The Cell Walk (Part 2/3)
Lesson 4 of 5
Objective: Students will construct a gym-size model of a skin cell. They will explain how the endomembranous system works and how the organelles work together to keep the cell alive.
In this lesson, I actually outline the next three steps in the process of constructing the Cell Walk. On day two, student teams will present their preliminary script to the class in the form of a three minute speech. Students will be evaluated by their peers and the teacher. Students will also review some of the current research with their classmates and determine what organelles assist each other. Here is an overview of what students will learn today.
Over the next week, student teams will revise their script based on the feedback they received from their peers and teacher. Student teams will meet individually with the teacher and present their revised script with a brief powerpoint. They will receive a critique of their work and so helpful hints to make their presentation better.
Finally, student will have a class period the day before the Cell Walk in which they can construct the cell membrane as an entire class and their individual organelles as a student team.
At the beginning of class, students organelle teams will present their initial findings. Student presentations should be no more than three minutes long. While the organelle teams are presenting, students will complete peer review sheets and include at least three questions about the organelle that were not answered in the presentations.
Note: After each group's presentation, student organelle teams are given a list of additional questions for their peers and their teacher. Students are required to answer these questions and add them to the revised script. After their presentation, student groups are required to make an appointment with the the teacher outside of class. Scripts are critiqued a second time. During this meeting, they will submit their powerpoint which will be used for the final presentation. They have a week and a half to complete the teacher-team meetings, revised script, and powerpoint.
After the student presentations, as a class, students should read the following article (Marshall, Wallace F. 2013. Taking Shape: The New Scientist) that will help them better understand the relationships among the different organelles. Students should popcorn read this article as a class and complete a current events summary sheet to help them determine the interrelationships among organelles.
Next student groups will read one of the following articles (linked below) and complete a current events summary sheet.
- Bratic, Ivana and and Aleksandra Trifunovic. 2010. Mitochrondral energy metabolism and aging. Biochimica et Biophysica.
- Coutinho, M. F., et. al. 2011. Mannose-6-phosphate pathway: a review of its role in lysosomal function and dysfunction. Mol Genet. Metab. 2012 April 105(4):542-50.
- Dance, Amber. 2012. Enter the Third Dimension. The New Scientist.
- Ghose, Tia. 2012. Give Me a Hug. The New Scientist.
- Kimball's Biology Pages. 2015. Lysosomes and Peroxisomes.
- Yandell, Kate. 2013. Intracellular Spirals. The New Scientist.
- Zhao,Y et al. 2014. Lysosome sorting of B-glucocerebrosidase by LIMP-2 is targeted by the mannose 6-phosphate receptor. Nature Communications (5):4321.
Student groups will then pair together with another organelle group with which they share an interrelationship and explain how they work together to maintain cell health. Students should add this information to their revised script.
Students will share their findings with the class using one minute summary.
Homework: Students will be given organelle reading package to extend and update their knowledge. (Note: For example, this is the packet that was given to the cytoskeleton--Cytoskeleton Links for Further Research.) Students will be given one week to complete the reading. They will have to check in with the teacher to determine their progress.
Students will meet with the teacher and present their revised Cell Walk script. The final presentation will need to be seven minutes long and include an object lesson and a game or activity that will help students taking the tour better understand how the organelle works to make the cell healthy. The teacher will offer suggestions will be concerning images that could be used as part of a presentation. Preliminary presentations will need to be submitted.
This is done the day before the cell walk. Electric fence wire will be hung around the perimeter of the gym. Students will hang black table plastic that represents the cell membrane in the center of the gym and drape it to the side of the gym. The table plastic should be stapled to the electric fence wire. Next the walls that will serve as the cell membrane will be hung from the electric fence wire using clothes pins or staples. Once the ceiling and walls have been hung, student organelle teams can construct their organelles. Multiple student teams can work together to set up tents or other structures that will represent the organelles. Individual student teams must make their own arrangements to erect their organelle structures if they cannot complete the job within the class period. (Note: many times students cannot get their organelles finished in one class period. Many make arrangements with me to come in after school or sports practice to complete their organelle.)