Provide a metaview, lifting students into a wider view of the concept. Use another medium (not reading or writing) to connect students' personal knowing to the concept (i.e. visual arts, music, movement, metaphor, etc.) Involve learners in reflective production that blends the emotional and the cognitive.

Students take imaginary trip into cell. They draw/ write things the city needs

Objective: The students will identify some of the functions of the organelles by working with the metaphor of the cell as a city.

Activity: Students have only seen cytoplasm and a nucleus when they looked at their cheek cells. For homework, they are asked to take an imaginary trip into the cell. They are told that the cell is like a city. The assignment asks them to identify the things that every functioning city needs and then to record those things in drawing or in words. The next class begins with generating a composite list. Then the teacher generates some thought questions: What would happen in a city where there were no water reservoirs; no garbage trucks; no transport system? Can you see why a cell would need similar structures?

Assessment: Quality of student responses: their ability to identify all the critical structures that keep a city functioning and to take the metaphorical leap to see that a cell would need similar structures and functions.