Artifact 2: Introduction to Cells
We began our unit on cells with a class discussion of the new topic, similar to the way we began the macromolecule unit. To begin the discussion, students observed plant cells under the microscope, watched a video produced by Harvard scientists about the inner life of the cell, then read excerpts about cells from Bill Bryson’s book “A Short History on Nearly Everything.” These activities presented students with three diverse viewpoints of cells. As the students completed each activity, they spent 5 to 10 minutes in groups of 4 discussing “What are cells like?”, using a scaffolded worksheet prepared by my class mentor. I hoped that providing students the opportunity to express their opinion and see cells from a variety of view points would make them more interested in this science topic. Student interest and investment in science topics are, I believe, important aspects of student scientific literacy.
When the students finished the worksheet, we came back together as a class to discuss similarities and differences between the three portrayals of cells. We discovered not only did the representations differ in many ways, but also we each had different perceptions of cells based on these representations. To visualize these differences in opinion, we whipped around the room and required every student to state one word to describe cells; then, we created Wordle images with these terms.
Students seemed very excited to see their ideas pop up on the screen and appeared surprised at how diverse their own ideas and perceptions were. We were able to revisit these Wordles as we progressed through the unit on cells. When we discussed the cytoplasm (area inside the cell, surrounding the organelles, composed mostly of water), we referenced the terms “gooey,” “dense,” and “wet” on the Wordles. When we discussed the process of protein synthesis, students described the process as “complex,” “organized,” “cooperative,” “active,” “busy,” and “structured,” words that they had previously included in their Wordles. I felt that completing this activity and entertaining the discussions that followed helped to anchor the unit for students. They had a personal, creative, fun experience on which to reflect when challenged with new material. However, summative assessment of this unit showed disparate scores.
When the students finished the worksheet, we came back together as a class to discuss similarities and differences between the three portrayals of cells. We discovered not only did the representations differ in many ways, but also we each had different perceptions of cells based on these representations. To visualize these differences in opinion, we whipped around the room and required every student to state one word to describe cells; then, we created Wordle images with these terms.
Students seemed very excited to see their ideas pop up on the screen and appeared surprised at how diverse their own ideas and perceptions were. We were able to revisit these Wordles as we progressed through the unit on cells. When we discussed the cytoplasm (area inside the cell, surrounding the organelles, composed mostly of water), we referenced the terms “gooey,” “dense,” and “wet” on the Wordles. When we discussed the process of protein synthesis, students described the process as “complex,” “organized,” “cooperative,” “active,” “busy,” and “structured,” words that they had previously included in their Wordles. I felt that completing this activity and entertaining the discussions that followed helped to anchor the unit for students. They had a personal, creative, fun experience on which to reflect when challenged with new material. However, summative assessment of this unit showed disparate scores.