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Transcript
6th Grade Science Unit: Cell-abrate! Unit Snapshot Topic: Cells Are the Fundamental Unit of Life Duration: 10 days Grade Level: 6 Summary Students will begin their study of cells by identifying the organelles in cells and explaining the functions of those organelles. They will be able to explain the interdependency of the cell’s organelles through analogies, models and drama. Clear Learning Targets “I can”…statements ____ explain the interdependence of cell’s organelles and tell why these relationships are necessary for the survival of the cell. ____ explain the Modern Cell Theory and use it to show how scientific theories develop over time. ____ differentiate between the organelles of a cell and explain the function of each. ____ devise analogies which compare organelles to other things based on their function in the cell. ____ design a 3-D model of a cell and justify the use of the materials used for each organelle. ____ dramatize the role of the various organelles found in plant and animal cells that justify the costume used for each based on its relevance to the function of the organelle. Activity Highlights and Suggested Timeframe Days 1 Engagement: Students will observe a scale of the universe and create a foldable to represent their learning. Day 2-3 Exploration: Students will use guided reading, diagrams and graphic organizers to learn about the organelles of a cell and their functions. Day 4 Explanation: Through a group activity, students will explain the functions of individual organelles and explain how the organelles depend upon each other to keep a cell alive. 1 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Days 5-7 Day 8 Day 9-10 Elaboration: Through dramatization, students will portray animal and plants cells’ organelles and evaluate the dialogue and costume of each for its relevance to the organelle’s function. Evaluation: Students will show their understanding of organelles by creating analogies. Extension: Students can explore the various options at the website Cells for Kids or rewrite the play The Living Cell making improvements to the costumes and dialogue. Intervention: For intervention students can watch the United Streaming video The Living Cell and complete the accompanying worksheet or make a 3-D model of a plant or animal cell. LESSON PLAN NEW LEARNING STANDARDS: *The content statements for sixth-grade life science are each partial components of a larger concept. The parts have been isolated in the New Learning Standards to call attention to the depth of knowledge required to build to one of biology’s important foundational theories: Modern Cell Theory. It is recommended that the content statements be combined and taught as a whole. As a result, the sixth-grade life science New Learning Standards are being presented in the CCS curriculum arranged by their relevance to the levels of organization of living things. 6.LS.1- Cells are the fundamental unit of life. All living things are composed of cells. The ways cells function are similar in all living organisms. 6.LS.3- Cells carry on specific functions that sustain life. Many basic functions of organisms occur in cells. Cells take in nutrients and energy to perform work, like making various molecules required by that cell or an organism. Every cell is covered by a membrane that controls what can enter and leave the cell. Within the cell are specialized parts for the transport of materials, energy capture and release, protein building, waste disposal, information feedback and movement. SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas: Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations *These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices 2 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. CCSS.ELA-Literacy.RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). CCSS.ELA-Literacy.RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. CCSS.ELA-Literacy.RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently. *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf STUDENT KNOWLEDGE: Prior Concepts Related to Species and Reproduction PreK-2: Living things have specific traits and are made up of a variety of structures. Grades 3-5: Organisms are made of parts. Individual organisms inherit many traits from their parents indicating a reliable way to transfer information from one generation to the next. Future Application of Concepts Grade 8: More details about asexual and sexual reproduction will be studied. High School: Details of cellular processes such as photosynthesis, chemosynthesis, cellular respiration, cell division and differentiation are studied. Cellular organelles studied are cytoskeleton, Golgi complex and endoplasmic reticulum. MATERIALS: VOCABULARY: Engage Computer with internet showing the Scale of the Universe: http:htwins.net/scale2/ 3-2-1! Strategy worksheet; attached 8.5X 14 paper works best Primary Cells Cell Wall Cell Membrane Nucleus Mitochondria Chloroplast Ribosome Plasma Membrane Vacuole Lysosome Plastids Structure Function Levels of Organization Explore Prentice Hall Life Science (Green) text book pages 60-67. Cell-abrate; attached Comparing Plant and Animal Cells; attached Explain Organelle cards for each student. Ball of yarn or beach ball. 3 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Elaborate Living Cell play script-attached. Costume list-see prop list on Living Cell; attached. Secondary Interdependence Golgi Body Chlorophyll Endoplasmic Reticulum Cytoplasm Evaluate Poster board or paper for analogies SAFETY ADVANCED PREPARATION Careful observation while students are creating costumes. Provide guidelines on how to play interactive games in your classroom. General safety considerations Have a way to project the Scale of The Universe Prepare Levels of Organization foldable ahead of time; see attached example Prepare organelle cards for students ahead of time-each student needs their own. Gather 1- 8.5X14 sheet of paper for each student. Read ahead of time Living Cell play and prop list-gather props at least a week ahead of time. Gather one poster board for each student. Objective: Students will observe an online simulation of the Scale of the Universe. ENGAGE (1 day) (What will draw students into the learning? How will you determine what your students already know about the topic? What can be done at this point to identify and address misconceptions? Where can connections be made to the real world?) What is the teacher doing? What are the students doing? Set classroom up for students to view the online Scale of the Universe. Log onto http:htwins.net/scale2/ Provide 3-2-1! Strategy sheet for each student. Provide 8.5X14” paper to each student. Show example of foldable 1. Watching simulation of Scale of the Universe. 2. Creating a foldable of the Levels of Organization of Living Things Objective: Students are reading about what a cell looks like from the inside. EXPLORE (2 days) (How will the concept be developed? How is this relevant to students’ lives? What can be done at this point to identify and address misconceptions?) What is the teacher doing? What are the students doing? Having students read from the text pages 60-67 and complete Cell-a-brate guided reading. Checking for understanding. Making sure students label organelles correctly. 4 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 1. Reading from the text pages 60-67 and completing Cell-abrate guided reading. 2. Complete diagrams of plant and animal cells 3. Complete Comparing Plant and Animal Cells Objective: Students will continue to work toward the understanding of the interdependence of organelles by playing a game. What is the teacher doing? EXPLAIN (1 day) (What products could the students develop and share? How will students share what they have learned? What can be done at this point to identify and address misconceptions?) What are the students doing? Provide each student with a card with the name of a different organelle (if able)-see attached cards. Explain to the students that they are going to play a game. Be sure to explain your rules for playing a game in your classroom. The rules to the game are: Begin with a ball of yarn. The teacher will read his/her card and explain what the function of the organelle is that is written on the card and how it is interdependent of the organelle that the teacher is going to pass the ball of yarn to (another student) *using yarn is easier to see who has had a turn, but a beach ball can be used as well. 1. Getting a card from teacher. 2. Listening for directions on how to play the game. 3. Stating function of organelle that is written on their card and its interdependence of the organelle that they are passing to. Objective: Students will take part in an interactive activity to show their understanding of the living cell. What is the teacher doing? ELABORATE (1 day) (How will the new knowledge be reinforced, transferred to new and unique situations, or integrated with related concepts?) What are the students doing? Ahead of time looking at the prop list in order to gather enough supplies. Guiding students with the Living Cell script. Explaining the guidelines to the project. Dividing students up into groups to create their cell part costumes. Assisting students when necessary. 5 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 1. Reading Living Cell play. 2. Listening for directions from teacher. 3. Working in groups to create Living Cell costumes. 4. Teaching classmates about the assigned cell part and its function. Objective: Students will show their understanding of organelles through various assignments, formative assessments and a summative assessment in which they will create analogies. Formative EVALUATE (1 day and on-going) (What opportunities will students have to express their thinking? When will students reflect on what they have learned? How will you measure learning as it occurs? What evidence of student learning will you be looking for and/or collecting?) EXTENSION/ INTERVENTION Summative 1. Exit tickets, written work and teacher created short cycle assessments will be used to monitor ongoing progress. Students will show their understanding of the function of organelles by making analogies between organelles and a human body or some other comparative structure. EXTENSION INTERVENTION Students can complete the Great Cell Webquest at http://mrscienceut.net/CellWebquest. html (1 day or as needed) COMMON MISCONCEPTIONS Students often grasp that cells are the basic unit of structure but not of function. Students may think structures inside cells float in air. Students may think everything a cell needs it gets by diffusion. Strategies to address misconceptions: 1. Look at microscope slides and pictures of cells. 2. Use bubbles to show different ways for items to enter. 6 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 For intervention students can watch the United Streaming video The Living Cell http://app.discoveryeducation.co m/search?Ntt=the+living+cell and complete the accompanying worksheet or make a 3-D model of a plant or animal cell using the guidelines on the attached sheet. Lower-level: Provide additional text resources that are appropriate for the reading level of the students. Consider mixed grouping strategies for the group work. Higher-Level: Consider having students make an anology model of the cell. DIFFERENTIATION Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at the following sites: ELL Learners: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID =105521 Gifted Learners: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID =105522 Students with Disabilities: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?Docume ntID=105523 Textbook Resources: All-in-One Teaching Resource, Unit One Websites: http://www.cellsalive.com/cells/cell_model.htm https://www.youtube.com/watch?v=-zafJKbMPA8 3 minute rap on cell organelles https://www.youtube.com/watch?v=nR-lsNDVhcY 10 minute video showing a boy working his way through the organelles https://prezi.com/t0j6p1qrn1hb/cell-organelles-6th-grade-lesson/ Prezi presentation ADDITIONAL RESOURCES Discovery Ed: http://www.discoveryeducation.com/teachers/free-lesson-plans/cello.cfm Alternate to cell model Movies/Videos: https://www.brainpop.com/science/cellularlifeandgenetics/cells/ 7 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Name_________________________________________Date_______________________Period_________ 3-2-1- THINK! Topic: 3 things you discovered or learned: 2 things you found exceptionally interesting: 1 question you have about this topic: 8 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 9 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Cell- Tissue- Organ System- Organ- 10 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Teacher Instructions Over the course of sixth-grade life science students will travel up the levels of organization of living things from cells to tissues to organs and finally to organ systems before looking at whole multicellular organisms. This foldable will be developed over the course of the first three units. The construction and filling in only the names of the levels will be completed in this first step. As you model the construction of the foldable, discuss with students how what they saw in the Scale of the Universe fits with the levels of organization of living things. When comparing these you should point out that in both there is a progression of size but in the levels of organization of living things each level is a part of the level above it working from smallest to largest. The final product can be made with random cells, etc., but higher level students should be encouraged to show a progression of the levels in one particular organ system as shown in the example. In this lesson instructions for making the foldable are included as is an example of the final product which will be finish 11 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Cell-abrate Pearson, Life Science, p. 60-67. Students will use the sheets in Cell-abrate as a guided reading and comprehension check for the cell parts identified by ODE in the New Learning Standards. For each organelle students will write the function, make a comparison to something analogous in a school and formulate an explanation that tells how the structure of the cell part determines its function. After reading is complete, students will show their understanding of these functions by explain how the parts of the cell affect the body of the organism as a whole. An added layer of comprehension can be used by putting the functions of the cell parts on the sheets titled Which Part of the Cell is This? on the board to see if students can use key terms and phrases to match these to the functions as they are written in the text. The functions used on these sheets are the same as those listed in the answer key. 12 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Name_______________________________________________Date__________________Period______ Cell-abrate Using pages 60-67 in your textbook, write the function of each of the following organelles. After you know the job of each, make a comparison between the organelle and something you would find in a school. Then take a close look at the structure of the organelle and tell how you think the way the organelle is formed affects its function. Cell Wall-_______________________________ _________________________________________ _________________________________________ _________________________________________ Compare to a person, place or thing in a school and give the reason-_____________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ How does the structure affect the function of the organelle? _______________ _________________________________________ _________________________________________ _________________________________________ http://www.wpclipart.com/plants/diagrams/Plant_cell_wall_diagram.png.html Cell or Plasma Membrane-______________ _________________________________________ _________________________________________ _________________________________________ Compare to a person, place or thing in a school and give the reason-_____________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ How does the structure affect the function of the organelle? _______________ Columbus City Schools _________________________________________ Curriculum Leadership and Development Science Department June 2016 _________________________________________ _________________________________________ 13 http://www.goldiesroom.org/Note%20Packets/03%20Cytology/00%20Cytology--WHOLE.htm Name_______________________________________________Date__________________Period______ Nucleus-________________________________ _________________________________________ _________________________________________ _________________________________________ Compare to a person, place or thing in a school and give the reason-_____________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ How does the structure affect the function of the organelle? _______________ _________________________________________ _________________________________________ _________________________________________ http://www.emc.maricopa.edu/faculty/farabee/biobk/biobookcell2.html Ribosomes-______________________________ _________________________________________ _________________________________________ _________________________________________ Compare to a person, place or thing in a school and give the reason-_____________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ How does the structure affect the function of the organelle? _______________ 14 Columbus City Schools _________________________________________ Curriculum Leadership and Development Science Department June 2016 _________________________________________ _________________________________________ http://universe-review.ca/R10-01-cellnucleus.htm Mitochondria-___________________________ _________________________________________ _________________________________________ ________________________________________ Compare to a person, place or thing in a school and give the reason-_____________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ How does the structure affect the function of the organelle? _______________ _________________________________________ _________________________________________ _________________________________________ http://maloneyproj1.wikispaces.com/ Name_______________________________________________Date__________________Period______ Chloroplast-_____________________________ _________________________________________ _________________________________________ ________________________________________ Compare to a person, place or thing in a school and give the reason-_____________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ How does the structure affect the function of the organelle? _______________ _________________________________________ _________________________________________ _________________________________________ Vacuole-_______________________________ _________________________________________ _________________________________________ ________________________________________ Compare to a person, place or thing in a school and give the reason-_____________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ How does the structure affect the function of the organelle? _______________ _________________________________________ _________________________________________ _________________________________________ Plant Vacuole http://micro.magnet.fsu.edu/cells/pl ants/vacuole.html Animal Vacuole http://bms.westfordk12.us/pages/te ams/7green/cells/GroupH/images/C ellanimalvacuoles Lysosome-_______________________________ _________________________________________ _________________________________________ ________________________________________ Compare to a person, place or thing in a school and give the reason-_____________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ How does the structure affect the function Columbus City Schools of the organelle? _______________ Curriculum Leadership and Development Science Department June 2016 _________________________________________ _________________________________________ _________________________________________ http://www.123rf.com/photo_16988230_illustration-of-a-chloroplast.html 15 https://www.boundless.com/biology/cellular-structure-and-function/the-endomembrane-system/lysosome/ Name_______________________________________________Date__________________Period______ Now that you have learned about all the organelles and their functions, think about how your human body functions. Select five organelles and explain how their function is critical to the overall performance of your body. 1.________________________________________________________________________________________ __________________________________________________________________________________________ 2.________________________________________________________________________________________ __________________________________________________________________________________________ 3.________________________________________________________________________________________ __________________________________________________________________________________________ 4.________________________________________________________________________________________ __________________________________________________________________________________________ 5.________________________________________________________________________________________ __________________________________________________________________________________________ 16 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Cell-abrate Answer Key Organelles chosen for this assignment are the ones specifically mentioned in the ODE New Learning Standards for sixth-grade. Function Cell Wall Support and protects the cells of plant and some other organisms Cell/Plasma Membrane Controls the materials that move into and out of the cell Nucleus Controls the functions of the cell and contains chromatins that will transform into the genetic material chromosomes which pass on hereditary traits Power the cell by converting glucose into energy used for growth and reproduction Mitochondria Ribosomes Assemble proteins according to the direction given by a genetic message Chloroplasts (type of Plastid) A type of plastid that captures the suns energy and uses it to make food through the process of photosynthesis Vacuole Depending on the type of cell it may store water, food or waste or be used for several other purposes Comparative Item in a School (Answers will vary, accept responses if a sound justification can be given ) Exterior/interior walls and support beams because it holds the building up and protects the people inside from the weather. Locked doors of the school by keeping out anyone who shouldn’t be in the building. Principal or main office because daily instructions come from either of these. Relationship of Structure to Function ( Answers will vary, accept responses if a sound justification can be given ) Overlapping fibers that give it strength Students because they eat the food from the lunchroom and use the energy to power their bodies for all day learning. Lunchroom workers because they follow recipes to make the food which gives the students nutrition. Storeroom in the kitchen where ingredients are delivered and stored until lunchroom workers combine them together for food to be eaten by students. Water fountains, storage closets and waste baskets because various items used daily are held in these places until they are needed or disposed of. Long zigzagging passageways to maximize the amount of energy it can produce 17 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Small holes that work like strainer to control what is able to pass through Holds the genetic material in place until it is needed for reproduction Long tape-like strands so that complicated protein messages can be copied Chlorophyll is stacked in columns to maximize the amount of food that can be produced in a small space Much like a water balloon it can expands and contract to accommodate its contents Lysosomes Get rid of virus and bacteria, digest food particles and other damaged organelles Custodians because they break down items to be thrown away and carry them out of the building. 18 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Spherical shapes allows it to surround the particles it has to break down Which Part of the Cell is This? Support and protects the cells of plant and some other organisms 19 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Which Part of the Cell is This? Controls the materials that move into and out of the cell 20 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Which Part of the Cell is This? Controls the functions of the cell and contains chromatins that will transform into the genetic material chromosomes which pass on hereditary traits 21 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Which Part of the Cell is This? Power the cell by converting glucose into energy used for growth and reproduction 22 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Which Part of the Cell is This? Assemble proteins according to the direction given by a genetic message 23 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Which Part of the Cell is This? A type of plastid that captures the suns energy and uses it to make food through the process of photosynthesis 24 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Which Part of the Cell is This? Depending on the type of cell it may store water, food or waste or be used for several other purposes 25 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Which Part of the Cell is This? Gets rid of virus and bacteria, digested food particles and other damaged organelles 26 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 27 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 28 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Name_______________________________________________Date__________________Period______ Plant Cell 29 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Name_______________________________________________Date__________________Period______ Animal Cell 30 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Answer Key 31 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Answer Key 32 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Name____________________________________Date____________Period______ Comparing Plant Animal Cells Cell Part Cell membrane In A Plant Cell In An Animal Cell Ribosome Cell wall Lysosome Vacuole Nucleus Chloroplast Golgi body Cytoplasm Chromosomes Mitochondria Transportation system Name____________________________________Date____________Period______ 33 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Comparing Plant Animal Cells Cell Part Cell membrane In A Plant Cell Ribosome Cell wall Lysosome In An Animal Cell Vacuole Nucleus Chloroplast Golgi body Cytoplasm Chromosomes Mitochondria Transportation system 34 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 35 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 36 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 The Living Cells Adapted from OSC1 Materials: Fake cell phone, DNA sign, plastic bag containing bottled water, fruit and boxed food, plastic bag containing trash, cape or piece of fabric with a M on it, strips of plastic shopping bags, tape, security badge, broom, hammer and nails, strips of paper with letter codes written on the, "Living Cells Play" Handout "Living Cells Exit Ticket" Handout Warm-Up: Have students complete the following Type 1 Writing: Make a list of things that are made up of cells. Instructional Strategies: Day 1 1. Pass out scripts and have students read the play. 2. Assign parts and have students read the play aloud. Encourage students to think about the role of each organelle and try to portray the organelle through voice and action. 3. Discuss the Living Cells play with the students: What are the parts of a cell? What are the functions of each cell part? What is the difference between a plant and animal cell? 4. Have students complete The Living Cells exit ticket to assess students learning. Day 2 Pass out props and have student act out play. Film play if possible. * Day 3 Lesson Assessment Have students complete the Living Cells evaluation sheet.* *Watch the video of the play if you have extra time at the end of class. 37 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 The Living Cells Adapted from OSCI Act I: The Animal Cell (13 speaking parts) Director reads Aside and stage directions in parentheses/underlined. Narrator Characters: Oxy (Oxygen) Cell Membrane Nucleus 3 or more Vacuoles 3 or more Mitochondria 3 or more representing Cytoplasm Act II: The Plant Cell (15 speaking parts) Director reads Aside and stage directions in parentheses/underlined. Narrator Characters: Oxy Hy and Dro, the Gen Twins (Hydrogen) Cell Wall Cell Membrane Nucleus 3 or more Vacuoles I or more Mitochondria 1 or more representing Cytoplasm 3 or more Chloroplasts Act I: The Animal Cell The cell's organelles should take their places in a large circle drawn on the floor. The narrator is on a stool, off to the side. The Nucleus is on a stool in the middle of the cell, earphones on and a smart phone in her hands. DNA is clearly marked on her clothing. The Vacuoles are holding one clear plastic bag with bottled water and fruit and/or boxed food, and one with trash. They should be placed around the Nucleus and within the cell. The Mitochondria, wearing capes marked with a large "M", should be positioned between the Vacuoles. The Cytoplasm actors sit on the floor or on chairs, among the Mitochondria and the Vacuoles. They have strips of clear plastic bags hanging on them that they will allow to swish and move in the air, to model the way cytoplasm looks, a colorless, jell-like protoplasm. Last, the Cell Membrane will stand on the circle that is drawn on the floor, representing the outside of the cell. The Cell Membrane should have a label marked "Security" or a badge. Oxy simply has a large "O" written on a poster that hangs around his neck. The director or the teacher calls: "Places, Ready, Action!" Narrator: Welcome to our science class. Today we have a wonderful surprise for everybody. We are going to take a trip to places you've never been, even though they are very common structures. We will take a tour of a Plant and Animal Cell. Our guides will be atoms of Oxygen and Hydrogen. Oxygen will be our tour guide through the animal cell first. Then, with a little help from two Hydrogen atoms, we will visit a plant cell. Why will we have Oxygen and Hydrogen atoms take us to the cell, you ask? Why, you all know that an animal needs Oxygen! We can't breathe without it! And since both plant and animal cells need water to live; that's where the Hydrogen comes in. Aside: You all know what H2O is, don't you? Two atoms of Hydrogen, bonded with one atom of Oxygen 38 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 make a molecule of water. That's just a little Chemistry we added to make it interesting. Now watch and listen carefully and you will really be able to understand what's in a cell. Narrator: Here comes Oxygen now. We call him Oxy for short. Oxy: Knock, Knock! Cell Membrane: Who's there? Oxy: Hi, it's Oxy, Oxy Gen. May I come in? Cell Membrane: Come right in, you're always welcome. Animal cells need oxygen to live. Is this your first visit? I'll give you a tour and introduce you to all our parts of what we call "home", an animal cell. (Cell Membrane steps aside to let Oxy cross the line and enter the cell.) Oxy: Gee, do you let anybody in here? Cell Membrane: Oh no, only some materials, like food, water, and oxygen, like you. Oxy: Is that your only job, to control and regulate what enters and leaves the cell? Cell Membrane: No, I also hold the cell material inside. I have to multitask, but it works. Oxy: You act as security and provide a sort of fence too? Both of those jobs are important functions for the cell. Cell Membrane: Ah, gee, I'm really not that important. (Oxy accidentally bumps into the stool where the Nucleus is sitting.) Cell Membrane: But, look at her, she's what it's all about. Nucleus: (Nucleus is talking in the microphone hooked to her cell phone and reading her palm pilot as she gives directions to the Organelles.) Hey! Organelles! That's you, Mitochondria! And you, Vacuoles! Look lively! We need to get this food circulated. Clean out these wastes. We need more Oxygen. Let's get going! Cell Membrane: First, and probably most importantly, we have the Nucleus. (Lowers his voice so the Nucleus can't hear.) She thinks that she controls everything, she's really bossy, but I guess she really needs to be. She directs all the cell's activities. Oxy: What does she have that makes her so important? Cell Membrane: I guess it would be the chromosomes, they provide instructions for all activities and the traits of the cell and the entire organism. You know, DNA.... a blue print for life? Nucleus: The DNA is what's happening. My DNA tells me what kind of cell we are, muscle, fat, blood, bone, or hundreds of other types of cells. I control other important organdies, too; you could even say that all cellular activity would stop if it weren't for me! I'm so important that I even have a double membrane that surrounds me. (Nucleus "freezes") 39 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Oxy: Wow! I'd say if you've got the chromosomes, you've got the main job. Who are those guys over there? And why are they holding waste and carrying food and water? (The Vacuoles begin moving around the cell, handing out food and water and collecting waste.) Cell Membrane: Them? They're called Vacuoles. Oxy: Kind of like vacuum cleaners? Vacuole #1: Not quite! We're storage. We hold waste and help it leave the cell. Vacuole #2: Yeah, and that's not all we do. See this food and all this water; we hold that too, enough for the whole cell. Vacuole #3: That's right, we're membrane-bound sacs, and we hold food molecules until the cell needs the energy. Oxy: You guys perform lots of important function's. (Vacuoles "freeze".) Cell Membrane: There are many more Vacuoles all around here. They sure come in handy. Oh, hi Mighty. (The Mitochondria began moving around the cell, swooping up and down. One arm is in a fist in the air and the other arm in a fist at the waist, just like a body builder or super hero.) Oxy: The way they're moving around here, they must have lots of energy. Mighty #1: Yes, you're right, we do release lots of energy. I am a Mi-to-chon-dri-a, an organelle! Mighty #2: There are always at least 10 of us, or as many as several hundred Mitochondria in any animal cell. See, we're bean-shaped organelles and we are here to release the energy stored in the sugars. Mighty #3: Our function is to give the cell the energy to carry out the cell's activities. Gotta goo-o-o....(They run off, then freeze.) Cell Membrane: Well now, I think you met all the important guys, I mean organelles, that are here in the animal cell. (The Cytoplasm begins to move around, acting their best to appear like protoplasm, which looks like jelly. Oxy takes a good look and touches the flowing plastic.) Oxy: Wait, what's that colorless, jellylike substance that fills the cell? It feels really weird. Cell Membrane: Yeah, that's the Cytoplasm. Cytoplasm #1: We're also called Cytosol. We surround the organdies and fill up the cell, kind of like a thick soup with all the parts of the cell floating in it, held in by the cell membrane Cytoplasm #2: We're mostly water, but we have a lot of proteins too. Cytoplasm #3: We support all the parts of the cell, that is, all the organelles that do the work the nucleus give us. We're part of the team effort! Oxy: I see. Seems like you have important functions too. All the Cytoplasm: You got it! Later Oxy. 40 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Oxy: See ya Cytoplasm. And thanks Cell Membrane, for the awesome tour of the animal cell. Can you let me out now? I'm going to see if the plant cell looks anything like this animal cell. Cell Membrane: Oh, you may be surprised. They have a couple of things that we don't have here. Look out for those green things. Oxy: Sounds interesting. Thanks again! (Lights'out.) 41 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Act II: The Plant Cell Make changes for scene two: Chloroplasts take their places, lying on a chair with their feet on another chair, or lying on a beach blanket. Wearing sunglasses and hats, the Chloroplasts are catching rays from the sun. They should be dressed in green or have green cloth around them. The Vacuoles move together to form a circle, representing a large vacuole. The Cell Wall stands behind the Cell Membrane. The tallest or most muscular student should play the Cell Wall. Hy and Dro, the Gen twins both should have a H hanging around their necks, for Hydrogen. The Mitochondria and Cytoplasm look the same as in Act One. Narrator: Welcome to Act II, The Plant Cell. I ask you the audience; can you remember the five parts of the Animal Cell? (Call on someone who raises their hand.) That's right, the Cell Membrane, the Nucleus, Vacuoles, Mitochondria, and the Cytoplasm. Very good, now, I'd like someone to tell us the function of the Cell Membrane. (Calls on someone who raises their hand.) The Nucleus? The Vacuoles? The Mitochondria? Cytoplasm? That's great, now we are ready to see how the plant cell is the same and how it is different from the animal cell. The teacher or the director call out, "Places, Ready, Action"! Oxy: (Links his arm to the Gen twins to form a water molecule; the three stay linked in this way throughout the tour.) Hy! Dro! Would you like to come with me to see if we can get into a plant cell? Hy: Sure! We have hooked up with other oxygen atoms, forming a water molecule before and got right into a plant cell. We will show you around. Here's one. You better knock really loudly. Oxy, you know that there's a Cell Wall around every plant cell, just outside the Cell Membrane? Oxy: I heard that there was something green in a plant cell too. What makes it green? Dro: That's Chlorophyll, a chemical contained in the Chloroplasts that enables a plant to make its own food. Oxy: It makes its own food? How can it do that? Hy: It's called photosynthesis. Come on, we'll show you. Knock, Knock!!! Cell Wall: Come on in water, we could really use you. It has been nearly drought conditions around here. Oxy: Who are you? You don't look like the Cell Membrane. Oh, you must be the Cell Wall. You look really strong. Cell Wall: Thanks. I work out. I've got to. I'm here to support and protect the plant cell. Cell Membrane: Hello, we're glad to see you. Are you headed for the vacuoles? Oxy: Not yet, we're on a little field trip. We'll help out in the Vacuoles before we leave, but we'd like to look around first. Cell Membrane: Enjoy. See you on your way out. (Oxygen, Hy, and Dro walk into the cell. (Oxy walks up and examines a Chloroplast.) Oxy: These green things, what are they doing? 42 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Chloroplast # I: We're catching some rays. That's part of our function. Chloroplast # 2: We use the light from the sun, add some carbon dioxide and water, and we actually are able to convert energy from the sun into energy the cell can use! Chloroplast # 3: That's photosynthesis in action! Right in front of your eyes. Oxy: It is hard to believe. Animal cells don't contain chloroplast, so that must be why they can't make their own food. I am starting to see the differences now. Cell wall, Chloroplasts, what else? Hy: Those are about the only differences. A plant cell has Cytoplasm, Mitochondria, a Nucleus, and Vacuoles. But, as you can see, the Vacuoles are much larger in the plant cell. You heard what the Cell Membrane was saying about us heading to the Vacuoles. You know, that plants need water. Vacuole: We are big, really big. We're much larger than the vacuoles in the animal cell. Our primary purpose here is to hold water and to help the cell wall hold the plant up! We can hold a great deal of water. Wow! Do we use it here in the plant cell. Mitochondria: Yes, we convert the food made by chloroplasts to energy the rest of the cell can use too. (Running past Oxy, Hy, and Dro.) Whoa...see ya la-a-a-a-ter-r-r-r. Cytoplasm: And we're still here filling up the cell, a colorless, jelly-like substance, in a supporting acting role, you know!. Nucleus: Welcome to my cell, water! I control what's going on around here, and I'm glad to have you here. Without you, we'll all be droopy. Can you tell that I run a smooth operation? Give me some water, carbon dioxide, and sunshine, and we can make our own food. Sounds kind of magic, doesn't it? Oxy: Yes, I didn't know plant cells were so cool. Thanks for the lesson guys. Lets go refresh this cell right now. Vacuoles, here we come. Hy and Dro: (said together) We're with ya! The End Narrator: Thank you ladies and gentlemen. Actors, take a bow, you did a great job. Now who can tell me the difference between a plant and an animal cell? 43 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Name_____________________________________Date_____________Period____ Organelle Analogies A cell membrane is to a cell as _____________________________________ is to _________________________________________ because _______________ __________________________________________________________________________________________ _____________________________________________________. A nucleus is to a cell as ______________________________________ is to _________________________________________ because ____________________ __________________________________________________________________________________________ _____________________________________________________. A mitochondrion is to a cell as ______________________________________ is to _________________________________________ because ____________________ __________________________________________________________________________________________ _____________________________________________________. A ribosome is to a cell as ______________________________________ is to _________________________________________ because ____________________ __________________________________________________________________________________________ _____________________________________________________. A vacuole is to a cell as ______________________________________ is to _________________________________________ because ____________________ __________________________________________________________________________________________ _____________________________________________________. A cell wall is to a plant cell as ______________________________________ is to _________________________________________ because ____________________ __________________________________________________________________________________________ _____________________________________________________. A chloroplast is to a plant cell as ___________________________________ is to _________________________________________ because ____________________ __________________________________________________________________________________________ _____________________________________________________. A lysosome is to an animal cell as __________________________________ is to _________________________________________ because ____________________ __________________________________________________________________________________________ _____________________________________________________. Name________________________________________Date___________Period______ 44 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Name______________________________Date___________Period___ Conclusions about Plant and Animal Cells 1. What cell parts are not in both animal and plant cells? Only in plants cells; cell walls and chloroplasts Only in animal cells; lysosomes 2. Why does a plant cell have chloroplasts? Plants use chloroplasts to produce the food they need for growth using energy from the sun through a process called photosynthesis. 3. Why doesn’t an animal cell need chloroplasts? Animals obtain their energy by consuming other living or once living things. 4. Why does a plant cell have a cell wall Rigid cell walls allow plant cells to stack and build like bricks so that as the plant grows towards the sun it has a means for supporting itself. Cell walls also serve as protection for the more delicate tissues in the plants interior. 5. Why don’t animal cells require a cell wall? Most animals have either an internal (endoskeleton) or external (exoskeleton)skeleton for support, movement and protection of internal organs. 45 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Name_____________________________________________Date_________________Period_______ 46 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Name_____________________________________________Date_________________Period_______ 47 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 The Living Cells Evaluation Organelle How is the function of the organelle represented through the dialogue or actions of the character? How is the function or structure of the organelle depicted through the costumes or props? Nucleus Animal Vacuole Mitochondria Ribosome Cell Membrane Lysosome Chloroplast Plant Vacuole Cell Wall 48 Columbus City Schools Curriculum Leadership and Development Science Department June 2016 Suggest a change in dialogue, costume or prop that would help better represent the function and structure of the organelle. 3-D Cell Project Create a three-dimensional plant or animal cell from any material of your choice. All parts must be labeled or there must be a key added for the purposes of identifying all cell parts. The function of each part must be given A rationalization which explains the relationship between the structure and function of each organelle is required. Spelling and correct representation of organelles is expected. Due Date:______________________________ Animal Cell Plant Cell Points______________ Points______________ o o o o o o o o Cell Membrane Nuclear membrane Nucleus Mitochondria Lysosomes Smooth Endoplasmic Reticulum Golgi Body Rough Endoplasmic with Ribosomes o Vacuole o Cytoplasm o o o o o o o o o o o Cell Membrane Nuclear membrane Nucleus Mitochondria Smooth Endoplasmic Reticulum Golgi Body Rough Endoplasmic with Ribosomes Vacuole Cytoplasm Cell Wall Chloroplasts 49 Columbus City Schools Curriculum Leadership and Development Science Department June 2016