CELLS CELEBRATE!

Learning Targets

“I Can…”

• Use a microscope or hand lens to verify that organisms are made up of cells
• Interpret what I see in the microscope by sketching

Essential Questions

• How does the concept “Parts of a Whole” relate to understanding organisms?
• What does it mean to magnify?
• What do we see when we take a closer look?

Technology Integration

Computer, internet, projector, microscopes, viewers, and prepared slides of various cells: plant and animal parts

Materials

Microscopes, slide viewers, prepared slides of various cells, drawing paper with circular “Field of View,” colored pencils, crayons *Various types of cell slides can be purchased at: www.carolina.com, keyword “cell slides”

Activating Strategy (5-10 min)

Main Activity

Part 1:

• Teacher will model how to use the microscope with various slides. The teacher will review the parts of a microscope and proper ways to use it, by showing how to adjust focus, place slides on the stage, and adjust slides.
• Students rotate through 5 centers viewing slides of various cells or organism parts. Students will make a rough draft of the image seen including size, organelles, and hypothesize what type of cell they see in each.
• Students will then choose one of the cells they viewed and create a detailed drawing of what they saw in their microscope field of view.

Part 2:

• Teacher will collaborate with the visual arts teacher to direct students to use their cell drawings in groups to collaboratively create a large painting representation of the cell and all of its parts.

Materials: Circular pieces of canvas or thick paper, mixed media (suggestions on media include acrylic or tempera paint), paint brushes, cups, water and pallet for mixing colors

Reflection Strategies

Students will partner up with one another to reflect on what they saw. Students will swap drawings with their partner and hypothesize what the image represents. They will then take turns explaining to their partner what their drawing represents.

Teacher will allow students reflection time using the following prompts that students can either discuss or provide feedback using the Written Reflection Form (see Downloads).

Specific reflection questions for class discussion:

• When you drew your sketch, how did the microscope help you?
• Why is perspective important when turning your cell into a piece of art?
• How is the artistic process of creating a piece of art similar to the scientific process of examining a specimen?
• Tell me about your cell organelles. How did you know this was the cell wall? Cell membrane? Nucleus? Chloroplasts?
• What do you notice about the shapes of these organelles?
• Do you notice any similarities between the job of a scientist and the job of a visual artist?

Differentiation

Below Grade Level:

• Students will view prepared slides online to accommodate individual differences as needed. Students will be in heterogeneous groups so peer tutoring will be available for students who need further assistance. Also, teacher will be available to assist students as needed.

Above Grade Level:

• Students create detailed drawings of two different specimens and compare and contrast the two specimens. Students will write about their observations.

EL Students:

• Throughout this lesson, pair EL students with high achieving students. They will work together instead of individually. The pair will continually converse with one another. This allows for reinforcement of the science vocabulary terms, as well as extended discussions to take place. Furthermore this partnership will assist in a deeper understanding of the concepts being taught.

Small Group Instruction

Students will rotate through 5 stations set up with microscopes or slide viewers to observe prepared slides of various cells. Students will choose one of the cells they viewed to illustrate on their “microscope field of view” sheets.

Appendix (See Downloads)

• Field of View handout
• Written Reflection Sheet Project 1

Credits

U.S. Department of Education Arts in Education--Model Development and Dissemination Grants Program Cherokee County (GA) School District and ArtsNow, Inc. Ideas contributed and edited by: Taylor Stewart, Danny Arnett, Jessica Espinoza, Richard Benjamin Ph.D., Michele McClelland, Mary Ellen Johnson, Jane Gill

Learning Targets

“I Can…”

• Identify and label the various parts of a plant cell
• Interpret the function of the different organelles
• Use movement and rhythm to help me learn the different functions of each organelle in a plant cell

Essential Questions

• What are the functions of the various plant cell organelles?
• How can I use movement and music to help me learn the different functions of each plant organelle?

Technology Integration

Song: Cells by They Might Be Giants (Click to watch video)

Materials

“Cell Function Riddles,” Rubric (see Downloads)

Activating Strategy (5-10 min)

• Cell Diagram will be on board (labeled) and the song Cells by They Might Be Giants can be found here
• Teacher will ask students to talk in small groups about what they think each part’s function is based on the labeled cell diagram.
• Teacher will keep student-led list for each cell organelle.

Main Activity

Part 1:

• Review the quarter note, eighth note, and half note. Demonstrate how quarter notes can be tapped or clapped to the syllables in each word. Go through all of the organelles and apply rhythms to them.
• After the 5 plant cell organelles are taught, the teacher will lead the students in developing motions for each of the cell organelles. (Example: NUCLEUS = 3 quarter note pats (syllables) on the top of the head.) The dance movements should reflect the function of the cell to help with associating the function with the movement. For instance, the “Nucleus” is the boss of the cell. Encourage students to create a movement that they may see a boss character do.

Part 2:

• After the students have developed a class list of motions, students will get into small groups and be given an organelle. Each small group is asked to create a riddle for the organelle assigned.

Part 3:

• Lead the class in reviewing the choreography and rhythm assigned to each organelle.
• Teacher demonstrates this by modeling 5 different teacher-made riddles as the class responds. (Refer to “Cell Function Riddles” in Downloads.)

Part 4:

• Each small group is asked to go to the front of the class and read their riddle.
• The class will then try to guess the organelle by using the motion assigned for that specific organelle.

Part 5:

• Students will use a piece of colored construction paper to write their riddles on.
• They will fold the sheet in half, write the riddle on the front cover, then write the answer under the flap.
• Take the student-created riddles and showcase them somewhere specific in the classroom.
• Create an interactive display where the students can go to read the riddles and then flip display to view the riddle’s answer and the organelle.

Reflection Strategies

Teacher will allow students reflection time using the following prompts that students can either discuss or provide feedback using the Written Reflection Form (see Downloads).

Specific reflection questions for class discussion:

• What were the artistic choices I made? Why did I pick the specific movement and rhythm for my organelle?
• Why is it important to know the function of each plant cell organelle?
• Think back on the choreography created by you and your classmates. Describe the role of the below organelles:
  • nucleus
  • cell membrane
  • cell wall
  • cytoplasm
  • chloroplasts

Differentiation

Below Grade Level:

• Students may be provided with a list of the names of individual organelles and randomized list of functions for visual matching ability.

Above Grade Level:

• Individual subgroups of students can create different motions for the various functions of the organelles, instead of sharing in a classroom set of dance motions and musical beats.
• Students write their own riddles for the specific functions of all of the organelles instead of just the one assigned to their group.

EL Students:

• Consider going over the science vocabulary words ahead of time using colorful diagrams and small group discussions. Do this ahead of time so students grow more familiar with the words.

Small Group Instruction

Students will rotate through 5 stations set up with microscopes or slide viewers to observe prepared slides of various cells. Students will choose one of the cells they viewed to illustrate on their “microscope field of view” sheets.

Appendix (See Downloads)

• Cell Function Riddles
• Written Reflection Sheet Project 2

Credits

U.S. Department of Education Arts in Education--Model Development and Dissemination Grants Program Cherokee County (GA) School District and ArtsNow, Inc. Ideas contributed and edited by: Taylor Stewart, Danny Arnett, Jessica Espinoza, Richard Benjamin Ph.D., Michele McClelland, Mary Ellen Johnson, Jane Gill

Learning Targets

“I Can…”

• Identify the various parts and functions of a plant and animal cell
• Use theatrical arts (tableaux) to demonstrate my understanding of the organelles, their function, and their relationship with one another

Essential Questions

• What are the functions of the various plant cell organelles?
• How can I use tableaux to analyze the functions of the organelles in a plant cell?

Materials

Index cards with plant cell organelles listed individually (chloroplast, cell wall, cell membrane, cytoplasm, nucleus), Informational Cell Monologue Rubric (see Downloads)

Activating Strategy (5-10 min)

• Begin this project by letting students know that “tableau” means “frozen picture.”
• Explain to students that today we will use our bodies to create frozen pictures.
• Begin by having students stand up and create the following tableaux:
• 102 year old grandparent crossing the street
• Baseball player focusing on hitting the ball
• A chef that dropped a pizza

*Introduce the “principles of tableau” and discuss how creating a strong tableau requires a clear body level (low, mid, high) and big facial expressions.

• Direct students to get into small groups (3-5 students) so we can now explore creating relationships.
• Direct students to create a tableau of:
  1. A family portrait
  2. A teacher and students in class
  3. A castle (using just their bodies)

*Draw attention to how creating a strong tableau requires establishing clear relationships and making sure the audience can see our faces.

Classroom Tips: When cueing students to create a tableau as a group, give them a count down. Ex: “Okay class, get into your tableau on a 3, 2, 1, FREEZE!”

Teacher will describe to students that in today’s lesson, they will create a tableau. Teacher will then hand out individual index cards with the plant cell organelle names listed to students. (Teacher might differentiate lower level cards—easier organelles/functions—to lower level students).

Main Activity

Part 1:

• Teacher will list each specific organelle on the board for students to make sure that it is in the tableau that they are going to create.

Part 2:

• Teacher will review the tableau elements. (Reminder to students about level, audience awareness, facial expression, and relationships.)
• Teacher will quickly review the functions of each organelle.
• Students will have 1 minute to strike their organelle tableau. (Example: Nucleus could be shown by holding the head for the “brain.”)
• Teacher will then walk around the classroom and tap individual students on the shoulder. The student that is tapped must then be able to reply with a 1 sentence statement regarding the function of their organelle.

Part 3:

• After the tableau, students will then be directed in writing an informational narrative from the point of view of their cell organelle. The student must take what they know as the function of that organelle and produce an informational monologue, which will eventually be presented to the class.
• Students must write from the viewpoint of that character and be sure to include all applicable content area vocabulary relevant to their organelle. Students will be graded using the Informational Writing Rubric (see Downloads).
• Students will then share their cell organelle monologue with the class. Other classroom students may provide constructive feedback on theatrical delivery (diction, facial expression, tone, volume, pitch, etc.) using theater arts vocabulary.

Reflection Strategies

Writing Reflection (see Downloads)

1. How did using tableau help me understand the plant cell and the roles of the organelles?
2. My facial expression in the tableau was ________________. I made this choice because…

Differentiation

Option:

• Group students for tableaux in heterogeneous groups, combining below level/EL/above grade level students together for better explanation/mastery of content.

Below Grade Level/EL Students:

• Create a whole-class tableau to model the various elements of a tableau before having the students break into small groups and performing their own individual tableau.

Above Grade Level:

• Have the students create a sketch of their tableau to show the relationship and connection/location between each cell organelle and explain its specific function. On the sketch, students must label the organelles and describe the function of each organelle in 4 words or less (for each organelle).

Appendix (See Downloads)

• Informational Cell Monologue Rubric
• Tableau Self Assessment
• Written Reflection Sheet Project 3

Credits

U.S. Department of Education Arts in Education--Model Development and Dissemination Grants Program Cherokee County (GA) School District and ArtsNow, Inc. Ideas contributed and edited by: Taylor Stewart, Danny Arnett, Jessica Espinoza, Richard Benjamin Ph.D., Michele McClelland, Mary Ellen Johnson, Jane Gill

Learning Targets

“I Can…”

• Identify the various organelles in an animal cell and plant cell
• Compare and contrast animal and plant cells
• Explain the function of the various organelles
• Label the various organelles in cells
• Create a musical rap that demonstrates my understanding of the science concept

Essential Questions

• What are the functions of the various animal and plant cell organelles?
• How can music be used to create connections between the two types of cells?

Technology Integration

The various apps can be used when developing student raps:

• “Metronome” App can be used to help students find a steady beat for the rap
• “Rapchat” App can record and share freestyle raps over beats
• “Music Maker Jam” App can be used to create, sing and record songs

Materials

Construction paper/poster board, coloring/art materials, computer (if needed for differentiation)

Activating Strategy (5-10 min)

• Teacher will lead students in a 4 corner review game to review the organelles of a cell.
• Teacher will label 3 corners of the room with:

  *NUCLEUS	*CYTOPLASM
  *CELL MEMBRANE	*CELL WALL

• Teacher will then call out the function of the various organelles and the students must move to the appropriate corner of the room to match the function and organelle.

Main Activity

Part 1:

• Place students in small groups.
• Assign half of the groups to create a 10-line rap about the function of each organelle (cytoplasm, nucleus, and cell membrane) in an animal cell.
• Assign the other half of the groups to create a rap for a plant cell.
• Option: Allow students time to work with the various apps listed above and try recording a version of their rap with background beats incorporated.
• Small groups share their Cell Raps.

Part 2:

• The teacher will ask the students to compare and contrast the two cells based on what we learned from our raps. (Why does the plant cell have organelles that the animal cell does not include?)
• Together as a class, begin a 5-line rap together that compares and contrasts the 2 types of cells.
• Students get back in groups and independently finish the last 5 lines of the compare/contrast rap.
• Groups share their different endings.

Part 3:

• Students work collaboratively in groups to create Word Art for all of the organelles in the cell they were exploring.
• The students must use the properties of each organelle and the function to best illustrate the vocabulary word. (Example: Cytoplasm might be “oozing” and use thick shaped letters and have pieces inside—representative of it’s function and physical properties).

Reflection Strategies

Written Reflection Questions (see Downloads)

Reflection Questions:

1. How would I rate myself on the understanding of the differences between plant and animal cells and their organelles?
2. How does music and writing a song help me understand the concept of the differences between plant and animal cells?

Differentiation

Below Grade Level:

• These groups of students can work with the entire class to create the 10-line rap song, and focus more on their performance and mastery of the content. Consider splitting the class into 2 groups and having a Rap Battle.

Above Grade Level:

• These groups of students can create the entire rap by themselves, instead of working with the entire class.

EL Students:

• Instead of working in homogeneous groups to create the last 5 lines of the rap, the teacher would pair an EL student with a higher fluency/language student to work together in a one-on-one collaborative pair.

Small Group Instruction

Students will rotate through 5 stations set up with microscopes or slide viewers to observe prepared slides of various cells. Students will choose one of the cells they viewed to illustrate on their “microscope field of view” sheets.

Appendix (See Downloads)

• Written Reflection Sheet Project 4
• Cell Rap Rubric

Credits

U.S. Department of Education Arts in Education--Model Development and Dissemination Grants Program Cherokee County (GA) School District and ArtsNow, Inc. Ideas contributed and edited by: Taylor Stewart, Danny Arnett, Jessica Espinoza, Richard Benjamin Ph.D., Michele McClelland, Mary Ellen Johnson, Jane Gill

Learning Targets

“I Can…”

• Use informational writing to share my knowledge of my scientific discoveries
• Use opinion writing to express my viewpoint about a certain topic
• Use theatrical techniques to show my overall learning process

Essential Questions

• How can we use drama to compare and contrast animal and plant cell organelles?
• How can we use informational and opinion writing to express our scientific discoveries?
• What are the functions of the various plant and animal cell organelles?

Technology Integration

• Song: Cells by Mr. Parr (Click to watch video)
• Video Camera/Phone Camera (ability to immediately stream)

Materials

Computer (to stream Student video and YouTube video clip), Video Camera/Phone Camera

Activating Strategy (5-10 min)

• Have the song Cells by Mr. Parr playing when walking into the room.
• Ask students to listen for familiar vocabulary words, and have students write down familiar vocabulary terms.
• As a class, discuss the vocabulary identified and reinforce the meaning of the words.

Main Activity

Part 1:

• Place students in small groups and give them each an index card in their group.
• Each group should have an individual index card for each of the plant cell’s organelles.
• Tell students that today they will be role-playing and stepping into the role of the particular organelle listed on their card.
• Direct students to think about character traits that their organelle might possess if brought to life. (Example: the “nucleus” may be bossy and stern based on its function in a cell.)
• Direct students to write down 3 character traits for their organelle on the backside of the index card.
• Students introduce themselves and their traits to their peers in their small group applying vocal choices to their characters.
• Model for students how to use pitch and tempo to change your regular speaking voice.

Suggested vocal exercise:

• Try saying “Good Morning Class” using a gruff, low voice.
• Try saying “Good Morning Class” using a high, timid, squeaky voice.
• Try saying “Good Morning Class” using a smooth, sing-songy voice.
• Direct students to think about their own organelle character voice and make a vocal choice.

Part 2:

• Give students the following writing prompt: “Today we are going to pretend that the cell we all live and work in is awarding a promotion to only one organelle. The most important organelle will get the promotion! We will be conducting a debate that determines which organelle is most worthy of a promotion. Before we have the debate you will need to prepare your argument.”
• The students will then be given a set amount of time to independently work on writing an informational monologue from the viewpoint of that specific organelle as to why they are the most important part of the cell. *An example of a Persuasive Monologue can be found in Downloads.

Part 3:

• After students have completed their writing, the students will return into their small groups they were placed in during Part 1.
• Students will come up with discussion points about why their cell part is the most important.
• As a class, develop a list of questions that students could ask characters during the debate.
• Direct the questions to stay open-ended enough to really allow students to improvise and express their responses with evidence from their notes.
• Set up the room for a panel of guests to sit in front of the room in a line of chairs. This group should be one of the small groups that includes all of the different organelles in a cell.
• Ask that the remaining students step in-role as reporters to ask questions during the debate.
• The members of the group that was selected to participate in the debate perform their responses to each question in character as their organelles.
• During the debate, the teacher will use the Assessment (see Downloads) to assess students during the activity.
• On various days, you can allow for different groups to participate as guests in the debate, sitting in the front of the room.
• The teacher should be in role as the “moderator” to help facilitate the discussion and the time given to each character to respond to the given question.

Reflection Strategies

Potential Reflection Questions:

• What acting choices did you make for your organelle? Why?
• What was the most persuasive point you made during the debate?
• What would happen if your organelle was not present in the cell?
• Next time you prepare for a debate, what things do you think are most important for you to think about?
• Written Reflection Sheet (see Downloads)

Differentiation

Below Grade Level/EL Students:

• Cue cards for children who have trouble remembering their talking points
• Sentence Frames for scaffolding the opinion writing

Above Grade Level:

• Encourage these students to research further in order to add to the debate question: Why is their organelle the most powerful/important in regards to the respiration/photosynthesis cycle that happens in plants? They could also teach and explain their theory to other students.

http://www.vtaide.com/png/photosynthesis.htm

Optional Resources

Song: Cells by Mr. Parr

Great example of debate using cell organelles: Click Here

Appendix (See Downloads)

• Written Reflection Sheet Project 5
• Persuasive Monologue example
• Cell Debate Video Self Assessment

Credits

U.S. Department of Education Arts in Education--Model Development and Dissemination Grants Program Cherokee County (GA) School District and ArtsNow, Inc. Ideas contributed and edited by: Taylor Stewart, Danny Arnett, Jessica Espinoza, Richard Benjamin Ph.D., Michele McClelland, Mary Ellen Johnson, Jane Gill

Learning Targets

“I Can…”

• Create a model of a plant/animal cell and label the organelles
• Explain the function of each organelle within the cell

Essential Questions

• What is the relationship between each organelle?
• How do the 3-D sculptures of the animal cells compare and contrast to the 3-D sculptures of the plant cells?
• What new discoveries have you made about the composition of a cell when constructing a three-dimensional sculpture?

Technology Integration

• Students can use the interactive cell activity to review their knowledge available from: http://www.cellsalive.com/cells/cell_model.htm

Suggested Materials

Colored modeling clay or play dough, cotton balls, various size beads, dry beans, dry pasta (various types, colors, sizes), aluminum foil, string, yarn, various sized ribbons, paper clips, markers, pipe cleaners, various size colored pom-poms, toothpicks, toothpick flags with cell organelle names (both plant and animal cells)

Activating Strategy (5-10 min)

Review student knowledge of plant and animal cells and their organelles using diagrams:

• Plant Cell: https://confluence.crbs.ucsd.edu/download/attachments/25821655/Plant+Cell.jpg?version=1&modificationDate=1297160683000
• Animal Cell: https://confluence.crbs.ucsd.edu/download/attachments/25821655/Animal+Cell.jpg?version=1&modificationDate=1297160683000

Main Activity

Part 1:

• Students begin the artistic process of creating their sculpture/3-D model by first sketching and labeling their plant cell on drawing paper.
• Students are placed in groups, and students share their sketches with their group members.
• Students discuss the sketches and together collaborate and create a plan for their group’s sculpture/3-D model.

Part 2:

• The students will work in groups using the materials provided to create their model of a cell and label the organelle’s parts.
• Students will use the Self-Assessment Checklist (see Downloads) individually.
• Students will take a picture of their cell using a class camera or iPad to upload to the class website and email to teacher.

Reflection Strategies

“3-D Cell Model” Self-Assessment Checklist (see Downloads):

• Students will be required to reflect on their own process of learning and justifying decisions for both science content/artistic decisions.

Differentiation

Option:

• Teacher will group students accordingly and will also assist groups as needed to ensure models are correct.

Below Grade Level/EL Students:

• Before students begin designing their sculpture or 3-D model, students can practice locating and identifying plant cell organelles using an interactive cell activity available from http://www.cellsalive.com/cells/cell_model.htm

Above Grade Level:

• Students will have to make a 3-D model for both the plant and animal cell and label them.

Small Group Instruction

Students will work in small groups to create and label a model of a cell. (Groups can be homogeneous OR heterogeneous according to teacher discretion based on student population.)

Appendix (See Downloads)

• Written Reflection Sheet Project 5
• “3-D Cell Model” Self-Assessment Checklist

Credits

U.S. Department of Education Arts in Education--Model Development and Dissemination Grants Program Cherokee County (GA) School District and ArtsNow, Inc. Ideas contributed and edited by: Taylor Stewart, Danny Arnett, Jessica Espinoza, Richard Benjamin Ph.D., Michele McClelland, Mary Ellen Johnson, Jane Gill