Susan E Sandusky 6th Grade Teacher BoothFickett Math/Science Magnet

susan e sandusky 6th grade teacher booth-fickett math/science magnet school tucson, az lesson plan title: cheek cells concept /

Susan E Sandusky
6th grade Teacher
Booth-Fickett Math/Science Magnet School
Tucson, AZ
Lesson Plan Title: Cheek Cells
Concept / Topic To Teach: Focus on animal cells by having students
look at cheek cells through a microscope on an interactive white
board.
Standards Addressed: Arizona Science Standards:
S6-S4C1-PO3- Describe the function of each of the following cell
parts:
• Cell wall
• Cell membrane
• Nucleus
S6-S4C1-PO4-PO 4. Differentiate between plant and animal cells.
General Goal(s): Students will look at an animal cell under a
microscope.
Specific Objectives: Students will be able to:
*
Identify cell wall, cell membrane, and nucleus of an animal
cell.
Required Materials:
*
Microscope
*
Slides
*
Cover slips
*
Methane Blue
*
Toothpicks
*
Gloves
*
Dropper bottle
*
Interactive white board
*
Document camera
*
Appropriate cords for listed technology
*
Microscope attachment for document camera
*
Rubbing alcohol
Anticipatory Set (Lead-In): On the students’ mindset, have questions
related to cells (i.e. review questions from the previous lesson),
Microscope care and usage procedures, etc. With the microscope on your
desk, students will generally be curious and ask about what they’ll be
doing that day. Also in students view: slides, slide cover slips, and
the toothpicks.
Step-By-Step Procedures:
*Before beginning the demonstration, make sure to emphasize that this
is only a demonstration and that the students won’t actually be
performing this activity themselves. *
Before the demonstration, put ¼ cup of Methane Blue into a dropper
bottle so it’s easier to handle when it’s needed. Be very careful with
the Methane Blue because it will stain anything that it comes in
contact with. Also, attach the document camera to your interactive
while board projector so it can be seen on the board.
First, familiarize the students with the materials required for the
demonstration and, if needed, the purpose of the material (i.e.
Methane Blue). You will then put on the gloves. Using the document
camera, you will place a slide under the camera. Using the Methane
Blue dropper bottle, you will place 1-2 drops on the slide. Then,
you’ll take a clean toothpick from your work area and scrape it on the
inside of your cheek 5-6 times. After scraping your cheek, take the
toothpick and stir it in the Methane Blue you had previously put on
your slide for about 1 minute. After stirring, throw your toothpick
away. Next, take a cover slip and, under the document camera, put it
on the slide.
Once your slide is complete, you will use your document camera and
microscope attachment to view your slide. With your slide in focus,
have students observe the slide and record it in their Science
notebooks. Next, ask students if they can see any of the cell parts.
If they can, they can (one at a time) come up to the board and point
it out for the class. If they can’t see it, then ask why they can’t
see it. Once you’re done with your slide, you will wash it in the sink
and then use rubbing alcohol to disinfect the slide and cover slip. If
you have enough slides available for future investigations, then you
can throw your slide and cover slip away. Just place it in a plastic
baggie and throw away in the trash.
Plan For Independent Practice: Students will observe other animal
cells under their assigned microscope and compare to the cheek cells.
Closure (Reflect Anticipatory Set): In a class discussion, ask
students to summarize what they saw under the microscope during the
demonstration and during independent microscope time. What do the
cheek cells and the cells they looked at under the microscope during
independent time have in common?
Assessment Based on Objectives: Describe what they saw on the
interactive white board making sure to focus on cell wall, cell
membrane, and nucleus. They will also describe the cells they looked
at under their microscope and how they compare to one another.
Adaptations (For Students with Learning Disabilities): Give a picture
of the slide to the students who need it so they can have a better
visual of what the class is seeing. Then, using the given picture,
they can identify the parts of the cell that you’re focusing on.
Extensions (For Gifted Students): What other cells could they look at
under the microscope? Design a brief investigation that states: (1)
which cells you would look at, (2) whether it’s a plant or animal
cell, and (3) why you choose that specimen. Then, as part of the Cell
unit, you can have the students bring in their choices (as long as
it’s school appropriate and students don’t have any allergies to the
specimen). Then they can compare/contrast the cheek cells to the cells
they brought in.
Possible Connections To Other Subjects: Reading—Read about Cells to
clarify any confusion.
How a document camera is used in the lesson / demonstration: The
document camera is used in the demonstration as a larger set of eyes
for the students. It’s also used with a microscope so students can
still take part in looking at the cheek cells without actually
performing the experiment themselves.
Other technologies used with, or in conjunction with a document
camera: An interactive white board is used for the entire
demonstration. You also use a microscope adaptor to view the slide on
the board.