Name: _______________________________________ Date...

Cell Structure & Function Review Unit

6th Grade Science LessonsAugust 14 – August 22

Andrew Clinton

Table of ContentsA. Evidence of Standards:.…………………………………………….Page 1- 2

Unit Goals, Science Program of Studies, Core Content Standards, Technology Program of Studies, Unit Technology Plan

B. Unit Lesson Day One:………………………………………………Page 3 - 7

Lesson Plan, Cell PhotoStory Intro, Cells PowerPoint Presentation, Key Terms Worksheet

C. Unit Lesson Day Two:.………………………………………..……Page 8 - 10 Lesson Plan, CellsAlive.com Activity Guide

D. Unit Lesson Day Three…:…………………………………..……..Page 11 - 14Lesson Plan, Lab Instruction Guide

E. Unit Lesson Day Four:.………………………….………………….Page 15 - 20Lesson Plan, Websites Guide, Discovery Team Data Logger, Presentation Rubric

F. Unit Lesson Day Five:..………………………………………..……Page 15 - 20Lesson Plan, Websites Guide, Discovery Team Data Logger, Presentation Rubric

G. Unit Lesson Day Six:…………………………………………..……Page 15 - 20Lesson Plan, Presentation Rubric

H. Unit Lesson Day Seven:………………………………………..……Page 21 - 27Lesson Plan, PowerPoint Presentation (Jeopardy Review), Open-Response Assessment

I. Unit Cited Sources:……..………………………………………..……Page 28Picture Sources, Rubric Source

Cell Structure & Function Review Unit6th Grade Science Lessons

Unit Goals:1. Students will be able to identify the names of each structure located inside plant and animal cells.2. Students will be able to describe the function of each cell part and its importance to the life of the

organism.3. Students will understand the Cell Theory; which states that the cell is the fundamental unit of life

for living things and all organism are made up of one or more cells. 4. Students will use computers and different technology in a professional, equitable, and legal manner

to learn more about Cell Structure and Function. 5. Students will be able to create multimedia presentations using scanners, digital cameras, and video

cameras.

Academic Expectations: Science

2.1 Students understand scientific ways of thinking and working and use those methods to solve real-life problems.

2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events.

2.3 Students identify and analyze systems and the ways their components work together or affect each other.2.5 Students understand that under certain conditions nature tends to remain the same or move toward a

balance.

Technology1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information

to different audiences for different purposes.1.16 Students use computers and other kinds of technology to collect, organize, and communicate

information and ideas.3.3 Students demonstrate the ability to be adaptable and flexible through appropriate tasks or projects.6.3 Students expand their understanding of existing knowledge by making connections with new

knowledge, skills and experiences.

Program of Studies:Science

1. SC-6-UD-S-1:Students will obtain information from observations, models and other sources to explain the functions of cells necessary to sustain life

2. SC-6-UD-S-2:Students will use scientific tools (e.g., microscope) to observe and describe unicellular and multi-cellular organisms and the specialized cells they contain

Technology

3. T-MS-ICP-S-I1: (Internet Web Search), (MicroLab Video Projector), (Discovery Team Presentations)Students will use a variety of technology (e.g., probeware, handhelds, digital and video cameras, scanners) to collect, analyze and present in all content areas

4. T-MS-ICP-S-C2: (Internet Web Search), (Discovery Team Presentations), (PowerPoint & PhotoStory)Students will select and use appropriate technology to collect, analyze and share information

5. T-MS-ICP-S-C1: (Discovery Team Presentations), (PowerPoint & PhotoStory), (KET Encyclomedia Videos)Students will use technology to communicate in a variety of modes (e.g., audio, speech to text, print, media)

6. T-MS-ICP-S-C4: (Discovery Team Presentations), (PowerPoint & PhotoStory)Students will use a variety of electronic formats (e.g., web publishing, oral presentations, journals and multimedia presentations) to summarize and communicate results

7. T-MS-ICP-S-P3: (Discovery Team Presentations), (PowerPoint & PhotoStory), Students will use technology to develop innovative and creative products

8. T-MS-SESI-S-HI3: (Website: www.cellsalive.com), (PowerPoint & PhotoStory Presentations)Students will use technology to engage in interactive projects in the classroom

9. T-MS-SESI-S-S2: (Internet Web Search), (Website: www.cellsalive.com), (KET Encyclomedia Videos) Students will apply safe behavior when using technology

Core Content Standards:SC-06-3.4.1 Students will: A. describe the relationship between cells, tissues and organs in order to explain their function in

multicellular organisms.

Unit Technology Plan:* The Unit Technology Plan was developed to ensure that all students and teacher using this Unit are

held accountable to the technology portion of the Kentucky Program of Studies.

Day Used

Technology Used Purpose DOK Level

**Day One Cell PhotoStory IntroPhotoStory was used to introduce the Unit in a creative/fun way. Also, a introduction to a future assignment.

DOK 2

PowerPoint PresentationThe PowerPoint was designed to introduce new science vocabulary. Also, and introduction to a future assignment.

DOK 3

KET Encyclomedia VideosKET provided video in the PowerPoint to help illustrate cell structures and functions. DOK 3

MicroLab Video ProjectorThe VideoLab allowed the students to view different images magnified. DOK 2

Day Two Website: www.cellsalive.com

Cellsalive.com is an interactive website where the students can see cells in a unique way learning more about structure and function.

DOK 2

Day Four&

Day FiveInternet Web Search

Students will be grouped into discovery teams and will research information on cells and develop their own lesson using technology.

DOK 3

Day Six Discovery Team Presentations

Students will teach their lessons using some type of technology; PhotoStory, PowerPoint, Brochures, etc…

DOK 3

http://www.cellsalive.com/



Day Seven PowerPoint PresentationJeopardy Review

Students will have an opportunity to review the essential content before they answer the Open-Response Assessment.

DOK 3

** Optional technology: Smart Board Plant & Animal Cell Activity (Good Day 1 Activity)

Name: Andrew Clinton Date: Aug. 14, 2006 Age/Grade: 6th Grade Subject: Science # of Students: 22 # of IEP Students: 5 Major Content: Biology Unit Title: Cell Structure & Function

Actions: Described prior to observation

Goals and Objectives:Goal: Students will understand the different structures of a cell and how they function.

Essential Question: What is a cell and how is it made up?What is the purpose of the different cell organelles?What are some of the major differences in cells?

Objectives:1. Identify the name and function of each cell part. 2. Explain the importance of these cell structures to the life of the organism.

Connections:Kentucky Core Content 4.1 & NSES

Core Content 4.1: Review:

SC-06-3.4.1: Students will describe the relationship between cells, tissues, and organs in order to explain their function in multicellular organisms.

NSES:

Content Standard C:- Structure and function in living systems

Context:This is the first lesson in a unit on cell structure and function. This unit will serve as a review for core content from the sixth grade. It is important that students have a good understanding of this content before they move on to the passing of genetic information and reproduction in the seventh grade. Today students will have a quick PowerPoint review of the different cell structures and functions and will view magnified cells. Tomorrow students will visit an interactive website to further investigate cells structure and function. On Wednesday students will create a cell model out of Jell-O and candy pieces. Thursday and Friday the class will return to the computer lab and visit several websites and collect information for a group project. Their objective as a group is to develop one of the following; a PowerPoint Presentation, Photo Story Presentation, or a verbal presentation. The students will present these presentations on Monday. The next day students will conclude the unit with an Open-Response Assessment over Cell Structure and Function.

Resources:Teacher:

1. Video Projector 2. PowerPoint presentation over Chapter 2 Section 1

3. MicroLab Video Projector 4. Prepared slides: blood cells, fly wing, fly face, plant cell, and letter e 5. Key Terms Worksheet

Students:1. Paper

2. Pencil3. Science Binder4. Key Terms Worksheet

Procedures: Opening:

Beginning: 1. Tell the students that we are starting a new Unit: Cell Structure & Functions.2. Ask the students to discuss things they may remember about different cell structures

and functions. 3. The students will look at a plant and animal cell model. The students will pass the models around for everybody to view.

Presentation:I. Show the students the Cell PhotoStory Intro

A. Explain to the students that we are starting a Unit on Cell Structure and FunctionII. Students will view PowerPoint Presentation

A. The PowerPoint Presentation is separated into several parts.B. Each organelle is addressed with notes and a quick explanation followed by a short

video through Unitedstreaming.com a. First Cell Membrane

i. Notes & Discussion ii. Video Segment

b. cytoplasmi. Notes & Discussion

ii. Video Segmentc. Cell Wall & Vacuole

i. Notes & Discussionii. Video Segment

d. Nucleusi. Notes & Discussion

ii. Video Segmente. Mitochondria


f. Endoplasmic Reticulumi. Notes & Discussion

ii. Video Segmentg. Golgi Bodies


h. Other Organellesi. Notes & Discussion

ii. Video SegmentIII. MicroLab Video Projector

A. The VideoLab allows the students to view different images magnified. a. blood cells, fly wing, fly face, plant cell, and letter e

Ending/Closing:Ending:

1. Pass out the homework assignment and ask students if there are any questions. 2. Tell the students to have the assignment complete by Wednesday.

Preview:1. Tell the students that tomorrow the class will have an opportunity to experience and interactive cell website.2. Tell the students to bring only a pencil to class tomorrow for we will go to the computer lab.

Student Assessment:As the class is working through the PowerPoint I will ask questions to determine if the students are following along and understand the concepts being discussed. There will also be a short homework assignment to determine student understanding. At the end of the unit there will be a Open-Response Assessment as well as a group research assignment.

IMPACT: Prepared after the lesson and post-observation conference

Reflection/Analysis of Teaching and Learning:

REFINEMENT: Prepared after the lesson and post-observation conference

Lesson Extension/Follow-up:

Cell Structure & FunctionPhotoStory Presentation

Cell Structure & FunctionPowerPoint Presentation

CellsCellsStructure & FunctionStructure & Function

Cell Structure & FunctionSmart Board Activity

Name: _______________________________________ Date: ____________________ Class: ____________________

Cell Structure & Function Key Terms

Directions: Write the letters of the correct terms in the space beside each definition.

____ 1. It is a structure made up of different types of a. cell membranetissues that work together.

b. cytoplasm____ 2. They are green organelles in the cytoplasm

of plant cells. c. prokaryotic

____ 3. This is a gelatinlike material inside every cell. d. cell theory

____ 4. This is the outer covering that protects ALL e. mitochondrioncells.

f. tissue____ 5. It directs all the activities of cells.

g. cell wall____ 6. It releases energy in food that cells need.

h. chloroplasts____ 7. It is a summary of scientific observations and

conclusions about cells. i. eukaryotic

____ 8. It protects the cells of plants, algae, fungi, and j. organmost bacteria.

k. virus____ 9. It is a strand of hereditary material surrounded

by a protein coating. l. nucleus

____ 10. It is a group of similar cells that work togetherto do one job.

____ 11. This kind of cell is a membrane-boundstructure.

____ 12. This kind of cell has no membrane-boundstructure.



Goals and Objectives:Goal: Students will understand the different structures of a cell and how they function.






NSES:


Context:This is the second lesson in a unit on cell structure and function. This unit will serve as a review for core content from the sixth grade. It is important that students have a good understanding of this content before they move on to the passing of genetic information and reproduction in the seventh grade. Yesterday students took notes and watch short video clips of the organelles. Today students will visit an interactive website to further investigate cells structure and function. On Wednesday students will create a cell model out of Jell-O and candy pieces. Thursday and Friday the class will return to the computer lab and visit several websites and collect information for a group project. Their objective as a group is to develop one of the following; a PowerPoint Presentation, Photo Story Presentation, or a verbal presentation. The students will present these presentations on Monday. The next day students will conclude the unit with an Open-Response Assessment over Cell Structure and Function.

Resources:Teacher:

1. Website: www.cellsalive.com 2. Worksheet for website

Students:1. Pencil2. Worksheet for website


Beginning: 1. Show the students on the video projector the website’s homepage.2. Walk the students that need help through the beginning of the activity showing them

where they need to go on the website. 3. Tell the students to get started and that I would be taking up the assignment at the end of the class.

Presentation:I. The students will work through the website

A. The students will experience an interactive Plant Cell and Animal Cell. B. The students will then draw and label the different Cell structures.

II. After the students finish drawing and label a plant or animal cell they will then describe the organelles function.

A. Over the organelles on the website the students will hold the cursor over the particular organelle and a description comes up

a. students will then put the description in their own words.


1. Take up the worksheet that the students have been working on completing. 2. Ask the students if they have any questions that they may need an explanation on

Preview:3. Tell the students that tomorrow the class will have an opportunity to make a cell model

out of candy and food. 4. Tell the students not to wear any white or really dressy clothes tomorrow because there is

a chance of getting dirty.

Student Assessment:The students will be working through the interactive website www.cellsalive.com and answering questions. The students still have a short homework assignment to finish if they have not to determine student understanding. At the end of the unit there will be a Open-Response Assessment as well as a group research assignment.







Name: _______________________________________ Date: ____________________ Class: ____________________

Cell Structure & Function http://www.cellsalive.com/

A. Directions: Use the diagram from cellsalive.com to draw and label a plant cell or an animal cell inside the provided area below.

B. When you have finished with the diagram above provide a brief explanation in your own words of each cell structure and describe its function for the cell.

1. Nucleus: ______________________________________________________________________________________________________________________________________________________________________

2. Mitochondria : _________________________________________________________________________________________________________________________________________________________________

3. Ribosomes: ___________________________________________________________________________________________________________________________________________________________________


4. Endoplasmic Reticulum: __________________________________________________________________________________________________________________________________________________________

5. Cell Membrane: _________________________________________________________________________________________________________________________________________________________________

6. Golgi Bodies: __________________________________________________________________________________________________________________________________________________________________

7. Vacuole: ______________________________________________________________________________________________________________________________________________________________________

8. Lysosomes: ___________________________________________________________________________________________________________________________________________________________________

9. Cell Wall: _____________________________________________________________________________________________________________________________________________________________________

10. Chloroplast: ___________________________________________________________________________________________________________________________________________________________________



Goals and Objectives:Goal: Students will understand the different structures of a cell, how they function, and the

important role that cells play in the survival of every living organism.





SC-06-3.4.1: Students will describe the relationship between cells, tissues, and organs in order to explain their function in multi-cellular organisms.

NSES:


Context:This is the third lesson in a series of lessons on cell structure and processes. Monday the class worked through a PowerPoint presentation on the cell structures and functions. Yesterday the class visited an interactive website and further investigated cell structure and function. Today students will go over their homework using the overhead projector. Also, today the students will break up into groups and work on a Jell-O Cell Science Project. Thursday and Friday the class will return to the computer lab and visit several websites and collect information for a group project. Their objective as a group is to develop one of the following; a PowerPoint Presentation, Photo Story Presentation, or a verbal presentation. The students will

present these presentations on Monday. The next day students will conclude the unit with an Open-Response Assessment over Cell Structure and Function.

Resources:Teacher:

1. Overhead projector2. Materials needed for the project

a. Jell-Ob. bowlc. candy pieces (represents the cell’s organelles)

3. Homework Worksheet: Key Terms Cells4. Transparency:

a. Project Procedures

Students:1. Paper & Pencil2. Materials needed for the project

a. Jell-Ob. bowlc. candy pieces (represents the cell’s organelles)

Procedures:Opening:

Review:1. Ask students to identify the cell structures that we went over the day before.2. Take up homework and show a transparency of the answers on the overhead. Go over the correct answers with the class.

Motivation:1. Remind the students that today we will be working on a project.2. We will have to finish the PowerPoint presentation first so it is very important that we get started immediately.

Presentation:I. Go over Homework:

A. Show transparency of the cells 1. Work through the worksheet answering the questions

2. Fill in the transparency as we go II. Activity

A. Lab: Jell-O Cell Model1. Students will make jell-o and place different pieces of candy to represent different organelles.2. This will give students the opportunity to have hands on project that

will reinforce the material that we have been covering.B. Procedures:

1. Stir one cup of boiling water into gelatin, in a medium bowl.a. at least two minutes until completely dissolved

2. Stir in one cup of cold water (Teacher will do these steps)3. Placing candy in for organelles

a. after you add the cold water and as the gelatin mold is cooling at candy into different areas of the gelatin

b. Ex: The Red Hots will be used as the Mitochondrion.

4. After the candy pieces have been placed in the Jell-O the bowl will be placed in the refrigerator and allowed to cool.

C. Analysis:1. Describe what you see.2. How does this model help you understand the different organelles in the cell?

a. Students will write down their answers in their notes.

Ending/Closing:Review:

1. Look at a transparency of a plant cell and an animal cell I ask students to name different parts of the cell. 2. Reminded the students about their homework.

Preview:

1. Tell the students that on Thursday & Friday we will go to the computer lab.

2. Explain to the students that the lab is very important and misbehavior is not accepted.

Student Assessment:As the class is taking notes I will ask questions for the students to answer to determine if they are following along and to determine if they understand the concepts being discussed. In addition, there will be an open-response question on Thursday to provide evidence if the students are learning or need to revisit the concepts.





Name: _______________________________________ Date: ____________________ Class: ____________________

Cell Structure & Function Lab Activity

Lab InstructionsPurpose: The purpose of this lab is to learn the different cell structures (organelles) that make up a cell by making a Jell-O cell model.

Materials:1. Round plate (Cell Membrane) 2. Jell-O (Cytoplasm)3. Black twizzlers (Endoplasmic Reticulum) 4. Hard Candy (Nucleus)5. Hot Tamales (Mitochondria) 6. M & M’s (Vacuoles)7. Black Beans (Lysosomes) 8. Red Twizzlers (Golgi Bodies)9. Smarties (Ribosomes)

Procedures: If procedures are not followed correctly the student will be sent

to the BENCH and not allowed to participate. Step 1: The teacher will pick Groups. The group you were assigned to is the

group you stay with at ALL times.Step 2:Once every group has been picked the teacher will then instruct every

student to quietly move to their group.Step 3:Every group will be handed an empty plate. At NO TIME should the plate be

picked up or moved.Step 4:Every group will be given a cup that has different pieces of candy inside.

(THIS CANDY IS NOT TO EAT or PLAY WITH)Step 5:The groups will then have gelatin placed on their plates. (Again at NO TIME

should the plate be picked up or moved)Step 6: The teacher will then pour water into each group’s plate. (The water will

be very HOT so it is important that everyone follows directions)

Step 7:After the HOT & COLD water is poured and the gelatin is mixed students can place the candy pieces into the gelatin.

Step 8:AS A GROUP takes turns placing each piece in the gelatin. ONE PIECE AT A TIME!

Step 9: Once your group is finished raise your hand and the teacher will Inspect the model to make sure that everything is correct.

Step10: After you have finished and the teacher inspects the model turn this piece of paper over and everyone in the group draw a diagram of the jell-o cell model.

Step11: It is important to label and to color different pieces of candy the right color.

Step12: Finally answer the Analysis Question on the back of the paper.

Name: Andrew Clinton Date: Aug. 17,18, & 21 2006 Age/Grade: 6th Grade

Subject: Science # of Students: 22 # of IEP Students: 5 Major Content: Biology Unit Title: Cell Structure & Function


Goals and Objectives:Goal: Students will understand the different structures of a cell, how they function, and

the important


Objectives:1. Identify the name and function of each cell part. 2. Explain the importance of these cell structures to the life of the organism.3. Research information using the internet and/or other media to develop a Student lesson Presentation. 4. Utilize Technology in a productive and effective manner.




NSES:


Context:

This is the fourth and fifth lessons in a unit on cell structure and function. This unit will serve as a review for core content from the sixth grade. It is important that students have a good understanding of this content before they move on to the passing of genetic information and reproduction in the seventh grade. The students have already reviewed the material through a PowerPoint Presentation, KET Encyclomedia Videos, viewed cells under the microscope, and worked through an interactive website called www.cellsalive.com. Today and tomorrow students will work in small Discovery Teams and find information to develop a multimedia presentation. The students must find enough information to fill a mini lesson of about five to ten minutes. The students will make any of the following; brochures, PowerPoint, or PhotoStory presentations, create handouts, etc… The students will present these presentations on Monday. The next day students will conclude the unit with an Open-Response Assessment over Cell Structure and Function.

Resources:Teacher:

1. Computer & Internet Access 2. Effective Websites3. Scoring Rubric for Presentation4. Team Data Logger

Students:1. Computer & Internet Access 2. Effective Websites3. Scoring Rubric for Presentation4. Team Data Logger5. Some form of technology: (PowerPoint, PhotoStory Presentations, developing a brochure, or a different form of technology)


Beginning: 1. Tell the students that they are going to be divided into several small Discovery Teams.2. They will be working on a presentation that they will present to the class on Monday.

Presentation:I. Hand out the Scoring Rubric A. Explain to the students how they will receive a grade for their activity.

1. Go through the rubric and explain each grade levelB. Make sure the students have no questions.

II. Tell the students which Discovery Teams they will be a member of. A. Students will have five minutes to meet together and decide what focus their Team will

have for their presentation.B. Students will receive a Date Logger that someone in their group will use to write down

important information.C. Students will receive a list of Websites that have valuable information they may assist

them in their research.III. Students will go to the Media Center and start working on their research assignment.

A. Students will research cell information using search engines or the websites offered. B. Once the students have found the information they need, students will use some type

of technology. (PowerPoint, PhotoStory Presentations, developing a brochure, or some form of technology)

Ending/Closing:


Ending: 1. Remind the students of their objectives for this project. 2. Tell the students about where they should be to stay on task and tell them they may need to finish some for homework if they have Internet access.

Preview:3. Tell the students that tomorrow they will visit the Research part of their project. 4. Tell the students to bring anything they will need to finish their presentation and we will meet in the Media Center.

Student Assessment:Students will be assessed using the provided rubric for their Mini-Lesson Presentation. Through this assessment I will have an understanding of what content the students have learned for both science and technology. The rubric has been reviewed and discussed before the research began so students should know fully what expectations I had for their presentations.





Name: _______________________________________ Date: ____________________ Class: ____________________

Cell Structure & Function Discovery Presentation

Discovery Team Data Logger

Website URL: Notes/Information:

Name: _______________________________________ Date: ____________________ Class: ____________________

Cell Structure & Function Discovery Presentation

Discovery Team Websites List

Interactive Websites:- Cell Diagrams: http://www.cellsalive.com/cells/3dcell.htm- Organelle Breakdown: http://sun.menloschool.org/~cweaver/cells/index.html- Interactive Animations:

http://www.wiley.com/legacy/college/boyer/0470003790/animations/cell_structure/cell_structure.htm

Cell Quizzes & Activities:- Quizzes: http://www.tvdsb.on.ca/westmin/science/sbi3a1/Cells/cells.htm- Mix & Match: http://www.biology.ualberta.ca/facilities/multimedia/index.php?Page=253- Identification Chart: http://regentsprep.org/Regents/biology/units/organization/structure.cfm

Microscopes: - Microscopes: http://www.kean.edu/~biology/cell_lab.html#IMAGES

Random Related Websites: http://www.eurekascience.com/ICanDoThat/plant_cells.htm

http://www.biology4kids.com/files/cell_wall.htmlhttp://www.internet4classrooms.com/gateway_biology.htm

http://www.purchon.com/biology/cells.htmhttp://www.winterwren.com/apbio/cellorganelles/cells.htmlhttp://www.borg.com/~lubehawk/cell.htm#ancell_dia_ans

http://www.borg.com/~lubehawk/cell.htm#ancell_dia_ans

http://www.winterwren.com/apbio/cellorganelles/cells.html

http://www.purchon.com/biology/cells.htm

http://www.internet4classrooms.com/gateway_biology.htm

http://www.biology4kids.com/files/cell_wall.html

http://www.eurekascience.com/ICanDoThat/plant_cells.htm

http://www.kean.edu/~biology/cell_lab.html#IMAGES

http://regentsprep.org/Regents/biology/units/organization/structure.cfm

http://www.biology.ualberta.ca/facilities/multimedia/index.php?Page=253

http://www.tvdsb.on.ca/westmin/science/sbi3a1/Cells/cells.htm

http://www.wiley.com/legacy/college/boyer/0470003790/animations/cell_structure/cell_structure.htm

http://sun.menloschool.org/~cweaver/cells/index.html

http://www.cellsalive.com/cells/3dcell.htm

Rubric for a Research Project Thesis,

Problem, Question

Information Seeking/Selecting and Evaluating

Analysis Synthesis Documentation Product/Process

4 Student(s) posed a thoughtful, creative question that engaged them in challenging or provocative research. The question breaks new ground or contributes to knowledge in a focused, specific area

Student(s) gathered information from a variety of quality electronic and print sources, including appropriate licensed databases. Sources are relevant, balanced and include critical readings relating to the thesis or problem. Primary sources were included (if appropriate).

Student(s) carefully analyzed the information collected and drew appropriate and inventive conclusions supported by evidence. Voice of the student writer is evident.

Student(s) developed appropriate structure for communicating product, incorporating variety of quality sources. Information is logically and creatively organized with smooth transitions.

Student(s) documented all sources, including visuals, sounds, and animations. Sources are properly cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Documentation is error-free.

Student(s) effectively and creatively used appropriate communication tools to convey their conclusions and demonstrated thorough, effective research techniques. Product displays creativity and originality.

3 Student(s) posed a focused question involving them in challenging research.

Student(s) gathered information from a variety of relevant sources--print and electronic

Student (s) product shows good effort was made in analyzing the evidence collected

Student(s) logically organized the product and made good connections among ideas

Student(s) documented sources with some care, Sources are cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Few errors noted.

Student(s) effectively communicated the results of research to the audience.

2 Student(s) constructed a question that lends itself to readily available answers

Student(s) gathered information from a limited range of sources and displayed minimal effort in selecting quality resources

Student(s) conclusions could be supported by stronger evidence. Level of analysis could have been deeper.

Student(s) could have put greater effort into organizing the product

Student(s) need to use greater care in documenting sources. Documentation was poorly constructed or absent.

Student(s) need to work on communicating more effectively

1 Student(s) relied on teacher-generated questions or developed a question requiring little creative thought.

Student(s) gathered information that lacked relevance, quality, depth and balance.

Student(s) conclusions simply involved restating information. Conclusions were not supported by evidence.

Student(s) work is not logically or effectively structured.

Student(s) clearly plagiarized materials.

Student(s) showed little evidence of thoughtful research. Product does not effectively communicate research findings.

Grade

Discovery Team Name_____________________________ Final Grade________

Name: Andrew Clinton Date: Aug. 22, 2006 Age/Grade: 6th Grade

Subject: Science # of Students: 22 # of IEP Students: 5 Major Content: Biology Unit Title: Cell Structure & Function


Goals and Objectives:Goal: Students will understand the different structures of a cell, how they function, and

the important


Objectives:1. Identify the name and function of each cell part. 2. Explain the importance of these cell structures to the life of the organism.3. Research information using the internet and/or other media to develop a Student lesson Presentation. 4. Utilize Technology in a productive and effective manner.




NSES:Content Standard C:

- Structure and function in living systems Context:This is the final lesson in a unit on cell structure and function. This unit will serve as a review for core content from the sixth grade. It is important that students have a good understanding of this content before they move on to the passing of genetic information and reproduction in the seventh grade. The students have already reviewed the material through a PowerPoint Presentation, KET Encyclomedia Videos, viewed cells under the microscope, and worked through an interactive website called www.cellsalive.com. They have research content on the Internet and other forms of multimedia. They have made their presentations using some form of technology. Today the students will conclude the unit with an Open-Response Assessment over Cell Structure and Function. Before the students work on the Open-Response the will play a short Cell Jeopardy Review Presentation.

Resources:Teacher:

1. Computer & Internet Access 2. Cell Jeopardy PowerPoint Presentation3. Open-Response Question

Students:1. Pencil 2. Open-Response Question


Beginning: 1. Tell the students that they are going to have a short Cell Jeopardy Review.2. When the students have finished they will have an Open-Response Assessment.

Presentation:I. The students will play Jeopardy for Cell Review A. The students will work in their Discovery Teams and answer questions to the Jeopardy. .

B. The Cell Jeopardy Review Presentation is on a PowerPoint Presentation. II. The students will fill out the Cell as a System worksheet before they start the OR.

A. Once they have finished the Cell as a System they can begin working on the OR.


1. Remind the students to finish their OR’s for homework if they have not finished. 2. Tell the students to turn in their OR’s if they have finished.

Preview:1. Tell the students that tomorrow we will go over the Open-Response in Class when everybody is finished. 2. Tell the students that after we review the Open-Response Questions we will start a new unit on Cell Processes.

Student Assessment:Students will be assessed using the provided rubric for their Mini-Lesson Presentation. Through this assessment I will have an understanding of what content the students have learned for both science and


technology. The rubric has been reviewed and discussed before the research began so students should know fully what expectations I had for their presentations.





Cell Structure & FunctionJeopardy PowerPoint Presentation

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Cell Structure & Function Open-Response Assessment

Comparing a Cell to a FactoryThe Cell as a System

1. In the Second column of the chart, write the name of the organelle that functions most like the factory worker described in the first column. In the third column, write a brief description of the function or the organelle in the cell.

Job in the Factory Cell Organelle Function of the Organellea. Shipping/Receiving Department

b. Chief Executive Officer (CEO)

c. Factory Floor

d. Assembly line (where workers do their work)

e. Workers in the assemble line

f. Finishing/Packaging department

g. Maintenance Crew

h. Support Beams

i. Power Plant

j. Factory Storage Area

2. Choose 3 organelles/structures that you can best describe how those cell parts are analogous (like or similar) to factory jobs or departments.

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A Busy Factory

A cell can be thought of as a “factory” with different departments each performing specialized tasks.

Imagine a bustling factory manufacturing the latest must-have gadgets. Whether they make bicycles, cell phones, or hot air balloons; most factories are set up in essentially the same way.

All factories have exterior walls that protect and support them and interior walls that create separate work areas. They usually have some kind of production line where a product is assembled and an executive department that decides what product is made. A finishing department processes and prepares the product for shipping, and a packaging department wraps the product.

In addition, a factory has a receiving department that brings in the components it needs to make its product, a communications department that allows it to contact suppliers, a power plant that provides energy it needs to run. Finally, a custodial staff keeps everything clean and in good working order.

Cells are very similar to factories. They have an exterior wall that helps protect it from the outside. Cells have production lines or tunnels that move materials around in the cell. Cells also have executive department that controls what happens in the cell, as well as power plants, custodians, and a packaging department. To STAY ALIVE and function properly, cells have a division of labor similar to that found in factories.

Multiple Choice: 3. Which of the following is an organelle? 4. Which organelle is most responsible for making the a. chlorophyll b. heart c. tissue d. chloroplast cell’s protein?

a. mitochondria b. ribosomes c. cell wall d. nucleus

5. The chemical that contains the code for the cell’s 6. Which types of cells have cell walls as the outer structure and activities is ______. Covering? a. nucleus b. cells c. DNA d. RNA a. plant cell only b. animal cell only

c. neither plant or animal d. both plant and animal

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A Busy Factory 3. a. b c d 5. a. b c d

4. a. b c d 6. a. b c d

A Busy FactoryOpen Response Rubric

Performance Level

Description of Performance

4Student will complete chart with correct information as well as numerous extensions/examples where applicable. Student completely and correctly develops analogies to give detailed description of organelles and their functions.

3Student will complete chart with correct information as well as a few extensions/examples where applicable. Student develops analogies to give detailed descriptions of organelles and their functions.

2Student will complete most of the chart with correct information. Extensions/examples are not present. Student attempts to develop analogies to give

descriptions of organelles and their functions.

1Student’s chart is incomplete, but has some correct information. Student does not completely and correctly develop analogies. Detailed descriptions of organelles and their functions are not given.

Cell Structure & Function Review Unit6th Grade Science Lessons

Sources: Image provided by: www.stemcellresearchfoundation.org/WhatsNew/M...

Image provided by: www.earthdayenergyfast.org/

Image provided by: http://www.nhptv.org/natureworks/nwep8c.htm

http://www.nhptv.org/natureworks/nwep8c.htm

http://www.earthdayenergyfast.org/

http://www.stemcellresearchfoundation.org/WhatsNew/Multipotent.htm

Image provided by: pantransit.reptiles.org/images/1998-06-16/

Image provided by: forum.wordreference.com/showthread.php?t=68742

Image provided by: http://www.laughteryoga.org/drkataria/press/laughter-yoga-in-the-media-more/

Image provided by: http://www.afwh.org/about/financialsupport.htm

* The remaining images were provided by Microsoft Word Clip Art

* Rubric was provided by: http://school.discovery.com/schrockguide/assess.html#rubrics

http://school.discovery.com/schrockguide/assess.html#rubrics

http://www.afwh.org/about/financialsupport.htm

http://www.laughteryoga.org/drkataria/press/laughter-yoga-in-the-media-more/

http://www.laughteryoga.org/drkataria/press/laughter-yoga-in-the-media-more/

http://forum.wordreference.com/showthread.php?t=68742

http://pantransit.reptiles.org/images/1998-06-16/

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