implementing the elps in science cell structure and · pdf fileimplementing the elps in...

© 2012 Texas Education Agency

Implementing the ELPS in Science 1

Cell Structure and Function

Implementing the ELPS in Science





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.

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

Content ObjectiveThe student will identify, describe, and recognize the structures and functions of cell organelles.




(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

Language ObjectiveStudents 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.

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.

English Language Proficiency Standards (ELPS)

College and Career Readiness StandardsScience StandardsVI. 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




Academic Vocabulary Essential Vocabulary

cell membranecell wallnucleuscytoplasmmitochondrionchloroplastvacuoleorganellestructuresfunctions

comparecontrastdemonstratesimilaritiesdifferencescollaborativerole playinferconceptlogicalcharacteristicsattributes

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 dispos-able 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



EngageThe 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…





ExploreWhile 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:

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

Sentence Inference Stems for Writing:• I can determine that … • From the model creation, I

can... • I know ____ because …

Station 2:

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.

Sentence Inference Stemsfor Writing:• What are the characteristics

of...?• What will happen if . . . ?• What can you infer from...?

Station 3:

Part I: Students will complete handout of “Jewel City Analogy” to provide them an example of cell structure analogy.

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.




ExplainStudents 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…

ElaborateStudents 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….




EvaluateStudents 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.

Resources

Implementing the ELPS in Science



Source: LadyofHats/Wikimedia Commons/Public Domain


Plant Cell Structure

Animal Cell Structure





Plant Cell Structure

Animal Cell Structure

Nucleus

Vacuole

Chloroplast

Cytoplasm

Cytoplasm

Mitochondrion

Mitochondrion

Nucleus

Cell Membrane

Cell Membrane



Explore Cards

Station 1Students 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 2Students 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.

Station 3Students 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

PLANTExample: ANIMAL

differencessimilaritiesdifferences



Jewel City Analogy Activity PageScience Activities that Promote Language DevelopmentIn 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 _______________________________________________________________



Sentence Stems for Explore StationsTeacher 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 Student Inference Stems for Writing1. 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.

Explore Station 2 Possible Student ResponsesStudent Inference Stems for Writing1. 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?

Explore Station 3 Possible Student ResponsesStudent Stems for Speaking1. 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 Stems for Writing1. 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?



Fishbone Graphic Organizer



RAFT Activity

Role Audience Format TopicParts of a cell(animal cell)

Other parts of the cell Letter Roles and functions of each part of the cell

Parts of a cell(plant cell)

Other parts of the cell Letter Roles and functions of each part of the cell

Nucleus Other parts of the cell List “Top ten reasons we need each other”

Create your own



Technology Enrichment: Cell Structure and Function

1.

2.



Technology Enrichment: Cell Structure and Function

3.



Developed by Education Service Center, Region 20 in conjunction with Texas Education Agency.

This resource is available through the ELPS Academy online course in Project Share.

Copyright © Texas Education Agency, 2012

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