Implementing the ELPS in Science
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Implementing the ELPS in Science
Cell Structure and Function
© 2012 Texas Education Agency
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Implementing the ELPS in Science
Cell Structure and Function Texas Essential Knowledge and Skills (TEKS) 7.12 Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. (D)
Differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole.
Content Objective The student will identify, describe, and recognize the structures and functions of cell organelles.
English Language Proficiency Standards (ELPS) (c)(2)
Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
© 2012 Texas Education Agency
Implementing the ELPS in Science
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Cell Structure and Function English Language Proficiency Standards (ELPS) (c)(5)
Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired TEACHER NOTE: While students will be participating in activities that integrate listening, speaking, reading, and writing throughout the lesson, the language objective for this science lesson targets the language domains of listening and writing.
Language Objective Students will be able to identify the structures and functions of cell organelles and demonstrate understanding through the process of scientific investigation, group collaboration/communication, narration, and writing.
College and Career Readiness Standards Science Standards VI. Biology A. Structure and function of cells 3. Describe the structure and function of major sub-cellular organelles.
Prior Knowledge • Identify the basic structures of organisms • Differentiate between prokaryotic and eukaryotic cell • Understand the difference between multicellular and unicellular © 2012 Texas Education Agency
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Implementing the ELPS in Science
Cell Structure and Function Materials/Equipment ENGAGE: Plant Cell Structure visual, Animal Cell Structure visual, hair gel, plastic counters, Styrofoam peanuts, one small rock, marbles, Pyrex dish EXPLORE: Station 1: explore card*, play dough, food coloring or tempera paints (red, purple, green, blue), 1 pair disposable gloves, plastic-bubble packing, aluminum foil, plastic wrap, pencil shavings, scissors, 1 large knife, glue Station 2: explore card*, microscope, onion skin, cheek cell slide (commercially or teacher-prepared), iodine, methylene blue Station 3: explore card*, Jewel City Analogy Activity Page EXPLAIN: fishbone graphic organizer* ELABORATE: drawing paper, colored pencils EVALUATE: RAFT Activity Sheet* *Available in the Resources section
Vocabulary Academic Vocabulary cell membrane cell wall nucleus cytoplasm mitochondrion chloroplast vacuole organelle structures functions
© 2012 Texas Education Agency
Essential Vocabulary compare contrast demonstrate similarities differences collaborative role play infer concept logical characteristics attributes
Implementing the ELPS in Science
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Cell Structure and Function Engage The activities in this section capture the student’s attention, stimulate their thinking and help them access prior knowledge. 1. As an introduction to cells, use the Plant Cell Structure and Animal Cell Structure visuals to introduce key vocabulary. Whip Around: Express prior knowledge stems: An organism is made of _____. (cells 6.12D) Plants and animals that are made of more than one cell are termed _______. (multicellular 6.12D) 2. Review plant cell parts and functions: Use a clear Pyrex dish (cell wall). Line the dish with round plastic beads (cell membrane). Fill the dish with hair gel (cytoplasm). Add one Styrofoam peanut (nucleus), several marbles (chloroplast), and one small rock (vacuole). Have students discuss each of the parts of the cell model with a partner and compare them to the parts of a plant cell. Student Sentence Stems for Speaking: • This is a… • This is a …. and it has a … • It’s important to remember…
© 2012 Texas Education Agency
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Implementing the ELPS in Science
Cell Structure and Function Explore While rotating through stations, students will be able to: • compare and contrast the structures of plants and animals. • demonstrate and understand the 3-dimensional aspect of cell structure. • identify the various parts of plant and animal cells.
Station 1:
Station 2:
Station 3:
Students will create a model of a plant or animal cell using selected materials. 1. Cytoplasm – play dough (plain - approx. 260g or 8oz) 2. Mitochondria -- play dough (purple - approx. 7g) 3. Vacuole -- plastic-bubble packing 4. Chloroplasts -- play dough (green - approx. 10g) 5. Cell wall -- aluminum foil (approx. 12" X 7") 6. Cell membrane -- plastic wrap (approx. 12" X 16") 7. Nucleus -- play dough (blue approx. 20g) 8. Nuclear membrane -- plastic wrap (approx. 3"X6") 9. Chromosomes -- pencil shavings
Students will use a microscope to view the similarities and differences between a plant (onion) and animal (human cheek) cell. Students will draw a picture representing each cell, label the visible cell parts, and create a Venn diagram that illustrates the similarities and differences between the two types of cells.
Part I: Students will complete handout of “Jewel City Analogy” to provide them an example of cell structure analogy.
Sentence Inference Stems for Writing: • I can determine that … • From the model creation, I can... • I know ____ because …
© 2012 Texas Education Agency
Sentence Inference Stems for Writing: • What are the characteristics of...? • What will happen if . . . ? • What can you infer from...?
Part II: Students will create an analogy of the plant cell and cell parts using the campus floor plan (i.e. principal’s office, janitor’s closet, campus hallways, etc.). Sentence Stems for Speaking: • The analogy I can describe is … • ___ could be described as ___ because … • I can draw a ___ to represent … Sentence Stems for Writing: • Which___ best describes … • Which characteristic is most … • What are the attributes of …
TEACHER NOTE: To view some sample responses for sentence stems, refer to the Sentence Stems for Explore Stations page in the Resources Section.
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Cell Structure and Function Explain Students are now involved in an analysis of their exploration. Their understanding is clarified and modified through reflective activities. 1. The students may now share with a partner how they labeled their floor plan explaining why they chose a particular part of the school to represent a part of a plant cell. Student Sentence Stems from Reading for Speaking: • The best way to represent this concept is ____ because… • The conclusions are logical because… • My partner’s explanation was organized/not organized clearly because… 2. Teachers and students will collaboratively complete a graphic organizer (fishbone) for cell organelles. Students will post their cell organelle visuals on the bulletin board. Student Sentence Stems for Listening: • Would you please repeat that? • Which organelle is responsible for…? • The role of ____ is…
Elaborate Students will create a drawing of a plant cell. The organelles in their creation should include the following organelles: cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole. The student should draw, label, and provide the function of each organelle. Student Inference Stems for Writing: • The animation of ___ shows… • ____ is not a characteristic of … • ____ is not an example of….
© 2012 Texas Education Agency
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Implementing the ELPS in Science
Cell Structure and Function Evaluate Students will create a Role, Audience, Format, Topic (RAFT) Writing Activity. Using the RAFT handout as a guide, students will be able to show their understanding of the various parts of a cell by writing a letter to explain the roles and functions of each part of a cell; or by analyzing the top ten reasons the nucleus needs each organelle. Upon completion of the activity, student will share with the larger group the contents of their letter.
© 2012 Texas Education Agency
Implementing the ELPS in Science
Resources
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Implementing the ELPS in Science
Plant Cell Structure
Source: LadyofHats/Wikimedia Commons/Public Domain
Animal Cell Structure
Source: LadyofHats/Wikimedia Commons/Public Domain
© 2012 Texas Education Agency
Implementing the ELPS in Science
Plant Cell Structure
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Cell Membrane
Vacuole Chloroplast Nucleus Cytoplasm
Mitochondrion
Source: LadyofHats/Wikimedia Commons/Public Domain
Animal Cell Structure Nucleus
Cell Membrane
Cytoplasm
Mitochondrion Source: LadyofHats/Wikimedia Commons/Public Domain
© 2012 Texas Education Agency
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Implementing the ELPS in Science
Explore Cards Station 1 Students will use the materials at this station to create a visual representation of a plant and/or animal cell. When finished the student is expected to draw a sketch of his/her model as well as label each organelle and function.
Station 2 Students will use a compound microscope to view the similarities and differences between a plant and animal cell. Student is expected to create a Venn Diagram which illustrates these similarities and differences.
Example: differences
ANIMAL
PLANT similarities
differences
Station 3 Students will read and complete the example of the cell analogy of “Jewel City” and then create their own interpretation of an analogy using the campus floor plan
© 2012 Texas Education Agency
Implementing the ELPS in Science
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Jewel City Analogy Activity Page Science Activities that Promote Language Development In a far away land called Jewel City, the main export and production product is the “sparkle gem.” At least one person in every family has something to do with sparkle gem making and the entire city is designed to build and export the sparkle gem. The mayor’s office has the instructions for sparkle gem making. Sparkle gems come in all shapes and sizes and any citizen of Jewel City can get the instructions and begin making their own sparkle gem. Sparkle gems are generally produced in small shops around the city; these small shops are named the blingy jewelry shop (whose headquarters are in town hall next to the Mayor Diamond’s office). It takes a lot of energy to power the blingy shops. Thus, Jewel City powers the sparkle shops and export carts from an energy generating solar cell that is located in downtown Jewel City. After the sparkle gem is constructed, they are placed on special carts which transport the sparkle gem anywhere in state. In order for a sparkle gem to be exported, the carts take the sparkle gem to the post office, where the sparkle gems are packaged and labeled for export. It is important to note that sometimes the sparkle gems are not radiant and beautiful and thus are considered "rejects.” These rejects are sent to the junk yard where they are crushed to small pieces. In efforts to avoid jewel robbers from entering the city, Mayor Diamond enclosed Jewel City with a large wooden fence, only the postal trucks (and citizens with proper passports) are allowed inside and outside the city. Match the parts of the city (underlined) with the parts of the cell. 1. Mitochondria _________________________________________________________________ 2. Nucleus _____________________________________________________________________ 3. Protein ______________________________________________________________________ 4. Cell Membrane _______________________________________________________________
© 2012 Texas Education Agency
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Implementing the ELPS in Science
Sentence Stems for Explore Stations Teacher Note: The following sentence stems and sample student responses are for the EXPLORE section of the lesson. Responses may vary.
Explore Station 1 Possible Student Responses
Explore Station 3 Possible Student Responses
1. I can determine that… • plants and animal cells have some differences. • a cell has a nucleus. 2. From the model creation, I can… • compare the two types of cells. • describe the organelles in each type of cell. 3. I know____because…. • I know plant cells have support because they have a cell wall. • I know storing water is important to plant cells because the vacuole is large.
1. The analogy I can describe is… • a cell is like our school. 2. ____ could be described as ____ because… • The principal could be described as the nucleus because he/she is in charge. • The playground fence could be described as the cell membrane because it surrounds the school but things can still get in and out. 3. I can draw a _________ to represent…. • I can draw a floor plan to represent a cell.
Student Inference Stems for Writing
Explore Station 2 Possible Student Responses Student Inference Stems for Writing
1. What are the characteristics of…? • a plant cell as compared to an animal cell? • a real specimen as compared to a model or diagram of a cell? 2. What will happen if…? • you heat the cell specimen? • you cut into the cell membrane or cell wall? 3. What can you infer from…? • the differences between the types of organelles in each cell? • (about) plant cells in an arid region as compared to a wet region?
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Student Stems for Speaking
Student Stems for Writing 1. Which _____ best describes…. • Which job description best describes the role of the mitochondria? • Which reason best describes why vacuoles are large in plant cells? 2. Which characteristic is most…. • important in keeping things running smoothly in a cell? • obvious to distinguish a plant cell from an animal cell? 3. What are the attributes of… • a plant cell? • an animal cell?
Implementing the ELPS in Science
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Fishbone Graphic Organizer
© 2012 Texas Education Agency
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Implementing the ELPS in Science
RAFT Activity Role
Audience
Format
Parts of a cell (animal cell)
Other parts of the cell
Letter
Parts of a cell (plant cell)
Other parts of the cell
Letter
Nucleus
Other parts of the cell
List
Create your own
© 2012 Texas Education Agency
Topic Roles and functions of each part of the cell Roles and functions of each part of the cell “Top ten reasons we need each other”
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Technology Enrichment: Cell Structure and Function
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Implementing the ELPS in Science
Technology Enrichment: Cell Structure and Function
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© 2012 Texas Education Agency
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© 2012 Texas Education Agency
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Implementing the ELPS in Science
Copyright © Texas Education Agency, 2012 This resource is available through the ELPS Academy online course in Project Share. Developed by Education Service Center, Region 20 in conjunction with Texas Education Agency. © 2012 Texas Education Agency
