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Students should have access to various /enres of literature related to cells3 Students %ill spend time
bro%sin/ throu/h picture boo)s' cartoons' and non6fiction boo)s buildin/ bac)/round )no%led/e
about cells3 The school librar8 should have several boo)s on hand for borro%in/3 science
teacher<s classroom librar8 should also house several non6fiction boo)s to spar) interest for
students3
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?n6line resources for cell or/anelles and functions:
%%%3brainpop3com
%%%3discover8channel3com
%%%3sciencelim)s3com
Procedures
Procedure:
Anticipatory Set
5 /ive /roups of students various non6fiction boo)s on cells3 5 as) students to bro%se throu/h
the boo)s3 ?n an inde0 card' the students %rite do%n somethin/ the8 notice' %onder or learn
as the8 loo) throu/h the boo)s3 5 collect and share some of the noticin/s3
%nput
5 /ive the students a picture of a &icro6Slide67ie%er3 The picture %ill include the parts of the
vie%er %ith instructions on ho% to use it3 fter readin/ the instructions %ith their lab partner'
students %ill also be as)ed to revie% the follo%in/ cell parts: nucleus' c8toplasm' and cell
membrane and chloroplasts3 :ith their partners' students carefull8 vie% each slide and identif8
the or/anelles3
Modeling
5 model the correct handlin/ and usa/e of the &icro6Slide67ie%ers3 5 %ill sho% the children
the correct %a8 to insert the slide in the 7ie%er3 5 demonstrate proper techni@ues on ho% to
identif8 various cell parts3 5 /ive students %or)sheets that the8 %ill s)etch the plant and animal
cells and their or/anelles3
&ec#ing 'or (nderstanding
5 %ill use @uestionin/ techni@ues to decipher if the students have /rasped a clear understandin/
of the procedures and e0pectations3
%ndependent Practice
The students %ill have an opportunit8 to %or) %ith their lab partners identif8in/ cell parts
usin/ the &icro6Slide67ie%ers3 The students %ill ans%ers @uestions %hile vie%in/ chee)'
onion' spiro/8ra' ameba' /reen leaf' %ood' bone' and brain cells3 The8 %ill s)etch the various
parts of each cell3
&losure)&ulminating Activity
Pairs of students %ill share their findin/s %ith the rest of the class3 Students %ill @ui; each
other and identif8 cell parts and define their functions3 Students %ill %or) in /roups
constructin/ edible cells usin/ /raham crac)ers as the base3 The8 %ill use %hite frostin/ as
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c8toplasm' licorice for the cell %all and cell membrane' a Nilla :afer as the nucleus and /reen
&>&<s as chloroplasts3 fter the teacher assesses the coo)ie to verif8 the student<s placement
and understandin/ of each function' the students enjo8 their cell creation3
Modi'ication 'or *i''erentiated %nstruction
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Students %ith visual6motor difficulties ma8 need assistance %ith the &icrovie%ers3 The8 mi/ht as)
another child or adult for help as needed3
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:ords describin/ different or/anelles mi/ht be unfamiliar to En/lish lan/ua/e learners3 Consider
postin/ a dia/ram of a cell %ith the parts labeled: cell %all' cell membrane' nucleus' c8toplasm'
chloroplasts' etc3
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These children mi/ht be challen/ed to include other or/anelles that ma)e a cell function properl83
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9emember to be mindful of children %ith special dietar8 needs3 Chec) for an8 students that ma8
have aller/ies or Kosher related food restrictions3 Certain edible items ma8 need to be purchased
to accommodate these special needs3
Ased b8 permission from Project 7enture' BCCD Technolo/8 5nnovation Challen/e Grant' Phoeni0' E
http:##%%%3crei/hton3)B13a;3us#projectventure#inde03html
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