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= Life Science - Cells Research Project =

By: Lesley Maurer
 slm508lgm by Lesley Maurer is licensed under a Creative Commons Attribution-NoDerivs 3.0 Unported License.

//How to navigate this Wiki...// //Use the Table of Contents to navigate to any part of this Wiki.// //Use the calendar to link directly to the activities for this collaborative interactive project.// //Resources are also available with detailed description of activities.//

toc

School Improvement Objective
Specific School Goal #1 - Increase student achievement for all our constituents. Subsection #4 Science - A. Work with SLMS and CJH Science staff to deepen our knowledge base and instructional strategies. B. Examine current Science materials for alignment with current standards and look for alternative ways to deliver instruction.

http://216.186.44.99/schools/SIPs/documents/Hedden2010-2011SIP-Final.pdf

Washington State Science Standards Applied
Content Standards - //Students know that//
 * Grade Level: || 4-5 ||  ||
 * || EALR 4: || Life Science ||  ||
 * || Big Idea: || Structures and Functions of Living Organisms (LS1) ||  ||
 * || Core Content: || //Structures and Behaviors// ||  ||
 * || Description: || In prior years, students learned that all plants and animals have life cycles. In grades 4-5 students learn that plants and animals have different structures that work together to respond to various internal and external needs. Students compare various human and animal structures and reflect on how the different structures enable the organism to respond to external and internal needs. Students also learn that healthy body structures depend on good nutrition. These concepts are stepping-stones to later understanding of how structures are built up from cells. ||
 * || **4-5 LS1A** Plants and animals can be sorted according to their structures and behaviors. ||
 * || **4-5 LS1B** Plants and animals have different structures and behaviors that serve different // function s//. ||
 * || **4-5 LS1C** Certain structures and behaviors enable plants and animals to respond to changes in their // environment //. ||
 * || **4-5 LS1D** Plants and animals have structures and behaviors that respond to internal needs. ||
 * || **4-5 LS1E** Nutrition is essential to health. Various kinds of foods are necessary to build and maintain body structures. Individuals have responsibility for their own health and food choices. ||

NETS Standards

 * **2.** || **Communication and Collaboration** ||
 * || Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ||
 * ||  || a. || interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. ||
 * b. || communicate information and ideas effectively to multiple audiences using a variety of media and formats. ||
 * c. || develop cultural understanding and global awareness by engaging with learners of other cultures. ||
 * d. || contribute to project teams to produce original works or solve problems. ||  ||


 * **3.** || **Research and Information Fluency** ||
 * || Students apply digital tools to gather, evaluate, and use information. Students: ||
 * ||  || a. || plan strategies to guide inquiry. ||
 * b. || locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. ||
 * c. || evaluate and select information sources and digital tools based on the appropriateness to specific tasks. ||
 * d. || process data and report results. ||  ||

Standard #2 and #3 are met through the online research and group collaborative project in the lessons. Students will need to work with each other effectively and make positive contributions to ensure the success of the group. Students are also encouraged to complete additional research beyond the suggestions in Lesson #2 and students will need to work to determine the best sources possible.

Technologies Applied
Windows Movie Maker - Used by the teacher to create introduction video.

YouTube (Uploaded video from WMM) - Students access video made by teacher on YouTube.

DIIGO List - List was started by the teacher, students will add links and use DIIGO tools to comment and highlight notes.

Rubistar - Teacher-created rubric, students will adhere to.

Voicethread - Students will create a voicethead about what they learned and can share with others in the 3rd lesson.

Google Forms - Teacher created assessment.

Calendar
media type="custom" key="10045645"

Lesson 1
To begin, have the students create a KWL chart for cells. Complete with one other classmate.

Watch the short video as an introduction to cells. Students should keep their KWL charts handy and add 2 new pieces of information into the "L" column.

code

code media type="youtube" key="ThvpyVQ0di4" height="349" width="425" align="center"

Go back into the video and pause on the different slides of the animal and plant cells. Choose 4-5 organelles to discuss with the class. Ask students to use these pictures to help figure out some basic differences between plant and animal cells.

Lesson 2
Have students visit this DIIGO list of websites with cell research. http://www.diigo.com/list/lesleymaurer/cell-sites. Students can use the tools of DIIGO to help them collect research on the various cell parts that were briefly mentioned in Lesson 1. Students will be guided to try highlighting, commenting, and adding sticky notes.

Students will choose a plant or an animal cell and compose an essay about it's organelles. This will begin in class and be completed for homework. Students will choose what they believe to be the 5 most important organelles for the cell they chose. Refer to the rubric for specific requirements.

http://rubistar.4teachers.org/index.php?screen=PrintRubric&rubric_id=2072638&no_return=1&

Student Name:
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Notes || Notes are recorded and organized in an extremely neat and orderly fashion. || Notes are recorded legibly and are somewhat organized. || Notes are recorded. || Notes are recorded only with peer/teacher assistance and reminders. ||
 * Paragraph Construction || All paragraphs include introductory sentence, explanations or details, and concluding sentence. || Most paragraphs include introductory sentence, explanations or details, and concluding sentence. || Paragraphs included related information but were typically not constructed well. || Paragraphing structure was not clear and sentences were not typically related within the paragraphs. ||
 * Amount of Information || 5 organelles are addressed and explained with at least 2 sentences about each. || 5 organelles are addressed and at least 3 are explained with at least 2 sentences about each. || 4 organelles are addressed and have only 1 sentence for each. || 3 or less organelles are listed with one or no sentence for each. ||
 * Quality of Information || Information clearly relates to the main topic. It includes several supporting details and/or examples. || Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. || Information clearly relates to the main topic. No details and/or examples are given. || Information has little or nothing to do with the main topic. ||
 * Diagrams & Illustrations || Cell diagram is neat, accurate and adds to the reader\\'s understanding of the topic. || Cell diagram is accurate and adds to the reader\\'s understanding of the topic. || Cell diagram is neat and accurate and sometimes add to the reader\\'s understanding of the topic. || Cell diagram is not accurate OR do not add to the reader\\'s understanding of the topic. ||

Lesson 3
For a fun concluding lesson, complete "The Incredible, Edible Cell!"



http://www.teach-nology.com/worksheets/science/bio/lab1/
Have students document their experiences by taking digital photographs. Afterwards, the students can have fun creating a Voicethread from their images. These will demonstrate and explain the process of the "edible cell" and what the different parts represent. The The students will make and save their voicethreads to share with other classmates and parents.

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Assessment
Students will independently complete the following Google form assessment.

Resources
"ISTE | NETS Standards." //ISTE | Membership, NETS Standards, Books, Journals and Professional Development for Teachers//. Retrieved July, 21 2011 from http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx.

//Online Grade Level Standards and Resources: Science, 2009.// (2009). Retrieved July 20, 2011 from Washington State Office of Superintendent of Public Instruction: http://standards.ospi.k12.wa.us/ContentWithPEs.aspx?subject=10,PE&gl=29&content=268.

"Edible Plant Cell Project ~ Cookie." Flickr. Retrieved July 21, 2011 from http://www.flickr.com/photos/37730860@N07/4055808706/.