Student Response and Assessment Tools

Lesson Idea Name: Cell Organelle Speed Dating

Content Area: Biology
Grade Level(s): 9th / 10th
Content Standard Addressed: SB1. Obtain, evaluate, and communicate information to analyze the nature of
the relationships between structures and functions in living cells.
a. Construct an explanation of how cell structures and organelles (including nucleus, cytoplasm,
cell membrane, cell wall, chloroplasts, lysosome, Golgi, endoplasmic reticulum, vacuoles,
ribosomes, and mitochondria) interact as a system to maintain homeostasis.

Technology Standard Addressed:

Communication and Collaboration
Selected Technology Tool:
☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☒ Other: FlipGrid
URL(s) to support the lesson (if applicable): https://flipgrid.com/098e1c24

Technology that student will use to respond to questions/prompts:

☒ Computer ☐ Hand-held student response system (like iRespond) ☒ Phone ☐ Tablet (such as iPad)
☒ Other wireless device (such as iPod Touch)
Type of session:
☐ Teacher-Paced ☒ Student-Paced
Bloom’s Taxonomy Level(s):
☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Universal Design for Learning (UDL): Recruiting interest, the same learner will differ over time and
circumstance; their “interests” change as they develop and gain new knowledge and skills, as their biological
environments change, and as they develop into self-determined adolescents and adults. It is, therefore,
important to have alternative ways to recruit learner interest, ways that reflect the important inter- and intra-
individual differences amongst learners.
Expression and Communication,  It is important to provide alternative modalities for expression, both to the
level the playing field among learners and to allow the learner to appropriately (or easily) express knowledge,
ideas and concepts in the learning environment.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Students have learned about the cell membrane, cell wall, macromolecules, osmosis and diffusion. This will
be integrated with in this unit to let students become introduced to the cells organelles in a passive fun
way.

Describe the purpose of the SRT activity (check all that apply):
☐ Assess prior knowledge ☐ Anticipatory set (Create interest in a topic) ☐ To illuminate common
misconceptions ☒ Formative assessment of content knowledge (for purpose of differentiation and
mastery for ALL students) ☐ Summative assessment of content knowledge ☐ Test preparation
☐ Survey/Poll ☒ Discussion starter ☐ “Homework” collection ☐ Other (please explain):

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 Student Response and Assessment Tools
Briefly describe what will happen DURING the SRT activity: While doing the activity the student will
research information about their assigned cell organelle (Listed on flipgrid). They will then present the
information as if they were that organelle talking about themselves. After each student has created their own
video their classmates will then view the other videos to learn about the other organelles. While doing this
they are to take notes and see which organelles have a similar job or one that helps their job.

Type of questions/prompts used in this activity (check all that apply):

☐ Multiple choice ☐ Multiple select ☐ True/False ☐ Yes/No
☐ Short open-ended response or fill-in the blank ☒ Longer open-ended response

If you are unable to provide a working sample of your questions, please list them below (8-10):

Right/Wrong answers: Will there be right/wrong answers to these questions?

☐ Yes ☒ No
☐ Mixed (Some will have correct answers, other will not.)
Immediate corrective feedback: Will you pre-select correct answers to some of all of the questions and
display correct response to the class after the SRT activity?
☐ Yes
☒ No
Why or why not?
Open ended responses
Describe what will happen AFTER the SRT activity?
Students will then be given a sheet to fill out other cell organelle info. This will be for them to reference
when studying for the summative assessment.
How will the data be used?
Student responses will be graded off of completion and thoroughness of their completion. If there is a half
attempt made, half of the points will be awarded and so on. The data students provide will be used for other
students to reference and gain an understanding of.

Describe your personal learning goal for this activity.

With this I am hoping that if the students are creating the information and displaying it their classmates will
be able to digest it easier. With them putting it in their own language there will not be a vocabulary barrier or
anything of the sort. With the students collaborating through this program they will also be able to respond to
videos and even ask questions. If this activity were to go well other information could be provided this way
with the students leading the learning and discussions.

Reflective Practice: This flipgrid is for precursor information on cell organelles, with students informing each
other on the organelles and their function. To further enhance the lesson this speed dating could be done in
real life, with having students research their organelle the day before and the next day students rotate
around to each of their classmates and share info about their organelle.

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