Golgi Apparatus: When Flat Meets Tubular
The article discussed can be found here:
University of Kent (2018, April 3). Cell
discovery could help with research on genetic diseases. ScienceDaily. Retrieved
from www.sciencedaily.com/releases/2018/04/180403111058.htm
This week, ED 620 was asked
to pick a topic, choose an appropriate text conveying the topic, analyze the
chosen text, and use different reading strategies in assigned groups. My group
consisted of all biology and science backgrounds. We utilized the internet to
look at different science websites focusing on cell biology and implications on
genetic diversity. We found an article on Science
Daily titled “Cell discovery could help with research on genetic diseases.”
The article is about how researchers found a Golgi apparatus in a microbial amoeba,
Naegleria gruberi, that was thought
to have lacked a Golgi apparatus. The discovery of the organelle was not the
only thing that the article focused on. The article also focused on the
structure of the Golgi apparatus. Normally, the Golgi consists of flattened stacked membranes, but in N.
gruberi, the membranes are tubular and not stacked. The author mentioned
that looking at the individual, unstacked tubular membranes will be important as
it will allow for a better understanding of the relationship between Golgi dysfunction
and genetic diseases as Golgi body malfunction causes diseases such as Alzheimer's,
Parkinson's and other autoimmune diseases. The
text meets goal three of the Maryland core learning standards of biology as
students have to know how traits are passed down and mutations in order to
effectively understand the article and its implications (http://mdk12.msde.maryland.gov/instruction/clg/biology/goal3.html).
Additionally, the text provides a good example of real world application as we
may know someone with Alzheimer’s, Parkinson’s, or another autoimmune disease.
The real world application may also help engage students in the reading.
The first time I read the
text, I was captivated by its title and its summary. I was able to recall
concepts that I have learned in cellular biology. Since the text is short, it
was easy to re-read in order to solidify my knowledge. I do have to admit that
since it had been some time since I have encountered some of the scientific
vocabulary words, I had to research what it meant. With that being said, the
text kept me engaged as I was actively in the reading and learning process
since I was researching any questions I had.
Derrick, Kim, and I thought
that this text would be appropriate for a high school level biology class.
While the text is short, students must know the structure and function of the
Golgi which is covered in cellular biology, but students must also know
genetics since the article deals with mutations and autoimmune diseases. These
topics meet the content standards of biology. The applicable nature of the text
can be intriguing for students especially those who want to go into the
scientific research field or medicine.
The key points I took away
from the text were structure and function of the Golgi along with its
implications on genetic diversity. Students would need to have the prior
knowledge of organelles primarily the Golgi apparatus and its function.
Students must also need to know the basics of genetics in terms of how traits
are passed down, DNA (function and replication), mutations and how they occur,
and the definition of an autoimmune disease. The article is an informational
piece in which researchers described what they found and its importance. This
would be a good article to use towards the end of a unit for cellular
biology/genetics as it recaps different concepts and students can use their
prior knowledge and apply current learning to create a better understanding and
perhaps also making predictions.
The text started with the
background of the Golgi and its function then it goes into the discovery of the
Golgi found in N.
gruberia and why it may have a positive impact on
genetic diseases. While I found that the article was informational, the author
is also persuading readers to believe the importance in their research and why
it will make for a better understanding in the impact of Golgi malfunction and autoimmune
diseases. The target audience are those with a scientific background, but
because it mentions diseases, people who know of individuals with these
diseases could be interested in reading the article. While the article
contained no graphics, there were instances in which the author provided a
visual meaning. For example, the author described the function of the Golgi to
a postal service and that the membranes within the Golgi resemble a stack of pancakes.
The text overall was easy
to read as it was straightforward and structured well.
The reading strategy that
Kim provided was knowledge mapping. Prior to reading the text, I was asked to
create a concept map stemming from “Golgi apparatus” and I had to provide 4-6
meaningful words or phrases that provide useful knowledge of it. This strategy
promotes student-led review of prior learning of disciplinary topics (Buehl,
2017). I found it helpful since I had to think back about the structure and
function of the Golgi and what types of cells have it. While reading the article,
it solidified my understanding. I was able to see the relationship that the
Golgi has and how mutations can make an impact on disease. I thought knowledge
mapping for this particular informational text was an effective tool in
accessing prior knowledge in order to comprehend the text in a more meaningful
way. I will definitely use this strategy in my own classes for similar informational
texts.
References
Buehl, D. (2017) Classroom Strategies for Interactive
Learning, 4th ed. International Reading Association.
School Improvement in
Maryland (2016). Using the core learning
goals: science. Retrieved from
http://mdk12.msde.maryland.gov/instruction/clg/biology/goal3.html
University of Kent. (2018,
April 3). Cell discovery could help with research on genetic diseases. ScienceDaily. Retrieved from www.sciencedaily.com/releases/2018/04/180403111058.htm
Wow! What a great topic and strategy to explore cellular organelles. Unfortunately, that is a topic that my 7th graders always seem to find less interesting than I do. I can see so many ways that you could use this piece of text to address MD state reading standards. It is so important for the students to see that what they are learning in class is acually discussed, tested, and analyzed in the real world. I think that the article, combined with your reading strategy really would help students develop CCR Anchor Standard # 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Great job!
ReplyDeleteRechelle,
ReplyDeleteThis is a great article the three of you chose! This would be a great article to show students as an application portion of the lesson. I remember back to my biology class in high school and the cell and the organelles were interesting by themselves, but an article like this one would have really been interesting and made me excited about learning. There are always students that give teachers grief about not needing something in the real world. This text proves that what they are studying in high school biology is being studied even further in the real world and medical field. Great job on the analysis of this article!