Characteristic of Learning: Active

Level of Technology Infusion Into the Curriculum: Transformation

Lesson Title: All about the Cell

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Grade Level: 9-12

Classroom Configuration

Small group, using classroom computers or mobile laptops as rotating stations, and

One to one, using classroom computers or mobile laptops as rotating stations, or

iPads, one for every two students

Arizona State Content Standards


  • Strand 1: Inquiry process
    • Concept 1: Observations, Questions, and Hypotheses
      • PO 1: Evaluate scientific information for relevance to a given problem.
      • PO 2: Develop questions from observations that transition into testable hypotheses.
      • PO 3: Formulate a testable hypothesis.
      • PO 4: Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring).
    • Concept 2: Scientific Testing (Investigating and Modeling)
      • PO 1: Demonstrate safe and ethical procedures (e.g., use and care of technology, materials, organisms) and behavior in all science inquiry.
      • PO 2: Identify the resources needed to conduct an investigation.
      • PO 3: Design an appropriate protocol (written plan of action) for testing a hypothesis:
        • Identify dependent and independent variables in a controlled investigation.
        • Determine an appropriate method for data collection (e.g., using balances, thermometers, microscopes, spectrophotometer, using qualitative changes).
        • Determine an appropriate method for recording data (e.g., notes, sketches, photographs, videos, journals (logs), charts, computers/calculators).
      • PO 4: Conduct a scientific investigation that is based on a research design.
      • PO 5: Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, and computers.
    • Concept 3: Analysis, Conclusions, and Refinements
      • PO 1: Interpret data that show a variety of possible relationships between variables, including: positive relationship, negative relationship, no relationship
      • PO 2: Evaluate whether investigational data support or do not support the proposed hypothesis.
      • PO 3: Critique reports of scientific studies (e.g., published papers, student reports).
      • PO 4: Evaluate the design of an investigation to identify possible sources of procedural error, including:
        • sample size
        • trials
        • controls
        • analyses
        • PO 5: Design models (conceptual or physical) of the following to represent "real world" scenarios:
          • carbon cycle
          • water cycle
          • phase change
          • collisions
        • PO 6: Use descriptive statistics to analyze data, including:
          • mean:
          • frequency
          • range
        • PO 7: Propose further investigations based on the findings of a conducted investigation.
  • Strand 4: Life Science
    • Concept 1: The Cell
      • PO 1: Describe the role of energy in cellular growth, development, and repair.
      • PO 2: Compare the form and function of prokaryotic and eukaryotic cells and their cellular components.
      • PO 3: Explain the importance of water to cells.
      • PO 4: Analyze mechanisms of transport of materials (e.g., water, ions, macromolecules) into and out of cells:
        • passive transport
        • active transport
      • PO 5: Describe the purposes and processes of cellular reproduction.
  • Common Core State Standards: Math

    Reason quantitatively and use units to solve problems.


    Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

    Summarize, represent, and interpret data on a single count or measurement variable


    Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.

    Make inferences and justify conclusions from sample surveys, experiments, and observational studies


    Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.


    Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.


    Evaluate reports based on data.

    Calculate expected values and use them to solve problems


    Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value.

    ELA & Literacy in History/Social Studies, Science, and Technical Subjects

    Production and Distribution of Writing


    Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

    Research to Build and Present Knowledge


    Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


    Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.


    Draw evidence from literary or informational texts to support analysis, reflection, and research.

    b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

    Range of Writing


    Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Arizona Educational Technology Standards (2009)

Strand 1: Creativity and Innovation

  • Concept 4: Original Works
    • PO 1: Create innovate products or projects using digital tools to express original ideas.
    • PO 2: Use digital collaborative tools to synthesize information, produce original works and express ideas.

Strand 2: Communication and Collaboration

  • Concept 1: Effective Communications and Digital Interactions
    • PO 2: Communicate information and ideas respectfully and effectively to multiple audiences using a variety of digital environments.
  • Concept 2: Digital Solutions
    • PO 1: Communicate and collaborate for the purpose of producing original works or solving problems.

Strand 3: Research and Information Literacy

  • Concept 1: Planning
    • PO 1: Identify and defend effective key words, phrases and strategies for conducting information searches.
    • PO 2: Evaluate diverse information sources.
  • Concept 2: Processing
    • PO 1: Locate and synthesize information utilizing advanced search strategies including a variety of search engines metadata search engines, deep web searches and databases.
    • PO 3: Evaluate information identifying facts, opinions, bias, inaccurate and misleading information by analyzing multiple sources.
    • PO 4: Synthesize research information to create new understanding and innovative solutions.
    • PO 5: Apply ethical use of information and media by respecting the principles of copyrights, intellectual freedom, and property rights, using information and media technology responsibly and citing resources appropriately.

Strand 4: Critical Thinking, Problem Solving, Decision Making

  • Concept 1: Investigation
    • PO 1: Write essential questions to investigate a complex (multi-step) issue using digital stools and resources.
  • Concept 2: Exploring Solutions
    • PO 1: Plan and manage an individual learning project that collects multiple data sets from diverse sources creating planning adjustments and course corrections from the knowledge gained.

Strand 6: Technology Operations and Concepts

  • Concept 2: Applications
    • PO 3: Use spreadsheets to calculate, graph, organize and present data in a variety of real-world settings.


  • Students will apply knowledge of Life Science concepts to new learning as they:
    • Establish essential questions, develop questions & hypotheses, conduct experiments, gather their data and interpret the data around The Cell.
    • Journal their process and findings in a blog.
    • Create graphs or graphic representation of findings using digital tools.
    • Conduct research around their assigned topic using Internet search engines.
    • Communicate within their groups during their work using a collaborative tool.
    • Create a multi-media presentation communicating the findings, through the use of podcasting, screen casting, enhanced podcasts, or multi-media presentation tools. Students choose their technology tools.


  • Teacher will conduct a KWL event in the classroom where students post ideas as a group on the collaborative space. The topic is: The Cell: What do you know about the cell?
  • Students use web sites to get ideas for investigations.
  • Students will apply knowledge of Life Science concepts to new learning as they:
    • Establish essential questions, develop questions & hypotheses, conduct experiments, gather their data and interpret the data around The Cell.
    • Sample essential questions:
      • What is the role of energy in cellular growth, development, and repair?
      • How does the form and function of prokaryotic compare with the form and function of eukaryotic cells and their cellular components.
      • Why is water important to cells?
      • What is the process of active and passive transport of materials (e.g., water, ions, macromolecules) into and out of cells?
      • What are the purposes and processes of cellular reproduction
  • Each team will investigate a different essential question, to differentiate the activity by interest.
    • Using Wolfram Alpha and other search engines or strategies, students will conduct research around their assigned topic
  • Each group will begin to blog or post their essential question and journal their process along the way using images, audio, and text.
  • Using collaborative practices, students, in their groups, will create an investigation or experiment, based on the KWL chart above, and the desired learning.
  • Students will collect data and chart information using digital charts, such as Excel, Google Spreadsheet.
  • Through discussion and analysis, teams come to consensus about the manner in which the learning is shown: Options include:
    • Groups create a multi-media presentation using iMovie (Mac), Windows Movie Maker, PhotoStory 3, free tools such as CamStudio, Jing, Voice Thread or other of students’ choice, with approval of teacher.
  • Students will comment on each other’s finished products with a follow up question or reaffirming the content presented



  • Students will assess their learning through the creation of a rubric in Teacher will assess, several times during activity, through anecdotal observation. Additionally, the graph, blog and presentation all serve as evidence that the students understood the material.

Technology Integration Matrix





Goal Directed