TED6227

= = =**[|giftedness]**= = = = = =**Curry-Samara Chart**=
 * **TOPIC: THE CELL** |||||| **Basic Thinking**  |||||| **Abstract Thinking**  ||
 * ^  || **Knowledge**  || **Comprehension**  || **Application**  || **Analysis**  || **Creative Thinking**  || **Critical Thinking**  ||
 * **The Cell: Foundations**

**a) What are cells?** **b) The first microscopes--pioneers** **c) Cell theory** **d)Types of Microscopes: light, electron, scanning tunneling (STM)** || **1a. Create an illustrated timeline that shows the development of the cell theory. Include Hooke, Leeuwenhoek, Scheiden, Schwann, and Virchow** || **2a. List the three main parts of the cell theory in your own words—and in language that Mrs. Hanks' sixth grade science class can understand.** || **<span style="font-family: Arial,sans-serif;">3a. Prepare a wet mount of __one__ of the following for the class to view under the light microscope: ** <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">**a) your cheek cells** <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">**b) a slice of onion** <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">**c) a cross-section of a leaf** || <span style="font-family: Arial,sans-serif;">**4a.Compare and contrast the compound light microscope and the electron microscope. How does each one work? What are the strengths and weaknesses of each?** || <span style="font-family: Arial,sans-serif;">**5a. How did the discovery of the microscopic world affect human life? How do you think your life would be different if these discoveries had never been made?** || <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">**6a. Choose either (a) STM or (b) electron microscopy.** <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">**How did this technology change the field of microbiology? Of science generally?** <span style="font-family: Arial,sans-serif;">**Cite at least two reliable sources.** ||
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">**The Cell: Organelles in**

<span style="font-family: Arial,sans-serif; margin-bottom: 0in;">**a) plant cells** <span style="font-family: Arial,sans-serif; margin-bottom: 0in; margin-left: 0.5in; text-indent: -0.25in;">**b) animal cells** || <span style="font-family: Arial,sans-serif;">**7a. List the organelles found in (a) Animal and (b) Plant cells. Give a brief description of the function of each. Include the cell membrane and the nucleus.** || <span style="font-family: Arial,sans-serif;">**8a. Give the class a detailed explanation of the function of either (a) golgi bodies or (b) lysosomes. You may create a Prezi or Powerpoint as a visual aid.** || <span style="font-family: Arial,sans-serif;">**9a. Alone or with a partner, create a poster or a 3-D model of a cell. Include a key to organelles with a brief description of the function of each.** || <span style="font-family: Arial,sans-serif;">**10a. With a buddy, write a rap or skit in which you compare and contrast plant cells and animal cells. Be sure to highlight key differences.** || <span style="font-family: Arial,sans-serif;">**11a. Become your “favorite” organelle superhero. In character, describe your organelle: where you are found, your function, and why YOUR job is the most important.** || <span style="font-family: Arial,sans-serif;">**12a. Chloroplasts and mitochondria are thought to have originated from ancient symbiotic bacteria. What evidence can you find to support this theory?** || <span style="font-family: Arial,sans-serif;">**(b) engulfing** || <span style="font-family: Arial,sans-serif;">**27a. Using materials in the classroom and the internet, design an experiment which demonstrates osmosis or diffusion for the class.** || <span style="font-family: Arial,sans-serif;">**28a.Create a Prezi or Powerpoint that explains the difference between active and passive transport.** || <span style="font-family: Arial,sans-serif;">**29a. You are a muscle-bound bouncer who works at a trendy nightclub. Explain how your job is like that of a transport protein.** || <span style="font-family: Arial,sans-serif;">**301. Cystic Fibrosis: with your group, research the process that is disrupted in the cell membrane and speculate about a possible “fix”.** ||
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">**Reproduction:Mitosis and Meiosis** || <span style="font-family: Arial,sans-serif;">**13a. Using construction paper, yarn and glue, create a model of a cell in prophase, metaphase, anaphase and telephase.** || <span style="font-family: Arial,sans-serif;">**14a. With your group, demonstrate the steps of either (a) meiosis or (b) mitosis for the class(hint: have 2 members act as chromosomes)** || <span style="font-family: Arial,sans-serif;">**15a. Look at slides provided of mitotic cells, sketch and identify: nucleus, chromosomes, centromeres and stage of mitosis.** || <span style="font-family: Arial,sans-serif;">**16a. Compare and contrast mitosis and meiosis. What is the final outcome of each process?** || <span style="font-family: Arial,sans-serif;">**17a. You are a mad scientist and you have decided to clone your favorite goat. Would you use a daughter cell that was a product of mitosis or meiosis?** || <span style="font-family: Arial,sans-serif;">**18a.Why do you think reproductive cells undergo meiosis? Investigate and describe what would happen if they didn't and discuss with your group.** ||
 * <span style="font-family: Arial,sans-serif;">**Photosynthesis and Respiration (energy)** || <span style="font-family: Arial,sans-serif;">**19a. In your journal, create a flow chart that details the steps involved in (a) respiration and (b) photosynthesis.** || **<span style="font-family: Arial,sans-serif;">20a. Prepare a presentation for Mrs. Hanks' 6th grade class which describes photosynthesis. ** || <span style="font-family: Arial,sans-serif;">**21a. With a buddy, create a poster to describe what happens to a Snickers bar (on a cellular level) after you eat it.** || <span style="font-family: Arial,sans-serif;">**22a. Compare and contrast respiration and photosynthesis. Draw a Venn diagram to demonstrate your knowledge.** || <span style="font-family: Arial,sans-serif;">**23a. How do you think life on earth might have evolved differently if photosynthetic organisms had not not evolved?** || <span style="font-family: Arial,sans-serif;">**24a. One theory about the mass extinction at the end of the Cretacious period is that it was caused by volcanism. Is this feasible?** ||
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">**Cell Membrane /Cell Wall** || <span style="font-family: Arial,sans-serif;">**25a. Discuss with your small group: what purpose does the cell wall serve? The cell membrane? What kinds of cells have these?** || <span style="font-family: Arial,sans-serif; margin-bottom: 0in;">**26a. Active transport: draw a diagram or flow chart that shows (a) how transport proteins work**

__**Resources:**__

**Rakow, S.** // **Educating Gifted Students in Middle School.** // **p. 108-109, on the Parallel Curriculum Model:**
 * “ The Core Curriculum...causes students to grapple with ideas and questions, using both critical and creative thinking”


 * “ ........results in evidence of worthwhile student production”


 * “ The curriculum of practice extends the core curriculum to help students learn how to behave as scholars and producers in a discipline and to explore the real-world applications of their learning.”

**Rakow, P.112-116, on revised Bloom's Taxonomy as an approach to curriculum design for gifted students:**
 * “ gifted students, due to their rapid learning pace or prior knowledge, should spend less time at the three basic levels and more time at the three more advanced levels.”
 * “ Asking students to use separate knowledge and understandings to create a coherent and organized whole or new relationship that did not previously exist, combining elements into a pattern not clearly there before.”

**Rakow, p. 116-117, on Curry-Samara charts as a tool for teaching gifted students:**
 * “ The adaptations in instruction and assessment are compatible with either a self-contained advanced class or meeting the needs of gifted students in a heterogeneous grouping.”


 * “ The CSM incorporates affective goals in the area of feelings, beliefs, perceptions and attitudes in order to connect content to students...”

**Winebrenner, S.** // **Teaching Gifted Kids in the Regular Classroom.** // **p. 17**
 * “ Provide numerous open-ended learning experiences—those without a single right answer, solution, or method of exploration.”
 * “ Group creatively gifted kids with others like themselves on projects and other activities.”