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Abstract
In this activity, students create wet mounts of Elodea leaves and
epithelial cells. Students create a journal entry that compares and
contrasts the two specimens, discusses the effect of those
differences on the structure and function of the cell and includes
properly captioned drawings of both the plant and animal tissues.
Lesson fundamental understandings:
Essential
Questions: ENDURING UNDERSTANDING:
"Structure" is
how something is built. "Function" is how something works. How
something is built affects how it works. Likewise, how something
works affects how it is built. This is true with all living
things.
ESSENTIAL QUESTIONS:
- How would the function of a
cell change if the structure was altered?
- What would happen to
the structure of a cell if it began to function
differently?
KNOWLEDGE AND SKILLS:
The events leading up to
the discovery of cells and the history of the invention of the
microscope are worth being familiar with. The components of the Cell
Theory and the proper use of the microscope are important to know
and do. The fact that the structure and function of living things is
forever linked is an enduring understanding.
Standards
National Standards CONTENT STANDARD C:
STRUCTURE AND FUNCTION: Living systems at all levels of organization
demonstrate the complementary nature of structure and function.
Important levels of organization for structure and function include
cells, organs, tissues, organ systems, whole organisms and
ecosystems. Cells carry on the many functions needed to sustain
life. They grow and divide, thereby producing more cells. This
requires that they take in nutrients, which they use to provide
energy for the work that cells do and to make the materials that a
cell or an organism needs.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++ TECHNOLOGY
FOUNDATION STANDARDS FOR STUDENTS -- Social, ethical and human
issues: Students develop positive attitudes toward technology uses
that support lifelong learning, collaboration, personal pursuits and
productivity. Technology productivity tools: Students use technology
tools to enhance learning, increase productivity and promote
creativity. Students use productivity tools to collaborate in
constructing technology-enhanced models, preparing publications and
producing other creative works. INFORMATION LITERACY STANDARDS: The
student who contributes positively to the learning community and to
society is information literate and participates effectively in
groups to pursue and generate information.
State Standards CONTENT STANDARD 6.0 --
STRUCTURE AND FUNCTION: Students understand that all life forms, at
all levels of an organism, use specialized structures and similar
processes to meet life's needs. 6.5.2 -- STRUCTURE AND FUNCTION:
Investigate, compare and contrast the different structures of
organisms that serve different functions for growth, reproduction
and survival. 6.8.3 -- STRUCTURE AND FUNCTION: Investigate and
describe how cells grow, divide and take in nutrients, which they
use to provide energy for cellular function. 6.8.5 -- STRUCTURE AND
FUNCTION: Investigate and describe how plants have specialized
structures and systems for a variety of functions.
Lesson
Prerequisite Skills
Prior to beginning this lesson, students should be familiar with
the following concepts: - microscope use and care
- components of the Cell Theory
- rules of scientific naming (binomial
nomenclature) - proper use of spelling and grammar
Teacher
Information/Situations/Setting/Time Students work
independantly at their microscope, preparing wet mounts and drawing
of two different specimens. The teacher moves through the room,
assisting students with their microscope operation and answering any
questions that the students may have.
Students then work on
their journal entry (including the final drafts of their drawings)
as the teacher continues answering any questions that come
up.
Students spend two days on their slide preparation and
observation and one day on their journal entry.
Assessment
SUMMATIVE ASSESSMENT:
Summative assessment will take the form
of a journal entry that the students prepare after completing a
laboratory exercise. In this exercise, the students will prepare wet
mounts of both Elodea leaves and epithelial cheek cells. The
students will make drawings of these cells (which are to be included
in their journal entry) as well as writing an entry that compares
and contrasts the structure and function of plant and animal cells.
Student Activity/Tasks In this activity,
students prepare a wet mount of two different specimens: the Elodea
leaf and the epithelial cheek tissue. Using the microscope, students
need to create detailed drawings of their specimens, noting both the
proper scientific name and the correct magnification. They also need
to observe the inherent differences between the plant and animal
tissues.
Upon clearing their station, students then complete
a journaling activity where they create final drafts of their
drawing and compile an essay that describes the differences that
they observed. Students should also be sure to indicate how the
structure and function of these cells is affected by these
differences.
Enrichment/Alternate Activity:
Cross-Curricular:
Technology
Requirements/Tools/Materials
For this activity, students will need access to microscopes,
slides, coverslips, stain, Elodea leaves and toothpicks.
Acknowledgements:
Additional Resources
Main
URL:
Related Lessons
Related Resources
Journaling
Rubric
Copyright © 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.
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