LabLearner—The Science of Learning
LabLearner—The Science of Learning

Teacher Portal:

Cell Cycle and Cancer

Performance Assessment

 

 

 

 

 

 

 

Back to Cell Cycle and Cancer

ZERO-IN

The italicized font represents information to be shared orally or physically completed with the students at this time.

The non-italicized font represents additional information included supporting the teacher’s understanding of the content being introduced within the CELL.

 

 

MINDSET

This Investigation is designed to:

  • assess students ability to draw what a normal lung tissue looks like and describe how it functions,
  • assess students’ ability to draw what a cancerous lung tissue may look like, and describe how the change in cellular organization destroys the normal function of the lung,
  • assess students’ ability to draw and label a tubing model that represents a normal cell cycle and a cancerous cell cycle,
  • assess students’ knowledge of the four phases of the cell cycle, and
  • assess students’ understanding of the loss of regulation of the cell cycle leads to cancer.

 

 

DOWNLOAD IT – PRINT IT

By clicking the link below, the Performance Assessment Grading Rubric may be downloaded as a PDF (Portable Document Format) and printed. It is suggested that the teacher uses the printed rubric as a guide and to make additional notes during the assessment.

Performance Assessment Grading Rubric

BE PREPARED

Teacher Preparation for the Investigation includes the following. This preparation should be done prior to students arriving in the lab.

  • Cover the labels on each microscope slide with masking tape so that the students can not read what type of tissue is on each of the 4 slides.
  • Distribute the cell cycle tube models that students made in investigation two. Give each group of students two models (preferably not their own). One model should have all the pins removed; the other should have all of the pins still in the tubing.
  • Place all materials at a central location (see list below).

Note: The teacher may choose to write the list of materials on the board or tell students orally what materials they need the day of the lab.

  • Divide students into cooperative groups of five students.

Note: There is no Student Preparation for the Performance Assessment.

 

 

INVESTIGATE

 

    • Ask students to read the Background for the Performance Assessment, and discuss if necessary.

    CCC PA Background

    • Ask students to read the Goals of the Performance Assessment, and discuss if necessary.

    CCC PA Goals

    • Explain to students that the Performance Assessment requires only those procedures and skills that they have used in the previous Investigations.
    • Allow students to conduct their experiments and encourage them to record their data carefully.

 

CLEAN UP

Let students know your expectations for cleanup. Ask them to clean up.

 

 

ANALYZE IT

Discuss the results of the Performance Assessment as a class, including

  • all possible solutions to the posed problem,
  • whether each student group met the goals of the Performance Assessment, and
  • any procedural difficulties student groups had in meeting the goals.

CCC PA Slides