サイエンスキャンプ: フランケンシュタインは生きているのか? 細胞理論を理解する

Topics Covered: 
-Introduction to cell theory (What is a cell?)
-Focus Question: What makes something alive?
-Organelles of cells and their jobs
- How to use a microscope (microscope parts)
-History of cell theory
- Size of cells (connected to math and decimals) 

Class Structure: Students will hear a short introduction on the day's topic, students will engage in discussion on the topic, and project directions will be provided and demonstrated. Students will show their projects during the next class. 

Teaching Methods and Style: 
Direct instruction will be used at the beginning of the lesson following a discussion to gain an overview of background knowledge from the students. I will then switch roles to facilitator as students share experiences and knowledge in the classroom. 

Student Interaction: Students will interact by discussion in Zoom meetings and will complete projects in class. They will then show and share their projects and learning during the meeting.

Student Project Choices During Class: 

Day 1: Is Frankenstein Alive? 
Choice 1: Draw a picture of your own Frankenstein labeling parts of him that are alive or not. (Try to include the elements of all 7 requirements for life.)
Choice 2: Write an argument for wether or not you think he is alive. You will read your scientific argument during the next class. (1-3 paragraphs)
Choice 3: Make a collage of biotic and abiotic things found in your home.

Day 2: Cell Organelles
Choice 1: Make a cell cookie. Make a sugar cookie using dough and various candies to represent the organelles of a cell. You can show us a picture or the cookie itself in the next class. Be prepared to name each candy organelle. 
Choice 2: Draw or construct a cell factory. Use your artistic or engineering abilities to create a "cell factory" that shows how each of the organelles help to do work and get the job done! 

Day 3: Make a timeline for the discovery of the cell. Students will do some of their own exploration and discovery into cell history, specific scientists, or the invention of the microscope. (Parents may need to help with research or monitor web searches.) Students can use any medium (drawing, writing, magazine images etc.) to create their own timeline. 

Day 4: Students will practice writing cell sizes in decimal and scientific notation. Sample problems will be provided. This project may be difficult for younger learners without the previous math background knowledge. Different levels of problems will be provided to accommodate math ability. The student may choose the project that is best suited for them.

Experience Required: none