Cell Unit Plan - Home



Educ460- Unit Plan Lesson 1- Ryan YounkermanTitle of activity: Cell Structure and Function Concept covered in activity: How cell structure related to cell function, the roles of each organelle. Cell structure and the components that make the function of the cell possible. The cell is the smallest unit of life, and the knowledge of cells has come about over time, by many scientists, through many experiments and observations, and continues to be refined over time. Grade level or other prerequisites for activity: 7th grade life science, this will be the first time the students will see content on cells according to the Colorado Science Standards. . Students should all have science notebooks that are used regularly in the class and have experience with writing research papers and know how to appropriately use computers and the internet.Length of Lesson: 3-4 50 min class periodsStandards: national AND state standards:National Standards: A (Science as inquiry: Abilities necessary to do scientific inquiry)C (Life Science: Structure and function in living systems)CO Science Standards:CO Science Standard 2.7.3 (Cells are the smallest unit of life that can function independently and perform all the necessary functions of life)Learning objectives: SWBAT:Explain how different organelles in the cell are connectedIdentify the plasma membrane, cytoplasm, and nucleus in both types of cells and chloroplast in plant cellsExplain the cell theory Learn the organelles of the cell, what their role is within the cell, and how they function within the cell. Students will express their knowledge by a paired research project. Explain how the different organelles in the cell are connected. Students will do this by applying information gathered in the research activity to the Journey into the Cell activity. Materials:PowerPoint describing the parts of the cell that includes functions of each organelleYou can find many PowerPoints at: “Inner Life of a Cell” Journey into the Cell: Planning Page (1 per group of four)Journey into the Cell: Organization Sheet (1 per student)Rubric research paperRubric for Journey into the Cell story Instructional planning: The teacher should have the “Inner Life of a Cell” ready to be played for the class, the PowerPoint should be ready to use during the lecture portion of the lesson. The teacher should have all the rubrics ready for the students before they begin the activities. Have ticket-out-the-door worksheet ready to go.Procedure/activity:Student ActivityTeacher ActivityEngagePrepare to take notes and formulate ideas on the video being presented in class. Students should formulate some questions that will lead them to guess what kind of cell processes are taking place in the videoAfter the video the students should formulate a few more questions and ideas about the video.The students will share their ideas and questions with someone close to them, they will discuss their ideas and share what they think with the class.Have the students take out there science notebooks to take notes on the video. Explain to the students that they will be doing a think-pair-share activity.Students should formulate some questions that will lead them to guess what kind of cell processes are taking place in the video (the video does not have any narration and will cause the students to be very curious about what might be happening)After the video give the students some time (5 min) to formulate a few more questions, then Have them pair up with someone next to them to share their questions. Next the students should share what they think is happening with the class, as the students are sharing with the class the teacher should be recording it on the whiteboard. These questions will act as a pre-assessment to the students’ previous knowledge on cells. It will also act as a chance to see the students’ common misconceptions on cells.The teacher should keep these ideas on the board for later use.Video: The students will receive pieces of paper with the name of an organelle on it.The students with the same organelle will work together to research the organelle.Research activity- pair exercisePair the students with the same organelles together to research their organelleUse creditable sources for information. -.edu, .gov, reference books, text book, etc.Focus research on answering the questionsYear discoveredCountryScientistNumber present in cellsRelative size in the cellWhat kind of cell the organelle is found in RoleFunctionOne interesting factResearch for each organelle will be used in an oral presentation and compiled and made available as reference material for the next activity on blackboard (or another way the students can easily access the information)(See attached rubric)Randomly pass out pieces of paper with a name of an organelle on it. (there should be 2 students with the same organelle)Have the students find the person with the same organelle Research activity- pair exercisePair the students with the same organelles together to research their organelleUse creditable sources for information. -.edu, .gov, reference books, text book, etc.Focus research on answering the questionsYear discoveredCountryScientistNumber present in cellsRelative size in the cellWhat kind of cell the organelle is found in RoleFunctionOne interesting factResearch for each organelle will be used in an oral presentation and compiled and made available as reference material for the next activity on blackboard (or another way the students can easily access the information)(See attached rubric)ExplainStudents will present their findings to the class using a multimedia format, so that the information can be compiled and posted to blackboard.(see attached rubric)Have the students present their findings in an oral presentation.Each group should present their findings on each organelle, with a multimedia presentation of their choice. (The presentations will be compiled on blackboard for each student to review for later use)(see attached rubric)ElaborateThe students will be put into groups of three or four. The students will start working on the Life within a Cell Activity. The students may use their classmates’ organelle research to help them in this activity.After the research papers are finished put students into groups of four (there can be a group of three but not a group of five) In the groups, students will complete Life within a Cell activity.Instructions for the group activity: See belowThe students may use their classmates’ organelle research to help them in this activity.EvaluateWill be informally evaluated on class participation, class discussions and group work.They will also be formally evaluated on research papers and group story activity (Life within a Cell)The students will be evaluated informally on class participation and class discussions.The students will be evaluated formally with their research papers as well as the Life within a Cell group activity.Assessment:Formative (informal and/or formal)Class discussionDiscussions with individual groups Class participationObservations of group workSummative (usually formal)Research paper with rubricJourney into a Cell activity with rubricRubrics for grading: Rubric for research activity (see attached) Rubric for oral presentation (see attached)Anticipated misconceptions/alternative conceptions:Thinking that all parts of every plant have chloroplast.A cell is not made up of many different parts.Not understanding that there are different types of cellsAccommodations/modifications of activity for any special needs students (special education, ELL, and gifted/talented)Special Needs: Provide cartoon diagrams of cells or group together so they can all work with one para-professional, provide an agenda for the day ahead of time, possibly let them have a special job, possibly provide skeleton notes, completed notes, or word banks ahead of class, provide outlined notes to correlate with the videos, provide outlined timelines for students to keep track of information from videosELL:Provide a translated definition sheet or notes, translated pre-labeled cell diagram, provide full notes ahead of time or word banks, provide translated agenda and instructions ahead of class, provide translated worksheetsG/T: Provide extension activities, such as giving these students more than one organelle to research, and/or give them some sort of disease to research that might affect one organelle or the other.Life Within A Cell : Teacher overviewStudents will create a creative story together as a small group, describing life from inside a cell from the perspective of 4 different organelles. The group must first decide together if they are going to be a plant or animal cell. Once this is decided, the students must each choose a different organelle. The creative story that they create together must be during the same period of time and about the same event, but from the perspective of their organelle. Because of this, what they are doing, seeing, are near too, and thinking will all be different. Students may have each perspective be its own “chapter” if they choose. The story can be a horror story, mystery, romance, comedy, drama, any combination of these, or any other type of story. Students must first decide what type of cell (A,P) they will be, what organelle each student is, the time period, introduction, conflict, climax, resolution, and ending of the story. From there, each student will write their own perspective (around 1 page in length).In each perspective, students must address what organelle they are, what they look like, what their normal job is, and what they are seeing, hearing, feeling, tasting, thinking at the time.Each student must also address at least 4 other organelles or structures (any organelle, vesicle, cell membrane, or cell wall), including where these organelles are in relation to themselves, what they look like, and what they are doing at the time. After writing their perspectives, each person in the group must edit every other group members’ perspective, and have their own perspective edited by all other group members. Each student must sign their name at the bottom of each perspective that they edit, and each perspective rough draft that is turned in must have 3 signatures. Students should be reminded that different perspectives of the same even can be very different, and they are editing only for grammar, vocabulary, accuracy, and to make sure each necessary item is met.Students may then make any adjustments necessary to their own perspective, then compile as a group to make one story from many perspectives.Students will turn in all edited rough drafts along with the group final story.(Depending on computer availability, this lesson can be adapted to working collaboratively through googledocs instead of through written work)Student worksheet is below (to be given to each student)Life Within A Cell, Idea Organizer. Name___________________________FILL THIS OUT AS A GROUPI am in a PLANT/ANIMAL cell. (Circle one)My Organelle is: _______________________________________________________________________My Job is: ______________________________________________________________________I look like:______________________________________________________________________The time period of this story is( from start to finish): _____________________________________________________________________________________The introduction (how the story begins is):_______________________________________________________________________________________________________________________________________The conflict in this story is:____________________________________________________________________________________________________________________________________________________The climax (main changing point in the story) is:___________________________________________________________________________________________________________________________________The resolution of the conflict is:________________________________________________________________________________________________________________________________________________The ending of the story is:_________________________________________________________________________________________________________________________________________________Now, write your perspective individually on your own paper. If you are not a character directly involved in the story, then you are an onlooker. Make sure to include:What organelle you are, what you look like, what your normal job is, and what you are seeing, hearing, feeling, tasting, thinking throughout the story.4 other organelles or structures (any organelle, vesicle, cell membrane, or cell wall), including where these organelles are in relation to themselves, what they look like, and what they are doing during at least one point of the story.Accurate spelling, grammar, formatting.After you have written your perspective, peer edit each of your group members papers based on the above 3 criteria. (make sure they are included and that they are correct)Research Report : Organelle Research Paper?????Teacher Name: Mr. YounkermanStudent Name: ? ? ________________________________________CATEGORY4321OrganizationInformation is very organized with well-constructed paragraphs and rmation is organized with well-constructed rmation is organized, but paragraphs are not well-constructed.The information appears to be disorganized. 8)Quality of InformationInformation clearly relates to the main topic. It includes several supporting details and/or rmation clearly relates to the main topic. It provides 1-2 supporting details and/or rmation clearly relates to the main topic. No details and/or examples are rmation has little or nothing to do with the main topic.SourcesAll sources (information and graphics) are accurately documented in the desired format.All sources (information and graphics) are accurately documented, but a few are not in the desired format.All sources (information and graphics) are accurately documented, but many are not in the desired format.Some sources are not accurately documented.MechanicsNo grammatical, spelling or punctuation errors.Almost no grammatical, spelling or punctuation errorsA few grammatical spelling, or punctuation errors.Many grammatical, spelling, or punctuation errors.Oral Presentation Rubric : Organelle Oral PresentationTeacher Name: Mr. Younkerman Student Name: ________________________________________ CATEGORY 4 3 2 1 Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well. Collaboration with Peers Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present. Listens to Other Presentations Listens intently. Does not make distracting noises or movements. Listens intently but has one distracting noise or movement. Sometimes does not appear to be listening but is not distracting. Sometimes does not appear to be listening and has distracting noises or movements. Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic. Student is able to accurately answer most questions posed by classmates about the topic. Student is able to accurately answer a few questions posed by classmates about the topic. Student is unable to accurately answer questions posed by classmates about the topic. Story Writing Rubric: Life Within A CellStudent Name: ? ? ________________________________________CATEGORY4321IntroductionFirst paragraph has a \"grabber\" or catchy beginning.First paragraph has a weak \"grabber\".A catchy beginning was attempted but was confusing rather than catchy.No attempt was made to catch the reader\'s attention in the first anizationThe story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.The story is a little hard to follow. The transitions are sometimes not clear.Ideas and scenes seem to be randomly arranged.Spelling and PunctuationThere are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout.There is one spelling or punctuation error in the final draft.There are 2-3 spelling and punctuation errors in the final draft.The final draft has more than 3 spelling and punctuation errors.Accuracy of FactsAll facts presented in the story are accurate.Almost all facts presented in the story are accurate.Most facts presented in the story are accurate (at least 70%).There are several factual errors in the story.SettingMany vivid, descriptive words are used to tell when and where the story took place.Some vivid, descriptive words are used to tell the audience when and where the story took place.The reader can figure out when and where the story took place, but the author didn\'t supply much detail.The reader has trouble figuring out when and where the story took place.RequirementsAll of the written requirements were met.Almost all (about 90%) the written requirements were met.Most (about 75%) of the written requirements were met, but several were not.Many requirements were not met. ................
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