Chapter 1: Cells Three-Level Guide

STANDARDS:

·         The student will investigate the structure and function of plant and animal cells

·         5.1.1 Know that all organisms are made of one or more cells.

Draw and label the basic structures of plant and animal cells (i.e., cell wall, cell membrane, cytoplasm, nucleus, chloroplasts).

OBJECTIVES:

·         TSWBAT create a pictorial model of a plant cell. (cognitive/content)

·         TSWBAT determine the factual, interpretive, and applied ideas of the text by completing and discussing a three-level guide with small groups and class. (cognitive/content)

·         TSW defend their reasoning of ideas on an interpretive and applied level within the context of the text.

MATERIALS:

·         Photo of plant cell

·         cell diagram w/s

·         Three level guide w/s

·         Transparency of three level guide w/s

·         Experiment materials: Jar, leaves, pencils, tape, rubbing alcohol, paper strips, w/s

            Chapter 1 worksheets.doc (33 kB)            

SET/FOCUS

·         RRL/IAL/ABK:  When I state a fact that is true about plants, stand up. I am going to read through the descriptions.

o   Plants have roots. (True)

o   All plants have leaves. (False)

o   All plants have flowers. (False)

o   Plants have cells. (True)

·         LL: We are going to start to figure out what plants are made of.

INSTRUCTION:

·         Have students read aloud in groups of four during class. (Each student will read the equivalent of one paragraph each. Students should be in mixed reading level groups.)

·         Have picture of plant cell displayed on board.

·         After the section of reading, have students individually complete the three-level guide for the chapter.

·         Have students get back into groups. Have them read through their answers to the guide. They are to mark any differences they have with a star next to the statement. The students are NOT to change their answers.

·         As a class, students will discuss how they answered the guide. Take a tally of the number of students that checked each statement. Have transparent guide projected. Make any notes of student reasoning for all students to see and take note of. Also have pg numbers for facts.

o   Then discuss why each answer was or was not checked. Ask for proof or reasoning for each answer. Have students vote whether they agree or disagree. Any disagreements should be given a chance to provide reasoning before stating correct answers for literal and interpretive levels.

CLOSURE:

·         Have students hold up a number telling the number of cell parts they could name

·         Have students group up in groups depending on their favorite cell part. Each group will be responsible for again explaining what that cell part does.

·         Have students within these groups define the ideas of literal questions, interpretive questions, and applied questions.

SUPPLIMENTAL:

·         Have students in two “center” groups

·          Group 1: After lesson, have students create a drawing of a plant cell. It should be colored and labeled according to any specifications in the book.

·         Group 2: Students will participate in experiment. Student should draw the experimental jar as it is set up.

o   Jar with crushed leaves and rubbing alcohol. A piece of paper will be lowered by pencil into jar. They should record what happens to the paper as time passes.