Author:
Arts ESU2
Subject:
Visual Arts, Life Science
Material Type:
Lesson
Level:
Middle School
Tags:
  • Cell Parts
  • MTA
  • Model 3d
  • NE Art
  • Nebraska Department of Education
  • Visual Arts
  • ne-art
  • visual-arts
    License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    Education Standards

    Cell Parts + Modeling

    Cell Parts + Modeling

    Overview

    This resource was created by Michael Fehringer, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.

    Lesson Title: Cell Parts

    Grade Level:  6th

    Core Subject Area: Science

    Fine Arts Subject Area:  Visual



     
     

    Standards Alignment

    Content Area Standard(s): 

    SC.6.6.2. B: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function

    Fine Arts Standard(s):

    • FA 8.2.2.a Analyze and present reflections of personal growth in an artist statement (glossary)


     

    • FA 8.2.1.e Investigate and demonstrate the relationship between technique, skill, and craftsmanship (glossary). 


     

    • FA 8.2.1.f Demonstrate respect for accepted procedures regarding responsible care of equipment and materials (glossary). 

     
    • FA 8.1.1.d Demonstrate understanding of, and respect for, the accepted procedures regarding the responsible care of media arts equipment and materials.

    Core Subject Vocabulary:

    • Cell membrane – a double-layered membrane that surrounds the cell. Also called the plasma membrane, it regulates what enters and leaves the cell.


     

    • Cell wall – the rigid, porous outer layer of a plant cell. 


     

    • Centriole – a bundle of microtubules that helps organize the movement of chromosomes during cell division. 


     

    • Chloroplast – an organelle that converts the radiant energy of the Sun into chemical energy through the process of photosynthesis. 


     

    • Cytoplasm – a jelly-like substance, composed mainly of water, occupying most of the space between the cell membrane and the nucleus. 

     

    • Endoplasmic reticulum – a network of passageways in which chemical compounds are manufactured, processed, and transported. 


     

    • Golgi apparatus – a stack of membranes that collects, modifies, and packages chemical compounds.  

     
    • Lysosome – a small sac, or vesicle, that contains digestive chemicals.  


     

    • Mitochondria – organelles that, using oxygen, convert nutrients into energy that can be used by the cell.  


     

    • Nuclear membrane – a double-layered membrane that surrounds and protects the nucleus.


     

    • Nucleolus – a small body in the nucleus where ribosomes are synthesized. 


     

    • Nucleus – a round body in the center of the cell that contains DNA and regulates gene expression.  


     

    • Organelle – a cell structure that performs a specific function. 

     
    • Plastid – small structure that can store food (leucoplast) or pigment (chromoplast).  Ribosome – tiny structure where proteins are synthesized.

      

    • Vacuole – a type of vesicle that stores water, nutrients, and other chemicals. The large vacuole found in plant cells helps the cells maintain their shape.  


     

    • Vesicle – small, sac-like package of nutrients, proteins, or water created by the Golgi apparatus. Types of vesicles include vacuoles and lysosomes.

    Fine Arts Vocabulary:

    • Artist statement - Usually a brief written statement by the artist describing factual information (materials used in the creative process creation and the process) and the artist’s understanding of the meaning of the work. Assists the viewer in understanding the artwork. Also, may be used by people in presenting artwork of others such as curators, gallery directors. 


     

    • Craftsmanship/Workmanship - the quality and skill of something made; the product of effort or endeavor on the part of the artist.


     

    • Materials Art - media or consumables (e.g., paper, watercolors, crayons, clay, pencil, stone, wood). 

     
    • Demonstrate a respect for using a camera.

    Core Subject Learning Objectives: 

    • They will describe the function of a cell as a whole.


     

    • They will describe the function of each part of the cells.

     
    • They will label the parts of a cell.


     

    • They will create a 3-D plant or animal cell using hands-on manipulatives or use “Scratch” (technology program) to create and label the parts of the cell and their purpose.

    Fine Arts Learning Objectives:

    • Write a brief statement describing factual information and understanding of the meaning about the piece.


     

    • Exhibit the relationship between craftsmanship, skill, and technique


     

    • Display respect for equipment and materials. 


     

     

     

    Lesson -Teaching Sequence

     

    Day 1 

     

    Bell Ringer: 


     

    • Fill out a KWL chart over plant and animal cells.  Section A)

     

    Lesson:

     

    ----- If website not available use a photo of animal and plant cell.

     
    • Students will compare and contrast the two cells from the video.

     
    • Students will be introduced to vocabulary terms over the plant and animal cell.  (Section B)

     
    • Use choral responding for the pronunciation of each vocabulary term.

     

    • Students will follow the lesson on Gizmos using the website below.  

    ----- Have the option to use PDF, MS Word, or Google Doc.  

     


     

    • The lesson is designed to explore the cell structure.   Students can use additional resources to answer the questions on the Gizmos activity.  

     
    • If you are able to use the Gizmos function to look at an animal or plant cell, check with your school, to find out if microscopes and slides of animal and plant cells are available.  

     

    Closure:
     

    • Students will fill in the “L” on the KWL chart. 

     

    Day 2 

     

    Bell Ringer:

     
    • Students match cell parts with their functions. (Section C)

     

    Lesson:

     
    • Students will design their own plant or animal cell with the manipulatives provided.  Students can work in groups of 2 or 3 or may work by themselves. 

      • Students will be given instructions to create a plant or animal cell.  (Section D)

      • Students will need to follow a rubric of what is required.  (Section E)

      • Besides the parts and function of the cell, students will need to pay attention to craftsmanship/workmanship of their project and the artist statement.   

     
    • Students will learn the definitions of the art vocabulary.  (Section F)

     
    • Use choral response on the art vocabulary terms.

     
    • Students will match the vocabulary with the definition.

     
    • Students will create cell.  

     
    • Students need to fill out form over the functions of the cell. (Section G)

     
    • If students would rather use “Scratch” (technology resource) instead of using manipulative, they would still follow the rubric.
       

    • END --- After students finish their project, they will partner-up and examine each other's project and give constructive criticism where needed.

     
    • If not finished on Day 2 continue on Day 3.  

     

    Closure for Day 2:

     
    • Students will fill out an exit ticket over the concept.

     

    Day 3 (if necessary)

     

    Bell Ringer:  

     
    • The students will complete sections 2 and 3 from previous day.

     
    • Students will continue on with plant cell.

     
    • If the end was not completed on Day 2, students will complete “end” task from day 2. 

     
    • Students will write a brief statement describing information used in their creative process and their understanding of the meaning of their work. (Section G)

     

    Extension:

     
    • Students will take a photo of their art piece and add captions to the art piece.    Students will look at another student’s photo and write a brief description using constructive criticism of the positives of the photo and what the photographer could do to improve the photo.  If time, students could take another photo.

     

    Differentiated Instruction Support:

    • Depending on the student's ability, rubric can be adjusted.

    • Students can construct their cell on paper instead of using hands-on manipulatives.


     
     


    A picture containing text, food

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    A picture containing table

Description automatically generatedA picture containing decorated, dessert

Description automatically generated






     

    Assessment and Reflection

    Content Assessment:

     

    Formative Assessment:  

    • KWL chart

    • Bell Ringer Vocabulary Review

     

    Summative Assessment

    • Rubric

    ---- Section G 

    Arts Assessment:

     

    Formative Assessment:

    • Bell Ringer Vocabulary Review

    • Exit Ticket Vocabulary Matching

     

    Summative Assessment:

    • Rubric

    ---- Section H

    Student Reaction (Engagement):

     

    The students stated that the activity was fun.  While the activity was fun, the students learned from the activity.   Creating the plant/animal cell was more exciting than learning the facts about the cells using paper and pencil.  The class period seemed to move faster than normal as I was more involved in the lesson.

    Teacher Reflection:

     

    During the core teaching objectives, most of the students participated in the activity besides 1.  I thought two students would not be involved just by their facial expressions when coming into the classroom.  However, those two students did a great job focusing on the lesson.  I thought students might know one fact about plant or animal cells, but no student responded on the “K”.  Students had a hard time with filling out the “W” so assistance was needed by the teacher.  Once students had assistance, most were able to write at least one concept they want to learn.  

     

    The second day of the activity was much more productive than the first.  Even though all the students that were present participated in Day 1 lesson, the students on Day 2 were more engaged than Day 1.   Students had the opportunity to use hands-on activity to reinforce the concepts from Day 1.  When I introduced the camera, the students perked up as for many have never used one in the classroom.  At the beginning, one student stated that she did not want to participate.  Once the activity was in progress, she along with the rest of the class were fully engaged.  As the resource stated that everyone was participating for once.   Considering a few students missed day 1 lesson, they stayed focused on throughout the lesson.  

    The one change I would make is to take one day on using a camera properly to take photos.  With the review from the previous lesson and learning visual art terminology along with teaching student important tactics for taking a good photo, students rushed to complete their cells, and I seemed to be rushing to cover all the material.  This lesson requires 3 full days to make sure students have more time to create their cell and to give more instruction on respect and care of using a camera and allowing students to practice using the camera before taking the final photo.








     

    Section A

     

    K

    W

    L

      













     

















     

    Section B

     

    • Cell membrane 

      • a double-layered membrane that surrounds the cell. Also called the plasma membrane, it regulates what enters and leaves the cell.


     

    • Cell wall 

      • the rigid, porous outer layer of a plant cell. 


     

    • Centriole 

      • a bundle of microtubules that helps organize the movement of chromosomes during cell division. 


     

    • Chloroplast

      • an organelle that converts the radiant energy of the Sun into chemical energy through the process of photosynthesis

     

    • Cytoplasm 

      • a jelly-like substance, composed mainly of water, occupying most of the space between the cell membrane and the nucleus. 

     

    • Endoplasmic reticulum 

      •  a network of passageways in which chemical compounds are manufactured, processed, and transported. 

     

    • Golgi apparatus 

      •  a stack of membranes that collects, modifies, and packages chemical compounds.  

     

    • Lysosome 

      • a small sac, or vesicle, that contains digestive chemicals.  

     

    • Mitochondria 

      • organelles that, using oxygen, convert nutrients into energy that can be used by the cell.  
         

    • Nuclear membrane 

      • a double-layered membrane that surrounds and protects the nucleus.

     

    • Nucleolus 

      • a small body in the nucleus where ribosomes are synthesized. 

     

    • Nucleus 

      • a round body in the center of the cell that contains DNA and regulates gene expression.  

     

      

    • Vacuole 

      • a type of vesicle that stores water, nutrients, and other chemicals. The large vacuole found in plant cells helps the cells maintain their shape.  


     

    Section C


     

    Match the definitions with the organelle.


     

    _____ cell membrane       A. the rigid, porous outer layer of a plant cell. 

     

    _____ cell wall       B.  an organelle that converts the radiant energy of the Sun into chemical energy    

                                                    through the process of photosynthesis

     

    _____ centriole       C. a double-layered membrane that surrounds the cell. Also called the plasma                                                      

                                                   membrane, it regulates what enters and leaves the cell.

     

    _____ chloroplast       D.  a jelly-like substance, composed mainly of water, occupying most of the space        

                                                    between the cell membrane and the nucleus. 

     

    _____ cytoplasm               E. a bundle of microtubules that helps organize the movement of chromosomes 

                                                   during cell division. 







     

    Section D

     

    • Create a plant cell or animal cell.  If time, create both cells.

     

    • You can create an edible cell or use paint to design your cell.

     

    • If you are creating an edible cell, use the following materials to complete cell.

     

    • Use the rubric to know what information needs to be completed.

     

    • Materials needed for edible plant cell.

      • Cookie --- cell

      • Cytoplasm --- frosting

      • Mitochondria --- Hot Tamales 

      • Cell Wall --- pretzel

      • Cell Membrane --- peeled licorice 

      • Ribosomes --- sprinkles

      • Chloroplast --- green marshmallow

      • Big marshmallow --- vacuole

      • Little marshmallow --- vacuole

      • Centriole ---- nibs

      • Nucleus --- strawberry puffs


     

    • If you are using paint and paper, you need to follow the rubric.

     

    • You will need to label the parts.

     

    • After completing cell, you will need to take a photo of it.  You will be using a camera.

      • Make sure the camera is straight over the top and level of the cell.

      • Make sure there is proper lighting.

      • Make sure there is not glare.  

      • Make sure cell in focused in.

      • Take photo.






     

    Section E Cell Rubric


     

    0

    1

    2

    3

    4

    Science Objectives

    No organelles on the cell

    Missing 5 or more organelles on cell

    Missing 3 to 4 organelles on cell

    Missing 2 or less organelles on cell

    All organelles on the cell.

    No organelles in correct spot.

    Less than 5 or more organelles in correct spot 

    Less than 3 to 4 organelles in correct spot

    Less than 2 organelles in correct spot

    All organelles in correct spot

    Did not fill out Section G

    Missing 5 or more sections filled out

    Missing 3 to 4 sections filled out

    Missing 2 or less sections filled out

    Filled out all of section G correctly  

    Art Objectives

    No effort taken in creating project

     

    Some effort was taken in creating project

     

    Effort was taken in creating project

    No Brief Statement

    1 to 2 sentences

    3 to 4 sentences 

    Five or more sentences with more than 3 grammar mistakes.

    Five or more sentences with less than 2 grammar mistakes.

    0 correct

    Matching Vocabulary 

     

    1 correct 

    Matching Vocabulary

    2 correct 

    Matching Vocabulary

    All correct

    Matching Vocabulary

    Shows no respect for using a camera

     

    Shows some respect for using a camera.

     

    Shows complete respect for using a camera.





     

    Section F

     

    Match the definition with the word.

     

    • Artist statement _______

     

    • Material Art _____

     

    • Craftsmanship/Workmanship _____



     

    1. the quality and skill of something made; the product of effort or endeavor on the part of the artist.

     

    1. Usually a brief written statement by the artist describing factual information (materials used in the creative process creation and the process) and the artist’s understanding of the meaning of the work. Assists the viewer in understanding the artwork. Also, may be used by people in presenting artwork of others such as curators, gallery directors. 

     

    1. media or consumables (e.g., paper, watercolors, crayons, clay, pencil, stone, wood). 




     

    Section G

     

    • What makes good photography?

     

    • Make sure the camera is straight over top and level of the cell.

    • Make sure the phot includes the whole body.

    • Fill the entire frame.

    • Make sure there is proper lighting.

    • Make sure there is not glare.  

    • Make sure picture is focused in.

    • Take photo.






     

    Section G

     

    • If you are painting you do not need to fill out the candy part.  Just fill out the organelle and function.

     

    Candy

    Organelle

    Function


     
     

     

     
     

     

     
     

     

     
     

     

     
     

     

     
     

     

     
     

     

     
     

     

     
     

     

     
     

     

     
     

     













     

    Section H

     

    Match the definition with the word.

     

    • Artist statement _______

     

    • Craftsmanship/Workmanship _____

     

    • Material Art _____

     

    1. media or consumables (e.g., paper, watercolors, crayons, clay, pencil, stone, wood). 

     

    1. the quality and skill of something made; the product of effort or endeavor on the part of the artist.

     

    1. Usually a brief written statement by the artist describing factual information (materials used in the creative process creation and the process) and the artist’s understanding of the meaning of the work. Assists the viewer in understanding the artwork. Also, may be used by people in presenting artwork of others such as curators, gallery directors. 


     

    Section I

     

    Write a brief statement describing information used in their creative process and their understanding of the meaning of their work. (Needs to be at least a five-sentence paragraph.)