lesson_cell

=Names:=
 * Concetta Vecchione, Michael Malave**

Standards:
New York State Standard: 4.3.1; In which the student "describe(s) how the structures of plants and animals complement the environment of the plant or animal."

New York City Standard: S2a; In which the student "demonstrates understanding of characteristics of organisms, such as... the relationship between structure and function."

Shawn Glynn’s “Learning from Science Text” describes how important textbooks are as a learning resource. Graphic representations are used toward the educational process by utilizing the student’s recognition of visual replications and it’s relation to the purpose of each function of the different parts. Our conclusion about the article and how we can use the information provided, is that images are dire for the children to be able to recall the knowledge addressed in our lesson plan.
 * Summary:**

Roald Verhoeff's "Systems Modeling and the Development of Coherent Understanding of Cell Biology" includes exercises in which the students create a visual model of a cell on a two dimensional and three dimensional plain. Again, the message of this article is similar to the others because it stress the importance of having visual aids in the learning process. This article also brings forth a new concept that will motivate and excite the students: having them involved in making the visual references.

The article "Plant Tissue Culture Studies" by Robert Alan Smith explains the importance of problem solving in the scientific lesson and learning process. This article was very important because it sparked an idea. We thought that with combining the visual aids of the other lessons and the ideas of problem solving we could separate the students into groups and create a three dimensional puzzle for the students to piece together. the puzzle process will harness the students problem solving abilities as well as visual recognition.

“Egg-citing Sixth Graders in Science: A Creative Activity in Cell Structure” is an article by Margaret Mersch and it tells about a sixth grade class studying the structure of cells on a three dimensional basis. The research involved with this lesson plan not only showed that the students were learning but that their interest was comparatively higher than the previous science lessons. ersonal author, compiler, or editor name(s); click on any author to run a new search on that name. 1.Glynn, Shawn (1997) Learning from Science Text, ERIC-Educational Resources Information Center 2. Verhoeff, Roald P. (2008) Systems Modeling and the Development of Coherent Understanding of Cell Biology, ERIC-Educational Resources Information Center 3. Smith, Robert Alan, (1997) Plant Tissue Culture Studies, ERIC- Educational Resources Information Center 4. Mersch, Margaret, (1976) Egg-citing Sixth Graders in Science: A Creative Activity in Cell Structure, ERIC- Educational Resources Information Center
 * APA Citation:**

http://www.crayola.com/lesson-plans/detail/what%27s-inside-a-plant-cell?-lesson-plan/ This lesson plan, featured an activity that involved creating a colorful illustration of a plant cell, labeling the organelles and using different shapes to represent the structure of the different parts.
 * Lesson Plans:**

[|http://www.schools.manatee. k12.fl.us/072JOCONNOR/ celllessonplans/lesson_plan__ cell_structure_and_function. html] The previous link provides a lesson plan with alternate websites as student resources. It suggests the use of graphic information organizers for students to collaborate with one another such as a KWL chart and a Venn Diagram.

__http://www.eduref.org/Virtual/Lessons/Science/Biology/BIO0039.html__ This lesson plan offers an alternative view to the structure of cells and allows the students to visualize a cell in a more accurate, three dimensional way.

__http://www.accessexcellence.org/AE/ATG/data/released/0496-ChuckDowning/index.php__ The activity in this lesson plan offers an creative and exciting way for the children to be introduced to the different parts of the plant cells through presentation and group collaboration.

__http://www.richlandone.org/resources/teacher_resources/connections/grade7/plant_animal.htm__ This lesson plan offers a way for the students to link organelles with specific cell function. It also allows for the children to organize their information that clearly states the comparisons and contrasting characteristics of planet and animal cells.

__http://www.biologylessons.sdsu.edu/classes/lab7/lab7.html__ The link above is to a lesson plan that explains and applies cell theory using fun materials like cookies, Hershey kisses and gumdrops.


 * Online Collaborative Writing Assignment**:


 * Wiki** - is known as group web sites that can be edited and which you can also add your own information. With a use of a wiki, you can not only revise articles but you can also look up the prior editions. Work is often placed on a wiki page with the intention of an instructor evaluating the work.


 * Weblog** - is a website based on blogs. This usually includes different events and also has videos. Teachers can create blogs to share assignments with students. Weblogs are formulated so that the material is made easier for students to read and understand. Web blogs are useful because it can help teachers as a reference for students to access the learning material when they need to be refreshed or go over the subject matter another time.


 * How could Wikis and/or Weblogs be used in your lesson plan?**

Wiki's and Weblogs are used by teachers in their lesson plans.This can make a lesson plan much more interesting and easy to learn. While giving a lesson in your classroom you can visit your blog and make some changes in information that can be used in your lesson. You can post homework, class assignments or information for students to read and or to complete. It may also help to add web links to your web page which can help you relate to your topic. This will keep your students feeling with a passion of euphoria, and ready to learn the next class.


 * Questions**

a. In animal cells, cytoplasmic division is accomplished by a b. In plant cells, cytoplasmic division is accomplished by a c. In plant cells, centrosomes have a distinct role in spindle formation, while in animal cells centrosomes do not function during cell division. d. In animal cells, replication of chromosomes occurs during the nondividing phase, while in plant cells replication occurs when the nuclear membrane disintegrates. a. vacuole b. cell wall c. nucleus d. centriole a. nucleolus b. nucleus c. chromosomes d. genes a. DNA and ATP b. proteins and lipids c. chitin and starch d. nucleotides and amino acids
 * 1) Which statement best describes a difference between cell division in plant and animal cells?**
 * 2) Which structure is usually present only in animal cells?**
 * 3) Which structure includes all of the others?**
 * Most cell membranes are composed principally of**

FINISHED LESSON PLAN

=AIM: What is the difference between the structure of an animal cell and the structure of a plant cell?=

· For the students to be able to recall and locate the basic organelles in an animal cell. · For the students to recognize the structural difference between plant and animal cells by noting the absence of organelles and the basic shape of the cell. · For the students to replicate what they have learned using the learning materials.
 * **PERFORMANCE OBJECTIVES** ||  · For the students to be able to recall and locate the basic organelles in a plant cell.

|| In which the student "describe(s) how the structures of plants and animals complement the environment of the plant or animal." · New York City Standard: S2a; In which the student "demonstrates understanding of characteristics of organisms, such as... the relationship between structure and function." || · A two dimensional representation of a plant cell and an animal cell for the students to color coat and label the different organelles; paper, markers and colored pencils. · An assortment of candy and snack foods for the students to use and create their own "Incredible Edible Cell;" one large cookie, frosting, cookies of varying sizes, pull and peel twizzlers, M & Ms, sprinkles, juju fruits... (etc.) || (Definitions taken from www.dictionary.com) || · Display the two large, clear, teacher-made diagrams of the two different cells and explain the different organelles one by one in first the plant cell, then the animal cell. · Ask the students what the visual differences between the structure of the cells are. Explain anything the students did not address. · Have the students color and label their own sheets representing the two different cells. · Separate the students into groups of about four and disperse the same amount of candies and snacks for each group, making sure you explain the food is not to be eaten until after their cell is made and their picture is taken! · Let each group decide the type of cell they want to make (animal or plant) and explain to them that their work will be featured on the bulletin board! · Walk around the class, facilitating the students, guiding them if they need help. · Have the students bring their cells to the front of the classroom when the task is completed. Each of the other groups will evaluate the others cells, explaining what they thought the group did well, did not do well and pointing out any mistakes the replica may have. || PLEASE CLICK THE LINK BELOW FOR OUR FINISHED WEBQUEST! []
 * **STANDARDS** || · New York State Standard: 4.3.1;
 * **MATERIALS** || · A large, clear, teacher-made example of both a plant and an animal cell, colored and labeled for the children to reference.
 * **MOTIVATION** || The lesson plan is entitled "The Incredible Edible Cell." Not only will the children be able to work together in groups in order to make their cell replica but they will be able to socialize and "play" while they piece together their three dimensional puzzle! Working with candy and playing with one another is enough motivation for any lesson but being able to eat your delicious finished project with pride and ownership of a job well done is not only fulfilling but a wonderful perk to the educational process. As additional motivation, each group will take a picture with their finished cell project and the photographs, along with their colored diagrams will be placed on the bulletin board outside. ||
 * **CONTENT OUTLINE** || **Term** = Cell: a usually microscopic structure containing nuclear and cytoplasmic material enclosed by a semipermeable membrane and, in plants, a cell wall; the basic structural unit of all organisms.
 * Term** = Organelle: a specialized part of a cell having some specific function; a cell organ.
 * **DEVELOPMENT OF UNDERSTANDING** || · The first part of every lesson plan is to write the "aim" on the chalk board. Once the students know what the goal of the lesson plan is, they can begin to prepare for what is being asked of them. Let them know about the exciting "Edible Cell" they will be making at the end of the lesson.
 * **SUMMARY** || This lesson presents and reinforces the structure of both plant and animal cells. The evaluation is perhaps the most important step to the lesson plan. By evaluating each other, the students express what they have learned as well as recognizing any mistakes they may have made. They can offer advise on how to fix their "edible cell" as well as compliment each other on a job well done. ||

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