Specialized Cells Lesson

Essential Questions
1. What happens when one cell becomes two cells and so forth? 2. How do cells become specialized? 3. What is it about the cell that allows it to carry out its function?

Objectives

The students will recall the basics of cell division and body systems. They will be able to identify the function of different cells and how they interact with each other. They will complete an interactive class activity where they will teach each other about different cells. They will complete a quiz with 80% accuracy.

Preparation tudent !aterials

"oteboo# $omputer%i&ad Handout

Teacher !aterials

$ell notes sheet $ell 'uestions heet (oo#s and internet websites

"eed to do ahead of time)

$reate cell list of specialized cells &repare recall notes on cell division and body systems

Body of Lesson

*ntroduction +raw pictures on the board of situations where somethin, -ust doesn.t fit. /s# the students to identify what doesn.t fit and then e0plain why. Have them e0plain why the ri,ht fit is the ri,ht fit to be,in with. 1*n this lesson * used drawin,s of people and the shoes were the focus. The students had to identify the incorrect shoe based on circumstance.

&rocedures Session 1
1. &air students up to write down as many body systems and functions as they can

remember.
2. Have the pairs write down as many thin,s as they can remember about cell division. 3. +iscuss how 2the ri,ht pair of shoes3 can relate to cells. 4. Hand out $ell +atin, 'uestionnaires. 5. Have students call out a number to pic# their cell type from a pre4determined list 6. 5se ipads to research your cell type and answer the $ell +atin, questions 7. *nform students that they will participate in 2$ell peed +atin,3 durin, the ne0t class and

that they will need to teach their peers about their specific cell type.
8. *nform students that they will need to complete a notes sheet of all the cells covered in

the speed datin, session. $losure $hoose 6 student and tell him%her to stand and choose a location in the room. Then tell that person that they are not allowed to move or to spea#. $hoose 7 students and inform them that they may move but they may not spea#. Then inform the remainin, students that they may spea# and move. Have the class or,anize themselves accordin, to their month and day of birth while maintainin, their limitations. *ma,ine if you couldn.t do all of the thin,s you can do so easily. 8eep in mind that what you do is all because of specialized cells. Evaluation/Assessment &articipation

$omplete notes 9erbal &op 'uiz

eflection tudents should be able to meet the e0pectations of this lesson plan because it is formatted in a way that caters to all learnin, styles. *t is moderately paced and #inesthetically focused. tudents will find humor in the 2datin,3 reference of this lesson.

Specialized Cell type e!amples

1. :ed (lood $ell 2. "erve $ell 3. !uscle $ell 4. &alisade $ell 5. :oot Hair $ell 6. $iliated ;pithelial $ell 7. ;,, $ell 8.

perm $ell

9. <iver $ell 10. =at $ell 11. (one $ell

Tell students to call out numbers between 6 and 66 and assi,n no more than two students to any one cell type. /fter all students have been assi,ned a cell> read off the names associated with each cell and have students write down their cell type.

Cell "atin# Questionnaire

$ame%&&&&&&&&&&&&&&&&&

Hi> !y name is ????????????????? @name of cell and any nic#namesA

* live in ?????????????????????????? @body system or body areaA

*f * were to describe myself to you> * would say that * ??????????????????????????????????????????????????????????????????????? ??????????????????????????????????????????????????????????????????????? @What ma#es me so special? How does my appearance help me do my -ob?A

What do * do for wor#? Bh well> that.s easy> * ?????????????????????????????????? @+escribe what the function is of this specialized cellA

+raw a 2$ell4 fie3 of your specialized cell.

Cell Speed "atin# $otes

$ame%

Name of Cell and any other names.

Draw p !t"re of !ell #Cell$f e%

&ow s th s !ell spe! al 'ed to do ts (o)*