Spaced practice shows greater learning gains than mass practice. For example, studying six times for ten minutes is more likely to lead to success than studying once for an hour. Therefore, I look for opportunities to get my students spaced practiced at the beginning of the school year.
What does this mean in my classroom?
I give students a chart of cell parts on the first day of school, that I allow them to work on studying and connecting with on the first day of school. This provides me with a level of relaxedness because this can be used throughout the beginning of the year whenever the plans for the day may go more quickly than anticipated. Students can always be reviewing the cell parts for ten minutes at a time with zero downtime at the end of class, which can lead to trouble. Here is a link to the cell part chart I use.
This chart forces students to make personal connections to the cell parts and determine the limitations of their connections to those cell parts. Additionally, students can compare their completion of the cell part chart with other students as a variation on simply reviewing cell parts.
Throughout the year, we review at the beginning and end of class the key concepts and terminology from earlier in the year. Students are told the spaced practice is better, and I remind them why we are reviewing. They become accepting of this and appreciate this habit when finals come along.
CELL ORGANELLES: The Cell has many parts that function together to keep the cell alive.
Name: Block: _____________________________
Cell Part
|
Structure
|
Function
|
Reminds me of...
|
Justification of Analogy
|
Limitation of Analogy
|
Plasma Membrane
|
Phospholipid Membrane
|
Controls what comes in and out of the cell.
| |||
Cell Wall*
|
Rigid wall
|
Protects and Supports cell
| |||
Mitochondria
(Energy)
|
Double Membrane sac
|
Transform Energy for the cell. Burn sugar in respiration. Creates ATP.
| |||
Chloroplasts*
(Energy)
|
Double membrane sac
|
Traps energy from sunlight during photosynthesis to make sugar.
| |||
Nucleus
(Control)
|
membrane sac
|
Controls cell function because it contains the DNA
| |||
Nucleolus
(Control) (Hon)
|
Dark site inside nucleus
|
Makes ribosomes which makes proteins.
| |||
Chromosomes/ Chromatin
(control)
|
DNA wound with protein
|
Organizes Genetic material
| |||
DNA
(Control)
|
Long molecules
|
Holds genetic information for the cell. (recipe for protein)-1
| |||
Ribosome
(Control/Assembly)
|
Little ball of RNA and Protein
|
Makes protein-2
| |||
Endoplasmic Reticulum
|
Highly folded membranes
|
modifies protein with reactions-3
| |||
Golgi Apparatus
(packages)
|
Flattened sac of tubular membranes
|
Packages proteins-4
| |||
Vesicle
(Transport),
|
Little Sac, made of membrane
|
Carries stuff (usually protein) throughout cell to another cell-5
| |||
Enzyme
|
Specially shaped protein
|
Helps reactions happen faster, less energy (catalyze reactions)
| |||
Vacuole*
|
membrane sac
|
Storage (water, glucose) for the cell
| |||
Lysosome
(recycling)
|
membrane sac
|
Contain digestive enzymes, digest worn out cell parts, food, and engulfed virus and bacteria
| |||
Cytoskeleton
(support)
|
Tiny rods and filaments
|
Provides a framework for the cell
| |||
Centriole**
|
Protein tubes
|
Play a role in division
| |||
Cilia
|
protein hairs
|
Cell Movement
| |||
Flagella
|
Long protein projection
|
Cell Movement
|
BIG Picture
The cell needs to maintain__________________________ in order to survive. Those cells with the best ______________________ are able to survive more and pass on their traits. This survival and reproduction of those with the best traits is called ___________________________________. All of those reactions that a cell does while living are referred to as ____________________________.