Home as a Cell

Lesson Details Subject: Science Learning Level: Middle School Author(s): Michelle Gex, Betty Howell, Lisa Rizzuto O'Keefe Submitted by:

Abstract This activity involves both whole class instruction and individual practice. The teachers and the class decide together on a series of items within a school that correlated with the organelles of a cell (the main office is the control center of the school; the nucleus is the control center of the school). When the class as a whole has agreed on an item to represent each of the cell organelles, they begin their independent practice. The students repeat the activity, this time comparing a cell to their home environment. Lesson fundamental understandings: Essential Questions: ENDURING UNDERSTANDING: "Structure" is how something is built. "Function" is how something works. How something is built affects how it works. Likewise, how something works affects how it is built. This is true with all living things. ESSENTIAL QUESTIONS: - How would the function of a cell change if the structure was altered? - What would happen to the structure of a cell if it began to function differently? KNOWLEDGE AND SKILLS: The events leading up to the discovery of cells is worth being familiar with. The components of the Cell Theory are important to know. The fact that the structure and function of living things is forever linked is an enduring understanding. Standards National Standards CONTENT STANDARD C: STRUCTURE AND FUNCTION: Living systems at all levels of organization demonstrate the complementary nature of structure and function. Important levels of organization for structure and function include cells, organs, tissues, organ systems, whole organisms and ecosystems. Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing more cells. This requires that they take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs. +++++++++++++++++++++++++++++++++++++++++++++++++++++++++ TECHNOLOGY FOUNDATION STANDARDS FOR STUDENTS -- Social, ethical and human issues: Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits and productivity. Technology productivity tools: Students use technology tools to enhance learning, increase productivity and promote creativity. INFORMATION LITERACY STANDARDS: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information. State Standards CONTENT STANDARD 6.0 -- STRUCTURE AND FUNCTION: Students understand that all life forms, at all levels of an organism, use specialized structures and similar processes to meet life's needs. 6.5.2 -- STRUCTURE AND FUNCTION: Investigate, compare and contrast the different structures of organisms that serve different functions for growth, reproduction and survival. 6.8.3 -- STRUCTURE AND FUNCTION: Investigate and describe how cells grow, divide and take in nutrients, which they use to provide energy for cellular function. 6.8.5 -- STRUCTURE AND FUNCTION: Investigate and describe how plants have specialized structures and systems for a variety of functions. Lesson Prerequisite Skills Prior to beginning this lesson, students should be familiar with the following concepts:    - components of the Cell Theory    - proper use of spelling and grammar Teacher Information/Situations/Setting/Time The lesson begins with the class as a whole completing the "School as a Cell" activity. The teacher facilitates this discussion and records the class decisions on the board. When the class has completed the "School as a Cell" activity, the students then independantly work on the "Home as a Cell" activity. The teacher assists the students in finding analagous structures. When the student complete their "Home as a Cell" activity, they then are assigned a drawing that compares the cell with their home. This is done independently, with the teacher monitoring the students' progress. One day will be spent on the "School as a Cell" and "Home as a Cell'" activities. An additional day will be spent on the drawing. Assessment FORMATIVE ASSESSMENT: Continual observation and questioning throughout this lesson will provide some means of assessment. After successfully completing this activity, students are encouraged to move on to the next activity. The mastery of each activity provides both the teacher and the student with an opportunity to assess their current progress. Daily learning logs also allow the teacher to determine the level of the students' understanding. This activity will be graded. SUMMATIVE ASSESSMENT: Summative assessment will occur in the journaling activity, which will be completed at the end of the unit. Student Activity/Tasks The lesson begins with the class as a whole completing the "School as a Cell" activity. In this activity, the class finds structures within the school that perform the same function as structures within the cell. For example, the nucleus is the control center of the cell, much like the main office is the control center for the school. When the class has completed the "School as a Cell" activity, the students then independantly work on the "Home as a Cell" activity. The parameters of this assignment are identical to the whole class activity, with the student comparing a cell to their home environment. When the student complete their "Home as a Cell" activity, they then are assigned a drawing that compares the cell with their home. Dividing a paper in half, students draw a cell on one side and their home on the other. Students then color the analagous structures on each side the same color. While the students work on their "Home as a Cell" and their drawings, the teacher moves around the room, facilitating the student's thought processes. One day will be spent on the "School as a Cell" and "Home as a Cell'" activities. An additional day will be spent on the drawing. Enrichment/Alternate Activity: This activity could be divided into two parts, with one activity focusing on the structure of the organelles and another activity focusing on the function (although in our experience, students this age are more capable of dealing with the functions of the organelles). Students can be assigned to create a three dimensional cell model where each item in the model is chosen because it relates to the organelles structure or function. For instance, students may choose a lima bean for the mitochondria because their structures are closely related. On the other hand, a student may choose a section of a ziploc bag to represent the vacuole, as both items are involved in storage. Cross-Curricular: Technology Requirements/Tools/Materials Acknowledgements: Additional Resources Main URL: Related Lessons Related Resources Home as a Cell Rubric Copyright © 1997-2003 Career Connection to Teaching with Technology USDOE Technology Innovation Challenge Grant Marshall Ransom, Project Manager All rights reserved.