Cells

Background Information

            I am the SLMS at the Grafton Elementary School, a one-day-per-week position.  This spring I also have the opportunity to fill in as a long-term substitute for the 5/6 teacher at Grafton, as he is taking a family leave due to the arrival of twin boys!  I am teaching the 5/6 class four days/week, and library classes on the fifth day.  The science unit that I have been asked to teach is Cells, so I am able to collaborate with myself (the SLMS and the classroom teacher!) as well as with the 4/5 classroom teacher who is teaching a Cells unit also.  This year we are teaching the 5^th grade GE’s to the students in grades 4 through 6.  (These two classes loop with their GE’s; the 6^th graders covered the 6^th grade GE’s when in 5^th grade, and the 4^th graders will cover 4^th grade GE’s when they are in 5^th grade.) 

Unit Overview

            The purpose of this unit is to have students in grade 4 through 6 explore life at a cellular level in plants and animals and to have students understand that all life processes happen on a cellular level.  Students will describe how materials cross the cellular membrane, the structure and function of parts of the cell, and how cells work together in an organism to form tissues, organs, and systems that work together to sustain life.  Students will identify the relationships that exist within the circulatory, respiratory, digestive and excretory systems, and in the muscular and skeletal systems.  They will also identify the role of the red and white blood cells in keeping the body healthy.  Students will explore how technology allows us to learn about cell activity.

Goal Elaboration

Information Literacy Standards

• The student who is information literate uses information accurately and creatively.
• The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

Content Area Standards

• S5-6:30  Students demonstrate their understanding of Structure and Function-Survival Requirements by

o        Explaining that the cell, as the basic unit of life, has the same survival needs as the organism, and

o        Identifying and drawing individual cells seen through a microscope and recognizing that most cells are microscopic, and

o        Diagramming the exchange of materials through a cell membrane

• S5-6:32  Students demonstrate their understanding of Differentiation by

o        Explaining the relationship among cells, tissues, organs, and systems, and

o        Observing plant or animal tissue and explaining how “specialized” cells help to support the specialized function of tissue. 

• S5-6:41  Students demonstrate their understanding of Human Body Systems by

o        Investigating circumstances that affect more than one body system and explaining the interconnected relationship among the body systems.

• S5-6:42  Students demonstrate their understanding of Patterns of Human Health/Disease by

o        Explaining the specialized function of white blood cells in the circulatory system

Goal Elaboration Statement

• Students will understand that all living organisms and their component cells have identifiable characteristics that allow for survival.
• Students will understand that the cell is the basic unit of all living things and that all organisms are made up of one or more cells.
• Students will understand that cells work together in groups of similar cells (tissues) and work interdependently with other groups of cells (organs and systems).
• Students will understand that body systems also work together, and activities and/or environment can affect one or more systems.

Instructional Objectives

• Given (CONDITION)

o        information on cell structure and function,

o        opportunities to view cell life online and through classroom microscopes,

o        information on the history of cell research and cell theory, and

o        information on the relationships among cells, tissues, organs and systems

• the 5^th-6^th grade class (AUDIENCE)
• will (BEHAVIOR)

o        create a model of a cell using a Ziploc bag with gelatin/corn syrup and a poster representation

o        labeled correctly with name & function of at least 9 organelles for animal cells, 10 organelles for plant cells (DEGREE)

o        create a Venn diagram comparing plant and animal cells,

o        including at least at least 8 similarities and 3 differences (DEGREE)

o        determine the function of specific cells based on their structure,

o        correctly naming the function for 4 out of 5 cell structures (DEGREE)

o        create a timeline of cell research,

o        including a date, a title, and two sentences for each entry (DEGREE), and

o        measure and compare heart rate and respiration before/after exercise.

Collaborative Roles

The classroom teachers and SLMS will divide up the instruction as follows:

• Classroom teachers will be responsible for presentation of information on cell structure and function.
• SLMS will create pathfinder of cell resources and cell theory history.
• SLMS will guide construction of timeline using www.xtimeline.com.
• Classroom teachers will guide creation of cell models as well as Venn diagrams.
• Classroom teachers will arrange with PE teacher for measurement and comparisons of heart rate and respiration before and after a period of exercise

Pathfinder

     Follow this link to the Cells Pathfinder.

Lessons

     Lessons Overview

     Structure & Function of Cells & Cell Organelles

     Osmosis Experiment

     Mitosis Rap

     Cell Theory Timeline

     Cells, Tissues, Organs, & Systems

Other Supporting Materials

            We will use a digital microscope to view animal and plant cells (cheek cells and onion skin cells).  We will also use the digital microscope to view pond water (and hopefully some paramecium).  The digital microscope software is loaded on the 4/5 Smartboard laptop.

            We have the book and CD of Amoeba Hop by Christine Lavin.  We will read, listen to, sing, and teach this song and dance at All School Meeting later in May (or we may perform the Mitosis Rap!).

Culminating Assessment

            The major culminating assessment will be the two models of a cell which each student creates.  The first model cell must be created in a Ziploc bag (representing the cell membrane) with corn syrup or gelatin for the cytoplasm.  The seven organelles that must be included in an animal cell are the nucleus, endoplasmic reticulum, Golgi bodies, ribosomes, mitochondria, vacuoles, and lysosomes.  In a plant cell, a cell wall must be included outside of the cell membrane, and the seven organelles inside the cell membrane are the nucleus, endoplasmic reticulum, Golgi bodies, ribosomes, mitochondria, vacuoles, and chloroplasts.

            After students have created the three-dimensional cell model in the Ziploc bag, they will also create a two-dimensional model on posterboard.  This model must have each organelle labeled with name and function, and organelles must be placed correctly on the model, if appropriate.  (For example, ribosomes must be on the endoplasmic reticulum.)

            Students will also be assessed on their participation in and contribution to the timeline of cell theory and the history of the microscope.  A separate rubric is part of that lesson plan.

            Students will be assessed throughout the unit based on classroom work, including the Venn diagram comparing plant and animal cells; the determination of function of a cell based on its structure; and the explanation of the effect of environment (exercise) on body systems (circulatory and respiratory).