Miami-Dade County Public SchoolsOffice of Academics and TransformationDepartment of Mathematics and Science

Science Content and Pacing Middle School Life Sciences – 6th Grade

Facilitator: Dane Jaber

Interactive Science Notebook

Today’s Agenda

8:30 – 8:45 Welcome

8:45 – 10:30 Inquiry-based Life Science Content Q3-Q4 Infusing Common Core (CER), NGSSS and the 5Es

10:30 – 10:45 Break

10:45 – 11:45 Inquiry through Gizmos (Mario Junco)

11:45 – 12:45 Lunch

12:45 – 1:45 Inquiry-based Life Science Content Q3-Q4 Infusing Common Core (CER), NGSSS and the 5Es

1:45 – 2:45 Lab/Activity Rotation

2:45 – 3:30 Developing a 5E Lesson Brainstorming and topic selection Infusion of Common Core State Standards in Math and

Language Arts

Follow up: (Due Friday, 2/21/14)

1. 5E Lesson plan based on content and strategies shared during the session reflecting strategies that support Common Core standards.

2. Assignment must be uploaded onto designated group site. (EdModo Code: e36ixd )

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SC.6.L.14.1: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms.(Level 1: Recall)

Scale Learning Progression Sample Progress Monitoring and Assessment Activities

Score/Step 5.0

I am able to analyze a model of the patterns in the hierarchical organization of organisms, from atoms to organisms.

Using different organisms, develop models of hierarchical organization from atoms to

organisms and compare and contrast these models.

Score/Step 4.0

I am able to evaluate patterns in the hierarchical organization of organisms, from atoms to organisms.

Illustrate the hierarchical relationships of atoms to molecules and cells to tissues to organs to organ systems to organisms and

explain interrelationships.

Score/Step 3.0 Target(Learning Goal)

I am able to find and recognize patterns in the hierarchical organization of organisms, from atoms to organisms.

Create a graphic organizer on the levels of organization including the terms: atom,

molecule, cell, tissue, organ, organ system, and organism

Score/Step 2.0

I am able to recognize the different levels of organization in living things.

Describe and identify how organisms are composed of atoms, molecules, cells, tissues,

organs, and organ systems.

Score/Step 1.0 I am able to identify structures that make up the body.

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SC.6.L.14.2: Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. (Level 2: Basic Application of Skills & Concepts)

Scale Learning Progression Sample Progress Monitoring and Assessment Activities

Score/Step 5.0

I am able to relate the components of the cell theory and the importance of the cell theory.

Student can successfully create a foldable where each of the components of the cell

theory is listed and at least one reason of their importance is given.

Score/Step 4.0 I am able to relate the components of the cell theory. Research Redi’s Experiment and relate his

findings to the cell theory.

Score/Step 3.0 Target

(Learning Goal)

I am able to recall the components of the cell theory Create a graphic organizer that illustrates each component of the cell theory.

Score/Step 2.0 I am able to identify one component of the cell theory List the three components of the cell theory.

Score/Step 1.0 I am able to create a definition for cells.

SC.6.L.14.4: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. (Level 2: Basic Application of Skills & Concepts)

Scale Learning Progression Sample Progress Monitoring and Assessment Activities

Score/Step 5.0

I can analyze a model of the major organelles of plant cells and animal cells and relate the function of each organelle.

Develop a model of a plant and animal cell that shows the major cell organelles and identifies

their functions.

Score/Step 4.0 I can compare the structure and function of the major organelles of

plant cells and animal cellsUsing the Microscope identify differences

between a plant and animal cell.

Score/Step 3.0 Target

(Learning Goal)

I can compare the structure and function of the major organelles of plant cells and animal cells.

Draw, label and explain the functions of the basic structures of plant and animal cells.

Identify that structures are only found in plant or animal cells.

Score/Step 2.0

I can identify some of the major organelles of plant cells and animal cells.

Using a Venn Diagram, compare and contrast the major organelles of plant and animal cells.

Score/Step 1.0 I can identify the basic structures found in cells.

Cell City Activity

Below is a list of parts of a cell and their general functions. You are to determine a part of a city that would perform a similar function and add it to the chart. Then you are to draw your city in the general shape of a cell.

{Note: students would not be given the clues / descriptions or a picture of the cell. They would use their Pearson textbook to find the functions and structure of a cell for comparison.}

Benchmarks: SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. (AA)

Engage: “Cell Organization and Specialization ” Or Brainpop: “Cell Structures.”

Explain to students how the cell operates like an office (Discovery Video) or a factory (Brainpop). Each organelle has a role and contributes to the entire cell system. Tell students we will be comparing the cell in this lab to how a city operates.

Materials:

Chart paper or computer paper Pencils Markers or colored pencils Ruler

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  Cell Organelles              City Analogies Clues / Descriptions

Cell Membrane Provides the boundaries for activities that go on within the cell.

Cytoplasm The part of the cell outside of the nucleus.

Endoplasmic Reticulum

A system of membranes throughout the cell that functions a packaging (with golgi bodies and ribosomes) and transportation system.

Ribosomes

Makes all kinds of things to use in the cell and to send out of the cell. Works inside of larger buildings or free within the city.

Golgi Bodies Packages up things made in the cell, and ships them out.

Nuclear Membrane Surrounds the nucleus.

Mitochondria Creates and stores energy/power for the cell.

Nucleus

Control center for the cell. Gives directions for construction within the cell. Holds the blue prints for building.

Nucleolus Figure for the cell, and the most noticeable part of the nucleus.

Lysosomes Breaks down old or damaged parts of the cell.

Vacuole Stores nutrients or waste within the cell.

Conclusions: 1.) What kind of cell tissue in the human body would have more mitochondrion and why?.2.) Where would the blueprints of the city (DNA) be located within your city? 3.) How would the vacuole be different if this were a plant cell? What part of the city would be different?

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Conclusion Writing Claim-Evidence-Reasoning

How are cells different?

Claim

Reasoning

Evidence

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Zombie CellsBy David Freeman/ February 21, 2013 (http://www.huffingtonpost.com)

Think the only zombies out there are the ones you see in science fiction movies? Think again.

Researchers in New Mexico say they've created zombie cells -- near-perfect replicas of mammalian cells that can perform many of the same functions despite the fact that they're not actually alive. But instead of pursuing and eating people as sci-fi zombies often do, these experimental cells may someday do our bidding -- finding use in commercial applications ranging from sensors to catalysts to fuel cells.

Not quite sure you understand? Think of the cells as a possible next step in nanotechnology, in which scientists create machines not from big hunks of metal but from individual atoms and molecules.

"It's very challenging for researchers to build structures at the nanometer scale," lead researcher Dr. Bryan Kaehr, a materials scientist at Sandia National Laboratories in Albuquerque, said in a written statement. "We can make particles and wires, but 3-D arbitrary structures haven't been achieved yet. With this technique, we don't need to build those structures -- nature does it for us."

The technique involves first depositing silica -- the stuff sand is made of -- onto the tiny structures inside living cells. Then the cells are heated to burn away the proteins they're made of, leaving behind the nonliving but structurally similar zombies.

And like the lumbering zombies dreamed up by Hollywood screenwriters, these cellular zombies are very hard to get rid of.

Dr. Jeffrey Brinker, a University of New Mexico professor and another member of the research team, said in the statement that the zombie cells exist in a "robust, three-dimensionally stable form that resists shrinkage even upon heating to over 500 degrees Centigrade [932 degrees Fahrenheit]. The refractoriness of these delicate structures is amazing."

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Let's just hope these zombies don't swell up, sprout legs, and start following us around.

Benchmarks: Carefully select text that aligns with State Standards/Benchmarks

Title of Text/Article:

“Zombie” Cells Created in New Mexico Lab Said to Outperform Living Ones in Some Ways.

NGSSS for Science

Benchmarks:

Comprehensive Science 1SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. AA (Cognitive Complexity: Moderate) .

Content Integration

Comprehensive Science 1The student will be able to

Analyze and identify the role of the cell membrane and nucleus. Explain the importance of cellular respiration. Recognize the basic structures that most cells have.

CCSS ELA & Literacy in

History/Social Studies,

Science, and Technical Subjects

LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

Mathematical Practices

MACC.K12.MP.1: Make sense of problems and persevere in solving them.MACC.K12.MP.2: Reason abstractly and quantitatively.MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others.MACC.K12.MP.7: Look for and make use of structure.MACC.K12.MP.8: Look for and express regularity in repeated reasoning.

Teacher Notes: Materials:

o Text or article (of sufficient complexity to promote high-level thinking)o Sticky notes (for opening “hook question, question generation, written responses, etc.)o Markers, rubrics (for Text-Based Discussion, Student Written Responses, Question

Generation, etc.)o Student copies of worksheets (for Written Responses, Direct Note-Taking, and Question

Generation). Preparations:

o Number paragraphs of selected text/article for ease of locating text evidence during discussions.

o Develop and display Final/Complex Text-Based Question at the beginning of the lesson to communicate upfront for students the lesson’s final question and learning outcome.

o Text-marking: Develop and display a code system appropriate for the CIS text to use in text-marking. Select a small text segment and preplan corresponding coding example(s) to model the text-marking process for students.

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o Directed Note-taking: Develop a graphic organizer with headings appropriate for the CIS text. Select a small text segment and preplan corresponding note(s) to model the note-taking process.

o Question Generation: Select a small text segment and preplan a corresponding question(s) to model the Question Generation process for students.

o Any audio visuals, specimens, and/or samples to enhance lesson.

Guidelines: o Add additional efferent discussion sessions, as needed.o The C.I.S. Model can last 3 days or longer. (Short texts can take less time; long texts,

more time)o Schedule a C.I.S .lesson periodically (approximately every 3-4 weeks).

* * * CIS Step 1 * * *Tasks: Teacher asks hook question to launch opening discussion, reads aloud to students while students mark text, students read the text and participate in directed

note-taking.

Purpose: To bring world relevance to text reading, establish a purpose for reading, model fluent reading, provide opportunities for students to become interactive with the

text, and think critically about information in the text.

Visual Hook: By David Freeman/ February 21, 2013 (http://www.huffingtonpost.com)

and Organisms and Magnification by Pearson Interactive Science, Florida

Hook Question: How can “Zombie” cells affect society?

Individual responses

Predictive Written Response to Complex Text-Based QuestionWhat are some positive and negative consequences of using “Zombie” cell technology?

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Vocabulary InstructionPara-graph

#Academic or Discipline Specific

VocabularyWord Part

or Context

Para-graph

#Academic or Discipline Specific

VocabularyWord Part or Context

2 Replicas: Copies. To replicate is to copy.

Word Part

2 Bidding: Work. Context

3 Nanotechnology: Using technology to make things on a small scale

Word part & Contex

t

Direct students to locate words introduced in the text by paragraph number. Model for students how to derive word meaning(s) from word parts (prefix, root,

suffix) and/or context. Record meanings of word parts and words on chart paper. Variations for Vocabulary Instruction:

o record meanings of word parts and words in word study guide, journal writing, graphic organizers, etc.

opost word parts, words, and their meanings on a vocabulary word wall; refer to word wall during reading, discussions, and writing throughout CIS lesson and subsequent lessons.

Reading #1Text-marking + – This section of text shows a positive impact of Nano technology on society or the individual_ – This section of text shows a negative impact of Nano technology on society or

the individualP – This section of text shows a problemS – this section of text shows a solution

Model for students by reading the text aloud and coding a portion of the text. Students follow along and mark their copy. Students proceed to code the rest of the text independently. Students share text markings with table group or partner.

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Reading #2Directed Note-Taking - Record notes containing the most important information relevant to the guiding question

Visual Hook: “Zombie” Cells Created in New Mexico Lab Said to Outperform Living Ones in Some Ways.– Huffington Post Video

Directed Note-Taking Guiding Question: Using evidence from the text and video clip, why is it important to

consider positive and negative impacts on society and/or individuals, when using Nano technology on cells?

Para-graph

#

Para-graph # Para-graph #

+ Impact Society

or Individu

al

- Impact Society

or Individual

Problem

Solution

2 “…these experimental cells may someday do our bidding.”

X

4 It's very challenging for researchers to build structures at

the nanometer scale.

X

4 With this technique, we don't need to build those structures -- nature

does it for us.

X

6 “…these cellular zombies are very hard to get rid of.”

X X

Video Nano cells may take the shape of a red blood cell to assist in the medical field.

X X

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Present a guiding question to direct students thinking while taking notes. Teacher models note-taking using an example statement from the text, then selecting the category or categories that support the statement. Students complete note-taking collaboratively or independently.

Conduct small- and whole-group efferent discussion. Ask groups to come to consensus on which category is the most impactful according to the support from the text.

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First Draft Written Response to Essential QuestionUsing evidence from the text and video, why is it important to consider positive and negative

impacts on society and/or individuals, when using Nano cell technology?

Ask students to complete the second Written Response. Variations for this Written Response: Sticky notes quick writes, collaborative

partners, written conversations* * * CIS Step 2 * * *

Tasks: Teacher models the generation of a complex question based on a section of text, relating to a broad perspective or issue. Students record the questions, and then

students re-read the text to generate their own questions. Purpose: To provide students with a demonstration of question generation and the

opportunity for them to interact with the text by generating questions to further deepen their comprehension.

Reading #3Question Generation

Question Generation: What impact can Nano cells have on society?Para-graph

#

Questions Check relevant categories below

+ Impact Society/

Individual

- Impact Society/ Individu

al

Problem

Solution

2 What other possibilities can these cells offer society?

X X

Video Can these cells replicate out of control? X X

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Teacher models re-reading a portion of the text and generates one or two questions.

Students continue to review/scan the text and use their recorded notes to generate questions about information in the text collaboratively or independently.

To conclude question generation, the teacher has students: Share their questions with the related category whole class and discuss

which questions they have in common, and which questions are most relevant or significant to their learning.

Record/post common and relevant/significant questions to encourage:oExtended efferent text discussionoStudents to seek/locate answers in text-reading throughout the

remainder of the chapter/unit focusing on unanswered questions in collaborative inquiry.

* * * CIS Step 3 * * *Task: Teacher posts a Complex Text-Based question, students discuss answers, and review/revise answers to the final/Complex Text-Based question based on discussion.Purpose: To provide opportunities for students to interact with the text and with their

peers to: Identify text information most significant to the final/essential question. Facilitate complex thinking and deep comprehension of text.

Final Written Response to Complex Text-Based Question

According to the text and extended text discussion, which factor is most likely the primary concern for scientists when conducting Nano Cell Technology?

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The Final Written Response will be used as an assessment for student learning.

The Final Written Response can be used as an assessment for student learning, aligning to FCAT Item Specifications.

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