Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Endomembrane system wikipedia , lookup
Extracellular matrix wikipedia , lookup
Tissue engineering wikipedia , lookup
Cell growth wikipedia , lookup
Cytokinesis wikipedia , lookup
Cell encapsulation wikipedia , lookup
Cellular differentiation wikipedia , lookup
Cell culture wikipedia , lookup
Science Lesson Planning Template 5 E Learning Cycle Model Context Issues of the Lesson Unit or Lesson Title: Unit: 4 Grade Level Building Blocks of Our Body 5th-7th Topic/Theme/Nature of the Investigation: What Are Cells? NGSS Performance Expectation(s) Next Generation Science Standards LS1.A: Structure and Function NGSS Dimension 1 component Modeling Developing and Using Models (Scientific and Engineering Practices) Dimension 1 Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. NGSS Dimension 2 component (Crosscutting Concepts) Dimension 2 NGSS Dimension 3 component Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. MS-LS1-2 Develop a model to describe phenomena. (MS-LS1-2) Scale, Proportion, and Quantity Phenomena that can be observed at one scale may not be observable at another scale. (MS-LS1-1) All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one (Disciplinary Core Ideas) Dimension 3 single cell (unicellular) or many different numbers and types of cells (multicellular). Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Duration: . 3-4 Class Periods Lesson Planning Template - - The 5 E’s Planning Stages Within the 5-E Inquiry Model Engage PURPOSE: Students are given labeled diagrams of animal and plant cells. They are asked to explain similarities and difference between the two examples. What is the teacher doing? What are the students doing? 1. Teacher is creating opportunities for students to expand their knowledge on cells by comparing structures and functions through various activities. 2. Students are collecting evidence to show their growth in knowledge on how cells function. Explore PURPOSE: Student identify the necessary organelles found in the plant and animal cells Students begin to explain how each organelle function in the cell. Activities (list) 1. Students are given pictures of both plant and animals cells labeled. Students work in groups of no more than 3 to collected data on seminaries and difference they observe in both cell diagrams. Student report out on information they collected to other groups. Questions what organelles seem to be important in each cell type? Tell why? Driving Question Why are cells important to the building blocks of our body? What structures and functions are the same or different in both plant and animal cells? 2. Students will use food items to reconstruct plant and animal cell. i.e. square (Plant cell) round (animal cells) . Use various candies or healthy snacks to represent the organelles found in each cell. Question what items you would use to represent the organelles in a plant and animal cell. Explain why you would use these items. 3. Student will compare their plant and animal models with others students to explain why they constructed their model. Student Communication Product: (written report, oral presentation, poster, etc.) (consider showing “Models” of student products to help student identify characteristics of quality) Students will construct a booklet, foldable that reflect the function of organelles Explain PURPOSE: To provide students with additional resources to build knowledge about cell organelles and their functions To provide workable definitions and compare organelle functions to other systems.. Lesson Planning Template - - The 5 E’s Content Media: (written material, video, teacher lecture, technology) Teacher directed activities( Use of technology below will help further explain functions of cells) 1. Teacher provided stations to explain functions of organelles in plant and animal cells. 2. Students are placed in groups of 4 to review power point presentation on Plant and animal cells. Student will complete a guided outline related to the presentation to complete. They will report on their findings with another group. Sample of possible PowerPoints to use with students. Small group: Free PowerPoint Presentations http://science.pppst.com/cells.html - Introduction to the Cell, Plant and Animal Cell, Cell Theory, etc. http://sun.menloschool.org/~cweaver/cells/- Reinforcement of animal and plant cell terms http://www.explorelearning.com/index.cfm (Cells) Free 30 Day Trial for online simulations that power inquiry and understanding http://www.brainpop.com/ (Cells) Free 30 Day Trail for Movie Clip and Quiz Student Communication Product: (assessment, unit test, written report, oral presentation, poster, etc.) 1. Student will do oral presentation on the power point presentations they reviewed Elaborate PURPOSE: to extend students' conceptual understanding through application or practice in new settings Activities: 1. Students will participate in a scavenger hunt related to organelle functions. Given cards with clues for function and organelles. 2. Students will self-check using answer key when completed. Students will record Content Media: (written material, video, teacher lecture, technology) 1. Study Jams Scholastic. com Plants students will use this site to do pre and post quiz. Look over vocabulary words and view short video Extending/Application Questions for Whole/Small Group Discourse: Lesson Planning Template - - The 5 E’s Student Communication Product (assessment): (unit test, written report, oral presentation, poster, etc.) Evaluate PURPOSE: In this phase students assess their ability to recreate model for plant and animal cell. Skill/Reasoning Learning Objectives 1. Teacher need to assess prior knowledge then compare with post test to determine growth of student knowledge. Assessment Instrument Pre’ Post testing over material to be covered. 2. Student are able to write about the cell model they completed Lab sheet works with completed diagrams of their cells and explanations. 3. Students have the ability to engage in an argument that supports their learning by using collected data. Students will compare two function oof organelles and create if the statements (cause and effect) using their data to support their claim. If this organelle was missing from the cell then ________________would cause the cell to because________________________ Assessment Instrument Knowledge Learning Objectives Persuasive essay on which organelle is more important and why. Rubric for identifying part function purpose and importance of the organelle.. “My organelle is the most important one in the cell because….) Outcome presented in debate format.. Lesson Planning Template - - The 5 E’s