Teacher’s Guide

Video of Paramecium Feeding https://youtu.be/l9ymaSzcsdY

Introduction Ask the question: How big are your cells? Are all cells the same size/shape? Show the Power of 10 interactive on projector: http://scaleofuniverse.com/ On the left page write 3 observations from watching the Power of 10 interactive. In your group hand around your notebooks and read each other’s observations. Each member puts a dot next to the observation that they found most intriguing on each partner’s observations. Decide as a group on one observation that you would like to share with the class and why. Pull cards to have group members share observation. Show actual pictures of cells with micrometer. Show actual picture of human hair.

You can also show another size interactive from Learn Genetics: http://learn.genetics.utah.edu/content/cells/scale /

Ask the question: Why are cells so small. Can they get really big Ask the question: Why are cells so small? Can they get really big? As big as a human?

Ask the question: Why are cells so small. Can they get really big Ask the question: Why are cells so small? Can they get really big? As big as a human?  On the left page write your thoughts on cell size. Use evidence/reason to explain your thinking. Each group member reads one thought to group. Use cards to call on group member and ask student to share a thought from another member of group. Use cards and call on other group. Have them summarize last group's thought and add to it with evidence/reason to back thought. Continue with cards to get sample of classroom thoughts for formative assessment (determine misconceptions).

Hand out Balloon Cells (Part 1) worksheet. Tell the students they will begin to investigate and create mathematical models to look at answering the question on cell size. Hand out Balloon Cells (Part 1) worksheet. The vocabulary can be discussed as a class or left for the students to figure out. Scaffold as needed for those students who will need help identifying/defining key vocabulary: Sphere Circumference Volume Surface Area

Students are assigned roles by using cards. Students work as group to complete skill tasks Teacher walks around asking questions. Make sure students have discussed question first (we are last resort) and that all understand question. Formative assessment. Students must have teacher sign off at each section before moving on to the next. Formative assessment. Writing out question, labeling variables in questions (MV, RV),writing 3CVs and how student is measuring/calculating variables (MV, RV), and hypothesis. Writing and diagraming procedure for activity. Data table correctly labeled and graph correctly labeled.

Students go back to lab tables where they will see the following material: balloon, tape measurer, Chromebook. Students sign into Microsoft 365 --> go to OneNote Classroom --> Students pull up Excel spreadsheet that calculates surface area and volume of balloon as the student enters circumference. Student enters data into their data table in notebook. Student creates graph from data and begins analyzing data.