Transformation 2013 5E PBL Planning Form Guide PBL Title: The School Cell Teacher(s): Shane McKay School: East Central High School Subject: Biology Abstract: Students will learn the structure and function of the organelles inside the cell and the roles that cells play in everyday life.
MEETING THE NEEDS OF STEM EDUCATION THROUGH DESIGN CHALLENGES
Begin with the End in Mind The theme or “big ideas� for this PBL unit: The student will develop a through understanding of the structure and function of cells and the roles that cells play in everyday life. TEKS/SEs that students will learn in the PBL: (4) Science concepts. The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. The student is expected to: (A) identify the parts of prokaryotic and eukaryotic cells; (B) investigate and identify cellular processes including homeostasis, permeability, energy production, transportation of molecules, disposal of wastes, function of cellular parts, and synthesis of new molecules. (5) Science concepts. The student knows how an organism grows and how specialized cells, tissues, and organs develop. The student is expected to: (A) compare cells from different parts of plants and animals including roots, stems, leaves, epithelia, muscles, and bones to show specialization of structure and function; (B) identify cell differentiation in the development of organisms; and (C) sequence the levels of organization in multicellular organisms to relate the parts to each other and to the whole. (9) Science concepts. The student knows metabolic processes and energy transfers that occur in living organisms. The student is expected to: (C) investigate and identify the effects of enzymes on food molecules. (11) Science concepts. The student knows that organisms maintain homeostasis. The student is expected to: (A) identify and describe the relationships between internal feedback mechanisms in the maintenance of homeostasis. Key performance indicators students will develop in this PBL: Students will develop a full comprehension of the roles that cells play in everyday life
from homeostasis to energy transfers. The learner will also develop a working vocabulary including: cellular respiration, photosynthesis, mitochondria, lysosome, cell membrane, cell wall, golgi apparatus, endoplasmic reticulum, chromosome, chromatin, ribosome, chloroplast, vacuole, nucleus, nucleolus, centrioles, and organelles. 21st century skills that students will practice in this PBL: www.21stcenturyskills.org Creativity and problem solving STEM career connections and real world applications of content learned in this PBL:
Cytologist, Cancer Researcher, or Doctor
The Problem In this unit, you and a partner will take on the role of “architects”. Your job is to create a three-dimensional model of some aspect of a school (classroom, cafeteria, gym, library, the school as a whole, or any other part of the school you can imagine). This model will be an analogy to a cell (animal or plant), its organelles and functions, along with how it obtains and utilizes energy. The following organelles must be represented in your model: - cell membrane - cell wall (if plant) - cytoplasm - chromosome - nucleolus - ribosome - endoplasmic reticulum - golgi apparatus - lysosome - vacuole - mitochondrion - choloroplast - cytoskeleton - centriole Along with your model, you must also include an owner’s manual attached to it. This owner’s manual will provide the reader all the analogies to each organelle built into your model as well as the function of each part (as it relates to the school and as it relates to the cell). Example: The locker is like the vacuole because it stores items. You only have 10 days, so let’s get started!
Map the PBL Performance Indicators
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Taught during the project
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1. Vocabulary terms: cellular respiration, photosynthesis,
mitochondria, lysosome, cell membrane, cell wall, golgi apparatus, endoplasmic reticulum, chromosome, chromatin, ribosome, chloroplast, vacuole, nucleus, nucleolus, centrioles, and organelles 2. Differences between plant and animal cells
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3. Differences between photosynthesis and cellular respiration 4. Major role each organelle plays in the life of the cell and how
each organelle interacts with the cell as a whole 5. Parts of a microscope and how to prepare wet and dry mount slides
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Team-Building Activity It is important that teachers provide team-building activities for students to help build the 21st Century Skills that are necessary for success in the workforce. Team-building helps establish and develop a greater sense of cooperation and trust among team members, helps students adapt to new group requirements so that they can get along well in a new group, serves to bring out the strengths of the individuals, helps identify roles when working together, and leads to effective collaboration and communication among team members so that they function as an efficient, productive group. Our students are often not taught how to work in groups, yet we assume that they automatically know how. Use team-building activities with your students so that you can see the benefits which include improvement in planning skills, problem solving skills, decision making skills, time management skills, personal confidence, and motivation and morale.
5E Lesson Plan Design Challenge Title: The School Cell TEKS/TAKS objectives: 112.43 4AB, 5ABC, 9B, 11A Engage Activity Pose the following question to the students: “Have you ever had the opportunity to play with cells before?” Responses will vary. Tell them that they will have the opportunity today! Have the students complete the “Cellular Bubble Lab” below. (The bubble represents the cell membrane and this lab will demonstrate for the students how our cells repair themselves and how large particles can move in and out of the cell.) Engage Activity Products and Artifacts “The Cellular Bubble Lab” write-up Engage Activity Materials/Equipment “The Cellular Bubble Lab”, liquid dish detergent, straws, string, various color pipe cleaners, small metal lassos, large cafeteria trays or large baking pans, Bubble Lab handout Engage Activity Resources Cellular Bubble Lab: http://www.accessexcellence.org/AE/AEC/AEF/1995/wardell_membranes.php Explore Activity Break students up into groups of two for a cell lab. Perform the “Plant and Animal Cells” comparison lab (see below). Prior to beginning the lab, make sure students understand how to use the microscope and how to prepare wet mount slides. Upon completion of the lab, have students create a Venn diagram comparing plant and animal cells (see attached Venn Diagram). Begin going over the differences and clear up any misconceptions of each type of cell.
Once students have completed the Venn diagram have each group report out to the class their findings. After each group has reported out have each student group explore the following website: http://www.iknowthat.com/com/L3?Area=Science%20Lab -
click: cells ask students to fill out the organelle definition chart on all the organelles of the cells and come up with a basic definition of each using the cell organelle definition chart (see below)
Introduce the students to the Design Challenge: In this unit, you and a partner will take on the role of “architects”. Your job is to create a three-dimensional model of some aspect of a school (classroom, cafeteria, gym, library, the school as a whole, or any other part of the school you can imagine). This model will be an analogy to a cell (animal or plant), its organelles and functions, along with how it obtains and utilizes energy. The following organelles must be represented in your model: - cell membrane - cell wall (if plant) - cytoplasm - chromosome - nucleolus - ribosome - endoplasmic reticulum - golgi apparatus - lysosome - vacuole - mitochondrion - choloroplast - cytoskeleton - centriole Along with your model, you must also include an owner’s manual attached to it. This owner’s manual will provide the reader all the analogies to each organelle built into your model as well as the function of each part (as it relates to the school and as it relates to the cell). Example: The locker is like the vacuole because it stores items. You only have 10 days, so let’s get started! Explore Activity Products and Artifacts Plant and Animal Cells lab write-up, Venn Diagram comparing plant and animal cells, organelle definition chart Explore Activity Materials/Equipment Onion, tooth picks, iodine solution, microscopes, slides, cover slips, methylene blue, iodine solution, water dropper, Plant & Animal Cells lab handout, Venn diagram handout, computer with Internet access
Explore Activity Resources Plant and Animal cells lab adapted from: http://www.edu.pe.ca/gray/class_pages/rcfleming/cells/lab.htm Explain Activity Using computers have students visit the following BrainPOP websites: http://www.brainpop.com/science/cellularlifeandgenetics/cells/ http://www.brainpop.com/science/cellularlifeandgenetics/cellstructures/ Students will take the online quiz following the video and e-mail their results to you. Once students have completed both BrainPOP quizzes, show students the animal/plant cell PowerPoint. Upon completion of the PowerPoint, students will learn about the semipermeable membrane of the cell. Students will be taught concepts of diffusion, osmosis, hypotonic solution, hypertonic solution, and isotonic solution through an osmosis and diffusion online lab. Use the following website to help teach the concept of osmosis and diffusion. http://www.phschool.com/science/biology_place/labbench/lab1/intro.html Explain Activity Products and Artifacts BrainPOP quizzes, Osmosis and Diffusion lab quiz Explain Activity Materials/Equipment Computers with Internet access, BrainPOP subscription, LCD projector Explain Activity Resources http://www.brainpop.com/science/cellularlifeandgenetics/cells/ http://www.brainpop.com/science/cellularlifeandgenetics/cellstructures/ http://www.phschool.com/science/biology_place/labbench/lab1/intro.html
Elaborate Activity
Students will now break up into 4 large groups. Each group will follow the Hanging Cell Model handout (see below) and make a 3D model of both a plant and an animal cell and hang it from the ceiling. The class will do a gallery walk and the expert from each group will then explain their models to the class and tell what each organelle does for the cell. Elaborate Activity Products and Artifacts 3D model of plant and animal cells, explanation of functions of the organelles, gallery walk participation Elaborate Activity Materials/Equipment Clear painter’s tarps, tape (to hang from ceiling) or any other sticky material, construction paper, markers, pipe cleaners, styrofoam balls (small, medium, and large), acrylic paint and paint brushes, clear packing tape (to tape organelles onto tarp), scissors, any other material you feel can be used to represent a part of a cell (must be light in nature) Elaborate Activity Resources Hanging Cell Model adapted from: http://www.cyberlessons.com/_LessonPlan/LessonPlan_DisplayCalendar.asp?ID_1=209 6&AAL=7th&APP_AGE_LEVEL=7th&APP_Topic=Life%20Science&DATE_ASS=9/ 16/2008&MENU_KEY=&exist_rec=exist_rec Evaluate Activity
Students along with their partners will complete the design project of the School Cell. Each group must create a 3D model of some aspect of the school and create an analogy to a plant or an animal cell and its organelles. Student groups will present their model to the class and show how each part of the school is analogous to some aspect of the cell (plant or animal). Students must also demonstrate how energy is obtained and released as well as develop an analogy to the semipermeable membrane of the cell.
Evaluate Activity Products and Artifacts Completed project, presentation Evaluate Activity Materials/Equipment Students should provide the majority of the materials deemed necessary to complete their projects Evaluate Activity Resources None
The Cellular Bubble Lab Procedure: Mix 10 parts water to 1 part Joy liquid soap with one tablespoon of Karo syrup. Put into one-gallon milk jug. Materials: straws, string, metal wire, pipe cleaners, cafeteria trays, yarn, and cotton thread, various items for cell parts. 1. Make a film of bubble solution using your straw device and move the device from side to side to bend the film. What do you think this illustrates about our cell membranes?
2. Wet a piece of cotton string (tied to a lasso) in the soap solution and gently place it on the plasma membrane. Make sure your finders are wet when doing this. Pop the inside of the circle. Move the circle around to show movement of the ports in the membrane. Write down your observations. What do you think this illustrates?
3. Gently remove the circle of thread from the bubble. What happens?
What does this illustrate about the plasma membrane?
Why do you think this is an important property of a cell membrane?
4. Float the circle of thread on the cell membrane again. Try inserting a dry pencil or pen into the open circle of the thread. What happened?
What does this symbolize about the cell membrane?
5. Remove the circle and try to insert your wet finger or a wet pencil 1/2 way through the membrane. Move the pencil around. Describe what happens.
6. Wet another straw in the bubble solution and blow bubbles into the membrane. What could the bubble represent?
Plant and Animal Cells PART A: Plant Cells (Onion Skin Wet Mount) 1. Peel the delicate transparent tissue from the inner surface of a piece of onion using forceps (tweezers). 2. Make a wet mount by placing the tissue, unwrinkled, in a small drop of water on a glass slide. 3. Add one small drop of Lugol's iodine stain to the tissue and cover with a cover slip as directed. (* be careful - the Lugol's can stain and burn the skin!) 4. Examine the onion cells at low power, focus as necessary. 5. Next examine the cells at medium and high power. 6. Prepare a diagram of onion skin tissue showing three to four cells. Label the structures you can identify from the microscope. (examples - cell membrane, nucleus, etc.) Remember to follow guidelines for drawing and labeling a proper biological diagram.
Total Magnification: _________________X
Answer the following questions: 1. Describe the shape of the cells. ___________________________________________ 2. What cell structures and organelles can you see? ______________________________ 3. Why are there no chloroplasts evident? ________________________________ PART B: Animal Cells (Human Cheek Cell Wet Mount) ** Care must be taken when doing this part of the lab to handle and dispose of the cells with appropriate concern. Using a prepared epithelial cell slide would also work. 1. Place a drop of water on a clean slide. Gently scrape the inside of your cheek with the blunt end of a clean toothpick and stir the material on the toothpick in the drop of water on the slide. (properly dispose the toothpick) 2. Add one small drop of methylene blue stain to the slide and then add a coverslip as directed. 3. Focus and examine the slide under low power before moving to the higher magnifications. 4. Prepare a diagram showing 3 - 4 cells of the cheek and label structures you can identify. (Don't forget to identify magnification of the drawing.)
Total Magnification: _______________________X Answer the following questions. 1. What are the shapes of the cells? _________________________________________
2. What cell structures can you identify?______________________________________ 3. Would the cells normally be attached to one another? Explain. ____________________ 4. Some of the cells may be folded or wrinkled. What does this indicate to you about the thickness of the cells? ___________________________________________________ 5. Explain how these cells differ from the plant cells viewed previously._______________
Plant vs. Animal Cells
Plant Cells
Animal Cells
Organelle Definition Chart Legal Definition:
Draw:
Organelle:
In your own words:
Plant, Animal, or Both!
The Hanging Cell Model Materials: -
Clear painter’s tarps Tape (to hang from ceiling) or any other sticky material Construction Paper Markers Pipe Cleaners Styrofoam balls (small, medium, and large) Acrylic paint and paint brushes Clear packing tape (to tape organelles onto tarp) Scissors Any other material you feel can be used to represent a part of a cell, must be light in nature
1. Pass out 6’ x 6’ sheets of tarp (2 per group) 2. Ask students to make a plant and an animal cell model using any item they choose from the list. 3. Students will tape organelles to the clear tarp and label each part of the cell. The following organelles must be represented: - cytoplasm - nucleus - nucleolus - ribosomes - endoplasmic reticulum - golgi apparatus - lysosome - vacuole - mitochondrion - choloroplast - cytoskeleton - centriole - large central vacuole 4. Once the cell model is complete groups will hang their model from the ceiling making sure there is enough slack in the model to bubble out to give the 3D effect. 5. Groups will then show the class their model and explain what each organelle does for the cell.
Plan the Assessment Engage Artifact(s)/Product(s): Bubble lab handout
Explore Artifact(s)/Product(s): Plant vs. Animal Cell Lab, Venn Diagram, Organelle definition charts
Explain Artifact(s)/Product(s): 2 BrainPop quizzes, Osmosis and Diffusion Lab Quiz
Elaborate Artifact(s)/Product(s): 3D model of plant and animal cell
Evaluate Artifact(s)/Product(s): The School Cell Model Project
Rubrics Building A Structure : The School Cell
Teacher Name:
Student Name:
________________________________________
CATEGORY Construction -Materials
25 Appropriate materials were selected and creatively modified in ways that made them even better.
20 15 Appropriate materials were Appropriate materials were selected and there was an selected. attempt at creative modification to make them even better.
10 Inappropriate materials were selected and contributed to a product that performed poorly.
Construction - Care Taken
Great care taken in construction process so that the structure is neat, attractive and follows plans accurately.
Constuction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product.
Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product.
Construction appears careless or haphazard. Many details need refinement for a strong or attractive product.
Scientific Knowledge
Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications.
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications.
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications.
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications.
Plan
Plan is neat with clear measurements and labeling for all components.
Plan is neat with clear measurements and labeling for most components.
Plan provides clear measurements and labeling for most components.
Plan does not show measurements clearly or is otherwise inadequately labeled.
Story Board
Week 1 Activities
Week 2 Activities
Day 1 Engage – Bubble lab (45min.) Explore – Plant and Animal Cell Lab (45 min.)
Day 6 Elaborate Hanging 3D cell model (90 min)
Day 2 Explore – Venn Diagram (45 min.) Report of findings of Venn Diagram (45 min)
Day 7 3D Cell model presentations
Day 3 I Know That Website with Organelle definition cards (45 min.) Introduction of the School Cell Design Project (45 min) and review of rubric Day 8 Evaluate – The School Cell Project, collaboration time with partner and planning (90 min)
Day 4 Explain – BrainPop videos and quizzes (45 min.) Cell Organelle PowerPoint (45 min.)
Day 9 Workday for project (90 min.)
Day 5 Osmosis and Diffusion Online lab and quizzes (90 min)
Day 10 The School Cell Project presentations (90 min.)