Cell Significant Task
Introduction: This lesson
gives students the opportunity to determine the value of using flash cards,
self-examination and peer examination in learning vocabulary
and factual information. It also incorporates hands-on materials with the
visual appeal and support second many language learners need to become actively
engaged in acquiring language. The language component builds on students
knowledge of English syntax to reconstruct scrambled sentences containing key
information and vocabulary for science. This lesson should work for the benefit
of both native and non-native speakers of English. This lesson will probably
take several class periods.
Content: Students will be able to
compile a reference list of cell parts using flash cards
distinguish cell parts specific to plants by marking flash cards on plant parts with a green line
create an accurate drawing of an animal and a plant cell by referring to a text model, and labeling the cell parts appropriately
evaluate retention of information with a peer quiz.
Language: Students will be able to
build on prior knowledge of English sentence structure and vocabulary to reconstruct sentences describing cell parts and their functions
apply vocabulary practiced in the lesson to a doze-style quiz
Cultural: Students will be able to
work cooperatively in constructing sentences and in assessing retention of vocabulary
work independently in creating flash cards, and in drawing and labeling of cell parts
blackboard and chalk
card stock (72 sheet per students should suffice to create an envelope for flash cards)
index cards (12 per students)
handout (teacher generated - two-sided)
tape (for creating envelopes)
green markers (for marking plant cell flash cards)
Teacher generated: Print sentences on colored card stock (font size 24), cut up sentences into individual words, place words in a marked envelope (example: #1 (14 WORDS) constructed from matching color card stock. Students reconstruct sentences and copy onto their flash cards.
THE NUCLEUS IS THE
CHROMOSOMES, WHICH ARE FOUND IN THE NUCLEUS, CONTAIN A CODE THAT CONTROLS A CELLS FUNCTION #2 (15 WORDS)
THE NUCLEAR MEMBRANE IS A THIN MEMBRANE THAT SEPERATES THE NUCLEUS FROM THE REST OF THE CELL. #3 (17 WORDS)
THE CYTOPLASM, IN WHICH MOST ORGANELES ARE FOUND, IS A THICK, JELLY-LIKE SUBSTANCE THAT SURROUNDS THE NUCLEUS. #4 (17 WORDS)
THE VACUOLE IS A FLUID-FILLED SAC THAT CONTAINS FOOD AND WATER FOR THE CELL. #5 (14 WORDS)
A LYSOSOME IS A SMALL ROUND STRUCTURE THAT CONTAINS DIGESTIVE JUICES, AND RECYCLES CELL PARTS. #6 (15 WORDS)
THE ENDOPLASMIC RETICULUM, A TUBE-LIKE STRUCTURE RESEMBLING A MAZE, CONNECTS THE NUCLEAR AND CELL MEMBRANES. #7 (15 WORDS)
RIOSOMES, FOUND ON THE ENDOPLASMIC RETICULUM, ARE THE PROTEIN-MAKING STRUCTURES OF THE CELL. #8 (13 WORDS)
MITOCHONDRIA ARE ROD-SHAPED STRUCTURES THAT PROVIDE ENERGY TO THE CELL. #9 (10 WORDS)
THE CELL MEMBRANE SURROUNDS AND PROTECTS THE CELL, AND CONTROLS WHAT ENTERS AND LEAVES IT. #10 (15 WORDS)
THE CELL WALL, FOUND ONLY IN PLANT CLLS, IS A RIGID TRUCTURE THAT PROVIDES SUPORT. #11 (15 WORDS)
CHLOROPLASTS, FOUND ONLY IN PLANTS, CONTAIN CHLOROPHYLL, WHICH TRAPS ENERGY FROM THE SUN NEEDED TO MAKE FOOD. #12 (17 WORDS)
Warm-Up: The science teacher will review the outline of the parts of the cell handed out and discussed previously and write on the board and model any vocabulary that might give students difficulty. Students will then put away their notes and break up into groups of three to four.
Activity #1: Analysis and Compilation of Information
Each group will be given a packet containing individual words of a sentence students must reconstruct that describes a cell part
Upon completion of the sentence, each student will record the sentence (first checked by a teacher) on a flash card. Plant cell parts will be marked with a green marker line.
Students will rotate packets until all 12 cell parts (2 for plant cells) are covered, and each student has a complete set of flash cards
Activity #2: Organization and Application
Students will, following directions, make a storage envelope for their flash cards
Each student will write his/her name and class period on the envelope flap
Each student (time permitting) will draw an animal cell on the front of the envelope, and a plant cell on the back, labeling the cell parts of each appropriately
Activity #3: Evaluation
Students will use a doze-like quiz to assess each others understanding and retention of key vocabulary
Students will use their flash cards to locate information or vocabulary missed on the quiz
Teachers will open a discussion with students when they have completed the lesson, on which sentences on the doze-style quiz gave them the most difficulty and why. Teachers will create a chart on the blackboard to reflect students responses.
Students will use the study skills they have practiced in class (using flash cards, self-evaluation via a doze-style oral practice) to prepare for a written quiz similar to the practice quiz.
Cell Significant Task
Cell Packets (12): Work in small groups to reconstruct sentences that describe the different parts of the cell. Rewrite each sentence you complete onto a card. You should have a set of 12 cards for each of the parts of a cell (2 of them will be specifically for plants) when you are finished.
Flash card envelope: Work independently to create an envelope for your cell parts cards. Your teacher(s) will give you the materials you need, and show you how to make a simple envelope. When you have made your envelope, make sure you
write your lull name and class period on the flap, and if time:
draw a picture of an animal cell on the front of the envelope, and label the pasts
draw a picture of a plant cell
on the back of the envelope, and label the parts
Self-Assessment: Flip through your flash cards to test your knowledge of cell parts
Peer Assessment: Pair up with a partner and test each other with the practice quiz on the back of this page.
PRACTICE QUIZ DIRECTIONS: Give this paper to your partner, who will read each sentence on the back to you. See if you can supply the missing words! Your partner will write in the words you give for each blank, and put an X over each blank you cannot answer. Switch and do the same for your partner. You will both need to go back to your flash cards to cheek your work when you are done.