Box+Activities

**Activity 1:** __The Wonderful Microscope!__ Observe Fabric Swatches using hand lens and microscope Objective: To understand use and benefits of technology-the hand lens and microscope. **Source:** Use the magazine //Science and Children,// Feb. 2008 Volume 45 approved by NSTA. The article //Close, Closer, Closest// by Donna Farland has an activity that helps students with processing skills of technology by using a microscope. They will develop observation skills and make sentences to describe what they see as each step progresses. Practice with the following activity: *Choose a piece of coarse fabric swatch (ask local furniture store for donations if possible). The first observation is just with the eyes. Observe what you see and write the details down. The second time have students use a hand lens. Observe what they see and write the details using a complete sentence. The final observation is done using a microscope and slide. They will write down all the details. The students should be seeing more details with each progressive step. They may also draw pictures of what they have observed. Student observations will be shared with other classmates.Emphasis is on the usefulness of technology. Connect the observations to the study of cells. They will discover how technology helps to solve problems. If something is wrong with your body, scientists can examine cells using powerful microscopes to see what is not functioning well. This is like a traffic jam that takes a helicopter above to see where the malfunction is. After the problem is found, measures can be taken to correct the problem. This is how scientists find ways to repair cells to their proper functions and help us feel better. **FA # 17, (Keely p 93) : FIST TO FIVE**—After giving instructions on the progressive steps and explaining how to use the microscope, ask for a fist to five to do a quick check on whether students understand the directions before proceeding with the activity. This is used for feedback and monitoring of processing skills and directional understanding. Students hold up a closed fist if they do not understand, 1 finger if they understand a part of it, and 5 fingers if they completely understand. This can be done throughout the activity and helps to partner children with someone that can be of assistance. Objective: Use illustrations or direct observations to compare and contrast the basic structures of plant and animal cells. Students will construct models of either a plant or animal cell. One day before the activity, i n groups of 4 or 5, students will choose different play-doh colors to create shapes that best represent the different organelles and parts of either a plant or animal cell. These shapes and labels can be stored in Ziploc bags. The following day have students assemble the cells on saran wrap (represents the cell wall or cell membranes). Create a legend (similar to a map legend) to identify each part. Each group will have their own card stock with a legend. Select one member of the group to explain the legend to the class. **FA # 42, (Keely p.151,152). A PICTURE TELLS A THOUSAND WORDS**—Students are digitally photographed during an inquiry-based activity. One photograph will be handed out to each group (other digital boards) and students are asked to describe what they were doing and learning during the inquiry moments. Students are helped to reflect on the activity and the teacher is able to assess the response to the inquiry method and make any necessary adjustments needed. If the students cannot describe what they are doing then the activity’s purpose was not clear. This activity is taken from the idea on PLANT AND ANIMAL CELL MODELS and modified using play-doh. Retrieved from @http://www.edu.pe.ca/gray/class_pages/rcfleming/cells/demos.htm Objective: Students will understand the structure of plant and animal cells and how different parts of a cell help the cell function. 1. The teacher will have prepared slips of paper with parts of a cell listed. On the back of the card will be a definition. There are approximately 27 students in the classroom. Therefore, there will be 30 slips of paper. The teacher will use a big open area to do this activity. 2. Ask the students what people need to survive (food, water, air). Identify parts of the body that provide those basic needs. Explain that animal cells are what people are made of. Then, relate animal cells to different parts of the body. For example, relate human skin to the cell wall in the plant cells and the cell membrane in animal cells. Compare the nucleus to the brain. Ask the students key questions: If a plant is so small, how does it work? How does it have energy? How do they fit inside your body? 3. Tell students they are going to create a cell by acting out the cell parts they just discussed. Have each student pick one slip of paper from the bowl to find out what role to play in the tree. 4. Build the parts of the cell out loud with children. As them what goes where. Go over each part and the job role that the part will play. 5. When the cell is completed have the students act out and chant their parts simultaneously. You can end the activity by the cell dying and let everyone carefully fall down. In this activity, the students will get out a piece of paper. They will write something down, in question form, that they remember about the cell. At the teacher's command, the students will wad up the paper and toss it to their neighbor. The neighbor must then read the question, and answer it to the best of their ability. At the end their will be a class discussion about the questions. THIS ACTIVITY WAS TAKEN FROM PROJECT LEARNING TREE (Activity 63) AND MODIFIED BY USING A CELL AND CELL PARTS INSTEAD OF TREES. Objective: Students will demonstrate their knowledge of cell parts and their function. 1. The teacher will have pre printed parts of a cell. The teacher will have the parts spread out across the room. The teacher will ask the students some examples about cell parts before they start. They will discuss the difference between plant and animal cells. A Venn Diagram will be drawn on the board to have the students place the parts when they find them. The students will find two cell parts. 2. The teacher will divide the students into four lines. This will be set up like a relay. The students will then find the parts of the cell in the room. After they find the parts of the cell they will place them on the Venn Diagram in the correct spot. 3. After the relay is over, the students will be asked to take their seat. The teacher will give them a blank piece of paper and ask them to draw the part of the cell that they found. (Annotated Student Drawings) The teacher and the students will go over the Venn Diagram to see if all the parts were placed in the correct spot. The drawings will be shown, and the students will be asked to say one thing about the part of the cell that they found. This helps students draw the way they think a cell will look. They will use as minimal words as possible. This formative assesment give students the opportunity to formally develop scientific ideas during the concept-development phase. By remembering what the cell parts look like, they will be easier to define. THIS ACTIVITY WAS TAKEN FROM PROJECT LEARNING TREE (Activity 23) AND IS MODIFIED BY USING CELL PARTS INSTEAD OF EXAMPLES OF CAMOUFLAGE. __Objective__: Students will compare the organisms found in a pond environment after observation and drawing what they had seen. Plus see that organisms can be microscopic just like the cells in our body. 1. Teacher will set up the activity as a learning station by setting up the pond water either collected or prepared slides of pond aquatic life, medicine droppers, depression slides, microscope, paper towels, and hand lenses. While the students observe, teacher will give brief background on pond life(see print out). 2. Students will examine pond life water samples of Elodea and Daphnia. They can prepare their own samples if pond water is present or observe pond life examples that have already been prepared. They will then draw and describe one plant and one animal if observed in their samples. 3. The class will then share their observations of animals and plants seen in their drop of pond water by showing their drawings and descriptions. The teacher will ask the question, "What was the most significant part of observing pond life organisms in this lesson?" Then the teacher will give the class about two to three minutes to think of their answers. Ask for five volunteers to publicly share their reflection of the activity. __Source__: Activity 10: Pond Life in "Microscopic Explorations." Our Gems Teacher's Guide.
 * **Ramona **
 * Materials needed: **
 * Copy of //Science and Children// article //Close, Closer, Closest//
 * Fabric swatches
 * Hand lenses
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Microscope
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Slides
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Paper to write observation sentences and draw pictures on
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Ilustration of parts of the microscope
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Fill in the blanks worksheet for microscope
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Word scramble puzzle ||  ||
 * **Ramona**
 * Activity 2:** <span style="font-family: 'Arial','sans-serif';">For Cell Recognition: __PLANT AND CELL MODELS__
 * Source:** First read //Powerful Plant Cells// and //Mighty Animal Cells// by Rebecca Johnson. Discuss vocabularly words and functions of the cell. Use visual representations of the animal and plant cells (pass around so students can examine them closely). Practice making cells with the following activity:
 * <span style="font-family: 'Arial','sans-serif';">Materials needed: **
 * <span style="font-family: 'Arial','sans-serif';">//Powerful Plant Cells// by Rebecca Johnson
 * <span style="font-family: 'Arial','sans-serif';">//Mighty Animal Cells// by Rebecca Johnson
 * <span style="font-family: 'Arial','sans-serif';">Models of Plant and Animal Cells
 * <span style="font-family: 'Arial','sans-serif';">Various colors of playdoh
 * <span style="font-family: 'Arial','sans-serif';">Saran wrap
 * <span style="font-family: 'Arial','sans-serif';">Ziploc bags
 * <span style="font-family: 'Arial','sans-serif';">Card stock paper to record legends
 * <span style="font-family: 'Arial','sans-serif';">Illustration or model of a plant and animal cell for students to refer to
 * <span style="font-family: 'Arial','sans-serif';">Digital Camera and transfer cord to the computer ||  ||
 * **Whitney**
 * Activity 1: Celll Factory**
 * FA #7 Commit and Toss (pg 65-67)**
 * Materials Needed:**
 * 30 index cards
 * A large space
 * 30 pieces of regular paper
 * A bowl for index cards
 * Whitney**
 * Activity 2: Cells and Their Parts**
 * FA # 3 Annotated Student Drawings**
 * Materials Needed:**
 * 30 pieces of paper
 * 60 pre cut parts of a cell
 * Markers ||  ||
 * **Rachel**
 * ACTIVITY 1: Pond Life**
 * FA #22 Give Me Five**
 * Materials Needed:**
 * Microscope
 * 6 hand lenses
 * Pond water with Elodea, Daphnia, and/or other aquatic animals/ prepared Elodea and Daphnia slides
 * Depression Slides
 * Medicine Droppers
 * Paper towels
 * Pond Life Questions worksheet x30
 * Blank sheets of paper for drawing observations x30
 * Trash container
 * Markers or pencils
 * Pond Life Background printout for teacher ||  ||