This document summarizes a classroom lesson on cells. Students had the option to work inside doing a guided question and answer activity from their textbook, or outside modeling the parts and functions of the cell. Inside, students answered questions about cell structures and the history of cell discovery. Outside, students acted out being different cell parts like the nucleus, mitochondria and cell membrane to demonstrate their functions. The class then discussed what they learned before returning inside to write answers about key cell parts.

1. What is the
Cell? Part One.
July 22, 2013
Phoenix Multicultural
Academy
Detroit

2. LUNES 22 JULIO 2013
 DO NOW:
 DISCUSS WITH OTHERS, DO YOU WANT TO
WORK INSIDE OR OUTSIDE TODAY?
 INSIDE:
 GUIDED PRACTICE, P.13 # 1 – 4 ALL
 OUTSIDE:
 ACT OUT THE PARTS OF THE CELL / MODEL
THE PARTS AND FUNCTIONS OF THE CELL

3. Monday, July 22, 2013
 Do Now: Open a Cells and Heredity
textbook to pages 8 and 9. Look at the
history of the microscope “Tech & Design
in History” along the bottom of both
pages.
 Class Activity: Label a page with your
name, date, and the hour (class period)
 “Discovering Cells” Chapter 1, section 1.
Guided Practice: Page 13 #1-4 all

4. INSIDE THE CLASSROOM
QUIDED QUESTION AND ANSWER ACTIVITY
INSIDE THE CLASSROOM

5. OUR TEXTBOOK
 Cells and Heredity
 Science Explorer Series
 2007
 Prentice Hall / Pearson
INSIDE THE CLASSROOM

6. Page 13 #1-4 all:
Guided Q & A
 Textbook: Cells and Heredity (also
available en Español)
 Label lined paper: Name, Date, and Hour
INSIDE THE CLASSROOM

7. Page 13 #1-4 all:
Guided Q & A
1a. Define structure and function.
1b. Explain this statement: Cells are the
basic units of structure and function in
organisms.
1c. In what important function are the cells
in your eyes involved?
INSIDE THE CLASSROOM

8. Page 13 #1-4 all:
Guided Q & A
1a. Define structure and function.
INSIDE THE CLASSROOM

9. Page 13 #1-4 all:
Guided Q & A
1a. Define structure and function.
STRUCTURE: What it looks like
FUNCTION: What it DOES.
CONGRATULATIONS TO:
Salvador, Julian, Alyssa, James, Ramon, Lys
ha
INSIDE THE CLASSROOM

10. Page 13 #1-4 all:
Guided Q & A
1a. Define structure and function.
STRUCTURE: What it looks like
FUNCTION: What it DOES.
CONGRATULATIONS TO: Kira, Antonio,
Jasmine, Ciara, Keyon, Raekwon, Cindy,
Mario
INSIDE THE CLASSROOM

11. Possible calls to Parents to ask
for Support:
 Michael Hanley (left to go to the office,
no pass, no permission; work not
attempted)

12. Page 13 #1-4 all:
Guided Q & A
1b. Explain this statement: Cells are the
basic units of structure and function in
organisms.
INSIDE THE CLASSROOM

13. Page 13 #1-4 all:
Guided Q & A
1b. Explain this statement: Cells are the
basic units of structure and function in
organisms.
A cell is the smallest thing that can be alive.
Congratulations to: Salvador, Alyssa,
JULIAN!!, James, Ramon, Ashley, Luis, Lysha
INSIDE THE CLASSROOM

14. Page 13 #1-4 all:
Guided Q & A
1b. Explain this statement: Cells are the
basic units of structure and function in
organisms.
A cell is the smallest thing that can be alive.
Congratulations to: Ciara, Antonio, Jasmine,
Kira, Raekwon, Cindy, Keyon, Mario !!!!!
INSIDE THE CLASSROOM

15. Page 13 #1-4 all:
Guided Q & A
1c. In what important function are the cells
in your eyes involved?
INSIDE THE CLASSROOM

16. Page 13 #1-4 all:
Guided Q & A
1c. In what important function are the cells
in your eyes involved?
They detect light, darkness, and different
colors.
CONGRATULATIONS! ALYSSA!, SALVADOR!,
JULIAN!, JAMES!, RAMON! Luis, LYSHA!,
INSIDE THE CLASSROOM

17. Page 13 #1-4 all:
Guided Q & A
1c. In what important function are the cells
in your eyes involved?
They detect light, darkness, and different
colors.
CONGRATULATIONS! Kira, Antonio, Keyon,
Jasmine, Keyon, Mario, Cindy, Raekwon
INSIDE THE CLASSROOM

18. Potential Calls Home to ask for
Parental Encouragement :
 Alicia (2)
 Luis (1)
 Diego (2)
 Jailene (2)
 Crystal (2)
 Jacqueline (1)

19. Page 13 #1-4 all:
Guided Q & A
1.
INSIDE THE CLASSROOM

20. Page 13 #1-4 all:
Guided Q & A
2a. What does a microscope enable
people to do?
2b. Summarize Hooke’s observations of cork
under a microscope.
2c. Why would Hooke’s discovery been
impossible without a microscope?
INSIDE THE CLASSROOM

21. Page 13 #1-4 all:
Guided Q & A
2a. What does a microscope enable
people to do?
INSIDE THE CLASSROOM

22. Page 13 #1-4 all:
Guided Q & A
2a. What does a microscope enable
people to do?
Microscopes allow people to see small
things more clearly.
Congratulations! Kira, Ciara, Antonio, Mario,
Jasmine, Cindy, Raekwon
INSIDE THE CLASSROOM

23. Page 13 #1-4 all:
Guided Q & A
2b. Summarize Hooke’s observations of cork
under a microscope.
INSIDE THE CLASSROOM

24. Page 13 #1-4 all:
Guided Q & A
2c. Why would Hooke’s discovery been
impossible without a microscope?
INSIDE THE CLASSROOM

25. Page 13 #1-4 all:
Guided Q & A
1.
INSIDE THE CLASSROOM

26. Page 13 #1-4 all:
Guided Q & A
3a. What are the main ideas of the cell
theory?
3b. What did Virchow contribute to cell
theory?
3c. Use the ideas of Virchow to explain why
plastic plants and stuffed animals are not
alive.
INSIDE THE CLASSROOM

27. Page 13 #1-4 all:
Guided Q & A
3a. What are the main ideas of the cell
theory?
.
INSIDE THE CLASSROOM

28. Page 13 #1-4 all:
Guided Q & A
3b. What did Virchow contribute to cell
theory?
INSIDE THE CLASSROOM

29. Page 13 #1-4 all:
Guided Q & A
3c. Use the ideas of Virchow to explain why
plastic plants and stuffed animals are not
alive.
INSIDE THE CLASSROOM

30. Page 13 #1-4 all:
Guided Q & A
1.
INSIDE THE CLASSROOM

31. Page 13 #1-4 all:
Guided Q & A
4a. What is magnification?
4b. Contrast the way light microscopes and
electron microscopes magnify objects.
INSIDE THE CLASSROOM

32. Page 13 #1-4 all:
Guided Q & A
4a. What is magnification?
INSIDE THE CLASSROOM

33. Page 13 #1-4 all:
Guided Q & A
4b. Contrast the way light microscopes and
electron microscopes magnify objects.
INSIDE THE CLASSROOM

34. Page 13 #1-4 all:
Guided Q & A
1.
INSIDE THE CLASSROOM

35. OUTSIDE ON THE
PLAYGROUND
STUDENTS THEMSELVES
MODEL THE PARTS AND FUNCTIONS OF THE CELL
OUTSIDE ON THE PLAYGROUND

36. Model Structure and Function
of Cell Parts
 3 students represent the nucleus. They talk
and think together in the center of the
cell.
 Each mitochondrion is represented by an
individual student who is dancing or
wiggling. One, two, or three students can
be mitochondria.
OUTSIDE ON THE PLAYGROUND

37. Model Structure and Function
of Cell Parts
 3 students represent a vacuole. They
stand in a circle, making lots of room
inside the circle
 All of the remaining students represent the
cell membrane. They stand surrounding
the other cell parts. They stand near
enough to touch hands, but far enough
apart to let a person go in between any 2
students when they have their hands at
their sides.
OUTSIDE ON THE PLAYGROUND

38. Model Structure and Function
of Cell Parts: DISCUSSION
 Students are assigned roles and stand in their
places outside on the playground.
 What is the function of the nucleus?
 What is the function of the vacuole?
 What is the function of the mitochondria?
 Demonstrate how the cell membrane can
keep things out (students hold hands or touch
fingers to put up a barrier)
 Demonstrate how the cell membrane can let
things in (students drop hands)
OUTSIDE ON THE PLAYGROUND

39. Return to the classroom
 Label a piece of paper with your name,
date, and hour.
 On the paper, write answers to the four
questions on the next slide…
OUTSIDE ON THE PLAYGROUND

40. Questions!
1. What is a cell membrane?
2. What is a cell nucleus?
3. Which cell part produces energy?
4. Does a cell membrane let things in or
keep them out?
OUTSIDE ON THE PLAYGROUND

41. SEMIPERMEABLE
 SEMI: somewhat, not fully
 PERMEATE: seep into, flow into
 The CELL MEMBRANE is a semipermeable
wall that contains the cell.
 (has holes in it that can close)
OUTSIDE ON THE PLAYGROUND

42. Questions!
 What is a cell membrane? Surrounds the cell,
lets things in and keeps other things out of the
cell
 What is a cell nucleus? It’s in the middle of the
cell, it has the instructions for the cell, “the
brains”
 Which cell part produces energy?
mitochondria
 Does a cell membrane let things in or keep
them out? BOTH
OUTSIDE ON THE PLAYGROUND

43. Questions!
 Who was skipping? Not in class, went to see Mr. Perry: AL, AS, MS, MM, JB, KB
 What is a cell membrane? CELL
STRUCTURE THAT CONTROLS WHICH
SUBSTANCES ENTER AND LEAVE THE CELL
 What is a cell nucleus? CONTAINS
NUCLEIC ACID, THE CHEMICAL
INSTRUCTIONS THAT DIRECT ALL CELL
ACTIVITY
 Which cell part produces energy?
MITOCHONDRIA
 Does a cell membrane let things in or
keep them out? BOTH
OUTSIDE ON THE PLAYGROUND

44. Questions!- PreTest
 Who was skipping?
 What is a cell membrane?
 (kb: the wall or a spine)
 What is a cell nucleus?
 (kb: the brain, in the center of the cell, everyone
has one.)
 (bt/ glossary: cell chemicals that contain
instructions that direct all of the cell’s activities)
 Which cell part produces energy?
 (js: mitochondria)
 Does a cell membrane let things in or keep
them out?
 (jb- then bt copied him?!: BOTH)
OUTSIDE ON THE PLAYGROUND

45. Questions!- Post-Test
 Who was skipping?
 What is a cell membrane?
 (kb: the wall – it is semipermeable, or has holes
that can close)
 What is a cell nucleus?
 (kb: the brain, in the center of the cell)
 (bt/ glossary: cell chemicals that contain
instructions that direct all of the cell’s activities)
 Which cell part produces energy?
 (js: mitochondria)
 Does a cell membrane let things in or keep
them out?
 (jb- then bt copied him?!: BOTH)
OUTSIDE ON THE PLAYGROUND

46. Questions!
 Who was skipping? Not in class, went to see Mr. Perry: AL, AS, MS, MM, JB, KB
 What is a cell membrane? CELL
STRUCTURE THAT SETUFDGJFG
 What is a cell nucleus? ETTYUERTJHFG
 Which cell part produces energy?
ERRYWERY
 Does a cell membrane let things in or
keep them out? DFHSDF
OUTSIDE ON THE PLAYGROUND

47. OUTSIDE ON THE PLAYGROUND