Building a Cell
Have students watch the movie to get the class started, it is catchy and good for remembering material.
2 Instructional Activities- Construction
Students will be asked to use the materials they brought in to design a city with each building representing an organelle. On the city they will be expected to label what the building/object is and what the organelle is.
Students will be allowed to use their text book as a reference, or the internet.
Students can use any materials that they want. I will provide pipe cleaner, construction paper, Elmer glue, and tape. I will also have colored pencils on hand. They are to bring any other materials that they think can work (including a shoe box, cardboard, and anything else they can think of)
3 Instructional Activities- Construction Differentiation
If student are not able to, or don't want to do construction, I will have them either draw (fully colored and with a lot of detail) the city, or if they want to and are resourceful enough, they could create (using an online app such as Minecraft) the city. This will allow for differentiation of learning styles and will also make the project more challenging and interesting for students if they want to use technology for the creation step.
4 Instructional Activities
Student will then be required to make an e-book using the app Book Creator that explains what organelle is what building/object and why that building/object was chosen for that organelle.
All organelles must be included in some fashion or another.
5 Wrap Up
Have students in groups of three after the projects have been finished. The students will then share their projects with each other and critique each others' project. This will help them with communication skills and also give them a final review before the summative assessment.
Key Standards Supported
|RST.9-10: Key Ideas and Details|
|RST.9-10.1||Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.|
|RST.9-10.2||Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.|
|RST.9-10.3||Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.|
|Craft and Structure|
|RST.9-10.4||Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.|
|RST.9-10.5||Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).|
|RST.9-10.6||Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.|
|Integration of Knowledge and Ideas|
|RST.9-10.7||Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.|
|RST.9-10.8||Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.|
|RST.9-10.9||Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.|
|Range of Reading and Level of Text Complexity|
|RST.9-10.10||By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.|