![]() Students will be working in pairs to better understand plant and animal cells. You can read more about how I set up the station labs here. ![]() Each of the stations is differentiated to challenge students using a different learning style. Four of the stations are considered input stations where students are learning new information about animal and plant cells and four of the stations are output stations where students will be demonstrating their mastery of the input stations. This student-centered station lab is set up so students can begin to explore animal and plant cells. ![]() Some may be that all cells are the same size and shape, plants are not made of cells, and that some living parts of organisms are not made of cells.Įstimated Class Time for the Engagement: 20-30 minutes EXPLORATION The teacher will help to clear any misconceptions about animal and plant cells. They will also be learning about the organelles inside each cell and what its function is. Explain that today they will be learning what the difference is between an animal cell and a plant cell.Ask if they see anything inside each cell and hypothesize what they might be.Explain to them that the image on the right is an animal cell and the image on the left is a plant cell.Have the students hypothesize about what image might be.Ask the students to list any differences they see between the two images.Hopefully, they remember learning what cells are in their Cell Theory Unit.Ask students to observe the PP slide of the microscopic image of cells.Give them no further information than they are images of cells. Show students the PP slide with the microscopic image of both an animal and plant cell.ENGAGEMENT Objective IntroductionĪt the beginning of the lesson, the class will do a Think-Pair-Share to discuss the objective. ![]() The following post will walk you through each of the steps and activities from the plant and animal cell lesson plan. Each lesson is designed using the 5E method of instruction to ensure maximum comprehension by the students. One of the friendly assistants may well guide you around the museum making your visit all the more enjoyable and informative.At the end of this plant and animal cell lesson plan, students will be able to differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole. The engineering section looked at bridge technology and the use of springs to control the oscillations in buildings and machines. As you can see from the image below, bare skin remains the hottest parts of the body! The thermal imaging camera display was of interest on a very hot day. The "smart homes" section has a household robotic vacuum cleaner to demonstrate the use of sensors. There are many hands-on, interactive exhibits which are fun for children, including some Lego robots. The more modern science part of the museum is divided into several sections: Communications, Electronics, Engineering, Instrumentation, Recycling, Robotics, Virtual Reality etc. Explanation of the various processes is in both Portuguese and English. This might involve dyeing, etching, making the leather smoother or more flexible.īoth men and women were employed in the process. The leather was then worked according to its end use. The skins were first soaked and then treated using the tannin from oak bark. Indeed, leather tanning was an important industry in the 19th and early 20th centuries in Guimarães. Former tannery buildings, Curtir Ciência Centro Ciência Viva de Guimarães (Live Science Center of Guimarães) ExhibitsĪs well as scientific exhibits, the museum displays photographs and wall panels that explain the tanning process employed by the many leather tanneries that once thrived in the area.
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