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Cell Membranes

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Insights into cell membranes via dish detergent - Ethan Perlstein

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The cell membrane, like a good jacket, protects the cell from everything outside of it. How is it simultaneously sturdy, flexible, and capable of allowing the right things to pass through? Ethan Perlstein rediscovers the scientists and their research that have changed the way we study the membrane and the cell as a whole.

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NGSS:
LS1.A: Structure and Function
- Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell.

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TEDEd has engaging videos for learners of all ages. The videos are well made, factual, and express complex topics in simple ways. This video demonstrates a scientific topic using everyday objects such as soap. An analogy to an everyday item is beneficial for students trying to grasp a complex scientific concept. Even though this section is Argument and not Visual, students can appreciate a video that will make class fun relaxing. The NGSS standard expresses specific structure, specifically cell membranes. This videos outlines how membranes work and their function in a cell. The cell membrane is complex and can be difficult to conceptualize without a video or picture. TEDEd provides enough data about cell membranes to allow students to form their argument about a cell's lipid bi-layer.

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Students will observe a video provided by TEDEd. This video explains cell membranes, the lipid bi-layer, and uses real life applications of how membranes function. Students will be allowed to observe the video multiple times, take notes, and following along with closed captions on. After students complete their notes, they will be asked to formulate an argument based on the idea that membranes have a lipid bi-layer. The argument must reference to the video and cite it appropriately. After the students have created their argument, they will have time to edit and practice their arguments with a peer. Finally, each student will come up and present their argument on my cell membranes contain a lipid bi-layer.

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By allowing students to view a video, they have fun. The audio will support students who are not strong readers. In the video, cell membranes are described using soap. Making a topic relevant pushes learning into long term memory (Ralabate, 2016). Through this imagery, learners are able to perceive a cell membrane better. Perceptual simulations are central to comprehension (Gee, 2001). The students are asked to formulate an argument based on the video. This will elaborate their understanding of the topic and support confidence in speaking. Through their research and writing, students will immerse themselves in the topic and develop deeper understandings.

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Expanding content into higher level learning is important. The supplement text is used for an argument. Oral practice is important for understanding (Calderon, 2011). Through the analyzing of the video students create an argument to present to the class. Debates and investigations create deeper understandings (Tomlinson, 2006). Students progress their knowledge from understanding to analyzing and creating.

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Students will be assessed on their presentation and the bases of their argument. Students will learn how to decipher text, organize their thoughts, and deliver their argument in front of others. Bloom's Taxonomy can be seen from the students analyzing data and creating an argument. Analyzing the video will allow students to think critically about the topic while creating an argument will allow students to put key topics in their own terms. The assessment will focus on deciphering the video and transferring knowledge from the video to the argument.

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Facts About Cells

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Newsela is an Instructional Content Platform that supercharges reading engagement and learning in every subject.

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NGSS:
LS1.A: Structure and Function
-Systems of specialized cells within organisms help them perform the essential functions of life. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (Note: This Disciplinary Core Idea is also addressed by HS-LS3-1.)

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Students will be able to define what a cell is using proper terminology by creating and presenting a model of a cell. The model will depict key terms and the presentation will explain key concepts.

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Newsela provides support for difficult vocabulary and language. Newsela offers different levels of reading in a specific text. This means, a student may lower the reading level of the article to better understand it. The article itself breaks down what a cell is and its importance. It provides text and pictures to illuminate these topics. This is important for vocabulary. Different sources of information will lead to a more clear understanding. The article also describes interesting facts that may not be critical information but provides intriguing history and discussion topics. The NGSS standard expresses cell function and genetic information. The Newsela article focuses on where in the cell genetic information is held and how each part of the cell functions. Cells have many organelles and parts. Newsela offers simplified text for struggling readers and pictures to help visualize concepts. This support will be crucial for the development of the students' cell models.

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Students will take advantage of the Newsela article to read about cells and their function. The student will be allowed to change the reading level to fit their needs. Points will not be taken off if the article is read at a lower reading level. After the students have completed the article, they will create a model of a cell. With clay and other materials, students will create a life like replica of a cell big enough to present in front of the class. Students will work in pairs to provide peer scaffolding throughout the lesson. Once the model is complete, students will write a presentation to present their cell and describe the vocabulary, organelles and functions.

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Students have the opportunity to read a text at their reading level. This is important in a class of ELLs and international students. Texts can be difficult to read due to vocabulary (Zygouris-Coe, 2015). Some students can challenge themselves while others are able to comprehend a complex text. Language gives different perspectives (Gee, 2001). It is important to use language to illuminate positive perspectives. Students use this perspective to create a cell model. This shows their ability to transfer knowledge from paper to reality. The development of the model and presentation in a group allows students to be creative and work in collaboration. Working in groups provides peer support and cooperation. In their groups, students have the opportunity to showcase many skills such as, reading, applying data, and creativity with the model.

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Building vocabulary is a skill all learners need. Students analyze the article and apply that to a model. Analyzing when reading supports higher understanding (Zygouris-Coe, 2015). Students analyze while they read to deepen their understanding of the text. Reading alone is only the building block. Literacy is critical to building knowledge in science (Grant, 2015). Once students read the text, they can build upon their knowledge by designing a model. The presentation is important as well. Presenting knowledge to another strengthens overall understanding.

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Students will be assessed on their presentation skills and their use of key terms and explanations of cell functions. Students will learn how to design a model and express key terms. Through the model development, students will develop a deeper understand of the structure of a cell and the influence the organelles have on it. Bloom's Taxonomy can be seen by students applying data to a model and creating a presentation to explain the model. The assessment will focus on application from a readable text to a presentable model.

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Plant and Animal Cells

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Enter your login details to start using our mobile-friendly educational games, simulations and puzzles. We have over 1000 interactive resources all designed with a focus on learning through fun.

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NGSS:
MS-LS1-2:
-Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function.

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Students will be able to organize different parts of a cell by observing a visual representation and translating that presentation into a microscope slide practical. Through the cell slides, students will generate cell diagrams in their notebooks.

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The interactive platform, eChalk, is a tool for students to visualize a concept. eChalk offers diagrams of cells, labelled, unlabeled, and juxtaposed to other cell types. This will be translated into a microscope practical where students can use this resource to match with observations from slides. Slides aren't always clear and eChalk can bridge the gap between what students see and what students should see. In a cell, structure defines function. The NGSS standard expresses the use of a model to describe functions of a cell. eChalk provides a model for students to utilize to explain function. An important part of eChalk is the comparison between plant and animal cells. Students can observe similarities and difference between the two. Animals and plants function differently. With this comparison, students can visualize how these two cells function differently and how the different organelles perform their specific function.

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Students will work in pairs and be given a computer. With the computer, students will work through the eChalk program of Animal and Plant Cells. This will be a review of Text #2. The visual program on eChalk will prepare the students for the microscope slides. Once students have completed the eChalk platform, they will move onto microscope slides. Students will utilize their microscopes to observe plant and animal cells. Students will translate what they see in the microscope to their notebooks. The final product will produce one drawn animal cell and one drawn plant cell from slides.

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Students use the visual simulation to review and increase their knowledge on cells. Memorization without understanding leads to loss of knowledge (Tyler, 2013). The students use this simulation to better understand cells and translate that understanding to microscope slides. Simulations deepen understanding (Tomlinson, 2006). Visual presentation in the program and in the microscopes support students who might have trouble reading and visualizing on their own. The contrast from the simulation and the slides allows students to understand that pictures they see do not match what cells look like in real life.

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Students are aware of the lesson goals and can design their practical appropriately. It is important to define learning goals and make them attainable by all students (Ralabate, 2016). With this in mind, students can evaluate how to use a microscope and design a drawing of a cell in the appropriate time. By connecting the cell pictures, the simulation and the microscope slides, students will be able to fully understand the topic. Connection and application assist students to commit information to long term memory (Ralabate, 2016). With these tools, students are able to develop a more complex understanding of cells.

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Students will be assessed on their ability to use a microscope and transfer images from a microscope to their notebook. Students learn how to compare a drawing of a cell and a real cell. Through the use of the microscope, students will have real world application of cell life. The use of the microscope will encourage critical thinking through observations and lens focus. Bloom's Taxonomy can be seen by students evaluating the cell differences from a picture to their own creation of a drawing. The assessment will focus on the students' ability to think critically on their own as they develop their own depiction of a cell.

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St. Andrews International School is located in Bangkok, Thailand. It is an immensely diverse school consisting mostly of ex-patriots and local Thais. The school tuition is expensive and there are no scholarships which would suggest most families at the school are well off. The school does not reject any family that can pay tuition so there is a wide range of learning levels, English proficiency, and academic achievement. The core text is used for 6th grade general science. This particular class is extremely proficient in English and over half the class performs at a high level. There are no IEP's and very few behavioral problems.

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Pearson supplies the core text for this class. The text is colorful but lacks focus. In a given lesson, there can be up to 15 key terms to learn over the course of an hour. This can be challenging for 6th graders. The text also lightly discusses many topics and doesn't focus enough on the important issues. The supplemental texts I utilize will delve deeper into critical topics like cells.

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Supplemental texts are crucial for learners' development. During a lesson, remembering and understanding are not enough tools to create high-level learning. Students must be pushed deeper into Bloom's Taxonomy and strive for evaluation and creation. Supplemental texts assist students to reach this goal.

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Students are given information about cells and their purpose in life. Most students know what a cell is. Many students struggle to understand what a cell does. Supplemental text is crucial for high level development and learning. Through Argument, Vocabulary, and Visual texts, students are allowed to to climb Bloom's Taxonomy and create deeper understanding of the topic.

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Students will be able to demonstrate how a cell membrane functions by organizing an argument supporting a bi-layer of lipids. Students will present this argument in front of the class citing the supplemental text as a source.

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-Calderon, M.E., Minaya-Rowe, L. (2011). Preventing Long-Term ELs. Thousand Oaks, CA: Corwin.
-Gee, J.P. (2001). Reading as Situated Language: A Sociocognitive Perspective. Journal of Adolescent and Adult Literacy, 44(8), pp. 714-725.
-Grant, M.C., Fisher, D., Lapp, D. (2015). Reading and Writing in Science. Thousand Oaks, CA: Corwin.
-Ralabate, P.K. (2016). Your UDL Lesson Planner. Baltimore, MD: Paul H. Brookes Publishing Co.
-Tomlinson, C., McTighe, J. (2006). Integrating Differentiation & Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.
-Tyler, R.W. (2013). Basic Principles of Curriculum and Instruction. Chicago, IL: The University of Chicago Press.
-Zygouris-Coe, V. (2015). Teaching Discipline-Specific Literacies in Grades 6-12. New York, NY: Routledge.