lesson plan skeletal system peer teaching

PASIAD INTEGRETED SCIENCE DEPARTEMENT CELLS

LESSON PLAN

TOPIC ORGANIZATION OF LIFEDATE Oct 15th

2014

SUBTOPIC CELLS (STRUCTURE AND FUNCTION)GRADE/DURATION

8 / 2 x 30 MINUTESENERGY

REVIEW :

In this meeting, the teacher will teach about cells, especially about its structures, function of each part of cells’ organelles, and also the differences about animal’s and plant’s cells. From this learning activity, it is expected that:

a) Students will be able to describe the characteristics of the cells in general. b) Students will be able to mention the organelles which are contained in cells.c) Students will be able to explain each function of organelles.d) Students will be able to distinguish the differences between animal’s and plant’s cells.

To explore the concept, the teacher will use several teaching tools to visualize some concepts in order to facilitate the students in learning process. The tools that will be used are:

1) Question-cards : to guide the students to achieve learning outcomes in structured.For example, in first outcome it is known that “students should be able to describe the characteristics of the cells in general”. To guide the students to achieve that learning outcome, the question card will be provided with question:“WHAT DO YOU KNOW ABOUT CELLS? CAN YOU PLEASE TELL US WHAT IS CELL?” (other questions related to the students’ learning outcomes will be provided in the question cards and will be opened in structured).

2) Clue-cards:To give students some hints in order to guide them to get to know the concept.For example, from question-card that asks:“WHAT DO YOU KNOW ABOUT CELLS? CAN YOU PLEASE TELL US WHAT IS CELL?” , the clue-cards will give hints to students to find out the right answers such as:-Unicellular - Multicellular-Microscope-Cellula (Latin) : the smallest room-Robert Hooke-etc(Those clue-cards have purpose to guide the students to find out the right answer by themselves. So that teacher will not tell the students directly, but only gives those hints to build students’ thinking skill)

3) Models of animal’s and plant’s cells from Styrofoam and its labelling As a media for the students to observe and visualize the animal’s and plant’s cells in 3D shape. This media will also facilitate the students to find out the differences between animal’s and plant’s cells (toothpick-labelling)


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4) Supporting Tools such as:- Ball :

to support learning activity in giving opportunity to the students to answer question cards randomly

- Organelles function raffle box:To guide the students to find out the function of each organelles in cells.

- Video:Short duration video will be provided as an introduction to the topic.

- PosterTo support learning activity and give some hints to the students to visualize and imagine some concepts

Hopefully, those teaching tools will facilitate the students and help the students to learn about the concepts in an interesting way. So, that the students will eventually master the concept well.

In this topic, mixed method will be used by the teacher. The phases of teaching-learning activity are:1) Introduction : using video2) Teaching the characteristics of cells: using question-cards, hint-cards, and poster3) Teaching the composition of cells: using question-cards, hint cards4) Teaching the function of cells: using organelles function raffle box and organelles’ functions

worksheet in envelope5) Teaching animal’s and plant’s cells: using models of animal’s and plant’s cells from

Styrofoam and animal’s and plant’s cells’ diagram & students’ presentation

In the last session, ones of the students will be asked to give a conclusion as a review of the learning concepts about cells (especially some important concepts that are necessary for the students).

MEDIA :

Models of animal’s and plant’s cells from Styrofoam and its toothpick-labelling


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Educational Video

Question-Cards

Organelles Function Raffle Box

Clue-Cards


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RESOURCES & REFERENCES : Student academic book:

Trusted education web site (not blog) Youtube Pinterest

MATERIALS :

Organelles Function Raffle Box

CELL

Unicelullar

Multicelullar

Bacteria, Amoeba, Paramecium, and Euglena

consists of

Human, animal, and Plant

The term of cell was developed by Robert Hooke in 1665

The size of cell is very small so that it can only be visible if it’s observed using a microscope (light and electron microscope)

Cell Cellula (Latin) Small room The smallest functional unit which form the body of living organism

Tissues Organs Organ systems

Organism

Nucleus Cytoplasm Cell Surface Membrane


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Animal’s and Plant’s Cells

The Differences between Animal’s and Plant’s Cells

and contains

whichwhichwhich

Chromatin

Endoplasmic reticulum (Rough RE & Smooth RE)

Golgi apparatus (stores and modifies substance

Centrioles (in animal cells)

Choloroplasts (in plant cells)

Mitochondria (sites of energy release)

Controls cell activities

Surround the nucleus and is where almost most cell activities

Vacuoles (contain water&food substance)

Ribosomes (involved in protein synthesis)

Is the partially permeable, outer covering enclosing the cytoplasm.


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OBJECTIVES :

Students should be able to describe the characteristics of cell Students should be able to describe the structure of the cells and its functions Students are able to distinguish the differences between plant's and animal’s cells

TEACHING PROCESS:

Program and Activities Time Method

1. Opening .

5Minutes

-First of all, the teacher greets the students. (Good morning students, how are you today? Before we begin

Cell wall absent Cell wall present

Chloroplasts absent Chloroplasts present

Centrioles present Centrioles absent

Vacuoles are small and many A large vacuole


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the class today, let’s start it with a pray together.)

-Then, the teacher asks, “Do you know what we are going to learn today?”, when the students answer, then the teacher says, “I have something interesting for you to learn as our topic today.”

-After that, the teacher shows a short duration video (2 minutes) as an introduction to the topic. And the video is finished, then the teacher asks again, “Now, can you guess the topic we are going to learn today?”. After the students answer, “We are going to learn cells today, aren’t we?”, then the teacher answers, “Yes”.

-Then the teacher both writes and mentions student’s learning outcomes in green-board, and also spreads the question-cards and clue-cards to the students randomly, afterwards.

2. The Main Activities 50Minutes

When it comes to the main activity, it will be divided into three activities, to reach those three students’ learning outcomes.

1st learning outcome:Students should be able to describe the characteristics of cell

-Firstly, the student who owns the question-card with code “1” will be asked to open the envelope, see, and read the question that is written in the card. The question in envelope with code “1” is:“WHAT DO YOU KNOW


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ABOUT CELLS? CAN YOU PLEASE TELL US WHAT IS CELL?”

-After the question has been read by a student, then the teacher tell the rule the students to answer the question. The rule is:The teacher will throw a ball to one student (randomly), then that student should answer the question based on her/his prior knowledge. After answering the question, she/he has to throw the ball to another student, the student who gets the ball, should also answer the question based on her/his prior knowledge about cell. That ball will be thrown to five students, and those five students must answer the question from question-card code “1”.

-After that, the teacher asks the students who own clue-cards with code “1A, 1B, 1C, 1D, 1E” to open the envelopes and read the hint-words. Those clue-cards consist of hint-words of:1A: Unicellular 1B: Multicellular1C: Cellula (Latin) The smallest room1D: Microscope1E: Robert Hooke(Those hint-words will be written by the teacher in green-board as the students mention them).

-Then the rule of the ball is repeated, the ball will be thrown to one student, and those students should build her/his prior knowledge about cells


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based on the hints given. They should build her/his prior knowledge and connect it to the hints-word. Those hint-words are given to build students’ thinking. Hopefully the students will get the answer right by themselves, without the teacher tells them directly.

-To give a picture to students’ view, then the teacher strengthen students’ knowledge by showing them posters which consists of buildings. And teacher will ask: “What are these buildings built from?”The students might answer, “Bricks, sands, woods, cements, metals, stones, and etc”. Then the teacher gives them an analogy compared to cells. The teacher can give an analogy and tell the students that buildings are similar with the body of living organism. The teacher can explain that the body of living organism is also composed of some elements, and the smallest unit of an organism is a cell, and cells group together will form tissues; tissues then form organs; organs will form organ systems, and finally organ systems will form an organism. (Those explanation can be written also in green-board by the teacher).Also the teacher can add the concept related to the hint-words, if there’s any misconception occur (known from students’ answer) or just strengthen the prior knowledge that is had by the student.

Move to the second learning outcome, students will find different


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activity, with the same question-cards and clue-cards method.2nd learning outcome:Students should be able to describe the structure of the cells and its functions

- Firstly, the student who owns the question-card with code “2” will be asked to open the envelope, see, and read the question that is written in the card. The question in envelope with code “2” is:“Do you know? What does a cell consist of? What are their functions?”

-Then, the teacher will draw a chart in green-board. And explain the rules, that the words that will come out from clue-cards should be put in the chart sequentially.

-For next, the students who own the clue-card with code “2A, 2B, and 2C” will be asked to open the envelope, see, and put them in the chart sequentially.

-Then, the students who own the clue-card with code “2A-1; 2B-1; 2B-2; 2B-3; 2B-3.1; 2B-3.2; 2B-4; 2B-5; 2B-6; 2B-7” will be asked to open the envelope, see, and put them in the chart sequentially. The hints words in clue-cards with codes above (sequentially) are:

2A: N_cl_us (Refers to neucleus)

2B: C_t_plas_ (Refers to cytoplasm)


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2C: Cell S_rface M_mbr_ne (Refers to cell surface membrane)

2A-1: Chr_m_tin (Refers to chromatin)

2B-1: Mito_h_nd_ia (refers to Mitochondria)

2B-2: G_lgi Ap_ar_t_s (refers to golgi apparatus)

2B-3: E_dopl_sm_c R_t_cul_m (Refers to Endoplasmic Reticulum)

2B-3.1: Ro_gh RE (Refers to Rough RE)

2B-3.2: Sm_oth_RE (Refers to Smooth RE)

2B-4: R_b_s_m_s (Refers to ribosomes)

2B-5: V_c_ol_s (Refers to Vacuoles)

2B-6: Cholor_pl_sts (Refers to Chloroplasts)

2B-7: C_nt_ioles (Refers to Centrioles)

The students who get those hint-words also must fill those “missed-alphabets” to build the right word/answer. For example, if a student gets the hint-word of:

C_nt_ioles


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They must fill the“missed-aphabet” with “e” and “r” to build the right answer.

-After they have answered all the hint-words activity above, then they have to open another clue-card, with “2D” code.

In 2D clue-card, there is a hint written such as follow:

“Find out those organelles’ functions now! Each student has to grab a card in “the raffle box”, find the function of the organelle that is written in your card from your text book!”

-Each student will get one organelle, they have to fill the blank sheet on the card with the information about its function in 3 minutes.

-After it has been finished, then the teacher will give Organelles’ functions worksheet in envelope. That worksheet has a role as one of individual’s assessment for each student. This worksheet will ask the students to find out ALL organelles’ functions which are found in “Organelles’ functions raffle box”. To fill this worksheet, students should communicate to their peers, to find out all of the answers. (This can be asked as home-work since it takes much time to conduct the activity and there will be another activity while the time provided is limited. The assignment will be


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assessed next meeting).

Move to the third learning outcome, students will find another different activity, with the same question-cards and clue-cards method.

3rd learning outcome:Students are able to distinguish the differences between plant's and animal’s cells

- In this session, student who owns the question-card with code “3” will be asked to open the envelope, see, and read the question that is written in the card. The question in envelope with code “3” is:“Do you know the differences between animal’s and plant’s cells? Can you please distinguish the differences between them?”

-To answer the question, all of the students will be divided into two big groups. The models of animal’s and plant’s cells from Styrofoam will be given to each group to be observed. The will also have to label each organelles with the tools that have been provided by the teacher (toothpick-labelling). In this activity the teacher will also make the table that should be filled by each group, related to the characteristics in animal’s and plant’s cells and the differences between them. And in the


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end, each group has to present their work in front of the class, in order to give information to another group who has different kind of cell. -For evaluation, the teacher will spread the animal’s and plant’s cell diagram for each student, and they have to fill it.

3. Closing 5Minutes

In the last session, ones of the students will be asked to give a conclusion about the cell concept that has been learnt today. The teacher will ask the student with a question:“Students, what have we learnt today?”

One or two of the students must review about the concept what they think they get today. And the teacher will end the session by concluding the important concept that is necessary for the students. Also the teacher will remind the students to do the assignment for next week (Organelles’ functions worksheet in envelope).

The class will be ended by praying together as how it began.

EVALUATION : Teacher will give some worksheets to recognize students’ understanding. The worksheets that will be used are:

- Organelles’ functions worksheet in envelope:As one of individual’s assessment for each student. This worksheet will ask the students to find out all organelles’ functions which are found in “Organelles’ functions raffle box”. To fill this worksheet, students should communicate to their peers, to find out all of the answers. (This can be asked as home-work since it takes much time to conduct the activity and will be assessed next meeting).

- Animal’s and Plant’s diagram:


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This worksheet will ask the students to distinguish the differences between animal’s and plant’s cells in diagram. This can determine students’ understanding from learning activity which has been done.

- Students’ presentationsIn this activity, students will be asked to present their work in group. The presentation is about the animal’s and plant’s cell and the differences between them. Each group has to show their model of cell and explain each part and also tell the class about “what the cells have and what the cell don’t have”.

GLOSSARYCells, Cells’ structures, organelles, organelles’ function, animal’s cells, plants’ cells

WORKSHEET

Bandung, ………………..2014

Approved byEducation CoordinatorSMP-SMA PRIBADI BANDUNG

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Science Teacher

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lesson plan skeletal system peer teaching