Download File - The Art Connection

Title of Unit: Plant cells
Subject___ Science
Grade Level: 3-6th grade
Time Frame: 40 mins/ one week
Stage 1- Desired Results
Established Goals: Content Standard(s): Life Science
3C Analyze the characteristics, structures, life cycles, and environments of
Organisms
Content Standard(s): Life Science
4C 3 analyze the characteristic, structures, life cycles, and environments of organisms
4C3f. Describe the structural and functional relationships among the cells of an
organism. (DOK 2)
 Benefit from cooperating
 Vary greatly in appearance
 Perform very different roles
Content Standard(s): Language Arts
4C1 use word recognition and vocabulary(word meaning)skills to communicate
4C3 express, communicate, evaluate, or exchange ideas effectively
Content Standard(s): Life Science
5C3. Predict characteristics, structures, life cycles, environments, evolution, and
diversity of organisms.
5C3b. Research and classify the organization of living things. (DOK 2)
 Differences between plant and animal cells
Content Standard(s):Life Science
6C Explain the organization of living things, the flow of matter and energy
through ecosystems, the diversity and interactions among populations, and the natural and
human-made pressures that impact the environment.
6C3b Compare and contrast structure and function in living things to include
cells and whole organisms. (DOK 2)
 Function of plant and animal cell parts (vacuoles, nucleus, cytoplasm, cell membrane,
cell wall, chloroplast)
 Vascular and nonvascular plants, flowering and non-flowering plants, deciduous and
coniferous trees
Understandings:
Students will understand ….
 the structure of a plant cell
 the importance of the cell wall
 the importance of chloroplasts
 the differences of plant cells compared
to animal cells
Essential Questions:
What is the importance of the cell wall?
What is the importance of chloroplasts?
What is the importance of the nucleus in a cell?
Student will know….
Student will be able to…
 the main difference between plant cell
 label plant cell parts
and animal call
 define plant cell terminology with
understanding
 the reason chloroplast is necessary
 the reason chloroplast is green
 discuss the reason chloroplast is not in
animal cells
 the reason the cell wall is important in a
plant cell
Stage 2- Assessment Evidence
Performance Tasks:
 create a diagram of a plant cell
 label diagram of plant cell without
model
 complete plant cell art project by
creating a plant cell using various
pieces of construction paper (mosaic)
 draw illustration of plant cell under a
microscope (Astrographics.com)
Self-Assessments
Use an index card to jot down information
learned during discussion write what was clear
and/or confusing
Other Evidence:
 complete study guide: What are the
Parts of a Plant Cell? (MacMillian
McGraw Hill, p. 64)
 The students can write a short
paragraph in detail about how the cell
generates food.
Other Evidence, Summarized
The students diagram the plant cell effectively
without a model. After they complete art
project, the students will write a short
paragraph about how cell generate food using
correct terminology.
Rubric is used to grade the project. (Makkai,
2006-2013)
Stage 3 Learning Plan
WHERETO
Learning Activities:
Have entry questions on board to discuss (What are the main differences of a plant cell and
animal cell?)
 Use Thinking Map (circle) to find prior knowledge (W,T) (Thinking Maps, Inc., 2004)
Discuss topic goal. (W)
 The difference of plant and animal cells
 The reason for chloroplast
 The art project(plant mosaic) for learning the plant cell terminology
 Discuss vocabulary: Endoplasmic reticulum; vacuole; cell wall; cell membrane;
chloroplasts; Nucleus; organelles;
 Slide show of vocabulary: <iframe
src="http://www.slideshare.net/computer7guy/slideshelf" width="615px"
height="470px" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"
style="border:none;" allowfullscreen webkitallowfullscreen
mozallowfullscreen></iframe>
Discuss essential questions (O)
 What is the importance of the cell wall?
 What is the importance of chloroplasts?
 What is the importance of the nucleus in a cell?
Use a microscope to see plant cell. (T)
 http://www.youtube.com/watch?v=BB5rvjZzgFU (TheMicrobiology09, 2013)

Use Sum-It-Up (Dodge, 2005) during instruction. (R,E2)
Complete project: mosaic plant cell (H,E1)
 Discuss project
 Explain the rule of the classroom during project
 Plan time limit
Incorporating Art : (H,E1,R,E2,T)
The mosaic plant cell will enhance the knowledge of the cell parts as well as the terminology.
Planning the cell illustration and then putting in specific parts will take critical thinking skills as
well as follow directions, understand the rubric design and peer assessment. Working in groups
will allow for peer reviewing. During this process, the students will build self-esteem,
socialization skills, and skills needed for teamwork. Art is an excellent for differentiation by
helping the visual, tactile, and kinesthetic learners.
Reference
Astrographics.com. (n.d.). Plant Cell Wall. Retrieved from Images Google:
http://www.google.com/search?hl=en&tbm=isch&tbs=simg:CAQSWAkQLJka9eHIdxpE
CxCwjKcIGjIKMAgBEgrlBJcClgKeAp8CGiDyWzhlSWCFaGSs7fNWjH21Z7-3JGC1RuW2Y5rz0YlwwLEI6u_1ggaAAwhH_1ZkiHavUD0&sa=X&ei=quVDUbzeM4XaqgHW7oDQDA
&ved=0CCgQwg4&biw=1440&bih=775&q=plant%20cell%
Dodge, J. (2005). Differentiation in Action. New York: Scholastic Inc.
Finton, N. (2007). Science: Question of the Day. New York: Scholastic Inc.
MacMillian McGraw Hill. (n.d.). Interpret Illustrations. MacMillian McGraw Hill.
Makkai, C. (2006-2013). What are rubrics?/ rubric converter. Retrieved from roobrix:
http://roobrix.com/learn.html
TheMicrobiology09. (2013, March 3). Cyclosis/Cytoplasmic streaming in plant cells. Retrieved
from YouTube: http://www.youtube.com/watch?v=BB5rvjZzgFU
Thinking Maps, Inc. (2004). About Us. Retrieved from Thinking Maps: http://thinkingmaps.com
Wiggins, G., & McTighe, J. (2006). Understanding by Design. Upper Saddle River: Pearson
Education, Inc.