7th+3-D+Cell+Project


 * Middle School Portfolio Content-Specific Assessment Task Template **
 * Science ||


 * 7th ||

Grade: Quarter: Content Area:
 * ** 1 ** ||
 * Required ||

Name of Task: Suggested or Required Task Format: (Selected Response, Skill Demonstration, Writing Prompt, Constructed Response, Performance Task) and brief description Brief Description: Students will construct a three-dimensional cell model. Organelles must resemble the actual cell organelle. No food, play-dough or clay is allowed. A key/legend must be present with the model. Students will then have a writing component for 5 of the major cell organelles. ||
 * 3-D Cell Model ||
 * Measurement Topic(s)  ||   Standards / Elements Assessed in Task   ||   Reporting Topic   ||
 * Cell Structure and Function ||  S7L2 a, b, c, d   || Cells to Systems ||
 * Format: __Performance Task__ Estimated Time: __3 weeks__

Assessment Protocol: (Under what circumstances is the assessment to be administered? For example, individually, in groups, in one sitting, over time, completely separate from instruction (obtrusive) or integrated within instruction (unobtrusive). Is it to be completed in class or outside of class?)
 * Assessment Protocol: Individually ||

It’s “Career Day” atSouthsideMiddle School. You have been invited to share information about your career as a cell biologist. The school counselor has asked that you focus your presentation on the basics of cell biology—the cell, its specialized structures, and their functions. In order to make your presentation more meaningful and enjoyable for the students, you decide to create a model with accompanying written information. In order to have adequate time to create a presentation that will “captivate” your audience, you must get started right away. You make a list of things you must do. The list includes: Create a three-dimensional cell model in which the following cell organelles are __present__ and __labeled__: Write a __short essay__ that describes the function of each of the organelles below. Be sure to address any specific information if noted.
 * Materials Needed: The following are suggestions, but the students are encouraged to be as creative as possible: Styrofoam ball, boxes for plant cell, and any other arts and crafts supplies. ||
 * Instructions for Students:
 * Cell Model**:
 * Endoplasmic Reticulum
 * Ribosomes
 * Nucleus
 * Nucleolus
 * Mitochondria
 * Golgi Body
 * Cell Membrane
 * Cytoplasm
 * Vacuole
 * Cell Wall (Plant Cell only)
 * Chloroplast (Plant Cell only)
 * Written Component**:
 * Nucleus/Nucleolus/Nuclear Membrane -//Be sure to describe the relationship between the three organelles//.
 * Endoplasmic Reticulum -//Include information about both the rough and the smooth ER//.
 * Golgi body - //Include information about the secretory vesicles//.
 * Chloroplast (plant only) -//Distinguish between chloroplasts and chlorophyll)//
 * Cell Wall (plant only)
 * Mitochondria
 * Cell Membrane ||

** S7L2: **Students will describe the structure and function of cells, tissues, organs, and organ systems. Elements a, b, c, and d ||   Criteria   ||   (Exceeds) 4  ||   (Meets) 3  ||   (Progressing) 2  ||   (Does Not Meet) 1  || Total Points: ________/27 % Grade: _______________ Comments:
 * 3-D Cell Model Rubric  ||  ** Measurement Topic: ** Cell Structure and Function
 * ^  || Cell Model ||   || All organelles are correctly formed and labeled (9 for animal, 11 for plant) || 4-8 organelles are correctly labeled. || 0-3organelles are correctly labeled. ||
 * ^  ||^   ||   || All organelles are correctly represented (9 for animal, 11 for plant) || 5-8 organelles are correctly represented. || 0-3 organelles are correctly represented. ||
 * ^  || ** Written Component ** ||   ||   ||   ||   ||
 * ^  || Nucleus/Nucleolus/ Nuclear Membrane || The student exceeds the standard by generating new ideas about the standard through applications and/or analogies. || The student meets the standard by accurately relating cell structure to basic functions. || The student shows limited progress toward the standard by relating cell structure to basic functions with partial accuracy. || Student shows minimal progress toward the standard by not relating or incorrectly relating cell structure to basic functions. ||
 * ^  || Endoplasmic Reticulum || The student exceeds the standard by generating new ideas about the standard through applications and/or analogies. || The student meets the standard by accurately relating cell structure to basic functions. || The student shows limited progress toward the standard by relating cell structure to basic functions with partial accuracy. || Student shows minimal progress toward the standard by not relating or incorrectly relating cell structure to basic functions. ||
 * ^  || Golgi body || The student exceeds the standard by generating new ideas about the standard through applications and/or analogies. || The student meets the standard by accurately relating cell structure to basic functions. || The student shows limited progress toward the standard by relating cell structure to basic functions with partial accuracy. || Student shows minimal progress toward the standard by not relating or incorrectly relating cell structure to basic functions. ||
 * ^  || Mitochondria || The student exceeds the standard by generating new ideas about the standard through applications and/or analogies. || The student meets the standard by accurately relating cell structure to basic functions. || The student shows limited progress toward the standard by relating cell structure to basic functions with partial accuracy. || Student shows minimal progress toward the standard by not relating or incorrectly relating cell structure to basic functions. ||
 * ^  || Cell Membrane || The student exceeds the standard by generating new ideas about the standard through applications and/or analogies. || The student meets the standard by accurately relating cell structure to basic functions. || The student shows limited progress toward the standard by relating cell structure to basic functions with partial accuracy. || Student shows minimal progress toward the standard by not relating or incorrectly relating cell structure to basic functions. ||
 * ^  || Chloroplast (Plant Only) || The student exceeds the standard by generating new ideas about the standard through applications and/or analogies. || The student meets the standard by accurately relating cell structure to basic functions. || The student shows limited progress toward the standard by relating cell structure to basic functions with partial accuracy. || Student shows minimal progress toward the standard by not relating or incorrectly relating cell structure to basic functions. ||
 * ^  || Cell Wall (Plant Only) || The student exceeds the standard by generating new ideas about the standard through applications and/or analogies. || The student meets the standard by accurately relating cell structure to basic functions. || The student shows limited progress toward the standard by relating cell structure to basic functions with partial accuracy. || Student shows minimal progress toward the standard by not relating or incorrectly relating cell structure to basic functions. ||