portafolio

1. 28/9/21 1:15 BetterLesson - The Cell Walk(Parte 2/3)
Ruth Hutson BLUE VALLEY HIGH, RANDOLPH, KS
Biología: Unidad # 10 - La célula eucariota: Lección # 4
The Cell Walk (Parte 2/3)
Objetivo: Los estudiantes construirán un modelo del tamaño de un gimnasio de una célula de la piel. Explicarán cómo
funciona el sistema endomembranoso y cómo los orgánulos trabajan juntos para mantener viva la célula.
Estándares: SL.9-10.5 RST.9-10.1 HS-LS1-1 HS-LS1-2 SP2 XC-CE-HS-2 XC-SF-HS-2
Materia (s): Ciencias
60 minutos
Lo que los estudiantes aprenderán en esta lección - 1 minuto
En esta lección, describo los siguientes tres pasos en el proceso de construcción de Cell Walk. El segundo día, los equipos de
estudiantes presentarán su guión preliminar a la clase en forma de un discurso de tres minutos. Los estudiantes serán evaluados por sus
compañeros y el maestro. Los estudiantes también revisarán algunas de las investigaciones actuales con sus compañeros de clas e y
determinarán qué orgánulos se ayudan entre sí. Aquí (https://betterlesson.com/lesson/resource/3244851/cell-walk-introduction-day-2) hay una
descripción generalde lo que los estudiantes aprenderán hoy.
Durante la próxima semana, los equipos de estudiantes revisarán su guión basándose en los comentarios que recibieron de sus
compañeros y del maestro. Los equipos de estudiantes se reunirán individualmente con el maestro y presentarán su guión revis ado con un
breve pow erpoint. Recibirán una crítica de su trabajo y sugerencias muy útiles para mejorar su presentación.
Finalmente, el estudiante tendrá un período de clase el día antes del Cell Walk en el que podrá construir la membrana celular como una
clase completa y sus orgánulos individuales como un equipo de estudiantes.
RECURSOS
introducción a la caminata celular día 2.mp4 https://betterlesson.com/lesson/resource/3244851/cell-walk-introduction-day-2
Lección de hoy: Presentaciones de estudiantes - 27 minutos
Alcomienzo de la clase, los equipos de orgánulos de estudiantes presentarán sus hallazgos iniciales. Las presentacionesde los
estudiantes no deben durar más de tres minutos. Mientras los equipos de orgánulos están presentando, los estudiantes completarán hojas
de revisión por pares (https://betterlesson.com/lesson/resource/3245288/peer-review-for-intial-cell-walk-presentation) e incluirán al menos tres preguntas
sobre el orgánulo que no fueron respondidas en las presentaciones.
Nota: Después de la presentación de cada grupo, los equipos de orgánulos de estudiantesreciben una lista de preguntas adicionalespara
sus compañeros ysu maestro. Los estudiantes deben responder estaspreguntas yagregarlasal guión revisado. Despuésde su
presentación, los gruposde estudiantes deben concertar una cita con el profesor fuera de clase. Los guionesse critican por segunda vez.
Durante esta reunión, enviarán su powerpoint que se utilizará para la presentación final. Tienenuna semana ymedia para completar las
reuniones del equipo de maestros, el guión revisado yel powerpoint.
RECURSOS
Revisión por pares para la presentación inicialde Cell Walk.docx
https://betterlesson.com/lesson/resource/3245288/peer-review-for-initial-cell-walk-presentation
Lección de hoy: Ampliar el conocimiento / Qué orgánulo es mi socio - 25 minutos
After the student presentations, as a class, students should read the follow ing article (Marshall, Wallace F
(http://www.the-scientist.com/?articles.view/articleNo/38404/title/Taking-Shape/). 2013. TakingShape: The New Scientist)
(http://www.the-scientist.com/?articles.view/articleNo/38404/title/Taking-Shape/) thatwill help them better understand the relationships among the different
organelles. Studentsshould popcornread thisarticle asa class and completea current eventssummary sheet
(https://betterlesson.com/lesson/resource/3245290/current-events-summary-sheet) to help them determinethe interrelationshipsamong organelles. Next
student groupswill read one of the following articles(linked below) and completea current eventssummary sheet
(https://betterlesson.com/lesson/resource/3245290/current-events-summary-sheet).
Bratic, Ivana and and Aleksandra Trifunovic. 2010. Mitochrondralenergy metabolism and aging
(http://www.researchgate.net/profile/Aleksandra_Trifunovic/publication/40907083_Mitochondrial_energy_metabolism_and_ageing/links/02e7e533d4c45ed8b8000000.pdf)
. Biochimica et Biophysica.
Coutinho, M. F., et. al. 2011. Mannose-6-phosphate pathway : a rev iew of its role in ly sosomal f unction and dy sf unction.
(http://www.ncbi.nlm.nih.gov/pubmed/22266136) Mol Genet. Metab. 2012 April 105(4):542-50.
Dance, Amber. 2012. Enter the Third Dimension. (http://www.the-scientist.com/?articles.view/articleNo/32529/title/Enter-the-Third-Dimension/)The New
Scientist.
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2. 28/9/21 1:15 BetterLesson - The Cell Walk (Parte 2/3)
Ghose, Tia. 2012. Give Me a Hug. (http://www.the-scientist.com/?articles.view/articleNo/31654/title/Give-Me-a-Hug/) The New Scientist.
Kimball's Biology Pages. 2015. Ly sosomes and Peroxisomes. (http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/L/Lysosomes.html%20)
Yandell, Kate. 2013. Intracellular Spirals. (http://www.the-scientist.com/?articles.view/articleNo/38382/title/Intracellular-Spirals/) The New Scientist.
Zhao,Y et al. 2014. Ly sosome sorting of B-glucocerebrosidase by LIMP-2 is targeted by the mannose 6-phosphate receptor.
(http://www.nature.com/ncomms/2014/140714/ncomms5321/full/ncomms5321.html) Nature Communications (5):4321.
Student groups w illthen pair together w ith another organelle group w ith w hich they share an interrelationship and explain how they
w orktogether to maintain cell health. Students should add this information to their revised script.
RESOURCES
current events summary sheet.pdf https://betterlesson.com/lesson/resource/3245290/current-events-summary-sheet
CHOOSING STUDENT GROUPS: CLOCK BUDDIES: Student Grouping
As I w as considering how to pair my students in their student presentation teams, I decided that clockgrouping w ould be most
effective. Ichose this strategy because Iw anted to develop a classroomculture that encourages student engagement, curiosity, and
a desire to understand the w orld through scientific exploration. Outside of class, all students w ere ranked by according to their ability
level (1-12). Using the analogy of a clock, students w ere group either w ith someone directly beside them (for example, 1, 2, or 3).
They also could be grouped w ith someone directly opposite them (for example, 12 and 6). A mid-range student could be paired w ith a
low achieving student. How ever, Iw ould never group a high achieving student w ith a low achieving student because it w illlead to
frustration for both students. Ialso considered students' reading levels w hen Igrouped students together. When looking at more
current research, the reading levelcan be very challenging. I grouped students so as to achieve successforeveryone. Since w e
w ere being filmed, I also grouped students by camera presence. Having the class filmed incorporated another aspect. I have some
students that are quite camera shy as I found out the day of filming. Looking back on the final presentation, I feelthat using clock
grouping helped everyone be successful. Students were able to w orktogether and play off of each others' strengthsand
w eaknesses. In the end, everyone that participated in this project learned a great deal.
Today's Lesson: Putting It All Together -5 minutes
Students w illshare their findings w ith the class using one minute summary.
Homew ork: Students w illbe given organelle reading package to extend and update their know ledge. (Note: For example, this isthe
packet that was given to the cytoskeleton--Cytoskeleton Linksfor Further Research
(https://betterlesson.com/lesson/resource/3182415/cytoskeleton-links-for-further-research-pdf).) Studentswill be given oneweekto complete thereading.
They w illhave to checkin w ith the teacher to determine their progress.
RESOURCES
Cytoskeleton Links for Further Research.pdf https://betterlesson.com/lesson/resource/3182415/cytoskeleton-links-for-further-research
Within a Week: Checking for Understanding (Team-Teacher Meeting) - 15 minutes
Students w illmeet w ith the teacher and present their revised Cell Walk script (https://betterlesson.com/lesson/resource/3182294/revised-cell-walk-
script-pdf).Thef inal presentation will need to be seven minuteslong andinclude anobject lesson and a game or activity thatwill help studentstaking
the tour better understand how the organelle works to make the cell healthy.Theteacher will offer suggestionswill be concerning imagesthat
could be used aspart of a presentation. Preliminary presentationswill needto be submitted.
RESOURCES
Revised Cell Walk Script.pdf https://betterlesson.com/lesson/resource/3182294/revised-cell-walk-script
The Day Before The Cell Walk: Constructing the Cell -60 minutes
This is done the day before the cellw alk. Electric fence wire (https://betterlesson.com/lesson/resource/3184552/hanging-the-wire-around-the-gym)willbe
hung around the perimeter of the gym (https://betterlesson.com/lesson/resource/3184557/keeping-the-plastic-out-of-the-way-of-the-genie). Students will
hang black table plastic that represents the cellmembrane
(https://betterlesson.com/lesson/resource/3184542/hanging-the-ceiling-that-represents-the-cell-membrane) inthe center of the gym anddrape it to theside
of the gym. The table plastic (https://betterlesson.com/lesson/resource/3184550/another-view-of-ceiling-being-built) should be stapled to the electric
fence w ire. Next the w alls (https://betterlesson.com/lesson/resource/3184544/constructing-the-walls-and-ceiling) that w illserve as the cellmembrane
(https://betterlesson.com/lesson/resource/3184548/hanging-the-cell-membrane) will be hung from the electric fence wire using clothespinsor staples
(https://betterlesson.com/lesson/resource/3184555/hanging-the-cell-membrane-walls). Once theceiling and walls
(https://betterlesson.com/lesson/resource/3184554/attaching-the-ceiling-that-will-serve-as-the-cell-membrane)have been hung, studentorganelleteamscan
construct their organelles. Multiple student teams
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3. 28/9/21 1:15 BetterLesson - The Cell Walk(Parte 2/3)
(https://betterlesson.com/lesson/resource/3184560/working-together-to-construct-the-endoplasmic-reticulum) can worktogether to set up tents
(https://betterlesson.com/lesson/resource/3184561/the-mitochondria-is-taking-shape) or other structuresthat will represent the organelles. Individual student
teamsmust make their own arrangements(https://betterlesson.com/lesson/resource/3184559/constructing-the-endoplasmic-reticulum) to erect their organelle
structures if they cannot complete thejobwithin theclassperiod. (Note: many times students cannot gettheir organelles finished inone class
period. Many make arrangements with me to come in after school or sports practice to completetheir organelle.)
RESOURCES
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© 2018 BetterLesson
https://betterlesson.com/lesson/resource/3184561/the-mitochondria-is-taking-shape
https://betterlesson.com/lesson/resource/3184562/another-view-of-the-mitochondria
https://betterlesson.com/lesson/resource/3184563/another-view-of-the-cell-membrane
https://betterlesson.com/lesson/resource/3184542/hanging-the-ceiling-that-represents-the-cell-membrane
https://betterlesson.com/lesson/resource/3184550/another-view-of-ceiling-being-built
https://betterlesson.com/lesson/resource/3184559/constructing-the-endoplasmic-reticulum
https://betterlesson.com/lesson/resource/3184544/constructing-the-walls-and-ceiling
https://betterlesson.com/lesson/resource/3184547/working-together-to-hang-the-cell-membrane
https://betterlesson.com/lesson/resource/3184548/hanging-the-cell-membrane
https://betterlesson.com/lesson/resource/3184552/hanging-the-wire-around-the-gym
https://betterlesson.com/lesson/resource/3184554/attaching-the-ceiling-that-will-serve-as-the-cell-membrane
https://betterlesson.com/lesson/resource/3184555/hanging-the-cell-membrane-walls
https://betterlesson.com/lesson/resource/3184557/keeping-the-plastic-out-of-the-way-of-the-genie
https://betterlesson.com/lesson/resource/3184560/working-together-to-construct-the-endoplasmic-reticulum