Reflection: Diverse Entry Points Cellular Processes Review - Section 3: Explore


As I move around the room, I carry an animal cell model with me.  This is the same model that was used during the initial unit discussion, which helps to build consistency for some of the students.  As we move through the unit, I remind the students that not all cells look the same because the cells have different functions.  For students to initially learn the organelles, we use the same basic animal cell model and as the students show signs of understanding the organelles, I use models and diagrams that look different to ensure transfer of knowledge. I use the model in a variety of ways with the students.  For students who have a solid understanding of the various organelles based on their structure, I will pull out pieces of the model and ask students to explain their function.  For other students, we continue to work on organelle identification.

I use three dimensional models with the students as frequently as possible because they provide visual and kinesthetic ways for students to interact with the information and help to make learning more concrete.  The models used in my classroom were purchased through grant funding.  Prior to purchasing models, I had students create their own conceptual models of cells and I would use the best of the previous year's models with the students.  This also created a challenge for students at the end of the unit, to create a model that I could use the following year.

  Checking in with students
  Diverse Entry Points: Checking in with students
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Cellular Processes Review

Unit 3: Cells
Lesson 5 of 12

Objective: SWBAT identify key cell organelles and their functions as well as the manner in which cells produce energy.

Big Idea: This lesson utilizes technology to reinforce understanding of the structures of animal cells.

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