ALEX Learning Activity

  

Cell-Gram

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Chenein Compton
System:Oxford City
School:Oxford High School
  General Activity Information  
Activity ID: 2385
Title:
Cell-Gram
Digital Tool/Resource:
iCell
Web Address – URL:
Overview:

Students will interact with the iCell material to research and identify the structures of the plant and animal cells, their functions and the differences between the two cells. Students will create a 'cell-gram' post, depicting either the function of a specific structure or of how a differentiated/specific cell type will have varying needs for cellular components. 

This activity was created as a result of the ALEX Resource Development Summit. 
  Associated Standards and Objectives  
Content Standard(s):
Science
SC2015 (2015)
Grade: 9-12
Biology
2 ) Obtain, evaluate, and communicate information to describe the function and diversity of organelles and structures in various types of cells (e.g., muscle cells having a large amount of mitochondria, plasmids in bacteria, chloroplasts in plant cells).

NAEP Framework
NAEP Statement::
L12.3: Cellular processes are regulated both internally and externally by environments in which cells exist, including local environments that lead to cell differentiation during the development of multicellular organisms. During the development of complex multicellular organisms, cell differentiation is regulated through the expression of different genes.

Unpacked Content
Scientific And Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Structure and Function
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence Of Student Attainment:
Students:
  • Describe the cell theory and discuss the historical context of its development.
  • Distinguish between prokaryotic and eukaryotic cells.
  • Compare and contrast various types of cells.
  • Using various sources (prepared or wet mount slides, images, digital animations), identify cellular organelles.
  • Gather, analyze, and communicate the diversity of organelles and structures that exist within different types of cells.
  • Based on their function, describe why certain organelles and structures are found in particular types of cells
.
Teacher Vocabulary:
  • Cell
  • Cell theory
  • Plasma membrane
  • Organelle
  • Cell structures (e.g., cell wall, cell membrane, cytoplasm, etc.)
  • Cell organelles (e.g., nucleus, chloroplast, mitochondrion, etc.)
  • Prokaryote
  • Eukaryote
  • Bacterial cell
  • Plant cell
  • Animal cell
  • Muscle cell
  • Other types of cells such as unicellular organisms (e.g., amoeba), nerve cell, sex cell (sperm/egg), etc.
Knowledge:
Students know:
  • Historical contributions to the cell theory by scientists such as Hooke, Leeuwenhoek, Schleiden etc.
  • The cell theory is one of the fundamental ideas of modern biology and includes three principles:
    1. All living things are composed of cells.
    2. Cells are the basic unit of structure and organization of all living organisms.
    3. Cells arise only from previously existing cells.
  • There are many types of organelles.
  • Eukaryotic cells contain a nucleus and other membrane bound organelles.
  • Prokaryotic cells are cells without a nucleus or other membrane bound organelles.
  • How organelles function within a cell.
  • How the function of organelles relates to their presence in various types of cells.
  • The characteristics of different types of cells can be determined based on the presence of certain organelles.
Skills:
Students are able to:
  • Obtain information about the function and diversity of organelles and cell structures.
  • Evaluate the function of a cell based on the presence or absence of particular organelles and/or cell structures.
  • Communicate information to describe the function of organelles and cell structures in various types of cells.
  • Communicate information to describe the diversity of organelles and structures in various types of cells.
Understanding:
Students understand that:
  • Structures within different types of cells will have different functions.
  • Cellular function is related to the presence and number of particular organelles and cell structures.
  • Various types of cells can be identified by the presence of particular organelles and/or cell structures.
AMSTI Resources:
ASIM Module:
Comparing Cell Structures; Observing Protist Locomotion; Osmosis and Plasmolysis in Onion Cells; Why must Cells be Small?
Learning Objectives:

The student will research the components of the plant and animal cell to identify their functions in the cell. 

The student will research a specific cell type (ex. muscle cell) to determine how that cell may differ from a typical cell model in its needs and cellular components. (ie muscle cells need more mitochondria to produce ATP) 

The students will depict the cell in a drawing similar to social media platforms. Students will indicate the cell type, function and its need for specific cell components or lack thereof. 
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

1. Students will interact with the Hudson Alpha iCell online platform or can download it for free to a digital device. Students will create and complete a chart with columns such as 'Structure', 'Function', 'Sketch', and 'Present in Animal/Plant/both'. 

2. The teacher will assign the student a specific cell type (e.g. muscle, nervous, plant leaf, plant root). The student will brainstorm and research the function of that cell to determine what cellular structures would be needed in abundance/not needed. 

3. The student will draw a social media post on a piece of paper. Teacher and students can decide what current social media platform to model it after and what should be included, but it is recommended to include: 'name' of the cell, a 'picture' of the cell, and a written caption in the post. For example, the teacher may show an example by drawing a muscle cell in a bulk shopping center with a cart full of mitochondria, with a written caption to the effect of "loading up before I go to work!". 

4. Students can 'post' their pages around the room, and then gallery walk and 'reply' to leave comments for each other. The teacher may consider giving parameters for the feedback. Feedback should be constructive, correct, and add to the content. 
Assessment Strategies:

The teacher can use the post pictures and captions to assess student understanding of their particular cell needs. 

Exit ticket/Formative assessment- teacher gives a cell sample that no student has used, and its function. Students must then write what cell structure that cell would need more/less of and explain WHY they think this. 
Advanced Preparation:

The teacher will need to provide crayons/colored pencils and copy paper/cardstock. 
Variation Tips (optional):

The platform utilizes a standard and advanced levels of investigation on the cell structures. The teacher can instruct students on which version to use 

The platform also includes a bacterial cell which teacher could assign for extension/acceleration. 
Notes or Recommendations (optional):

This platform utilizes a 3d approach. students can zoom in and spin the cell to see structures from various perspectives. 
  Keywords and Search Tags  
Keywords and Search Tags: animal cell, bacterial cell, cells, organelles, plant cell