Mapping the Golgi

Revisiting our three previous articles from the past few weeks and the Framing Our Reading assignments, we chose three vocabulary-type terms that stood out in each of our articles. Those three words were cell, Golgi, and mutation. Taking a look at these three terms, there is a natural flow and connection between them, as each can play a role in effecting the other in some way. While the term cell sticks out as the most obvious choice, it teaches us a lesson in not overlooking any single term. As teachers we more than likely will have a firm grasp on the terms used in our classrooms, but it is important to look at assignments from not only your own perspective but from that of the students as well. Making sure students have a well-rooted understanding of this broader term will allow for better comprehension with related terms such as Golgi and mutation. The term Golgi was selected due to its significance in one of our articles that directly discusses the cell component. In exploring this term we can see that even though a miniscule structure may seem insignificant, it plays a central role along with other organelles, in the overall functioning of an organism. When a mutation may occur, possibly in the Golgi for instance, it again can have lasting impacts on an organism such as in ourselves. Again these three terms presented themselves between the three articles and built upon one another to show student’s the connection between different concepts and research occurring every day in the science and biology world. All of which help to promote a further grasp on science standards to be covered at many different levels of the classroom.

As with many aspects of the classroom, the challenge lies within finding the best way to communicate these terms to students so that it creates a lasting understanding. In tackling this question, a number of graphic organizers present themselves as possibilities for helping students. Examples than can be used include semantic maps, semantic question maps, concept of definition maps, and semantic feature analysis charts (McLaughlin, 2015. Buehl, 2014). All of these can be revised and utilized in a way that seems most fit for students working with them at any given point. This fact alone highlights their practicality and usefulness as they may vary student to student, class to class but at the end of the day all of which work to promote the same thing. The one organizer that sticks out the most to me in terms of usefulness within the biology realm is the semantic question map. The semantic question map features a focus word surrounded by three or four questions that key in on important details related to the term (McLaughlin, 2015). Due to its unique characteristic of using questions, these can be tailored to focus specifically on whatever the lesson is focusing on and what I want the students to get out of it, rather than a broad definition and related aspects. With any term in biology I could potentially ask questions such as the working definition, the history in relation to research, its use in everyday life, further research needed, related ideas/processes/structures, and so on. As you can tell there are an influx of possibilities when discussing a science related term so having the ability to tailor specific questions could create a deeper understanding of the term for students.

For this assignment I utilized the concept of definition map to take a deeper look in to the term Golgi. The concept of definition map can be utilized before, during, or after and allows students to take away important information regarding the definition, a description, and examples. After completing the map students can then further explain their choice of information by expanding on it in a summary based off the map. For my map, the term Golgi was centered in a circle with four branches asking “what is it?”, “what are some characteristics?”, “what are some related structures?”, and “what are some diseases related to the structure?”. In the what is it section, I provided a basic definition, such as one found in a biology textbook, stating that the Golgi was an organelle within the cell which plays a role in the modification and transport of proteins. Under the characteristics branch I stated basic features of its appearance as a stack of pancakes, its resemblance to a postal service in how it funnels proteins to different places, and a unique feature of having individual membranes for different portions of the organelle. Some related structures listed surrounding organelle’s which the Golgi work alongside and with, such as the nucleus, endoplasmic reticulum, and ribosomes. Some well-known diseases that occur due to certain dysfunctions in the Golgi listed Alzheimer’s, Parkinson’s, and other autoimmune disorders (University of Kent, 2018). The concept of definition map provided a user-friendly format to serve as a quick guide to an important term. The summary written from this organizer can list what is already seen on the map while allowing further expansion of ideas, for example how the Golgi and ribosomes work together in their roles with proteins. In using this type of map, we could check our initial understandings and later go back to expand on them or change them, and further in the future it can serve as a quick study guide when some refreshing on the topic is needed. 

References

Buehl, D. (2014) Classroom Strategies for Interactive Learning, 4^th ed. International Reading Association.

McLaughlin, M. (2015). Content Area Reading: Teaching and Learning for College and Career Readiness. Boston: Pearson.

University of Kent. (2018, April 3). Cell discovery could help with research on genetic diseases. ScienceDaily. Retrieved April 4, 2018 from www.sciencedaily.com/releases/2018/04/180403111058.htm

Vocabulary & Zebrafish: A Study Friendly Guide

Max Delbrück Center for Molecular Medicine in the Helmholtz Association. (2018, April 9). Tracing the origin of each cell in a zebrafish. ScienceDaily. Retrieved April 17, 2018 from www.sciencedaily.com/releases/2018/04/180409141623.htm

Again, we chose to stick with the topic of cell biology and processes surrounding it. We used the website featuring an array of articles on “ScienceDaily” where you could choose to filter articles by the topic of cell biology. We found the article “Tracing the Origin of Each Cell in a Zebrafish”, which discusses a new technology used to detect scars on DNA. While the article focuses on aspects of cell division, it also branches in to topic standards involving heredity and evolution, another reason why we chose it. While choosing the article, Rechelle, also pointed out to us that the HHMI biointeractive website also features a simulation activity involving the Zebrafish. Potentially using both could help to produce a sense of familiarity for students which could help them focus on key concepts and ideas.

Reading through the text the first time, there is a number of significant concepts and standards touched upon as stated before. Right away the author gets you thinking about the cell division and heredity concepts as he introduces RNA sequencing and cell history. The article touches upon historical biology knowledge as the name of this new technology is LINNAEUS, which forces you to think of Carlos Linnaeus and his classification system of species. While the reader can reflect on these known topics they are also introduced to a new technology which measures scars on DNA strands that can be passed on during cell division to daughter cells (Max Delbruck Center for Molecular Medicine, 2018). While reading this you take away the idea that this important finding in a model organism can ultimately have further implications in identifying mutations in humans that may cause permanent damage (Max Delbruck Center for Molecular Medicine, 2018). A number of important vocabulary presents itself through phrases and words such as cell division, lineage trees, mutation, and embryonic development. One quote that is present that resonated with me was stated as, “we find not only familiar cell types but also unknown and rare ones” (Max Delbruck Center for Molecular Medicine, 2018). This quote helps to push the idea on that new discoveries are also happening in the natural and science world and how important it is to continue research in to any new finding.

Analyzing the text from a teacher’s perspective, I can use the article as it allows the reader to make a connection between cell division, heredity, and evolution and how these topics can all work in conjunction with one another rather than standing alone as one. To be able to tie all this information together the students should have a pretty thorough understanding of the cell division process and where DNA and RNA come in to play a role within that process. If students have that background they can truly appreciate this new technology and findings, and if they do not then this will serve as good motivation to go back and revisit the process. While the article is written from the researcher’s perspective, not many alternative points of view are present but rather some future implications are presented. These researchers utilize the aspect of time by incorporating the idea of cell history and lineage. This allows the reader to picture that these cells replicate and are produced form a point of origin, further implying the theory of evolution.

While a majority of the writing is informative and scientific in general, a few uses of metaphors and imagery present themselves. The researchers describe the DNA scars as being similar to a bar code, helping to paint a more clear picture for students. Throughout the article the term lineage tress and branching terms are used, where again students can gain a further sense of the single origin and realize at times these lineages “split”, this is done by using a commonly known object as used in a tree. Although these simple images are used, the author still intends to have readers with a biological background as cell division and inheritance processes are referenced with little summarization or background knowledge, intending this is already known. The author’s main purpose is not to teach these initial understandings but rather to inform the use of this new technology, analyze their findings, and explain further implications.

This week Kim instructed me to use the study-friendly vocabulary explanations strategy after completing the reading. I was instructed to highlight sentences with vocabulary that was unfamiliar, or difficult to remember. Once these words were highlighted, I was to list the sentence it was used in, a personal explanation of the word, a personal example and a small sketch (Buehl, 2017). There were two distinct words that were continually used throughout the article the I deemed important to work further with. Those were the terms lineage and sequencing. For lineage, I defined it as a line or connection of related items or individuals that can be traced. I used a personal example as I stated red hair can be traced back along my family’s lineage. This allowed me to make a personal connection to the material to create a better understanding.  For the term sequencing, I defined it as piecing information together to make sense of or broaden an idea. Again, I made a personal connection to me with sequence that can be used in arts and crafts projects for example. My sketch attempted to portray this, which was the hardest part about the process.

So much of the subject of biology revolves around vocabulary terms and being able to accurately make sense of new terms. By using this strategy, it allows students to key in on new and important terms, but furthermore allows them to make their own connection to make sense of it (McLaughlin, 2015). Either through the personal explanation, example, or sketch they can tie their own prior experiences in to the content. Not only will it be personal in this regard, but students may have different terms on their lists compared to others. In this sense, it can be useful if you have a wide array of student capability. This strategy will also do well to challenge students and push them just outside their comfort zones with the sketching, as like myself, many people resist attempting anything artistic in nature. Overall, I believe this strategy could be especially useful in the biology classroom.

References

Buehl, D. (2017) Classroom Strategies for Interactive Learning, 4^th ed. International Reading Association.

Max Delbrück Center for Molecular Medicine in the Helmholtz Association. (2018, April 9). Tracing the origin of each cell in a zebrafish. ScienceDaily. Retrieved April 17, 2018 from www.sciencedaily.com/releases/2018/04/180409141623.htm

McLaughlin, M. (2015). Content Area Reading: Teaching and Learning for College and Career Readiness. Boston: Pearson.