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Stage 1 – Desired Results

Goal: cells are the basic level of the living world and its different structures have different functions that work together to maintain homeostasis.

Link to Content Standards:

1.2f Cells have particular structures that perform specific jobs. These structures perform

the actual work of the cell. Just as systems are coordinated and work together, cell

parts must also be coordinated and work together.

1.2g Each cell is covered by a membrane that performs a number of important functions for the cell. These include: separation from its outside environment, controlling which molecules enter and leave the cell, and recognition of chemical signals. The processes of diffusion and active transport are important in the movement of materials in and out of cells.

1.2i Inside the cell a variety of specialized structures, formed from many different molecules carry out the transport of materials (cytoplasm), extraction of energy from nutrients(mitochondria), protein building (ribosomes), waste disposal (cell membrane), storage(vacuole), and information storage (nucleus).


Understandings: The students need to understand the following:

  1. Cells make up the smallest level of a living organism.
  2. Cells have particular structures that perform specific jobs. These structures perform the actual work of the cell and maintain the homeostasis within the cell.
  3. Each cell is capable of converting fuel to useable energy.
  4. Cell can reproduce by dividing.

Essential Questions:

  1. How is life different and similar for single cellular organisms and multicellular organisms?



Knowledge:  1. Key terms and vocabulary

1. Each cell has tiny structures called organelles such as nucleus, mitochondria, ribosomes etc.

2. A cell is a basic building block of all living organisms; it can be unicellular or multicellular.

3. All cells have the basic chemical composition; they are composed of macromolecules and organelles.

4. Living cells only come from other living things.

5. Cells can perform various processes such as active and passive transport, photosynthesis, cellular respiration to maintain homeostasis.


Skills: Next Generations science standards HSLS1-2, HSLS-3,




Stage 2 – Assessment Evidence

Direct Evidence:

  1. Homework.
  2. Student presentations and product.
  3. Labs reports.
  4. Gather information and record data.
  5. Construct graphs and data tables to represent information.
  6. Interpret data using graphic representations of information.
  7. Labs on cells such as microscope, diffusion and osmosis.
  8. Unit exam



Indirect Evidence:

  1. Curiosity about the material
  2. Class participation
  3. Enjoyment of study
  4. Attendance in class and tutoring sessions.
  5. Ability to work in groups.

      6.   Teacher observations.







Stage 3- Action Plan

As per UDL core principles my action plan will be divided into 3 main areas:


Engagement: visuals, teaching hand signals, more academic choices, positive reinforcement, group learning: think pair share, Graphic organizers, short videos, etc.


Possible examples: KWL charts, articles of the organelles( different reading levels as per the needs of the children), interesting and engaging do now (bell ringers), tapping into previous knowledge, critical thinking questions, optimizing their motivation by positive reinforcement, short videos on organelles of cells and making students write 3-5 facts for their active participation



Representation: Key words and vocabulary, highlighting, pair and share, Illustrate through different media, different visuals to preset the information, hands on activity, access to computers with internet


Possible examples: to compare cells with a real life scenario where students can choose from variety of choices as in city, country, TV show, factory, or their favorite music band.


Action and Representation: Use multiple media for representation for cell analogy project, Cellular respiration and photosynthesis project ( story board, cartoon strips etc)


Possible examples: students will be able to work in their predetermined groups ( learners of different cognitive abilities such as writer, reader, artist, researcher), to create a product on their choice where they compare cell organelles to a specific scenario of their choice. They could create a poster, a story board, a music band of organelles, a model representing organelles and their functions.


Differentiation: groupings of the students, Extra time, 1:1 teacher working with students, different expectations in terms of template for the projects etc. Differentiated tests and at times homework assignments. 







My UBD on cells- Structures and Functions