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ED 462: Inquiry Lesson Plan
Transcript of ED 462: Inquiry Lesson Plan
At the end of this unit, students will be able to define a cell. Students will be able to identify all of the structures within an animal cell and discuss their functions, how they contribute to its survival, and how these structures and functions impact other parts of an organism. Purpose/Goals: Grade 7:
Life Science/Biology Cell Structures & Functions 45 minute Lesson Susan Zabrocky Long
ED 462: Science Methods
October 24, 2012 Learning Objectives: At the end of this lesson, students will be able to describe the organelles that make up an animal cell, their functions, and how they work to support living organisms. Students will be able to create a model of an animal cell, label the organelles and describe their functions. Students will think creatively to develop their own analogy of a cell using their prior knowledge on the structure and function of cell organelles. Prerequisites/Prior Knowledge: Students should understand that all living things are made up of cells. Organisms are made up of millions of cells that perform the basic life functions to keep the organism alive. Students should already be aware of the organelles and their functions within a cell.
Students may have alternate conceptions on what a cell actually looks like and that there are many parts within a cell to help it function. Monitoring: Materials/Supplies Needed: Play-Dough
White board/Chalk board/SMART Board
Guided Worksheet: "Creating an Analogy" National & CT Science Standards Addressed: Content Standards & Framework:
7.2.a: All organisms are composed of one or more cells; each cell carries on life-sustaining functions.
7.2.b: Multicellular organisms need specialized structures and systems to perform basic life functions.
Standard Teaching Strategies:
Small group work
Grades 6-8 Core Scientific Inquiry, Literacy and Numeracy:
C INQ.9: Provide Explanations to investigated problems or questions
C INQ.10: Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.
Science as Inquiry:
Science as inquiry was addressed in this lesson because students have to work together in groups to create their own analogy of a cell.
Nature of Science:
The Nature of Science is addressed when referring to stem cell research. Opening/Engagement: Whole Class Discussion (5 minutes)
The teacher reviews key terms introduced in the previous class (definitions and functions of cell organelles)
The teacher will also show pictures of real cells and its organelles to the class (Explain)
Play Dough Models (10-15 minutes)
Small group tactile activity (Engage)
The teacher will strategically group students together in small groups of 2-3 students based on learning style and skill level.
Small groups will work together to create small cell models using play dough. Groups will also label/mark cell organelles with flags (toothpicks). Negotiating Relevance: Stem Cell Research
Treatment of Alzheimer’s Disease
Disease/medicine research Lesson Closure/Assessments & Evaluation 5-10 minutes
Whole-class discussion (Elaborate)
Review student-made cell models
Each group will explain their analogies and how aspects of their analogies relate to organelles in a cell and their functions.
Exit Slip (Evaluate)
Homework assignment if out of time
Students will write 1-2 paragraphs discussing their analogy and pick 2-3 aspects of their analogy and explain their relation to a cell, its organelles and its function http://www.centennial.k12.or.us/Cmail/1011pix/bio_cake1.jpg Students need to work cooperatively together in groups to create their cell analogies by connecting what they know about the structure of a cell and their functions.
Students should respect each other’s ideas and make sure that each student in their group is allowed and encouraged to express their ideas.
Teacher will explain safety procedures regarding materials prior to and on the day of the lesson involving these items of concern (i.e. microscope, play dough, etc.) The teacher will move around to each group during the small-group activities to check their progress and models/diagrams. The teacher will ask the groups and individual students guiding/discussion questions and other related questions. http://stemcellremedy.com/wp-content/uploads/2011/09/why-are-stem-cells-important.jpg http://web.jjay.cuny.edu/~acarpi/NSC/images/cell.gif Safety http://www.clipproject.info/Cliparts_Free/Schule_Free/Clipart-Cartoon-Design-02.gif http://2.bp.blogspot.com/-x9ZiWha6kRM/TjtzGJ-890I/AAAAAAAAAJs/yaPtPmsU8ys/s1600/Exit%2BSign.PNG Guiding Questions: Accommodations: References: Differentiation Strategies:
Use of multimedia, inquiry, problem-based learning, modeling
Perform extra research at home/Independent Projects
Assign “thinking roles”
Have extra work/tasks for students to do
Pair with advanced student
Individualized instruction (1:1)
Adapt portion of the lessons to create tactile mini-projects
Provide with notes (fill-in-the-blank guided worksheet)
Co-teach or work with a paraprofessional Cronkite, D. P. D., & , (2009). Science Explorer: Cells and Heredity. Boston, MA: Pearson Education.
CT Science Standards Doc- PK-8 Science GLCs and GLEs
What organelle acts as the cell's control center? How does this function in your analogy?
Explain how the way a city works relates to how a cell works.
Why do you think its necessary for a cell to have “roads” or a way to transport materials?
What structure in your analogy relates to the mitochondria of a cell?
Work in small groups to explain how animal cell structures and functions, the city analogy, and your analogy all connect.
Explain possible reasons for the organelle's structures http://www.biosci.ohiou.edu/introbioslab/Bios170/170_5/Chk_cell.JPG https://ssc-year-7-science.wikispaces.com/file/view/animal_cheekcell.jpg/272973902/animal_cheekcell.jpg Animal Cells under
a Microscope Why are lysosomes an important structure to remember on your cell model?
Why do you think the golgi body is shaped that way?
Predict what would happen if ________ was absent from the cell.
Predict why the various cell organelles have diverse physical structures. Guiding Questions http://i.istockimg.com/file_thumbview_approve/9577012/2/stock-illustration-9577012-tour-guide.jpg Creating an Analogy (20 minutes) (Explore)
Teacher states that a cell functions like a city and models the analogy with examples of how aspects of a city relate to a cell and the functions of various organelles.
There will be a whole class discussion where students think about how a cell relates to a city while the teacher lists these similarities on the board
The teacher will then pose the following task to the class: Using the example analogy of a cell relating to a city, groups of students will think of their own analogy for a cell and its functions (Explore/Discrepant Event)
The teacher can present the students with an example diagram of how the aspects of a city relate to a cell using the ideas the class just generated together.
Teacher will provide numerous materials for students to diagram a cell using their own analogy (Guided worksheet, paper, colored pencils, etc.)
Using the worksheet, students work together in these small groups to diagram their cell. Groups will use the ideas from the example of the city analogy and create explanations for why they created their analogy. The diagram can be open and creative to how ever the students want to represent how their analogy relates to the structures within a cell.
The teacher will move around the room to each group and facilitate their drawings to include aspects of a cell including its organelles. The teacher will also ask probing questions about how aspects of their analogy relate to animal cells and their organelles. Procedures/Process & Learning Activities http://i2.squidoocdn.com/resize/squidoo_images/590/draft_lens18494557module153172956photo_1315726204how-to-make-a-3D-cell-mod