In this activity students learn the basic parts of the cell and their functions.  The students also examine the significant historical scientists that help aid in the discovery of The Cell Theory, cells and cell parts.

Strand 5: Technology Research Tools

5T-E1. Locate information from electronic resources

Strand 3:  Technology Productivity Tools

3T-E3. Publish and present information using technology tools

Strand 4:  Life Science

PO 2.  Describe the basic structure of a cell, including:

• cell wall

• cell membrane

• nucleus

PO 3.  Describe the function of each of the following cell parts:

• cell wall

• cell membrane

• nucleus

PO 4.  Differentiate between plant and animal cells.

    Strand 1: Inquiry Process

PO 5.  Communicate the results and conclusion of the investigation.

    Strand 3:  Comprehending Informational Text

• Restate the main idea (explicit or implicit) and supporting details in expository text.
• Summarize the main idea and critical details of expository text, maintaining chronological or logical order.

Concepts and Generalizations

• Students understand the cell parts and their functions.
• Students grasp the historical significance of scientific leaders in microbiology. 

Academic

• Students will be able to describe the various parts of a plant and animal cell and determine their function.
• Students will restate/summarize the main idea of various Internet sites and a Power point presentation.

• Students will be able to locate information from electronic sources.
• Students will be able to use Microsoft Word as a publishing tool.

• Basic computer skills

• Searching the internet

• Typing on Word

• One computer per student

• Television

• Averkey

• United Streaming (subscription service) not necessary for doing the lesson-you could replace with a video.

 Strategies

• Self paced activity

• Self selected research

• Product

• Process

• Product information

• Time

This is a self paced two week unit on cells, cell theory, and scientists that contributed to the cell theory.

1. Introduce the cell theory to the students using the PowerPoint on http://www.amphi.com/teachers/sgilbertson/science.html titled cell theory timeline.  The cell theory is the second to last slide.  You can also click on PowerPoint and retrieve it.

 
2. Explain to the students that this concept is still used to today and that many scientists help create the foundation for the cell theory.

 
3. The students are going to research different scientists that contributed to the cell theory.  As they research they need to be thinking of the three scientists that contributed the most to the cell theory.  To aid them in the reading go to the NSTA below and choose a method that would work for your students.  I printed out the PowerPoint and had them highlight as they read.

 
4. After they are done researching, students will write a 5 paragraph paper on the three scientists that they think contributed the most.

 
5. Use the following guideline to help the students compose the paper. 
6. Introduction – first paragraph
   First Scientist - second paragraph
   Second Scientist – third paragraph
   Third Scientist – fourth paragraph
   Conclusion – fifth paragraph
    
7. I gave the students two days in the lab for this activity.  On the third day I introduced the next activity.

 
8. The next activity is the research of the cell parts.  I first completed a KWL chart with the students to find out what they already knew.  I found that they really only new the information given to them from the PowerPoint the previous days.

 
9. Students used a variety of texts including text books, picture books, websites, and movies.  I used the following books as a sample:  ScienceSaurus from Write Source, Scott Foresman 6^th grade science book, Various library books on cells,
   http://www.life.uiuc.edu/plantbio/cell/,
   http://micro.magnet.fsu.edu/primer/java/scienceopticsu/powersof10/, http://www.wiley.com/legacy/college/boyer/0470003790/animations/cell_structure/cell_structure.htm,
   http://www.cellsalive.com/howbig.htm,
   http://science.howstuffworks.com/cell.htm,
   http://micro.magnet.fsu.edu/primer/java/electronmicroscopy/magnify1/index.html,
   http://science.nhmccd.edu/biol/bio1int.htm#cell,
   http://school.discovery.com/lessonplans/activities/electronmicroscope/
    
10. I also used several movies from United Streaming, which is a subscription website where you can find a variety of movie clips on several topics.  I downloaded the movies to the network server and then let the students watch the one of their choice.  They had to watch the movies using head phones so they didn’t disturb the other students.  If you don’t have this option you can show the entire class different video clips.

 
11. While the students read the first tier students completed a Look Think Predict Picture Question Read Reread Write and Ask handout.  The second tier did a Response log.  The third tier students completed a Text structure activity.  If you have question on these strategies or would like to choose different ones go to www.nsta.org/main/news/stories/science_scope.php?news_story_ID=50301
12. When the students finished reading they used a Venn diagram to compare the different parts of the plant and animal cell and they jobs.  This is the Venn diagram that they used.

 
13. After the second day of working on the second project (Venn diagram) the students completed a Crossword puzzle on the parts of a cell as a review.  This is a link to the clues that I used the puzzle.



14. Next the students completed a Cell Theory Rap to examine what they had learned about the parts of the cell and cell theory.  When students were finished with all four activities:
1. Top three scientists
2. Cell part Venn diagram
3. Cell theory Rap
4. Cell review crossword (as a class we did go through this when everyone was done)
    
15.    Students were given a study guide to complete so they were prepared for the test.



16.    We took a day and review the concepts that the students were concerned about from the study guide.

 
17.    For the test the students worked in groups of two to complete a cell poem that mimicked the structure of the cell theory rap.  Below is the test rubric and structure. 

Assessment

1.  Making sure that the students are progressing through the projects at a steady pace.

2.  Checking off in the grade book (or on a chart) when they complete the different activities.

3.  Final assessment is the rubric above.

4.  Here is an example of a student poem.

Teacher Name:  Susie Gilbertson
Email:  sgilbert@amphi.com
Site:  Harelson Elementary
Date Submitted:  4/18/05