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Transcript
Life Sciences: Cell Structure & Function Grade Level & Duration: 10th Grade. One 50 Minute Class Period Subject: Analyzing the Structure of Plant & Animal Cells (as a prelude to Cell Division) Overview & Purpose (STEMcinnati theme) What will be learned and why it is useful: The goal of the lesson is to solidify the understanding that all living things are composed of cells, that they are the basic units of structure and function in living things and thus lay a foundation for the fact that new cells are the products of existing cells (cell division). Many analogies are made about cells being like factories/cities and the different components being the different attributes of the cell; this lesson uses this concept and enhances it by using the school to represent the cell and the teachers, staff and students as the constituents of the cell. Students investigate and explore the structure and functions of eukaryotes and prokaryotes in this engaging, interactive lesson that caters to multiple learning styles; visual-spatial, interpersonal, bodily-kinesthetic and logical-mathematical. The statement, ‘a cell is divided into two major parts ~ the nucleus and cytoplasm’ sometimes leads to misconceptions and misunderstanding when it is not immediately followed by an exploration of the organelles present within that cytoplasm. The common misconception and mental image that arises is that the cytoplasm is just static/inactive ‘material’ enclosed in the cell along with the nucleus. This lesson hopes to drive home the fact that the cytoplasm is host to a myriad of organelles that are crucial to the life of the cell. Applications to the real world & Societal Impact : This subject matter provides a context for authentic learning as students make direct connections between actual cells and their school environment. By using the analogy, ‘a cell is like a school’, we look at the important role that education plays in society and how specialized cells (such as Aiken University with its Environmental Studies Focus) are an integral part of the organism as a whole (society). Career Connections: It is important for not only biologists and professionals in the medical field to understand this basic unit of all forms of life but to be effective informed workers, the concluding activity of the lesson, ‘Let’s take a look at chloroplasts’ addresses how nursery workers need to know the biology behind plants to answer specific questions that customers might have, such as why leaves sometimes turn yellow. Prepared by: Fee Mtshiya Education Standards Addressed What state/county education standards that this lesson satisfies. The State of Ohio. Hamilton County ~ Cincinnati Public Schools. Specific State of OHIO Science Academic Education Standards Addressed. Life Sciences, 9-10 program 1b: Explain that living cells are the basic unit of structure and function of all living things. Life Sciences, 9-10 program 2: Compare the structure, function and inter-relatedness if cell organelles in eukaryotic cells (e.g., nucleus, chromosome, mitochondria, cell membrane, cell wall, chloroplast, cilia, flagella) and prokaryotic cells. Scientific Inquiry, 9-10 program 4: Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations. Teacher Guide Select Goals and Objectives Goals and Objectives (Specify skills/information that will be learned.) The Goal or Overall Aching Idea is to have the students understand that all living things are composed of cells and that they are the basic units of structure and function in organisms. It is also crucial to have them learn/appreciate the role of each structure within the eukaryote. Describe what a cell is (in terms of being the basic unit of life). Be able to not only recite the different structures in the cell but state what role each one plays in the overall functioning of the cell. Highlighted terms are under ‘Knowledge’ in Bloom’s Taxonomy. Explain how the different cell structures relate to each other. Be prepared to discuss the difference between rough and smooth endoplasmic reticulum, and the relationship between Golgi apparatus and endoplasmic reticulum. Students should be able to illustrate the eukaryotic cell. Highlighted terms are under ‘Comprehension’ in Bloom’s Taxonomy. Analyze eukaryotes and prokaryotes and be able to deduce which is which and what makes them different (based on a knowledge of the fact that one type contains a nucleus and the other does not and the fact that one is generally less complicated than the other). Highlighted terms are under ‘Analysis’ in Bloom’s Taxonomy. Select Instructional Strategies Lecture/Discussion & Group Activities Information (Give and/or demonstrate necessary information) (The lesson format is going to be interactive group discovery learning with teacher-guided discussion using power-point illustrations) Catch Popping Bacteria and Fungi! (approx 4 minutes) 2 balloons are brought in to illustrate the difference between bacteria (prokaryotes) and fungi (eukaryotes). The blown up balloons contain twisted sections of pipe cleaners (small enough to illustrate the point but not big enough to be too heavy). The pipe cleaners represent genetic material; in the fungi they are densely twisted around each other forming a little ball representing the nucleus and in the bacteria they are lightly twisted around each other (just enough to still be linked but not enough to form a discernible ball). The teacher lets the students know that one of the balls represents bacteria and the other represents fungi and that we are going to pop them to find out which is which based on how their genetic material is ‘put together’ . Two volunteers come up to pop them on a cleared surface up front and the class then identifies the two using probing questions and the textbook if necessary. Materials Needed Stationery Note cards Sheets of Construction Paper (according to how many groups of students there are) Scissors (according to how many groups there are) Glue (according to how many groups there are/can also be shared) Tape Balloons Small Sections of Pipe Cleaners Worksheets (attached to lesson) Plant that shows both ‘green’ as well as ‘yellow’ coloring to show dominance of chlorophyll versus carotene respectively Utilize Technology Power point presentation, (attached to lesson) Creative fly ins for the different cell components and their labels Other Resources (e.g. Text books, Biology, Prentice Hall by Kenneth Miller and Joseph Levine.) Require Learner Participation In Class Pre-Assessment Quiz; (approx 7 minutes) Activity (Describe the independent activity to reinforce this lesson) Questions handed out by instructor with the help of students. Students work individually and answer questions to the best of their ability. One word answers. Fellow student volunteer collects papers once quiz is completed. PRE-ASSESMENT Questions: 1) Answer the following with a True or False. Prokaryotic Cells have genetic material that is not contained in a nucleus 2) There is a name for the portion of the cell outside the nucleus enclosed within the cell membrane. What is that name? 3) Multiple Choice: Which of the following statements is correct? Human cells have chloroplasts Proteins are assembled on ribosomes Some living things don’t have any cells 4) Fill in the Blank. ___ are small organelles filled with enzymes in the cell. 5) The _________ is a thin flexible barrier that surrounds the cell regulating what enters and leaves the cell. This structure also provides protection and support. What structure is this? Mitochondria Golgi Apparatus Cell Membrane Interactive group discovery learning; (approx 25 minutes); The students are split into groups based on seating arrangements. The teacher lays the foundation for the activity using a PowerPoint presentation. The teacher reiterates the difference between prokaryotes and eukaryotes referencing the ‘Catch’ and explains that this lesson is going to be focused on Eukaryotic Cell Structure. The teacher pulls up a slide with a clearly labeled animal cell and verbally states what the different structures are, pointing them out on the slide at the same time. The teacher then moves onto the next slide where the concept of ‘analogies’ is discussed. The teacher uses the analogy ‘A cell is like a home’. The teacher does not cover all the cell structures but goes over enough to illustrate the point and show the students what they are going to be doing in the activity. The Power point slide shows different components of the home; the front door and wall, The kitchen, The parents, A teenager wearing gloves and holding cleaning materials and A storage closet. The teacher hands out 4 of the note cards, each with one of the following four structure definitions written on it; Mitochondria Nucleus Lysosomes Vacuoles One of the students read out each on of the structures and the teacher uses probing questions to elicit responses to match each one with a structure in the home, clearly illustrating what the connection is and why the following analogies work. Mitochondria – Kitchen Nucleus - Parents Lysosomes - The ‘teenager’ doing the cleaning Vacuoles – The storage closet The next step is the distribution of the construction sheets that go along with the Cell Analogy exercise. The students are provided with scissors, glue and note cards with names and definitions of the cell structures. The point of the exercise is to have the students match aspects of the school with different cell structures. The main cell analogy activity proceeds in virtually the same manner as the home example with the teacher showing the students 4 aspects of the school up on a power point slide and having the students write out each one on the construction paper and match it to a cell structure (the teacher will hand out 4 corresponding note cards to each of the groups). The teacher lets the students know that at the end of the lesson they will have 12 analogies so they should be conservative yet clear when they write out the aspects of the school to match the cell structures. A group recorder writes down the correct analogies after each ‘class revision’. Here is an example of how the scene would play out when the teacher presents 4 (of 12) school aspects to the groups. 4 ‘school aspects’ are pulled up on a power-point slide: The Cafeteria The walls of the buildings The Main Office The Principal Students write these out on their poster boards and as a group they discuss which cell structures each one of these could represent. The teacher helps the groups narrow down their choices by handing out the 4 correct cell structures (on note cards) and having the groups critically decide on the correct matches. Once everyone is done, the teacher then goes through each school aspect and a representative from each group stands and states/shows what they got. The teacher uses this time to explain the correct analogy. A worksheet given to each group is used to record the correct findings, thus each group also has a recorder. The teacher also has the option of keeping track of which group gets most correct to give the activity a competitive edge. Scores can be shown on the board. The Cafeteria - Mitochondria The walls of the buildings – Cell Membrane The Main Office - Nucleus The Principal - Nucleolus The ‘discovery learning process’ is repeated for Ribosomes, Endoplasmic Reticulum, Golgi Apparatus, Lysosomes, Vacuoles, Cytoskeleton and Cell Wall. Concluding Activity Career Connection & Real-Life Applications: Let’s take a look at Chloroplasts The plant brought in should have both ‘green’ and ‘yellow’ leaves. Students are asked again what cell structure could be related to leaf color. Once it is established that the answer is chloroplasts, the teacher invites students to come up and take a closer look. The green pigment is chlorophyll that is the most common while the yellow pigment is carotene and they are both produced in the chloroplasts. Chlorophyll is not as stable as carotene; bright sunlight causes it to decompose. The chloroplasts in plants have to make it continually for photosynthesis to occur. The synthesis of chlorophyll in plants requires sunlight and warm temperatures. The teacher explains that the yellowing of plants that normally green is referred to as chlorosis which is caused by changes in the plant’s environment (light conditions) /addition of herbicides/insects such as aphids, mealy bugs and scale /nitrogen deficiencies or too much/too little water. It is pointed out that it is difficult to ascertain which is the causative factor at face value. People who work at nurseries are often asked by clients why this phenomenon occurs in plants and so they need to be able to not only give them ideas as on what to do but also explain from a ‘cellular level’ what is happening. Knowing and understanding this information is generally useful for careers in botany, agriculture, conservation, ecology, environmental science and even medicine. Evaluate (Assessment) (Steps to check for student understanding) The Post-Assessment and the Review (Essential Questions) are next. In Class Post-Assessment Quiz; (approx 5 minutes) Questions handed out by instructor with the help of students. Students work individually and answer questions to the best of their ability. One word answers. Teacher collects papers once quiz is completed. The Post-Assessment is the same as the Pre-Assessment. The questions are just re-arranged. REVIEW: (approx 4 minutes) All living things are composed of cells. Cells are the basic units of structure and function in living things. Cells are made up of various organelles and structures that are crucial to the functioning of the cell. 11 are covered in this lesson: Nucleus, Nucleolus, Ribosomes, Endoplasmic Reticulum, Golgi Apparatus, Lysosomes, Vacuoles, Mitochondria, Cytoskeleton, Cell Membrane and Cell Wall. Eukaryotic Cells contain a nucleus in which their genetic material is separated from the rest of the cell. Prokaryotic Cells have genetic material that is not contained in a nucleus. New cells are produced from existing things. Approximate lesson Time: 50 minutes