Zelda L. Kravitz
These lesson plans are presented to be used as laboratory explorations. Children have a better understanding when they can handle materials. There is also the learning of a new vocabulary unconsciously, plus an opportunity for originality. These lesson plans aid the student in visualizing processes within the cell.
Introduction to Genetics
—I
Concept
: The cell is a unit.
Exploration
: Find out parts of the cell.
Materials
: Clear plastic bag for each student, styrofoam balls of various colors—nucleus nucleolus
pipe cleaners—chromosomes, etc.
Procedure
:
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1) Students place objects in bag as teacher introduces major parts of cell.
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2) Pupil writes organized report explaining the cell is a unit.
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____
a. Problem, materials, procedure, observation, conclusion. I A
Concept
: Cytoplasm is like a gelatinous substance in which the parts of the cell function.
Exploration
: Make a mixture of Jello and warm water; pour into a paper cup after thoroughly mixing; set aside to cool. While cooling add particles to resemble parts of the cell.
Materials
: Six boxes of quick dissolving Jello or similar type product, hot water, paper cups, wooden splints, very small styrofoam balls or tiny jelly beans, and any other materials to resemble cell parts.
Conclusion
: Record on laboratory report the results of the exploration.
Lesson II
Concept
: The cell has many parts and each part has a special function.
Exploration
:
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1. Draw a diagram of a cell on a paper or a cardboard.
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2. Using the various materials paste the parts of products to represent the cell parts.
-
____
a) Try to use materials to closely resemble cell parts, for example Cheerios can resemble pores.
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____
b) Permit students to choose own materials; supply each one with a plastic sandwich bag to carry supplies to seat to prevent a mess.
Materials
: (for 100 students) Noodles (thin)—two boxes, wooden splints, twisted noodles, two pounds, one pound white rice, one pound small kidney red beans, and one pound white pea beans or spotted beans, glue, large box Cheerios, two packages elastic bands, ball of twine, large package coffee, wooden stick stirrers, crayons, one box macaroni, one box spaghetti, package wooden splints.
Procedure
:
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1. Attach pieces of materials to diagram as student desires
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or
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2. Above materials can be used to show mitosis, meiosis, or even zipper effects.
Conclusion
: Pupil completes project in two days, and then can choose one part of the cell and write a half page report about how that functions or its importance to the cell.
Lesson III
Concept
: To explain how by osmosis the parts of the cell receive and return nutrition or how liquids permeate membranes.
Materials
: One thistle tube, crystals of anhydrous powdered coppersulphate—enough to fill one half of inverted thistle tube, permeable paper, elastic, beaker, water, ring stand for support.
Procedure
: Pour crystals into dry thistle tube about half full; invert thistle tube after permeable paper has been added; secure with elastic band; insert tube (bowled part) into beaker with one inch of water.
Observation
: Using laboratory report form record changes in inverted thistle tube after about an hour; use diagram labeled to explain before and after appearances.
Conclusion
: Pupil draws conclusion based on concept.
Lesson Plan IV
Concept
: To see how molecules of different sizes can be absorbed. This is a process called chromatography. Chroma means color; graph to write.
Exploration
: Using strip filter paper, and a 1,000 ml. graduate, or at least a quart clean milk container, observe what happens when the pointed strip filter paper is immersed in a liquid.
Materials
: Strip of filter paper pointed at one end and at least two inches longer than the container, a graduate or milk carton for each liquid; aluminum foil, black ink, tomato juice, vegetable coloring to be placed separately in a container.
Procedure
: Make a point at one end of strip filter paper (l)
(figure available in print form)
Immerse point in about 5 cm of liquid (2). Don’t let paper touch sides of container. (3) Place aluminum foil over end of filter paper to prevent liquid evaporation. Leave overnight. In laboratory report record by diagram before and after results.
Concept Outline—general (partial)
(figure available in print form)
The purpose of a Concept Outline is to give the students main topics. Students seem to like this due to the fact that sentence writing is not involved, main topics can be quickly seen and recognized, and it may be stopped at any point and elaborated, or taken as a whole for a general review. This is also another way for a vocabulary review.