By Michelle Dalton, October 2, 2007
- Middle School
- Language Arts
Common Core State Standards
English Language Arts Standards: Science & Technical Subjects
Key Ideas and Details:
- CCSS.ELA-LITERACY.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
- CCSS.ELA-LITERACY.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
- CCSS.ELA-LITERACY.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
- Craft and Structure:
- CCSS.ELA-LITERACY.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
Integration of Knowledge and Ideas:
- CCSS.ELA-LITERACY.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
- CCSS.ELA-LITERACY.RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
- CCSS.ELA-LITERACY.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
- Range of Reading and Level of Text Complexity:
- CCSS.ELA-LITERACY.RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
English Language Arts Standards: Speaking and Listening
Comprehension and Collaboration:
- CCSS.ELA-LITERACY.SL.6-8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics, texts, and issues, building on others' ideas and expressing their own clearly.
- CCSS.ELA-LITERACY.SL.6-8.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- CCSS.ELA-LITERACY.SL.6-8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
- CCSS.ELA-LITERACY.SL.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
Presentation of Knowledge and Ideas:
- CCSS.ELA-LITERACY.SL.6-8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
- CCSS.ELA-LITERACY.SL.6-8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
- CCSS.ELA-LITERACY.SL.6-8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)
- make connections between prior knowledge (what they know about towns) and new information (what they will learn about the parts of a plant cell)
- define the parts of a plant cell
- work in groups to accomplish a common goal
- attach a 3-D value to a vocabulary term
- create a model of a town/cell with constraints of time and materials
- Sort the materials and place them on a table. You may want to sort them out so that each group has a starter set of materials (3 rolls, tape, glue, piece of cardboard on which to build their town, craft sticks, a square of aluminum foil...contents will vary according to what is available). You can give each group a brown paper bag to use as a "toolbox" to keep their directions, rough draft, and supplies.
- As a class, brainstorm what a town needs in order to be successful. List class suggestions on the board.
- Break the class up into groups.
- Explain to the students that they will be working in groups to design and model a town using the town parts described on the direction sheet. The town they design is a fictional town will not exist until the year 3012 (this will allow students more freedom to be creative).
- In groups, the students should first sketch out a map of where each part of their town might go. Provide each group feedback and give them time to make changes to their map.
- In the next class, groups should begin to build their town using their map as a guide. Students may need more than one class period to build their towns.
- In the next class, have students present their town to the class per the direction sheet.
- After each group has presented, place the towns together on the floor (this will further the idea that the towns are a model of cells).
- Once all groups present, discuss how the towns are models of plant cells. Encourage students to think about why we need to study models of cells (because cells are too small to study otherwise). Next, talk about how the cells come together to form tissue; tissue comes together to form organs; organs come together to form organ systems; organ systems come together to form organisms. Take a picture of the cell towns when they are all together.
- Then, have each group define the parts of the cell represented in the towns.
- Pass out the “Cell-Town Match Up”. Read through the directions and have students cut out and match the cell organelle names to the parts of the town. Discuss.
- For homework, assign the “After the Town” questions to be answered on loose-leaf.
- Finally, have students answer the questions for reflection.