Cell Structure and Function - Cell Analogy Project
Author: Jaime McLaren
Based on lesson by: Jaime McLaren Date created: 05/26/2011 8:57 PM EDT ; Date modified: 05/30/2011 8:19 PM EDT
Basic Information
Summary
Students will participate in a jigsaw activity in which they become an expert on one cell organelle, share the information that
they have learned about that organelle with their home groups, and create an innovative product of a cell anology using any
resources they can find in the classroom or around their house.
Grade/Level
CP2, CP1, and Honors, Grade 9
Time Frame
Approximately 4 days (five 45 minute classes = 180minutes)
Subject(s)
Biology
Topic(s)
Cell Structure and Function
Notes
Standards And Key Concepts
Standards
MA- Massachusetts Curriculum Frameworks
Subject: Biology
Strand: I. CONTENT STANDARDS
Grade: High School
Key Idea: 2. Cell Biology
Learning Standard:
2.1 Relate cell parts/organelles (plasma membrane, nuclear envelope, nucleus, nucleolus, cytoplasm, mitochondrion, endoplasmic
reticulum, Golgi apparatus, lysosome, ribosome, vacuole, cell wall, chloroplast, cytoskeleton, centriole, cilium, flagellum, pseudopod) to
their functions. Explain the role of cell membranes as a highly selective barrier (diffusion, osmosis, facilitated diffusion, active transport).
Learning Standard:
2.2 Compare and contrast, at the cellular level, the general structures and degrees of complexity of prokaryotes and eukaryotes.
Strand: II. SCIENTIFIC INQUIRY SKILLS STANDARDS
Grade: High School
Key Idea: SIS1. Make observations, raise questions, and formulate hypotheses.
Learning Standard:
• Observe the world from a scientific perspective.
Learning Standard:
• Pose questions and form hypotheses based on personal observations, scientific articles, experiments, and knowledge.
Learning Standard:
• Read, interpret, and examine the credibility and validity of scientific claims in different sources of information, such as scientific articles,
advertisements, or media stories.
Key Idea: SIS2. Design and conduct scientific investigations.
Learning Standard:
• Articulate and explain the major concepts being investigated and the purpose of an investigation.
Learning Standard:
• Select required materials, equipment, and conditions for conducting an experiment.
Learning Standard:
• Employ appropriate methods for accurately and consistently
o making observations
o making and recording measurements at appropriate levels of precision
o collecting data or evidence in an organized way
Learning Standard:
• Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up,
calibration (if required), technique, maintenance, and storage.
Learning Standard:
• Follow safety guidelines.
Key Idea: SIS4. Communicate and apply the results of scientific investigations.
Learning Standard:
• Develop descriptions of and explanations for scientific concepts that were a focus of one or more investigations.
Learning Standard:
• Construct a reasoned argument and respond appropriately to critical comments and questions.
Learning Standard:
• Use language and vocabulary appropriately, speak clearly and logically, and use appropriate technology (e.g., presentation software) and
other tools to present findings.
Learning Standard:
• Use and refine scientific models that simulate physical processes or phenomena.
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Subject: English Language Arts
Strand: LanguageThe Learning Standards in the Language Strand set the expectation that students will demonstrate understanding of the dynamics,
nature, structure, and history of the English language.
Standard 1: Discussion: Students will use agreed-upon rules for informal and formal discussions in small and large groups.Group discussion is more
effective when students listen actively, stay on topic, consider the ideas of others, avoid sarcasm and personal remarks, take turns, and gain the
floor in appropriate ways. Following agreed-upon rules promotes self-discipline and reflects respect for others.
Grade: Grades 9-10
Learning Standard 1.5:
Identify and practice techniques such as setting time limits for speakers and deadlines for decision-making to improve productivity of
group discussions.
For example, in preparation for a student council meeting, students plan an agenda for discussion, including how long they will allow each
speaker to present their case or argument. They build into their agenda time for making decisions and taking votes on key issues.
Understandings
Students will understand that ..........
A cell is the basic unit of life; the processes that occur at the cellular level provide the energy and basic structure
organisms need to survive. (reinforcement)
Organelles are very similar to organs in our bodies in the sense that each provides a specific function for the cell in
order for it to survive.
The main function of the cell is to build proteins.
The major differences between and animal and a plant cell is that plant cells have a cell wall, a larger vacuole, and
chloroplasts.
Essential Questions
How is the role of the nucleus in a cell similar to the role of the captain on a sports team?
How do contractile vacuoles help maintain water balance?
What are the steps involved in the synthesis, packaging, and export of a protein from a cell?
If you looked at a cell under a microscope what features would help you decide whether the cell was a plant or animal
cell?
How do chlorplasts and mitochondria differ in the forms of energy that they create?
Knowledge and Skills
Students will know.......
The orgenelles that that make up cells.
The function of each organelle in the cell.
The differences between a plant and an animal cell.
The main function of the cell.
Students will be able to ........
Critically read science text and identify important information on their assigned organelles (become an "expert" on their
organelles)
Organize important information into a graphic organizer.
Teach other students about the functions of their assigned organelles.
Use higher order thinking to produce an analogy of the cell.
Produce a creative visual representation of their cell analogy.
Performance Tasks And Assessment
Performance Task
Goals:
Learning Standard : 2.1 Relate cell parts/organelles (plasma membrane, nuclear envelope, nucleus, nucleolus, cytoplasm, mitochondrion,
endoplasmic reticulum, Golgi apparatus, lysosome, ribosome, vacuole, cell wall, chloroplast, cytoskeleton, centriole, cilium, flagellum, pseudopod) to
their functions. Explain the role of cell membranes as a highly selective barrier (diffusion, osmosis, facilitated diffusion, active transport).
Understandings:
The major differences between and animal and a plant cell is that plant cells have a cell wall, a larger vacuole, and
chloroplasts.
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Performance Task:
You have recently completed a jigsaw activity on cell organelles and interpreted a cell city analogy. It is now your task to
produce a creative product that displays a new analogy of the cell.
Textbooks have used the same "Cell City Analogy" for years and Smith and Jones is looking to be the first publisher to put a
new innovative analogy in the latest version of their biology text book. You will work with members of your "home group" as
a team of graphic designers. It is your job to produce a unique product of a cell analogy in which each organelle is
represented by an effective depiction of its function. You will be given a chance to present your product in hopes of
impressing the publishers with your new, innovative analogy. If chosen your analogy will be created into a new figure in the
next edition of Smith and Jones Biology. Be sure to include all the organelles listed on your graphic organizer that apply to
your specific type of cell (plant vs. animal). In addition to your project, you will need to create a definition sheet containing a
statement of your cell analogy and a list of each organelle in your cell with its associated analogy. Your group will present
your Cell Analogy Project to Joe Smith and Emma Jones on ________________________.
Student Product/Performance Evaluations:
Prodcut: (You have the option of creating a poster, model, powerpoint, etc.)
Correct organelles are presented (plant vs. animal) and labeled.
Graphics are related to the analogy and make it easier to understand.
Graphics are creative and colorful (in order to draw student's attention to them in a text book).
Definition Sheet:
Chosen analogy makes sense and lends itself easily to comparison to a cell.
Clearly explains the analogies of each cell part and function
Chosen analogies to all organelles make sense and correlate accurately to function.
Presentation (can be in video form or in person):
Group members clearly explain the analogies of each cell part and function.
Each group member presents information in a professional manner.
Attachments:
1. Cell Analogy Project
Performance Prompt
When given a cell city analogy, how would the analogy differ between a plant cell and animal cell?
How would the production of proteins relate to the production of any other product in a factory?
Why do plants require having both chloroplasts and mitochondria?
Describe and explain the difference in the size and function of vacuoles in a plant cell vs. and animal cell.
Assessment/Rubrics
Each group will be assessed based upon their product, definition sheets, and presentations. The attached rubric will be used
to assess their work.
STUDENT SELF-ASSESSMENTS
** On the second day, students in each group will be asked to use their rubrics to fill out a "Group Self Assessment Sheet"
before they present their project to the class.
** Each student will be asked to assess their classmates and jot down notes as they present thier projects to the class.
Students will then talk with their "home groups" to fill out the attached asessment sheet for the group that is presenting.
These assessment sheets will be stapled to each groups' "Group Self Assessment Sheet" and be handed back to them after
their projects are graded.
** Students will be asked to look at their graded rubrics, self-assessment, and peer-assessments, to make a final self-reflection
on their their work. Students will be asked to fill in a "Self Assessment Sheet" that has them respond to the following
prompts:
1. What did I do well?
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2. What can I improve?
3. Future Goals:
Attachments:
1. Cell Analogy - Group/Self Assessments
2. Rubric - Cell Analogy Project.doc
Learning Experiences And Resources
Sequence of Activities
1. QOD: Work in a group to come up with an analogy of a nucleus
2. Review QOD ideas.
3. Introduce Cell Analogy Projects and relate them to our "Cell City Analogy Packet"
4. Review Organelle graphic organizers and clear up any confusion about organelles and their functions.
5 Students form groups based on interest, are assigned a cell based on tiers explained below, draft an idea for an analogy, and
decide on their type of product. (Teacher collects information in order to get needed resources for the next day and students
collect any resources they may need from home)
6. Students work on their projects for the next two days and present them to the class on the third day.
Differentiated Instruction
UDL: The project will be tiered by interest and readiness
Tiered by Interest:
Students will be allowed to choose their groups.
Varied products will be accepted for this project. Students can create any product as long as it displays a visual
representation of a cell analogy (ex: poster, model, PowerPoint presentation.)
Students are allowed to present their product in person or on video camera.
Tiered by Readiness:
Students with higher level skills will be assigned a plant cell, having two extra organelles (cell wall & chloroplasts) and will be
asked to provide analogies for additional challenge organelles that were mentioned briefly in class (microtubules,
microfilaments, cytoplasm)
Students with mid - level skills will be assigned a plant cell, having two extra organelles (cell wall & chloroplasts). Students
will be challenged to produce an product that contains an analogy for chloroplasts, which limits their choices of
analogies and causes them to think at a higher level.
Students with basic skills will be assigned an animal cell (having only 9 organelles for which they will create analogies)
Resources
Materials and resources:
Resources will vary due to the allowance of varied products.
The number of computers required is ?.
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