Cell BiologyAbstract

By Rebecca Johnson

The following assignment contains one lesson plan that corresponds with grade 8 science expectations in the

strand of Understanding Life Systems: Cells.

The lesson contains science expectations 1.1, 2.2, and 3.3. The student activity involves using microscope

observation skills and inquiry-based activities to comprehend the differences between plant and animal cells.

Students will be assessed through a check brick on their ability to use a microscope, a rubric on their illustrations,

and an exit card to reflect assessment of learning. Students are also required to demonstrate correct spelling habits,

as in language writing expectation 3.1, and create a visually appealing illustration, as in visual arts expectation D

1.3. For this lesson, I have included exercises that I remember completing in my grade 8 cell unit. I have then

signaturized these exercises by integrating discover or inquiry-based comprehension into the lesson. Further, by

allowing students to work in small groups and giving them time to explore topics on their own, I feel that I have

included a variety of learning strategies in my lesson that will cater to student needs and abilities.

If I were to create a subsequent lesson, such lesson would build on the concepts and ideas listed above.

Emphasis would be placed on specific expectation 3.2 Understanding Life Systems (Grade 8). Students would be

identifying structures and organelles in cells, and explaining the basic functions of each. Students would then extend

their knowledge by conducting research to investigate the effects that cells and cell processes have on human health

and the environment.

Lesson One

1. Curriculum ExpectationsOverall: 3. Demonstrate an understanding of the basic structure and function of plant and animal cells and cell

processesSpecific: 1.1 Assess the role of selected technologies in enhancing our understanding of cells and cellular

processes2.2 Use a microscope correctly and safely to find and observe components of plant and animal cells and make accurate drawings of their observations3.3 Compare the structure and function of plant and animal cells

Integrated: Language Grade 8 (Writing Strand): 3.1 spell familiar words correctlyVisual Arts Grade 8: D 1.3 use elements of design in artwork to communicate ideas, messages, and understanding for a specific audience or purpose

2. Lesson Learning Goal(s)Students will be able to

describe the basic structure of plant and animal cells demonstrate safety procedures when working with a microscope spell cell part names correctly express elements of design in their visual representation of the cell describe the function of a cell compare the structure and function of plant and animal cells express their ideas, messages, and understanding in a visual representation of a cell record their findings from viewing slides in a microscope

3. Assessment a) Indicator(s) of Lesson Learning Goals: Students demonstrate an understanding of the learning goals if they can confidently agree with these statements: I can describe the basic structure of plant and animal cells. I can demonstrate safety procedures when working with a microscope.I can spell cell part names correctly. I can use colour, line, and spacing to represent my drawing of the cell. I can describe the function of a cell. I can label the basic structures of a plant and animal cell. I can express my ideas, messages, and understanding in a visual representation of the cell. I can record my findings from viewing microscope slides.

b) Assessment Strategies and Tools:1. While students are setting up and viewing slides through their microscopes, I will observe their process. While

observing, I will use a check brick to assess students’ understanding of safety procedures when working with microscopes and their ability to view the microscope slides clearly. This will connect with the overall expectation 2.2, which requires students to observe cells effectively using a microscope safely and correctly. Additionally, this method of assessment is effective because it is quick and efficient, especially when dealing with a large group of students.

2. Students will be required to hand in their labeled, visual representation of a cell. I will assess the representation with a rubric. The rubric will allow me to pay attention to specific criteria and skills. There may be extensive variation between these skills that requires more than a check or no check explanation and, therefore, the rubric seemed like a clear choice to me. The criteria for the rubric will include: correct labels of the cell parts, correct spelling, use of elements of design and expression of ideas in artwork, correct visual representation of

Strand Understanding Life Systems: Cells Duration 100 min.

cell parts, comparison of plant and animal cells. This criteria and method of assessment connects to science expectation 2.2., which requires students to make accurate drawing observations of cells, as I am assessing such accuracy in my rubric. This assessment also connects to visual arts expectation 1.3, which requires students to use elements of design to express ideas in their work. In the rubric, I have chosen to include criteria that reflects the student’s ability to fulfill this expectation. Lastly, the language expectation 3.1 requires students to spell familiar words correctly and in this assessment, I have used criteria that reflect the student’s ability to label and spell cell part names correctly.

3. Students will be formatively assessed on the answers that they provided on their worksheet. I will use formative feedback for this assessment and will not give the students a formal grade. I simply want to see if they understand the difference between the structure and function of the two types of cells. I will give students a check beside each question if I feel that they have answered the question accurately. I will not leave a mark beside questions that may need to be reviewed. My next lesson will focus on reviewing the concepts that students had difficulty with on their worksheets. This assessment will also allow me to cover the science expectations 1.1 and 3.3, which have been addressed in the questions on the handout.

4. I will use an exit card at the end of the lesson to assess student learning and their completion of the success criteria. This will help me ensure that students understood the lesson. It will also help to inform future lessons, providing information about what students struggled with, what needs to be reviewed again in class and what the students do not need to review. Furthermore, this exit card includes questions about students’ ability to compare cells, view using a microscope, draw with accuracy, and spell words correctly, which covers science expectations 2.2 and 3.3, visual arts expectation 1.3, and language expectation 3.1.

Required teacher preparation/materials needed:1. Work sheet 2. Microscopes; 1 per small group of 2 3. Prepared onion and protest slides for each group 4. Textbooks or print out diagrams of a labeled animal and plant cell 5. A piece of chart paper and markers for the teacher to create a master Venn diagram

Instructional PlanTime Setting the Stage:10 min Knowledge that has already been acquired from previous lessons:

- How to safely handle a microscope and view slides properly - Cell theory - There are two different types of cells: plant and animal - A very basic understanding of cell organelles and cell function

To begin this activity, students will independently brainstorm about what they already know about cells, the parts of the cells, the organelles that are within a cell, and how technology allows us to see cells through a microscope. After 5 minutes of independent thinking, the students will create a mind map as a class that visually displays what they already know. Any questions or confusions about topics concerning the cell will be discussed and clarified during this time.

80 min Core Learning Activity:

25 min

Initial Microscope Observations - The teacher will quickly review how to safely use a microscope and slides with students.- After safety procedures are clear, students will be divided into small groups of 2 or 3.- Each group will have a workstation equipped with a microscope, two slides, and individual

worksheets- With their partners, students will answer the first question on the worksheet. - Then, students are to set up the two slides, while the teacher walks around and assesses their

procedures. When the students feel that they have set up the microscope effectively, they will raise their hand and the teacher will ensure that they are ready to proceed.

- Then, the students must view each slide, one at a time, and draw a picture of what they see when they look into the microscope. Space is provided for this on the front page of the worksheet.

25 min

30 min

- Students will also be required to write a short 2-3 sentence description of what they see, under their drawings.

Labeling (Independently) - After they have done their initial sketches, students will complete their drawings, adding

appropriate colours, lines, and other elements of design to represent what they saw while viewing the slides.

- With help from either the textbook or printout pictures provided, students will label their diagrams, identifying which drawing is a plant cell and which an animal cell. Students should complete this task independently, but if they need assistance, they can consult with the teacher or a peer.

Working as a group Students will then work with their small group to complete the rest of their worksheet questions and activities.

- They will be required to identify at least two differences and two similarities between their plant and animal drawings, using specific cell terminology, including organelle names that they have already learned or new vocabulary. They must also label these differences and similarities on their diagrams.

- Students will also identify at least two differences between plant cell and animal cell function, based on what they observed in their drawings and concepts covered in previous classes.

- The last question students will answer is: how do you think the function of the cell and the structure of the cell are related? (To answer this question, students should consider: How could the differences between these two cells relate to plant and animal function? Why were certain organelles different and certain organelles the same? How could this relate to the function of these cells?)

- After 20 minutes of discussion, students will organize their ideas on the differences and similarities between plant and animal cells into the Venn diagram on the last page of their worksheet. This will allow students to visually compare the function and structure of plant and animal cells. Each group should be prepared to share with the class.

20 min Lesson Consolidation/Debriefing with Students:

10 min

5 min

5 min

Sharing Answers- Each group will share ONE of the points that they have on their Venn diagram with the class. (10

minutes)- The teacher will record answers on a master Venn diagram on chart paper at the front of the class.

This copy will be posted on the classroom walls for future reference. **After each group has given one point, the teacher will prompt students by saying, did any group have anything that is not already up here? The teacher will discuss or add any other points that are not presented.

- The teacher will ask if anyone figured out the last question on their worksheet and ask students to share their ideas about how function and structure are related. (This concept will be covered with more detail in the following lesson.)

Clarification and Assessment with Exit Card - Students will review the success criteria and ensure that they have met the goals of the lesson by

filling out an exit card that tests their understanding before they leave. - Teachers will clear up any confusion regarding the lesson.

Accommodations/Modifications

1) Jimmy often has trouble concentrating when the room is noisy and working with groups can sometimes be a challenge. When completing the worksheet, I will allow Jimmy and his group to find a quiet place in the hallway to work, so that he is separated from the larger group, in a quieter spot and able to focus on his work. 2) More than half of the class are visual learners and I have therefore incorporated a fair bit of visual strategies into this activity (drawing out what they see, using a Venn diagram, posting the “master” copy for future reference).3) Sally, Amanda, and Fred are gifted and usually finish their work very quickly. I will pair these three students together for group work, so that they are on the same pace and do not become frustrated with each other based on skill level. Additionally, in order to ensure that they are not bored during this lesson, I will provide them with an alternative task once they complete the worksheet provided. They will be required to use resources within the classroom, i.e., a textbook, computer, etc., to determine what other technologies, besides a microscope, help scientists view and understand cells. Also, they will be required to find evidence and facts, through research, to describe how cell function and structure are related. 4) Some of my students are great when working with groups, but shy when they have to share in front of the whole class. As a result, I ensured that only one student from each group has to share one answer with the rest of the group. This way, no one feels nervous when sharing time comes around. 5) Bill has an IEP and often has trouble staying on task due to his ADHD. In order to accommodate his needs, I will make sure that he has a written list of instructions that will allow him to follow along and cross steps off once he has completed them. Additionally, I will ensure that while working on his worksheet, Bill is seated close to my desk so that I am in close proximity of him and can redirect distracted behaviour. Finally, I will not give Bill a microscope and slides until he is at that part of the lesson. This will ensure that he is not distracted. 6) I will be deciding on the small groups and will ensure that they are designed around student strengths and weaknesses so that they can tutor each other.References/Resources

- In order to develop this lesson, I related back to what I remember doing in grade 8 science and connected the expectations to this memory. This type of lesson is a common way to teach the difference between these two types of cells; the curriculum refers to this type of lesson in expectations and many of my peers have experienced viewing plant and animal cells through a microscope. I tried to make this lesson unique and different by adding an inquiry component to the activity. In groups, students are to explore and investigate their drawings; as a class, they will draw conclusions about the two types of cells. Rather than feeding the students the answer, I will facilitate their comprehension and allow them to come to an answer.

- In order to succeed in this lesson, I will need a diagram of a plant and animal cell. If the Nelson Science and Technology text is available, then I will focus on section 1.3, which includes a picture of the two types of cells. If this text is not available, I will use a detailed diagram of the cells that I found at the following reference: Other Cellular Structures. (n.d.). Cell Structure. Retrieved October 15, 2014, from http://leavingbio.net/cell

%20structure_files/cell%20structure.htm- The worksheet is original, as I developed it myself and did not require outside resources. - If students are having difficulty comprehending cell basics, we will review this concept with this short clip:

LearnBiologically. (2012, September 17). Cell Basics. YouTube. Retrieved October 15, 2014, from https://www.youtube.com/watch?v=GoAzVbwxjq8

- The rubric that I am using to assess students was generated using the following resource: Create a New Rubric. (n.d.). Rubistar. Retrieved October 19, 2014, from http://rubistar.4teachers.org/index.php?screen=NewRubric

- The resource listed below had great ideas that I thought would work as an excellent follow-up lesson to my lesson. Students in this example created their own version of the cells with construction paper to further their comprehension of cell structure and function. For our next lesson, we are planning on using manipulatives that resemble organelles in a similar fashion. Here is the resource:

Academy. (n.d.). Cell Project. Science. Retrieved October 24, 2014, from http://scienceporteracademy.blogspot.ca/20

- The following resource provided information about microscope drawings and how they should be done. The document provided helpful hints for drawing accurately and discussed appropriate microscope vocabulary that I would have posted around the room before this activity was conducted. I will go over the information concerning microscope drawings and safety before this lesson actually takes place. The second resource listed is a safety video about microscopes that I would also review with the students before completing this lesson. Wild Goose Foundation: Worksheets. (2000). Microscope Drawings Retrieved October 14, 2014, from

http://www.fairview.k12.il.us/common/pages/DisplayFile.aspx?itemId=2705316Microscope Safety. (2009). YouTube. Retrieved October 24, 2014, from https://www.youtube.com/watch?

v=gIYVCp978lg Potential Challenges Planning, Organizing or Teaching this lesson.

As per any lesson plan, I will have to overcome obstacles concerning student comprehension. Before implementing this lesson, I will need to ensure that I have planned according to such comprehension, have reviewed information that students are struggling with, and have developed a supplementary lesson that reflects what the students have discussed on their exit cards. This may be a challenging planning task; however, it is necessary to gage student learning.

Additionally, I may not be able to cover this three-part lesson, along with questions and clarification, in the designated length of time. As such, I may need to change the way that I am teaching this lesson to ensure that the most essential parts are covered. Furthermore, there are many activities in this lesson plan. I need to make sure that I am organized while teaching the lesson and able to maintain class control since there are items such as microscopes in the room that could cause a distraction for some students and pose a challenge. If this becomes an issue for the students, I will keep these technologies hidden, bringing them out only when needed or engage students.

Finally, there are a couple of different sources of assessment in this activity and I need to make sure that I am organized in order to complete all of them. I need to ensure that I am planning so that every student is evaluated as well and this will certainly pose a challenge. If I am unable to observe everyone or give everyone feedback, then I will have to plan an alternative way to assess them.

References Create a New Rubric. (n.d.). Rubistar. Retrieved October 19, 2014, from http://rubistar.4teachers.org/index.php?

screen=NewRubricLearnBiologically. (2012, September 17). Cell Basics. YouTube. Retrieved October 15, 2014, from

https://www.youtube.com/watch?v=GoAzVbwxjq8Microscope Safety. (2009). YouTube. Retrieved October 24, 2014, from https://www.youtube.com/watch?

v=gIYVCp978lgOther Cellular Structures. (n.d.). Cell Structure. Retrieved October 15, 2014, from http://leavingbio.net/cell

%20structure_files/cell%20structure.htmPorter Academy. (n.d.). Cell Project. Science. Retrieved October 24, 2014, from

http://scienceporteracademy.blogspot.ca/20Ritter, B. (2000). Nelson science & technology 8. Scarborough, Ont.: Nelson.Wild Goose Foundation: Worksheets. (2000). Microscope Drawings. Retrieved October 14, 2014, from

http://www.fairview.k12.il.us/common/pages/DisplayFile.aspx?itemId=2705316

Appendix A

A.1 Lesson One Student Worksheet Comparing Plant and Animal Cells Name: Group Members: Date:

This section should be completed independently. If you need assistance, ask the teacher or quietly ask a peer.

1. What tool will you be using to look at cells today? How does this tool help us to understand cells?_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

In the boxes below, draw and label what you see when you place each slide under the microscope. Be sure to include colour, different lines, and other artistic elements to ensure that your drawing is accurate.

_____________________________________________ ____________________________________________

_____________________________________________ ____________________________________________

_____________________________________________ ____________________________________________

_____________________________________________ ____________________________________________

In the space provided below your illustrations, write a 2-3 sentence description of what you see.

SLIDE ONE SLIDE TWO

With your group, answer the following questions. You may write your answer in point form.

Identify at LEAST two differences and two similarities between your plant and animal drawings, using

specific cell terminology. Label these differences and similarities on your diagrams. **Note: pay attention to

cell and organelle structure**

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Identify at LEAST two differences between plant cell and animal cell function.

_______________________________________________________________________________________

_______________________________________________________________________________________

______________________________________________________________________________________

How do you think the function of the cell and the structure of the cell are related? (To answer this question, consider: How could the differences between these two types of cells relate to plant and animal function? Why were certain organelles different and certain organelles the same? How could this relate to the function of these cells?)

_______________________________________________________________________________________

_______________________________________________________________________________________

______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

______________________________________________________________________________________

Organize your ideas on the differences and similarities between plant and animal cells into the Venn diagram

below. Be prepared to share your findings with the class.

A.2 Lesson One: Microscope Drawing Background Information Worksheet

Wild Goose Foundation: Worksheets. (2000). Microscope Drawings Retrieved October 14, 2014, from

http://www.fairview.k12.il.us/common/pages/DisplayFile.aspx?itemId=2705316

A. 3 Lesson One: Teacher Background Information on Microscope Safety

Microscope Safety. (2009). YouTube. Retrieved October 24, 2014, from https://www.youtube.com/watch?

v=gIYVCp978lg

A.4: Lesson One: Plant and Animal Cell Diagrams

Other Cellular Structures. (n.d.). Cell Structure. Retrieved October 15, 2014, from http://leavingbio.net/cell

%20structure_files/cell%20structure.htm

A.5: Lesson One: Teacher Resource for Follow-up Lesson

Academy. (n.d.). Cell Project. Science. Retrieved October 24, 2014, from

http://scienceporteracademy.blogspot.ca

A.6 Lesson One: Cell Review Video

LearnBiologically. (2012, September 17). Cell Basics. YouTube. Retrieved October 15, 2014, from

https://www.youtube.com/watch?v=GoAzVbwxjq8

Appendix B

B.1 Lesson One: Rubric for Scientific Drawings

Create a New Rubric. (n.d.). Rubistar. Retrieved October 19, 2014, from

http://rubistar.4teachers.org/index.php?screen=NewRubric

B. 2: Lesson One Check Brick for Observation of Students with Microscope

STUDENT NAME: _______________________________

o Student has handled the microscope in a safe manner, grabbing it in the proper place as practiced prior to this lesson

o Student has adjusted the microscope properly

o Student can view the slide through the microscope

o Student is safe in the lab and does not break the rules posed at the beginning of the year

o Student is sharing with peers

o Student can place the slide properly on the stage and apply the stage clips

B.3 Lesson One: Student Exit Card

After today’s class, I feel like I can…

o Record my findings from viewing slides in a microscope

o Work safely with the microscope and lab equipment

o Draw a plant and animal cell using elements of design

o Describe the basic structure and function of plant cells

o Describe the basic structure and function of animal cells

o Compare the structures of plant and animal cells

o Compare the functions of plant and animal cells

o Spell cell part names correctly

Are there still things you are unclear on or confused about?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_________________________________________________________________________________________

Additional comments regarding the lesson:

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_________________________________________________________________________________________

B. 4 Lesson One: Accommodation for Bill

List of Instructions

Before you begin, you should already have a partner, a writing implement, and a worksheet.

1) First, complete question one on the worksheet with a partner.

2) Raise your hand and the teacher will provide you with a microscope and 2 slides.

3) Place those two slides correctly on the stage and adjust your microscope so that you can view them.

4) Observe both slides.

5) Illustrate what you viewed in the boxes provided.

a. Make sure to use colours, lines, and other artistic tools to show what you saw.

6) Clean up your area and return to your seat.

7) On your own, label the document with correct spelling and cell part names.

8) When you have completed this, answer the rest of the questions on your worksheet with your partner.

9) Organize your ideas in the Venn diagram on the last page of the worksheet.

10) Share one idea from your Venn diagram with the class when you are called upon.

11) Listen quietly to others while they share their answers.

12) Complete the exit card that you are given at the end of class.