S1+Carville,+Phillip

=Stage 1 - Identify Desired Results= Students learn structure, function, and composition of different cells.
 * **Establish Goals (MLR or CCSS):** **(G)** ||
 * **Maine Learning Results**
 * Content Area:** Science and Technology
 * Standard Label:** E. The Living Environment
 * Standard:** E.3. Cells
 * Grade Level Span:** Grade 9-Diploma
 * Performance Indicators:** a, b, c, d. ||

//What understandings are desired?//
•like all machines, cells are made up of smaller parts that allow them to perform specific functions. •cells reproduce differently and many problems can occur during this process. ||
 * **//Students will understand that://** **(U)** ||
 * •cells are essential to all life and everyday activities.

//What essential questions will be considered?//
•What are organelles and how do they assist in the overall function of different types of cells? •How is it that replacing dead skin cells and developing cancer can be closely related? ||
 * **Essential Questions:** **(Q)** ||
 * •Why are cells essential to life and what purpose do they serve?

//What key knowledge and skills will students acquire as a result of this unit?//
nucleus, E.R.,golgi body, proteins, amino acids, differentiation, DNA, vacuole, lysosomes, mitochondria, vesicle, lipids, chloroplasts, cell membrane, cell wall, centriole, myosin, interphase, anaphase, metaphase, prophase, cytokinesis, flagellum, plastid. •Critical Details: use of microscopes, understanding images, different cells for different reasons, differentiation, respiration, photosynthesis. very specific functions for organelles. •Relations: what causes cancer, potential treatments for cancer,diseases with organelles, cellular reproduction problems. || •justify the importance of cells for all organisms and systems. •make sense of organelles and their importance to cells. •use microscopes to differentiate stages of mitosis and meiosis. •compare eukaryotic cells, plant cells,and single celled organisms,noting their similarities and differences. •relate to all life on a cellular level. •recognize the dangers and problems involved with cellular anomalies. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •Terminology: organelles, body systems, meiosis, mitosis,


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**