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Cell Analogy Project Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 8th Grade (Science - Biology) Designed by Kristina Carroll [email_address] Based…
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  1. Cell Analogy Project Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 8th Grade (Science - Biology) Designed by Kristina Carroll [email_address] Based on a template from The WebQuest Page
  2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You are an engineer who has been given the extremely important task of redesigning the city of Fort Collins after a major flood destroyed the entire city. You have to make sure that you rebuild all of the essential parts of the city. In order to do this you will be comparing the city to a cell, incorporating all of the cell organelles as essential parts of the city. In order to do this you will research the given cell organelles and you will also research the city of Fort Collins. Afterwards, you will create a visually appealing PowerPoint presentation comparing and contrasting the parts of a cell to the city of Fort Collins. Good luck and have fun!!
  3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • I know you are eager to rebuild the city, but much research and planning must be done before we begin:
      • Determine the difference between an animal and a plant cell.
      • Determine the functions of the following cell organelles: Nucleus, Nucleolus, Cell Membrane, Cell Wall, Cytoplasm, Ribosome, Lysosome, Endoplasmic Reticulum, Mitochondria, Vacuoles, Golgi Body, and Chloroplast.
      • Research the city of Fort Collins.
      • Determine the parts of a city that relate to each cell organelle.
      • Explain why that part of a city would relate to the corresponding organelle.
      • Organize your thoughts into a visually appealing PowerPoint.
      • Compare and contrast a cell and the city within your slides.
      • Use diagrams and pictures to help explain your ideas.
      • Provide introductory and conclusive to summarize your points.
    Title
  4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • I know that you are eager to begin, so here are the steps that you will need to follow (make sure to read all step before you begin):
    • To begin, collect information about cell organelles, making sure that you know the functions of these cells very well and can identify them in a picture or diagram. To help you, please use the following links, and gather information from all of them collectively: Cell Parts 1 , Cell Parts 2 , Cell Parts 3 , Cell Parts 4 , Cell Parts 5 , Cell Parts 6
    • Now that you feel you fully understand the cell, use the internet to find out more information about the city of Fort Collins using these links: City of Fort Collins , Fort Collins Utilities , Fort Collins , and Fort Collins Flood History
    • You are done researching! Now it is time to start to construct your project. Begin by thinking of different essential parts of Fort Collins that you can relate to the cell organelles. (A good example of this would be streets relate to the endoplasmic reticulum because the E.R. is the passageways in a cell and streets act as the passageways in a city).
    • Think of one part of the city for each cell organelle. It would be a good idea to line up a two-column chart with the organelle on one side and the city part on the other. This will help organize your ideas.
    • It is now time to organize your thoughts into a VISUALLY APPEALING PowerPoint. To begin, provide an Introduction Page, with a creative title, your name, class section number, and date.
    • Follow this page by a single page for each cell organelle and its corresponding city part. Please include an explanation of why you chose to relate these two items and why. Also, include diagrams and pictures, you will be graded on those!
    • Summarize your thoughts into an organized Conclusion Page, explaining your project and summarizing your main ideas. Also on this page, include a summary of how this cell analogy project helped better your understanding of cells. ?
    • You may look at a sample PowerPoint to aid you through this process and gain ideas. (Note that they were not comparing the cell to a city, so your project will have to be different than this one – SORRY!)
  5. Evaluation: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Data Collection Data was collected only once and adult assistance was needed to clearly summarize what was discovered. Data was collected more than one time. Adult assistance was needed to clearly summarize what was discovered Data was collected more than one time. It was summarized, independently, in a way that clearly describes what was discovered. Data was collected several times. It was summarized, independently, in a way that clearly describes what was discovered. Idea Identified a question that could not be tested/investigated or one that did not merit investigation. Identified, with adult help, a question which could be investigated. Identified, with adult help, a question which was interesting to the student and which could be investigated. Independently identified a question which was interesting to the student and which could be investigated. Organization Did not provide a diagram OR the diagram was quite incomplete. Provided an easy-to-follow diagram with labels to illustrate the procedure or process, but one key step was left out. Provided an accurate diagram with labels to illustrate the procedure or the process being studied. Provided an accurate, easy-to-follow diagram with labels to illustrate the procedure or the process being studied. Diagrams Did not include many or any diagrams, did not relate diagrams to topic, no credit given. Included few diagrams, somewhat relating to topic, and minor credit given. Included numerous diagrams, mostly relating to topic, some credit given Included numerous diagrams, all pertaining to the topic, appropriate, and credit given. Conclusion/Summary No conclusion was apparent OR important details were overlooked. Student provided a conclusion with some reference to the data and the hypothesis statement(s). Student provided a somewhat detailed conclusion clearly based on the data and related to the hypothesis statement(s). Student provided a detailed conclusion clearly based on the data and related to previous research findings and the hypothesis statement(s).
  6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! You have completed your Cell Analogy Project! You have learned everything about cells, their organelles, and the functions of each organelle. Also, you researched Fort Collins, providing you with key information about the city you live in. Next, you were able to compare and contrast a cell with something you may be more familiar with, like a city, to help better your understanding. Making a PowerPoint is another difficult task that you have completed! I can guarantee that you will use PowerPoint Presentations in future academic situations and careers, possibly engineering now that you have also learned more about that!!!
  7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Thank you so much to all websites and picture displays! Explanation of pictures and links can be found here: Picture on Title Page - http://www.animalport.com/img/Animal-Cell.jpg Picture on Introduction Page - http://www.mcgchina.com/images/HomePage/engineer.gif Picture on Task Page - http://pro.corbis.com/images/42-17463401.jpg?size=572&uid=%7B10B2093A-F382-4C04-B461-5D87DC2FE417%7D Picture on Conclusion Page - http://www.ouesd.k12.ca.us/Images/student-services.jpg Cell Parts 1 - http://www.biologycorner.com/bio1/cell.html Cell Parts 2 - http://www.cellsalive.com/cells/cell_model.htm Cell Parts 3 - http://www.tvdsb.on.ca/WESTMIN/science/sbi3a1/Cells/cells.htm Cell Parts 4 - http://www.fortbend.k12.tx.us/mastersonline/ft_bend_isd/6306/qvms/johnson/cell_part.htm Cell Parts 5 - http://www.biology4kids.com/files/cell_main.html Cell Parts 6 - http://www.wisc-online.com/objects/index_tj.asp?objID=AP11403 City of Fort Collins - http://www.ci.fort-collins.co.us/ Fort Collins Utilities - http://www.fcgov.com/utilities/ Fort Collins - http://www.ftcollins.com/ Fort Collins Flood History - http://www.colostate.edu/features/flood97-main.aspx Sample Powerpoint - www.sd393.k12.id.us/wjshs/science/biology%20one/ cell %20 analogy %20PPT/Katie%20Georgia%20Brayden%20Jami%20FINAL.ppt Based on template from The WebQuest Page
  8. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion A WebQuest for 8th Grade (Science - Biology) Designed by Kristina Carroll [email_address] Based on a template from The WebQuest Page Cell Analogy Project
  9. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Introduction This lesson was designed for an education technology class, but also one that was implemented in a 9 th grade Biology classroom at Lesher Junior High. The purpose of this project is to help students learn about cell organelles, while also applying it to their own lives. Giving the students the opportunity to apply a cell to something they are familiar with helps them realize what the functions of the cell organelles are and why they are each necessary for the cell to survive. They are asked to be an engineer who has been given the extremely important task of redesigning the city of Fort Collins after a major flood destroyed the entire city. They will have to make sure that you rebuild all of the essential parts of the city. In order to do this they will be comparing the city to a cell, incorporating all of the cell organelles as essential parts of the city. In order to do this they will research the given cell organelles and you will also research the city of Fort Collins. Afterwards, they will create a visually appealing PowerPoint presentation comparing and contrasting the parts of a cell to the city of Fort Collins.
  10. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is anchored in eighth grade science (especially Biology) and involves science, technology, and critical thinking skills. If there is not technology available at a given school, the PowerPoint presentation could be turned into another process such as building a model or drawing a detailed picture. This activity can also be used in other grade levels, if there is a seventh grade advanced science course, or a struggling ninth grade science course this project can also be done here. The students will need to know basic knowledge about a cell and why cells are essential to life. They should also know that every living organism is made up of cells and that each cell has many organelles. They will learn everything else about the cell later on. Also, the students should be proficient in PowerPoint production and should know how to actively search the internet. Evaluation Teacher Script Conclusion Learners
  11. Curriculum Standards [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The students will cover some of the science standards listed on the K-12 Academic Standards Website : Science Standard 3: Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living thing interact with each other and their environment. Specifically: Grades 6-8: 3.3. There is a differentiation among levels of organization (cells, tissues, and organs) and their roles within the whole organism. 3.4. Multicellular organisms have a variety of ways to get food and other matter to their cells. Also, although not listed on the standards website, the students will also be demonstrating several technology standards. They will be proving proficiency in Microsoft PowerPoint and they will also show that they can effectively use the internet to search for information. Also, the students are required to come up with all of the parts of a city that relate to cell organelles on their own. This shows that the students will use critical thinking, creative production, organization, and comparison skills to complete this assignment. Evaluation Teacher Script Conclusion
  12. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion
    • This lesson should take approximately two 90 minute class periods to complete. The first class period will be research and planning for the project (they should have all of their city parts identified with a cell organelle by this point), and the second class will be production of the PowerPoint. If the class periods are 45-50 minutes it should take 3-4 class periods.
    • To begin, collect information about cell organelles, making sure that you know the functions of these cells very well and can identify them in a picture or diagram. To help you, please use the following links, and gather information from all of them collectively: Cell Parts 1 , Cell Parts 2 , Cell Parts 3 , Cell Parts 4 , Cell Parts 5 , Cell Parts 6 Here you would need to make sure all links work on website-locked computers, if not, provide your own links or the classroom textbook.
    • Now that you feel you fully understand the cell, use the internet to find out more information about the city of Fort Collins using these links: City of Fort Collins , Fort Collins Utilities , Fort Collins , and Fort Collins Flood History You will need to know some background information about cities, and examples of parts that are correlated with cell organelles.
    • You are done researching! Now it is time to start to construct your project. Begin by thinking of different essential parts of Fort Collins that you can relate to the cell organelles. (A good example of this would be streets relate to the endoplasmic reticulum because the E.R. is the passageways in a cell and streets act as the passageways in a city).
    • Think of one part of the city for each cell organelle. It would be a good idea to line up a two-column chart with the organelle on one side and the city part on the other. This will help organize your ideas. You may want to pre-approve the students ideas before they begin to create their PowerPoint.
    • It is now time to organize your thoughts into a VISUALLY APPEALING PowerPoint. To begin, provide an Introduction Page, with a creative title, your name, class section number, and date. You will have to know background knowledge and experience in PowerPoint, knowing how to create a visually appealing one yourself. Make sure you address with the students what exactly they will be asked to do and how much detail needs to be in the PowerPoint.
    • Follow this page by a single page for each cell organelle and its corresponding city part. Please include an explanation of why you chose to relate these two items and why. Also, include diagrams and pictures, you will be graded on those!
    • Summarize your thoughts into an organized Conclusion Page, explaining your project and summarizing your main ideas. Also on this page, include a summary of how this cell analogy project helped better your understanding of cells. ?
    • You may look at a sample PowerPoint to aid you through this process and gain ideas. (Note that they were not comparing the cell to a city, so your project will have to be different than this one – SORRY!)
    The Process
  13. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • In order to complete this project the students will need several resources, many of which are not inside the classroom (so plan ahead by reserving computer laboratory space for both class periods):
      • Class sets of books (only if some of the websites are restricted)
      • A computer for each individual student
      • Microsoft PowerPoint on each computer
      • Access to the internet
      • Paper/Pencils
      • The following websites will be used:
    • http ://www.biologycorner.com/bio1/cell.html
    • http ://www.cellsalive.com/cells/cell_model.htm
    • http ://www.tvdsb.on.ca/WESTMIN/science/sbi3a1/Cells/cells.htm
    • http ://www.fortbend.k12.tx.us/mastersonline/ft_bend_isd/6306/qvms/johnson/cell_part.htm
    • http ://www.biology4kids.com/files/cell_main.html
    • http ://www.wisc-online.com/objects/index_tj.asp?objID=AP11403
    • http ://www.ci.fort-collins.co.us/
    • http ://www.fcgov.com/utilities/
    • http ://www.ftcollins.com/
    • http ://www.colostate.edu/features/flood97-main.aspx
    • One teacher should be able to control and regulate the classroom by themselves. However, if additional personnel offer to help then it would be appreciated. However, these helpers would need to have knowledge in cell organelles. You should go over some examples of good comparisons with each helper. You will need to coordinate with the librarian or a person who controls the computer lab space to make sure you have all of your classroom time in the labs. (This person could also be there on the PowerPoint production day to aid in helping kids with questions about PowerPoint).
    Evaluation Teacher Script Conclusion Resources
  14. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Evaluation: Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Data Collection Data was collected only once and adult assistance was needed to clearly summarize what was discovered. Data was collected more than one time. Adult assistance was needed to clearly summarize what was discovered Data was collected more than one time. It was summarized, independently, in a way that clearly describes what was discovered. Data was collected several times. It was summarized, independently, in a way that clearly describes what was discovered. Idea Identified a question that could not be tested/investigated or one that did not merit investigation. Identified, with adult help, a question which could be investigated. Identified, with adult help, a question which was interesting to the student and which could be investigated. Independently identified a question which was interesting to the student and which could be investigated. Organization Did not provide a diagram OR the diagram was quite incomplete. Provided an easy-to-follow diagram with labels to illustrate the procedure or process, but one key step was left out. Provided an accurate diagram with labels to illustrate the procedure or the process being studied. Provided an accurate, easy-to-follow diagram with labels to illustrate the procedure or the process being studied. Diagrams Did not include many or any diagrams, did not relate diagrams to topic, no credit given. Included few diagrams, somewhat relating to topic, and minor credit given. Included numerous diagrams, mostly relating to topic, some credit given Included numerous diagrams, all pertaining to the topic, appropriate, and credit given. Conclusion/Summary No conclusion was apparent OR important details were overlooked. Student provided a conclusion with some reference to the data and the hypothesis statement(s). Student provided a somewhat detailed conclusion clearly based on the data and related to the hypothesis statement(s). Student provided a detailed conclusion clearly based on the data and related to previous research findings and the hypothesis statement(s).
  15. Teacher Script [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • Here is provided a script, which you may follow along with if you have never done this type of experiment before or may be confused:
    • To begin, give the students an overview of what they will be doing. Now would be a good time to go over the rubric to let them know what exactly they will be graded on and what to pay the most attention to.
    • Then, lead the students to the computer lab (if not already done so). Tell the students to open up the WebQuest in which the instructions are given for them to complete the assignment (the good thing about this project is that it is computer guided so not much explanation is needed).
    • Show the students how the links work, if they are not familiar with how to use them.
    • Before they begin researching, show them an example of a cell analogy (this should be something other than a city in order for them to avoid copying the example). If you are having trouble, a good example is the human body. You can relate the nucleus to the human brain, so on and so forth.
    • When the students are researching, walk around the room, making sure the students are staying on task, and answering any questions they might have.
    • Before beginning the PowerPoints, give a brief introduction on how PowerPoint works, making sure that the students know how to design a PowerPoint, and how to use the tools needed to complete the project.
    • Once the class period is over, have the students publish their PowerPoints on the class website, save them to a class file, or print them (however you feel is the easiest to view them).
    • This page is linked to the Process segment off of the Teacher Page
    Evaluation Teacher Script Conclusion
  16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Congratulations! You have completed your Cell Analogy Project! You have learned everything about cells, their organelles, and the functions of each organelle. Also, you researched Fort Collins, providing you with key information about the city you live in. Next, you were able to compare and contrast a cell with something you may be more familiar with, like a city, to help better your understanding. Making a PowerPoint is another difficult task that you have completed! I can guarantee that you will use PowerPoint Presentations in future academic situations and careers, possibly engineering now that you have also learned more about that!!! This project has assessed Standard Three: Life Science and has also given the students the opportunity to work with technology, which we know is a continually growing field, and something that they will continue to use in the future. Conclusion
  17. Credits & References [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Thank you so much to all websites and picture displays! Explanation of pictures and links can be found here: Picture on Title Page - http://www.animalport.com/img/Animal-Cell.jpg Picture on Introduction Page - http://www.mcgchina.com/images/HomePage/engineer.gif Picture on Task Page - http://pro.corbis.com/images/42-17463401.jpg?size=572&uid=%7B10B2093A-F382-4C04-B461-5D87DC2FE417%7D Picture on Conclusion Page - http://www.ouesd.k12.ca.us/Images/student-services.jpg Cell Parts 1 - http://www.biologycorner.com/bio1/cell.html Cell Parts 2 - http://www.cellsalive.com/cells/cell_model.htm Cell Parts 3 - http://www.tvdsb.on.ca/WESTMIN/science/sbi3a1/Cells/cells.htm Cell Parts 4 - http://www.fortbend.k12.tx.us/mastersonline/ft_bend_isd/6306/qvms/johnson/cell_part.htm Cell Parts 5 - http://www.biology4kids.com/files/cell_main.html Cell Parts 6 - http://www.wisc-online.com/objects/index_tj.asp?objID=AP11403 City of Fort Collins - http://www.ci.fort-collins.co.us/ Fort Collins Utilities - http://www.fcgov.com/utilities/ Fort Collins - http://www.ftcollins.com/ Fort Collins Flood History - http://www.colostate.edu/features/flood97-main.aspx Sample PowerPoint - www.sd393.k12.id.us/wjshs/science/biology%20one/ cell %20 analogy %20PPT/Katie%20Georgia%20Brayden%20Jami%20FINAL.ppt Based on template from The WebQuest Page

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