Introduction to Cellular Biology and Fractals

Introduction to Cellular Biology and Fractals STEM-Centric Lesson Author: Alicia Oelfke, Howard County Public Schools

Background Information Subject: Identify the course the unit will be implemented in. Biology Grade Band: Identify the appropriate grade band for the lesson. 9-12 Duration: Identify the time frame for the unit. Three – four class periods

Overview: Students will engage in the study of cellular biology by drawing real-world connections to Provide a concise summary of what students will cellular biology concepts and the work performed by STEM professionals. This lesson is learn in the lesson. It explains the unit’s focus, intended as an introductory engagement activity to the study of cells. Students will review connection to content, and real world connection. terminology and concepts studied in middle school and then begin to extend their understanding to a high school level. Students will require a basic introduction to microscopy and cellular organelles. A brief review of their middle school life science experience will probably be sufficient. By spending some time reviewing and reestablishing prior learning, teachers will help to set the expectation that students should retain what they have learned, which is important as they prepare for an end-of-course exam. In this lesson, students will be introduced to fractals. Fractals are geometric patterns that Background Information: repeat in different scales. They are tremendously useful in understanding many stuctures Identify information or resources that will help found in nature, especially when you begin to consider the chemical building blocks of teachers understand and facilitate the challenge. biology, as high school biology students are. For a basic introduction to fractals, check out NOVA’s “Haunting the Hidden Dimension” (http://www.youtube.com/watch?v=ZbK92bRW2lQ) or visit the Fractal Foundation website (fractalfoundation.org). Students will probably NOT completely understand fractals at this point. This is an very introductory level lesson focusing on basic cellular biology. You are attempting to establish a more systemic understanding of biology. The intriguing appearance of fractals and the idea that there may be underlying organization in nature is just a hook for student interest. STEM Specialist Connection: Extension: A STEM Specialist who specializes in fractals or cell biology can be used Describe how a STEM Specialist may be used to to engage students in hands-on learning experiences that reinforces concepts learned enhance the learning experience. STEM Specialist in class. The suggested specialist is Summer Rankin from Johns Hopkins University. may be found at http://www.thestemnet.com/ She is scientist from Johns Hopkins who specializes in music and fractals. She may be contacted at www.thestemnet.com.

of 17 Background Information Enduring Understanding:  There is a correlation between the structure and function of biologically Identify discrete facts or skills to focus on larger important molecules and their relationship to cell processes. concepts, principles, or processes. They are transferable - applicable to new situations within or  Fractal geometry explains the basic structure of cells. beyond the subject.  All organisms are composed of cells which can function independently or as part of multicellular organisms. Essential Questions:  What is meant by "the building blocks of life"? Identify several open-ended questions to provoke inquiry about the core ideas for the lesson. They are  What defines cellular shape and structure? grade-level appropriate questions that prompt  How are biology and geometry related? intellectual exploration of a topic.  How does cellular structure fit function? Student Outcomes: Students will be able to: Identify the transferable knowledge and skills that  define, describe, or illustrate domain-specific terminology related to the study students should understand and be able to do when the lesson is completed. Outcomes must align with of cells. but not limited to Maryland State Curriculum and/or national standards.  describe how fractal geometry explains the basic structure of cells. Product, Process, Action, Performance, Audience: etc.: Students will produce a concept map of basic cellular biology ☒Peers Identify what students will produce to terms as a review of middle school biology in preparation for their demonstrate that they have met the challenge, high school-level study. They will also write an informative essay ☐ st Experts / learned content, and employed 21 century in response to a prompt focusing on fractal geometry and cellular Practitioners skills. Additionally, identify the audience they biology. will present what they have produced to. ☒Teacher(s) Standards Addressed in the Unit: Next Generation Science Standards: Identify the Maryland State Curriculum Standards addressed in the unit. HS-LS1 From Molecules to Organisms: Structures and Processes HS-LS1-6 Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Introduction to Cellular Biology and Fractals STEM-Centric Lesson Background Information

Maryland Science Core Learning Goals: Expectation 3.1 The student will be able to explain the correlation between the structure and function of biologically important moleculues and their relationships to cell process. Indicator 3.1.1 The student will be able to describe the unique characteristics of chemical substances and macromolecules utilized by living systems.

Common Core Reading in Science and Technical Subjects: RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

Common Core Writing in Science and Technical Subjects:

WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas,

of 17 Background Information avoiding plagiarism and following a standard format for citation

Suggested Materials and Resources: Identify materials needed to complete the unit. This Equipment: includes but is not limited to websites, equipment, PowerPoints, rubrics, worksheets, and answer keys.  Technology to show a video and/or project a Prezi presentation to the whole class  Computer, Internet and possible printer access activity.  Print reference materials, including but not limited to textbooks  Newsprint or other large sheet of paper  Markers or colored pencils  Index cards  Tape or glue sticks

Websites*:

 NOVA’s Life’s Basic Ingredients Video http://preview.pbslearningmedia.org/resource/nvfl.sci.space.ingredients/lifes- basic-ingredients/

 NOVA's Haunting the Hidden Dimension video  Ted-Ed - http://ed.ted.com/on/pALQsF2q Lesson on Fractals  Prezi, "Fractals and Biology, a Geometry Project" (http://prezi.com/dgekjawqnrxq/fractals-and-biology-a-geometry-project)  Rubric for informational writing from Turnitin.com (a copy of the rubric may be found here >> http://www.schoolimprovement.com/docs/Common%20Core %20Rubrics_Gr9-10.pdf) Introduction to Cellular Biology and Fractals STEM-Centric Lesson Background Information  http://ed.ted.com/lessons/michael-evans-what-is-chirality-and-how-did-it-get-in-my- molecules (Optional extension) Throughout the lesson, there are links to online resources to enhance instruction. The sites have been chosen for their content and grade-level appropriateness. Teachers should preview all websites before introducing the activities/links to students and adhere to their school system’s policy for internet use.

People, Facilities: Virtual or personal access to STEM Specialist(s). STEM Specialists may be found at http://www.thestemnet.com/ Materials (rubrics, worksheets, PowerPoints, answer keys, etc.):  Master List of Domain-Specific Terms  Student note sheet

of 17 Learning Experience 5E Component Identify the 5E Science and component addressed Details for the learning Engineering Practices experience. The 5E model is not linear. ☒Engagement Materials: ☒Asking questions (for science) and defining  NOVA’s Life’s Basic Ingredients Video ☐Exploration problems (for http://preview.pbslearningmedia.org/resource/nvfl.sci.space.ingredients/life engineering) ☐Explanation s-basic-ingredients/ ☐Developing and using ☐Extension  newsprint models ☐Evaluation  markers or color pencils ☐Planning and carrying  Master List of Domain-Specific Terms. out investigations ☐Analyzing and interpreting data Preparation: 5 Minutes ☐Using mathematics and This is a lesson for very early in the school year. Use it to establish important computational thinking classroom routines and practices. ☐Constructing The instructor should be sure that the video plays on a computer/through a explanations (for projector and be visible for the whole class. science) and designing Post this question for students: "What is required for life to exist?" solutions (for engineering) ☐Engaging in argument Facilitation of Learning Experience: 30 minutes from evidence Have students brainstorm in small groups some of the terms and ideas that they ☒Obtaining, evaluating, remember from their earlier study of life and cells in particular. They will write and communicating these down on the newsprint. This can also be done digitally using a website information such as bubbl.us or padlet or in a common digital document such as a Google doc. Once students have generated substantial lists, show them the short video clip Introduction to Cellular Biology and Fractals STEM-Centric Lesson Learning Experience 5E Component Identify the 5E Science and component addressed Details for the learning Engineering Practices experience. The 5E model is not linear. from NOVA’s Life’s Basic Ingredients (or something similar). Have students add to their list after they view the video. Post the papers around the room. Students will do a gallery walk of the posters, noting terms and ideas that appear in multiple posters as well as any that they might have missed in their own. As a class, generate a master list of terms common to many of the posters. Fill in any key terms and ideas that students missed from the included Master List of Domain-Specific Terms. Transition: 5 minutes Review the master list. Introduce the idea that cells and their internal structures are all built from the same common building blocks that proteins, carbohydrates, and lipids, some of the basic chemicals they may have already learned about, carbon, oxygen, and hydrogen. Refer to cells as the "building blocks of life" and the elements as "building blocks" as well. ☐Engagement Materials: ☒Asking questions (for science) and defining  large paper, such as newsprint ☒Exploration problems (for  markers or colored pencils engineering) ☐Explanation  index cards ☒Developing and using ☐Extension models  tape or glue sticks ☐Evaluation ☐Planning and carrying out investigations Preparation: 5 minutes ☐Analyzing and Students should be grouped into workgroups. Each group will need index cards, interpreting data

of 17 Learning Experience 5E Component Identify the 5E Science and component addressed Details for the learning Engineering Practices experience. The 5E model is not linear. newsprint, and markers or colored pencils. ☐Using mathematics and computational thinking

Facilitation of Learning Experience: 40 minutes ☐Constructing explanations (for Student groups will define, describe, or illustrate the key terms and ideas, one per science) and designing index card. The terms should be divided up amongst the students in each group. solutions (for They should use a wide variety of resources, traditional or digital or both. In a engineering) class with struggling students, you may be more selective with the resources and ☐Engaging in argument help students divide the work. from evidence Student groups will arrange the index cards into a concept map on the newsprint. ☒Obtaining, evaluating, Notes about the relationships between terms (groupings, links, etc.) should be and communicating written on the newsprint. Students can glue or tape the index cards onto the information newsprint when they are done.

Transition: 5 minutes Discuss the questions, "Looking at your concept map, what evidence do you see that cells and cellular organelles are built from common building blocks? ☐Engagement Materials: ☒Asking questions (for science) and defining  Master List of Domain-Specific Terms ☐Exploration problems (for  NOVA's Haunting the Hidden Dimension. engineering) ☒Explanation ☒Developing and using ☐Extension models Preparation: 5 minutes ☐Evaluation ☐Planning and carrying Have students compare their definitions to the master list of domain-specific out investigations Introduction to Cellular Biology and Fractals STEM-Centric Lesson Learning Experience 5E Component Identify the 5E Science and component addressed Details for the learning Engineering Practices experience. The 5E model is not linear. terms. ☐Analyzing and interpreting data

Facilitation of Learning Experience: 25 minutes ☐Using mathematics and computational thinking Have the student groups collaborate to build a class concept map for the basics of cell biology using all of the terms. This can be done on a wall using newsprint, ☐Constructing index cards, and markers; on a smart board; or on a digital resource such as a explanations (for science) and designing Google drawing (in Google Drive). Drive class discussion to look for underlying solutions (for order and common patterns in the biological structures and functions. For engineering) example, highlight structures and functions built on or with carbon atoms. ☐Engaging in argument from evidence Transition: 5 minutes ☒Obtaining, evaluating, Introduce the STEM Specialist for the following day. Show the first 5 to 8 minutes and communicating (after the title sequence) of NOVA's Haunting the Hidden Dimension. If you have information time, include the two minutes before the title sequence as well. Have students think-pair-share what they think fractals are. See if students can make a connection between cells and fractals, but do not make the connection for them. Students will generate a list of potential questions to pose to the STEM Specialist about fractals and cells. Let the question hang to be picked up again after the speaker.

(Ted-Ed, at http://ed.ted.com/on/pALQsF2q, has a nice lesson built around fractals if you would like to add to this lesson or if you have a math teacher colleague who might be interested in collaborating on this lesson and speaker.)

of 17 Learning Experience 5E Component Identify the 5E Science and component addressed Details for the learning Engineering Practices experience. The 5E model is not linear. ☐Engagement Materials: ☒Asking questions (for science) and defining  Science Specialist from Johns Hopkins, music and fractals. The ☐Exploration problems (for suggested specialist is Summer Rankin from Johns Hopkins University. engineering) ☐Explanation She may be contacted at www.thestemnet.com. ☒Developing and using ☒Extension  Student note sheet models ☐Evaluation ☐Planning and carrying Preparation: out investigations Contact the STEM Specialist in advance to review plans for the lesson and ☐Analyzing and explain his/her role in facilitating instruction. A description of the ability level of the interpreting data students, as well as some of the prior knowledge your students may have of cells ☒Using mathematics and and fractals, may be helpful to the STEM Specialist prior to the presentation. computational thinking Discuss available technology and classroom set up with the Specialist. ☒Constructing Set clear behavioral expectations with your students for a STEM Specialist. explanations (for Have student groups develop several questions that would be appropriate for a science) and designing STEM Specialist. Each group should come to a consensus on one or two solutions (for questions they would like to share. engineering) Each student will prepare a note sheet for the STEM Specialist or use the note ☐Engaging in argument sheet included in this lesson. Student-generated note sheets must include a from evidence space for details about the Specialist’s professional background and education ☒Obtaining, evaluating, and a space for notes about the topic of the learning experience. and communicating Additionally, students will write down three or four of the questions generated that information spark their personal interest, leaving space for the Specialist’s response. Introduction to Cellular Biology and Fractals STEM-Centric Lesson Learning Experience 5E Component Identify the 5E Science and component addressed Details for the learning Engineering Practices experience. The 5E model is not linear. Facilitation of Learning Experience: one class period Introduce the STEM Specialist, sharing a few details about his or her professional background and the topic. The STEM Specialist will co-teach the agreed upon lesson. Monitor student behavior and attention. Direct students, as necessary, to their note sheets. If needed, prompt students to ask the questions they have written down.

Transition: 5 minutes At the end of class, refer back to the question about the connection between fractals and cells. Allow time to think-pair-share. Suggested disscusion points include:  Fractals could explain how the cell’s nucleus holds molecules that manage our DNA in the right location (refer to http://www.nature.com/news/2009/090904/full/news.2009.880.html)  The fractal shape may play a key role in cell division (refer to http://pubs.acs.org/doi/abs/10.1021/sb400030p)  The fractal shape may help differentiate cancerous cells from non- cancerous cells (refer to http://www.pa.msu.edu/~bauer/cancer/cancer.pdf)

☐Engagement Materials: ☐Asking questions (for

of 17 Learning Experience 5E Component Identify the 5E Science and component addressed Details for the learning Engineering Practices experience. The 5E model is not linear. ☐Exploration  Student-generated concept maps science) and defining problems (for ☐Explanation  Prezi, "Fractals and Biology, a Geometry Project" engineering) (http://prezi.com/dgekjawqnrxq/fractals-and-biology-a-geometry-project) ☐Extension ☒Developing and using  Rubric from Turnitin.com (a copy of the rubric may be found here >> models ☒Evaluation http://www.schoolimprovement.com/docs/Common%20Core %20Rubrics_Gr9-10.pdf) ☐Planning and carrying out investigations ☐Analyzing and Preparation: 15 minutes interpreting data Allow students to view the Prezi, "Fractals and Biology, a Geometry Project" ☐Using mathematics and (http://prezi.com/dgekjawqnrxq/fractals-and-biology-a-geometry-project). There computational thinking is a section near the beginning that gets into fairly deep mathematics, but after that there are great links to biology and a nice collection of images ☐Constructing explanations (for science) and designing Facilitation of Learning Experience: 30 minutes solutions (for engineering) Students will write a paragraph responding to the prompt below. They should ☐ use the domain specfic terms they have been defining and describing. Use the Engaging in argument from evidence rubric from Turnitin.com (a copy of the rubric may be found here >> http://www.schoolimprovement.com/docs/Common%20Core%20Rubrics_Gr9- ☒Obtaining, evaluating, 10.pdf) to evaluate their writings. and communicating information "Using your best writing practices and the domain specific vocabulary with which we have been working, respond to this question: How does fractal geometry explain the basic structure of cells? Consider cellular organelles such as the cell membrane and chromosomes and important macromolecules such as proteins and carbohydrates. Also consider the common elements that are in all of these Introduction to Cellular Biology and Fractals STEM-Centric Lesson Learning Experience 5E Component Identify the 5E Science and component addressed Details for the learning Engineering Practices experience. The 5E model is not linear. structures such as carbon, hydrogen, and oxygen." Closure: 5 minutes Ask students to suggest fractals that they seen in biology as an exit ticket.

Supporting Information Interventions/Enrichment Struggling Learners s The use of mixed ability grouping will help all learners communicate and build on their collective Identify interventions and knowledge base. Establish mini-deadlines and a specific timeline to structure work time and enrichments for diverse increase effectiveness. Individually conference with students frequently to assess progress and learners. to establish clear expectations for next steps. Prompt students using guiding questions in the early part of the learning cycle to scaffold instruction. Allow students to access information through multiple means, such as by turning on read aloud features in the technology and turning on closed captioning on all videos. Pre-highlight and/or color code resources to allow students to focus on key concepts only. Use synonyms or antonyms to make comparisons. Give symbolic examples to form a mental image when applicable. Use a personal example or story to make associations. Relate a topic to a current or past event that students already know. Give meaningful feedback often. Chunk complex text and content. Provide access to word processors for written assignments. Provide additional time, as necessary, to complete assignments.

of 17 English Language Learners Most strategies described above for special education/struggling learners are also applicable to English Language Learners and should be utilized as appropriate. Translate oral and written directions and content materials into the students’ native language, as necessary and possible. Allow for the use of a multilingual dictionary. Allow students to read print material aloud to themselves. Allow extra time and read directions and other print material aloud to students as necessary. If possible, pair students with other native speakers more fluent in English. Gifted and Talented Teachers and speakers should expect and encourage higher levels of independent thinking and abstract thought. Prepare for more debate, discussion, and questions from students. Prepare higher level questions and remove some of the scaffolding suggested by the lesson. Master List of Domain-Specific Terms

Carbohydrate2: Any of the group of organic compounds consisting of carbon, hydrogen, and oxygen. Cell membrane2: The outer covering of the cell consisting of a lipid bilayer with proteins embedded in it. Cell respiration1: A process by which energy stored in molecules is released within plant and animal cells. Cell wall2: A membrane external to the cell membrane whose main role is to give cells rigidity, strength, and protection against mechanical stress. It is found in cells of plants, but not animals. Cell1: The smallest unit of life capable of carrying on life's functions. Chloroplast2: Chlorophyll-containing organelle found within the cells of plants and other photosynthetic eukaryotes. Chromosome2: A structure within the cell that bears the genetic material as a threadlike linear strand of DNA. Cytoplasm2: The jelly-like substance in a cell that contains the organelles. Energy transformation1: When energy changes from one type to another. Energy1: The ability to cause matter to move or change. Food1: Substances that provide carbohydrates, lipids, and proteins as an energy source to organisms. Lipid2: A fatty or waxy organic compound that is soluble in nonpolar solvents but not in polar solvents and that is involved in energy storage, structure of cell membrane, and cell signaling. Mitochondria2: Spherical or rod-shaped organelles that are found within the cytoplasm of eukaryotic cells, and are referred to as the “powerhouse of the cell. Multicellular2: Having or consisting of many cells or more than one cell to perform all vital functions. Nucleus2: The large, membrane-bounded organelle that contains the genetic material. Organelle1: Membrane-bound compartments or structures of a cell that perform special functions. Organism1: A living thing. Photosynthesis1: The process by which green plants use water and carbon dioxide and light from the sun to make food. Protein2: A molecule composed of amino acids that can be distinguished from fats and carbohydrates by containing nitrogen. Other components include carbon, hydrogen, oxygen, sulfur, and sometimes phosphorus. Reproduction2: The production of offspring by organized bodies. Vacuole2: A membrane-bound organelle found in the cytoplasm of a cell whose function includes intracellular secretion, excretion, storage, and digestion. Waste product2: Debris resulting from a process that is of no further use to the system producing it.

Definitions are adapted from the (1) Maryland Science State Curriculum Glossary and (2) biology-online.org. STEM Specialist Student Note Sheet Name of Student: Directions: Use this sheet to record information from the STEM Specialist.

Name of STEM Specialist:

STEM Specialist’s Occupation:

STEM Specialist’s Professional Background:

Interesting Information about the STEM Specialist:

Identify three to four questions to ask the specialist. Be sure to record the Specialist’s answers.

Use the back of the paper to record notes from today’s class. STEM Specialist Student Note Sheet

Use the back of the paper to record notes from today’s class.