Download Biology Unit - Sixth Grade Content Vocabulary Wiki

Biology Word Bank
Microscope
Cell
Organelles
Cell membrane
Cell wall
Nucleus
Mitochondria
Endoplasmic reticulum
Chloroplasts
Photosynthesis
Chlorophyll
Cytoplasm
Autotroph
Heterotroph
Unicellular
Multicellular
Protist
Flagella
Cilia
Pseudopods
Plant-like protists
Biology Glossary
Microscope: a tool used to magnify small objects for scientific study.
Cell: the basic building block of life.
Organelles: structures in cells that perform specific functions.
Cell membrane: double layer of fat that surrounds the cell.
Cell wall: rigid wall that surrounds the membrane in plant cells.
Nucleus: organelle that regulates cell functions and center for reproduction.
Mitochondria: organelles that take nutrients and create usable energy.
Endoplasmic reticulum: organelle that helps to move energy to all parts of the cell.
Chloroplasts: organelles that allow plants and plant-like protists to carry out
photosynthesis and make their own food.
Photosynthesis: the process that allows autotrophs to make their own food.
Chlorophyll: the chemical in chloroplasts that allows autotrophs to make their own food.
Cytoplasm: gelatin-like fluid inside the cell membrane.
Autotroph: a living organism that can produce its own food.
Heterotroph: a living organism that cannot produce its own food.
Unicellular: a living organism made of only one cell.
Multicellular: a living organism made of many cells.
Protist: a cell with a nucleus that is neither animal nor plant. Most are unicellular and live
in water.
Flagella: a whip-like appendage that some protists use to swim from place to place.
Cilia: tiny oar-like hairs that some protists use to swim from place to place.
Pseudopods: “False feet” that are created when amoebas extend their cytoplasm into
their cell membrane in order to eat or move.
Plant-like protists: a protist with chloroplasts which is an autotroph.
Biology Flashcards
Microscope
A tool used to magnify small objects for
scientific study
Cell
The basic building block of life
Organelles
Structures in cells that perform specific
functions
Cell membrane
Double layer of fat that surrounds the
cell
Cell wall
Rigid wall that surrounds the
membrane in plant cells
Nucleus
Organelle that regulates cell functions
and center for reproduction
Mitochondria
Organelles that take nutrients and
create usable energy
Endoplasmic reticulum
Organelle that helps to move energy to
all parts of the cell
Chloroplasts
Organelles that allow plants and plantlike protists to carry out photosynthesis
and make their own food
Photosynthesis
The process that allows autotrophs to
make their own food
Chlorophyl
The chemical in chloroplasts that
allows autotrophs to make their own
food.
Cytoplasm
Gelatin-like fluid inside the cell
membrane
Autotroph
A living organism that can produce its
own food
Heterotroph
A living organism that cannot produce
its own food.
Unicellular
A living organism made of only one
cell.
Multicellular
A living organism made of many cells
Protist
A cell with a nucleus that is neither
animal nor plant. Most are unicellular
and live in water.
Flagella
A whip-like appendage that some
protists use to swim from place to
place
Cilia
Tiny oar-like hairs that some protists
use to swim from place to place
Pseudopods
“False feet” that are created when
amoebas extend their cytoplasm into
their cell membrane in order to eat or
move.
Plant-like protists
A protist with chloroplasts which is an
autotroph
Biology Visualizing Glossary
Microscope
A tool used to magnify
small objects for scientific
study
Cell
The basic building block
of life
Organelles
Structures in cells that
perform specific functions
Cell membrane
Double layer of fat that
surrounds the cell
Cell wall
Rigid wall that surrounds
the membrane in plant
cells
Nucleus
Organelle that regulates
cell functions and center
for reproduction
Mitochondria
Organelles that take
nutrients and create
usable energy
Endoplasmic reticulum
Organelle that helps to
move energy to all parts
of the cell
Chloroplasts
Organelles that allow
plants and plant-like
protists to carry out
photosynthesis and make
their own food
Photosynthesis
The process that allows
autotrophs to make their
own food
Chlorophyl
The chemical in
chloroplasts that allows
autotrophs to make their
own food.
Cytoplasm
Gelatin-like fluid inside the
cell membrane
Autotroph
A living organism that can
produce its own food
Heterotroph
A living organism that
cannot produce its own
food.
Unicellular
A living organism made of
only one cell.
Multicellular
A living organism made of
many cells
Protist
A cell with a nucleus that
is neither animal nor plant.
Most are unicellular and
live in water.
Flagella
A whip-like appendage
that some protists use to
swim from place to place
Cilia
Tiny oar-like hairs that
some protists use to swim
from place to place
Pseudopods
“False feet” that are
created when amoebas
extend their cytoplasm
into their cell membrane in
order to eat or move.
Plant-like protists
A protist with chloroplasts
which is an autotroph
Unit Topic: Biology Introductory Lessons
Essential Questions:
Why are cells considered “living”?
How are cells able to carry out complex tasks?
What words and strategies are essential to use in order to ask questions, answer questions,
and make comments pertaining to biology?
Learning Objectives:
Students will be able to define key words and concepts related to the biology.
Students will be able to ask and answer questions, and make comments during discussions in
small group language lessons and classroom activities on the topic of the biology.
IEP Benchmark Objectives:
Students will be able to use active listening strategies (listening for and highlighting key
words) while viewing biology videos.
Within the context of curriculum-related assignments, students will be able to use strategies
(visualizing, illustrating, graphic organizers, visual aids) to understand, retrieve and express
biology vocabulary.
Background or Lesson Set up:
Use these preview lessons to introduce and practice using key words related to the biology
before students start learning about the biology in class.
Key Strategies/Skills:
Listening for and highlighting key words, visualizing, illustrating, using visual aids/graphic
organizers
Materials:
Biology word bank, glossary, visualizing glossary, flashcards, videos in wiki
Procedures:
1. Introduce biology unit and pretest to determine what vocabulary students already
know pertaining to the study of biology. Using biology flashcards cut up words and
definitions and instruct students to match definitions to target words and/or ask them
to generate definitions for target words.
2. Brainstorm possible words to include in a biology word bank.
3. Provide students with word banks. Activate schema by viewing biology videos in
wiki; students listen for key words and highlight words on word bank as they hear
them.
4. Using visual aids (videos in wiki, pictures and diagrams in text) discuss the meaning
of each word in the glossary.
5. Create a set of flashcards (each student makes their own set) using the template in the
wiki. Fold two column chart in half so that the word is on one side and the definition
is on the other side. In pairs, students take turns stating words and associated
definitions.
6. Students use the strategies of visualizing and illustrating to draw their own pictures
on the biology visualizing glossary table (word, definition, picture).
7. Create a wordle word bank (wordle.net). Students take turns selecting a word and
asking another student to provide the definition. If needed, have definitions available
so students can match definitions to target words. Students use selected words in
sentences to demonstrate that they know what the word means.
8. Encourage students to use their word banks and picture glossaries during small group
language lessons and classroom activities to facilitate accurate and efficient retrieval
of target words.
Assessment:
Matching definitions to words.
Definitions generated by students.
Highlighted word banks.
Completion of visualizing glossaries.
Oral responses during discussions.
Use of word banks and glossaries during discussions and classroom activities.
Performance on quizzes and unit tests.
Unit: Biology
Lesson: Using appositives to identify the parts of a cell
Essential Questions:
Why are cells considered “living”?
How are cells able to carry out complex tasks?
Learning Objective:
Students will be able to create a Construct # 1 sentence containing an appositive to describe the
function of common organelles.
IEP Benchmark Objective:
Students will be able to generate grade-level complex sentences using curricular vocabulary.
Within the context of curriculum-related assignments, students will use strategies to understand,
retrieve and express grade level vocabulary.
Background or Lesson Set up:
This lesson is most effective as a follow up to the introductory lesson(s) and after teacher
presentation. Students must also know how to generate a sentences that contains an appositive,
(Construct #1 sentence).
Key Strategies/Skills:
Generating Construct # 1 Sentences
Using visual aids (diagrams)
Monitoring responses
Making corrections
Materials:
Cell template
Labeled cell parts
Sentence strips (lined paper works fine)
Examples of sentences:
The nucleus, the cell command center, regulates all of the other organelles.
The mitochondria, the powerhouse, is able to change nutrients into energy.
The cell membrane, a membrane made from a lipid bi-layer, separates the cell from the rest of
the world.
The endoplasmic reticulum, a transportation network, helps bring protein to all parts of the cell.
The cell wall, a rigid structure, allows plants to remain upright.
Chloroplasts, organelles with chlorophyll,allows a plant to perform photosynthesis.
Cytoplasm, the fluid inside the cell, is like gelatin, 70% water, and gives the organelles
something to float in.
Procedures:
1. Place the cell template where all students can see it. Take out the labeled organelles and
place them outside of the template. Begin with the cell wall and chloroplasts removed.
2. Review the construct #1 sentence and remind students that this sentence is effective for
generating definitions. Discuss the important components of an appositive (must contain
a noun or noun phrase to rename or state attributes of the noun being described and
remind students where to place commas).
3. Practice a #1 sentence as a group (e.g. The cat, a furry animal, makes a great pet.) Tell
students that they will be writing informative #1 sentences to review the functions of
organelles.
4. Allow one of the students to select one of the organelles. Place organelle in an
appropriate part of the template. (The nucleus belongs near the middle, and the cell
membrane surrounds the cell. All of the others may go anywhere in between. The
cytoplasm is in spaces in between the cell membrane and the organelles.)
5. State the organelle selected and have each student create a #1 sentence describing the
function of that organelle. Allow students to refer to their glossaries if they need to. Have
the students share their sentences. Encourage students to self-monitor their responses for
accuracy of organelle function and whether or not their sentence contains an appositive.
Assist students in making any necessary corrections.
6. Using the student-generated sentences, construct a #1 sentence as a group that gives a
thorough definition. Place it near the organelle in the template. Encourage students to
make sentences that are even more complex. (For example, generate a #12 which
contains an appositive followed by a series. “Cytoplasm, the fluid inside the cell, is like
gelatin, 70% water, and gives the organelles something to float in.)
7. Continue until all organelles have been identified.
8. Tell students that they have been working with an animal cell. Ask them how a plant cell
would differ. As they mention the chloroplasts and cell wall, take them out. Follow steps
4-5 to continue with these last two organelles.
Assessment:
Student-generated #1 sentences.
Scores on class tests.
Allow students to re-use the template to create oral #1 sentences for each organelle.