collection
• Feeding worms
• Participation

10 points possible

Data and Analysis

• Log books complete
• Statistical analysis of data; are the worms in each group really different?

20 points possible

Conclusion

• Synthesis of results;  back your conclusion with the data you've collected
• Include any confounding variables

10 points possible

Presentation

• Content:  cover all pertinent material (procedure ˆ conclusion)
• Clarity (target towards someone with no biology background)
• Communication Style (use whatever format you think best fits!)

30 points possible