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BACKWARD DESIGN TEMPLATE
Adapted from digitalliteracy.mwg.org, which was adapted/formatted from
Understanding by Design by Grant Wiggins and Jay McTighe
Unit Title: Cells
Step 1: Identify Desired Results
What enduring ideas and/or overarching
What are the overarching “essential”
understandings is this unit of instruction
questions?
based upon?
How does a cell’s structure allow it to make up 1. Explain why cells are so small.
an organism?
2. Relate cell parts/organelles (plasma
membrane, nuclear envelope, nucleus,
nucleolus, cytoplasm, mitochondrion,
endoplasmic reticulum, Golgi apparatus,
lysosome, ribosome, vacuole, cell wall,
chloroplast, cytoskeleton, cilium, flagellum, to
their functions.
3. Use cellular evidence (e.g., cell structure,
cell number, cell reproduction) and modes of
nutrition to describe the kingdoms Plant,
Animal, Protist, Fungi, Archeabacteria,
Eubacteria
What will students understand as a result of
this unit?
Surface to volume ratio of a cell and its
importance in maintaining materials in and out
of the cell.
How organelles aid in the processes of a cell
and how many of these organelles work
together (i.e. ribosomes, ER, golgi)
What will students be able to do as a result
of this unit?
Demonstrate a proper cell size in cell races
Identify and describe various organelles and
their function in the cell
Classify a cell into the appropriate kingdom
based on a microscopic image.
That there are various types of cells that
scientists organize into kingdoms however
many of these kingdoms also share similar
characteristics.
Step 2: Determine Acceptable Evidence
What evidence will show that students understand…

Performance Tasks, Projects
1. Cell Size Lab & Cell Races (3 different size agar cubes with chemical indicator to model
surface area to volume ratios and then students must design their own cell out of the agar
cube and the cell with the fastest diffusion rate wins)
2. Inquiry Lab: What can you find in a cell? (students are given various cells and asked to
observe and draw them and complete a compare and contrast graphic organizer).
Students will then be asked to place the unknown cells into categories based on their
observations.
3. Acting out a Cell (each student is assigned a role of the cell they must act out and the
class acts as a giant cell)

1.
2.
3.
4.
5.
Quizzes, Tasks, Academic Prompts
Cell Analogy Project (compare a cell to something more familiar like a factory)
Cell Organelle Quiz
Kingdoms of Life Quiz
Kingdoms Project, Design a Brochure
Bell work questions about
Other Evidence (e.g. observations, work
samples, dialogues)
1. Students will assess their cell design
with classmates during cell size races
Student Self-Assessment
1. Compare their cell graphic organizers
with peers and assess their method of
classification
2. Assess their cell and kingdom projects
based on given rubrics
3. Mini-Quiz- students will be given a
quiz that will not count as a grade to
assess their knowledge of cell
organelles and kingdoms.
Step 3: Plan Learning Experiences and Instruction
Given the targeted understandings, other unit goals, and the assessment evidence identified,
what knowledge and skills are needed?
Students will need to know…
Students will need to be able to…
(Space will expand as you type into it.)
Demonstrate a proper cell size in cell races
1. How to use a microscope
2. How to create detailed scientific
Identify and describe various organelles and
drawings from the microscope
their function in the cell
3. Basic math for calculating volume and
surface area of a cube.
Classify a cell into the appropriate kingdom
based on a microscopic image.
What specific learning activities will achieve What specific learning activities will achieve
the desired goals stated above?
the desired goals stated above?
(Space will expand as you type into it.)
(Space will expand as you type into it.)
1. Cell Size Lab & Cell Races (3 different
size agar cubes with chemical indicator
to model surface area to volume ratios
and then students must design their
own cell out of the agar cube and the
cell with the fastest diffusion rate wins)
2. Inquiry Lab: What can you find in a
cell? (students are given various cells
and asked to observe and draw them
and complete a compare and contrast
graphic organizer). Students will then
be asked to place the unknown cells
into categories based on their
observations.
3. Acting out a Cell (each student is
assigned a role of the cell they must act
out and the class acts as a giant cell)
What teachings and learning experiences will equip students to demonstrate the
targeted understandings?
(Space will expand as you type into it.)
Using agar cubes will visually model how a cell needs to be small in order to allow
materials to diffuse in and out properly. The mathematically calculations will provide
numerical ratios but seeing how a smaller cube will turn completely clear versus a larger
cube with a bright pink center will visually show how wastes could not get out of the cell
or nutrients in and therefore the cell will not survive.
Using various cells students will try to identify the parts of the cell using their textbooks
and then compare and contrast all the cells coming to a conclusion on how all cells are
similar and how they are different. From that students will create categories of the cells.
This lab will be used as a jumping off point to teach about cell parts and kingdoms.
From there various projects mentioned above will be given as well as quick dipstick
questions to ensure all students are on track. Students that have mastered the material
will be asked to complete a more advanced reading on cells while students still building
knowledge will work on various homework activities to further assist them with cell
organelles and kingdoms. Once the lesson is done a summative assessment on cells and
kingdoms will be given