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Life Science: Cells and Systems: Grade 8

Written By Rachael Freed

(Image By Rob Pongsajapan)

“For you created my inmost being;

you knit me together in my mother’s womb.

I praise you because I am fearfully and wonderfully made;

your works are wonderful,

I know that full well.

My frame was not hidden from you

when I was made in the secret place,

when I was woven together in the depths of the earth.

Your eyes saw my unformed body;

all the days ordained for me were written in your book

before one of them came to be.

How precious to me are your thoughts, God!

How vast is the sum of them!

Were I to count them,

they would outnumber the grains of sand—

when I awake, I am still with you.” Psalm 139:13-18 (Psalm 139:13-18 NIV)

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Welcome!

Welcome to the extraordinary world of cells and systems! In grade 8 students are

beginning to gain a deeper understanding of the various ways scientific concepts are

broken down by topic. In this unit your child will be exploring cells, the building blocks of

all life, and discovering that each and every one of is fearfully and wonderfully made!

The primary goal of this unit is to focus on the essential principles needed to gain a

deeper understanding of the concepts presented. Many hands-on science experiments

are included in this unit in order to increase student understanding, and aid in their

developing a knowledge of the scientific method and proper scientific procedures.

Students will be encouraged to think critically about current scientific issues and their

ramifications. This unit is scheduled to be completed over five weeks thereby allowing

students enough time to delve deeply into the concepts presented.

In the pages below you will a find a list of learning outcomes met by completing this unit,

a vocabulary list, a grid-style daily schedule, and detailed day plans. Many of the

assignments and experiment instructions are written to the student, however, I

encourage you to be involved in the exploration of the unit with your child to facilitate

discussion, and enhance their understanding of the material. Experiments should

always be conducted with parental support.

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British Columbia Provincial Learning Outcomes Met

British Columbia’s curriculum is currently being rewritten. At this time, the Provincial

learning outcomes for this topic are found in the eighth grade curriculum.

In eighth grade it is expected that students will:

● demonstrate safe procedures

● perform experiments using the scientific method

● represent and interpret information in graphic form

● use models to explain how systems operate

● demonstrate scientific literacy

● demonstrate ethical, responsible, cooperative behaviour

● describe the relationship between scientific principles and technology

● demonstrate competence in the use of technologies specific to investigative

procedures and research

● demonstrate knowledge of the characteristics of living things.

● relate the main features and properties of cells to their functions

● explain the relationship between cells, tissues, organs, and organ systems

● explain the functioning of the immune system, and the roles of the primary,

secondary, and tertiary defence systems

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Alberta Provincial Learning Outcomes Met

This kit has been designed in order to meet the learning outcomes for grade 8 physical

science in both Alberta and British Columbia. The Alberta science learning outcomes for

grades 7, 8, & 9 can be found in this document. Physical science outcomes begin on

page 35.

In eighth grade it is expected that students will:

● Investigate living things; and identify and apply scientific ideas used to interpret

their general structure, function and organization

● investigate and describe example scientific studies of the characteristics of living

things

● apply the concept of system in describing familiar organisms and analyzing their

general structure and function

● illustrate and explain how different organisms have similar functions that are met

in a variety of ways

● Investigate and describe the role of cells within living things

● describe the role of cells as a basic unit of life

● analyze similarities and differences between single-celled and multicelled

organisms

● distinguish between plant and animal cells

● describe the movement of gases and liquids into and out of cells during diffusion

and osmosis,

● examine plant and animal structures; and identify contributing roles of cells,

tissues and organs

● Interpret the healthy function of human body systems, and illustrate ways the

body reacts to internal and external stimuli

● describe, in general terms, body systems for respiration, circulation, digestion,

excretion and sensory awareness

● describe, in general terms, the role of individual organs and tissues in supporting

the healthy functioning of the human body

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● describe ways in which various types of cells contribute to the healthy functioning

of the human body

● describe changes in body functions in response to changing conditions

● Describe areas of scientific investigation leading to new knowledge about body

systems and to new medical applications

● identify examples of research into functions and dysfunctions of human cells,

organs or body systems

● describe ways in which research about cells, organs and systems has brought

about improvements in human health and nutrition

● investigate and describe factors that affect the healthy function of the human

respiratory, circulatory and digestive systems

● Ask questions about the relationships between and among observable variables,

and plan investigations to address those questions

● Conduct investigations into the relationships between and among observations,

and gather and record Qualitative and quantitative data

● Analyze qualitative and quantitative data, and develop and assess possible

explanations

● Work collaboratively on problems; and use appropriate language and formats to

communicate ideas, procedures and results

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Life Science: Cells and Systems

Please note: you can only download three e-books at a time from the digital library. You

will need to check out A Closer Look at Biology, Microbiology, and the Cell and

complete the readings prior to checking out the next two books. To learn more about the

different types of digital PDF resources, and how to download them the help page has

excellent instructions.

Digital Resources for Use With This Kit:

Cell Biology by Melissa Stewart

A Closer Look at Biology, Microbiology, and the Cell by Britannica Educational

Publishing

What is Cell Theory? by Marina Cohen

Cells by Matt Mullins

Cells: The Building Blocks of Life by Nat Reed

Additional Digital Resources for Use With This Kit:

Learn 360

Discovery Education

BrainPop

Bible Gateway

Additional Information:

Learn 360, Discovery Education, and BrainPop all require usernames and passwords to

gain access to the content. You will need to contact your teacher to receive the latest

HCOS passwords to these sites.

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Experiments

Many day’s activities require additional materials in order to conduct experiments.

Materials needed are listed beside each experiment. I highly recommend looking ahead

one or two weeks at a time in order to gather the necessary materials.

Science Journal

Throughout the unit your child will be taking notes and answering questions in a science

journal. Scientific journaling is a great way to study, discuss, and retain information.

Students will be using their science journals to record answers, questions, notes,

images, and other important information they gain over the course of the unit. A science

journal may take many different forms, your child may wish to record and present their

information in a variety of formats including:

● a handwritten notebook

● typed pages

● video logs

● audio logs

● mind-maps

● a glog

I encourage you to allow your child to choose the method that works best for them.

Students generally retain information better when they interact with it in a way that

engages their learning style.

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Vocabulary Bank

Throughout the unit you will be hearing important vocabulary words, you should save

these words and their meaning in your science journal. Learning the meaning of these

words will enhance your study of fluids and dynamics and ensure that you grasp the

“lingo” of physical science. You can find the meaning of words by opening Google,

typing “define” followed by the word you wish to learn about. This is a good trick to use

with other subjects when you encounter a word you are unsure of. Remember, some

words have more than one meaning. You are looking for the definition that relates to

science or mathematics.

Antibody Antigen Bacteria Cell Wall

Cell Membrane Cells Circulatory System Chloroplast

Cytoplasm Diffusion Digestive System Excretion

Gas Exchange Gastric Juice Immune Metabolism

Mitochondrion Mucus Nucleus Nutrients

Organ Organ System Organelles Organisms

Osmosis Pathogen Phagocytic White Blood Cells

Reproduction Respiratory System Ribosome Tertiary Defence System

Tissue Toxins Vacuole Viruses

White Blood Cells

(Image From Here)

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Unit Overview

Day What Is Cell Theory?

Cells Cells: The Building

Blocks of Life

A Closer Look at Biology,

Microbiology, and the Cell

Cell Biology

Day 1 Introduction: Pages 6-9

Day 2 Chapter 1: Areas of Study in Biology: Pages 10-25

Day 3 Chapter 2: History of Biology: Pages 26-37

Day 4 Chapter 3: The Field of Microbiology: Pages 38-51

Day 5 Chapter 4: Cell Structure and Function: Pages 52-75

Day 6 Chapter 5: History of Cell Theory: Pages 76-84

Day 7 Pages 85-86

Day 8 Introduction: What is Cell Theory? Pages 4-7

Page 4 (The Cell: Page 38, The Use of a Microscope: Page 39)

Day 9 Chapter One: The Marvelous Microscope Pages 8-17

The Amoeba Worksheet: Page 8 (The Single-Celled Organism: Page 40)

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Day What Is Cell Theory?

Cells Cells: The Building

Blocks of Life

A Closer Look at Biology,

Microbiology, and the Cell

Cell Biology

Day 10 Chapter Two: What are Cells? Pages 18-25

Multicellular Organisms Worksheet: Page 10 (Multicellular Organisms: 41)

Day 11 Chapter Three: Developing the Cell Theory Pages 26-31

Classifying Card Game: Page 12

Day 12 Chapter Four: Impact of the Cell Theory Pages 32-37

Label a Cell: Page 15 (Parts of a Cell: Page 42)

Day 13 Chapter Five: Human Cells Pages 38-45

Poster-Sized Image of a Cell: Page 13

Day 14 Chapter Six: The Importance of Chromosomes Pages 46-51

Function of Cells Activity: Page 17 (What Cells Do: Page 43, Cell Reproduction: Pages 44-45)

Day 15 Chapter Seven: The Cell Theory Today Pages 52-57

Cells Crossword: Page 19

Day 16 Comparing Cells Activity: Pages 21-22 (Plant Cells: Pages 46-47, Animal Cells: Pages 48-49)

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Day What Is Cell Theory?

Cells Cells: The Building

Blocks of Life

A Closer Look at Biology,

Microbiology, and the Cell

Cell Biology

Day 17 Animal Cells Function Activity: Page 24 (Organ Systems: Pages 50-51)

Day 18 We Can All Study Cells Page 4

Diffusion and Osmosis Activity: Page 30 (Diffusion and Osmosis: Pages 52-53)

Day 19 First Things First Page 5

Soak Some Spuds: Page 31 (Supplies: Potatoes, Salt, Water)

Introduction: Colossal Cells: Pages 4-8

Day 20 Experiment # 1: Cells are Small Pages 7-10

The Raw Egg Mystery: Page 32-33 (Supplies: Raw Egg, Vinegar, Water, Jar large enough to hold an egg, tape measure)

Chapter 1: The Magic of Microscopes: Pages 9-16

Day 21 Experiment #2: Not Huge, But Hungry Pages 11-15

Unhealthy Cells: Pages 35-36 (Cancer The Bizarre Cells: Pages 54-55)

Chapter 2: A Closer Look at Plant Cells: Pages 17-25

Day 22 Experiment #3: In and Out--Part One Pages 16-19

Chapter 3: The Cell Theory Takes Shape: Pages 26-32

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Day What Is Cell Theory?

Cells Cells: The Building

Blocks of Life

A Closer Look at Biology,

Microbiology, and the Cell

Cell Biology

Day 23 Experiment #4: In and Out--Part Two Pages 20-23

Chapter 4: Inside the Nucleus: Pages 33-45

Day 24 Experiment #5: Ready to Replace? Pages 24-28

Chapter 5: Outside the Nucleus: Pages 46-55

Day 25 Experiment #6: Do it Yourself! Page 29

Chapter 6: The Cell at Work: Pages 56-61

A note about science journaling

On day one you will begin by watching videos. As a part of this unit you will be learning

to take notes about the videos you view and record these in the type of science journal

you choose to create. Some people enjoy taking notes and are already very good at it,

others don’t know where to start--they worry that they need to write down everything

that is said which takes a very long time and is not very effective. A good place to start

with taking notes is to record things that are new to you or unfamiliar, you may

also choose to note anything that is said that sparks your interest or imagination.

When viewing a video, I recommended challenging yourself to write down the

“three most interesting facts you learned.” If word or sentence is repeated often, it

is probably important for you to take note of it. Remember, if you miss something, or are

not sure you understand, try replaying that section of the video. Good note-takers will

also ask questions about things they are unsure of, or things they would like to learn

more about in their science journals.

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Day Plans

Day One:

A Closer Look at Biology, Microbiology, and the Cell Introduction: Pages 6-9

● Before reading, brainstorm answers to the question “What is a living thing?” you

have probably learned about living things in previous grades, and can name

many basic features of living things. Try to go beyond the basic and use scientific

terminology to describe the characteristics of a living thing.

● Read Psalm 139, particularly verses 13-16. What images does the Psalmist use

to describe the development of a human being in the womb? Do you like this

imagery? In what ways are human beings “fearfully and wonderfully made?”

What sets human beings apart as unique in God’s world?

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

Activities:

Watch Human Body Overview from Learn 360.

Watch The Ultimate Guide: Human Body from Discovery Education.

Explore the Human Body Study Jam from Scholastic.

Day Two:

A Closer Look at Biology, Microbiology, and the Cell Chapter 1: Areas of Study in

Biology: Pages 10-25

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

Activities:

Watch Human Body Systems Working Together from Learn 360.

● Human body systems work together in a variety of ways. After viewing the video,

list some of the ways this is true in your science journal. What happens if one

body system stops working? What could the impact be on the other systems? Do

you think that one or more body systems are more important than the others?

Why or why not?

Watch Human Body Systems: The Endocrine System from Discovery Education.

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Day Three:

A Closer Look at Biology, Microbiology, and the Cell Chapter 2: History of Biology:

Pages 26-37

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

Activities:

Watch Human Body Systems: The Respiratory System from Discovery Education.

● How does smoking impact the respiratory system?

● How does being exposed to high levels of airborne pollution impact the

respiratory system?

Watch Biology Concepts for Students: Cellular Respiration from Discovery Education.

Make a model of a lung! Supplies: A plastic bottle, a straw, an elastic band, scissors, 2

balloons, playdough.

Day Four:

A Closer Look at Biology, Microbiology, and the Cell Chapter 3: The Field of

Microbiology: Pages 38-51

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

Activities:

Watch Human Body Systems: The Digestive System from Discovery Education.

Watch Human Body For Students: Muscular Systems from Discovery Education.

Explore the Skeletal System and the Muscular System with Scholastic Study Jams.

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Day Five:

A Closer Look at Biology, Microbiology, and the Cell Chapter 4: Cell Structure and

Function: Pages 52-75

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

Activities:

Watch Human Body for Students: Nervous System from Discovery Education.

Watch Human Body Systems: The Circulatory System from Discovery Education.

Explore the Nervous System and the Circulatory System with Scholastic Study Jams.

Test your own nervous system. Most of the activities require a partner (parent, sibling,

or friend). You will need something a blindfold such as a scarf. Record your results in

your science journal.

Steps:

1. “Have your partner sit at a table with their dominant hand over the edge.

2. First we will test visual response. Hold the ruler at the 30 cm mark so that the 0

cm end is just at your friend's index finger.

3. Tell your friend that when you release the ruler they are to grab it as fast as

possible. Do not make any sounds or gestures that you are releasing the ruler.

They have to react to the visual stimulus of seeing the ruler being released.

Record the centimeter mark.

4. Repeat the experiment three more times. Then switch places with your partner

and redo it.

5. Now you will record auditory reactions. Have your partner sit at the table as

before, also be sure your partner puts on the eye shades.

6. Again testing the dominant hand, tell your partner that you will say the word

"Release" as you release the ruler. Once they grab it record the centimeter mark

and repeat 3 times. Switch places with your partner again.

7. For the last test, have your partner sit at the table wearing the eye shades again.

This time you will test the tactile response. Tell your partner that you will touch

the shoulder of their non-dominant arm as you release the ruler.

8. Give your partner no auditory cue that you are releasing, just a simple touch.

Record the measurement and like before, repeat three times, then switch places

and redo.”

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Day Six:

A Closer Look at Biology, Microbiology, and the Cell Chapter 5: History of Cell Theory:

Pages 76-84

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

Activities:

Watch Simply Cells: Parts of a Cell and Their Functions from Learn 360. Prior to viewing the

video, click on “resources” download and print the available document. Complete the activities

on page 8 of the document prior to viewing the video. After viewing the video, complete page 9.

You will be continuing to work through this document in later lessons, be sure to keep the pages

in a safe place.

Explore Inside a Human Cell and a Plant Cell.

● Create a model of an animal cell using jello! (Supplies: lemon jello, water, spoon,

stove, large ziplock bag, raisins, gummy worms, gumdrops, gum ball, jelly beans,

grapes, mandarin orange sections, sprinkles, M&M’s or Smarties, jaw breakers, a

plum, dried fruit and/or hard candy, refrigerator.

(Image From Here)

Day Seven:

A Closer Look at Biology, Microbiology, and the Cell Conclusion: Pages 85-86

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

Activities:

Watch The Incredible Human Machine from Learn 360.

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Day Eight:

Cells: The Building Blocks of Life Cells Word Search: Page 4 (The Cell: Page 38, The

Use of a Microscope: Page 39)

What Is Cell Theory? Introduction: What is Cell Theory? Pages 4-7

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

Activities:

Watch Understanding Cells from Discovery Education.

Watch Introducing the Cell from Discovery Education.

Learn more about microscopy here. Read the complete history of the microscope here.

Day Nine:

Cells: The Building Blocks of Life The Amoeba Worksheet: Page 8 (The Single-Celled

Organism: Page 40)

What Is Cell Theory? Chapter One: The Marvelous Microscope Pages 8-17

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

Activities:

Watch Cells: The Building Blocks of Life from Discovery Education.

Explore a cell with Centre of the Cell.

(Image From Here)

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Day Ten:

Cells: The Building Blocks of Life Multicellular Organisms Worksheet: Page 10

(Multicellular Organisms: 41)

What Is Cell Theory? Chapter Two: What are Cells? Pages 18-25

Activities:

Watch Biology: The Science of Life: The Living Cell from Discovery Education.

Play Control of the Cell Cycle from the Nobel Prize website!

Watch the Powerhouse of the Cell.

Big Questions: Is Stem Cell Research Morally Correct from a Christian

Perspective? Why or why not?

Science frequently brings to light ethical and moral issues, particularly for us as

Christians. The study of science is an amazing and important thing. Science can give us

a deeper understanding of the world God created and the importance of caring for it.

Science can help us to see the miraculous all around us. Science also may sometimes

conflict with what we believe as Christians. In the study of human biology, one of these

areas is stem cell research. It is often a topic of conversation on the news, on the

internet, in churches and Christian circles, and around the dinner table.

I will start by explaining what stem cells are.

“Stem cells are, likely, the most powerful cells found in humans and nonhuman animals.

Stem cells are able to regenerate. They are malleable. They can replicate themselves.

Stem cells can be used to repair damage and replace other tissues in the human body.

For the past several years, scientists have been conducting experiments with stem cells

in order to create therapies to replace or treat damaged tissues. Many scientists believe

that stem cells hold the key to curing cancer, repairing brain damage, and, potentially,

growing organs for people in need of an organ transplant.”

You can watch an animation about Stem Cells.

It all sounds wonderful, doesn’t it? The problem for many Christians, however, is that

stem cells are generally taken from 5-day old embryos. This is known as embryonic

research, and as a result, the embryos are destroyed when the stem cells are extracted.

Many Christians believe that life begins at conception, as such, using 5-day old

embryos for experimentation is considered to be no different from abortion--the

destruction of an innocent God-created human life. As you can probably see, this is a

very difficult topic and many people have very strong emotions about it.

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Your assignment is to conduct research from multiple sources and defend your

position while answering the question: “Is Stem Cell Research Morally Correct from a

Christian Perspective? Why or why not?” this assignment is not for you to come to

the “right” conclusion, this assignment is to help you develop your ability to think

critically, defend a position, and support your arguments.

Your project should answer the question found above. It should also include

information from both sides of the issue (i.e. this is what one side says, this is what the

other side says), scriptural references, and information from other researched sources.

Try and be a perspective taker when you look at both sides (your perspective, the

perspective of a secular doctor, the perspective of a Christian doctor, the perspective of

a parent whose child is dying of cancer etc.). Are there good alternatives to embryonic

stem cells? Your opinion should be the LAST position talked about. Decide how you

want to present the information you gather. You may wish to choose a unique way to do

this, for example:

● a digital poster (Glogster)

● a Prezi

● a videotaped or podcast (Audacity) of oral report.

● a diorama, scene or model

● A video or machinima (WindowsMedia iMovie or WeVideo)

● Use of software to incorporate learning such as Powerpoint, Popplet, or Digital

Storytelling tools to be found here.

● a written essay

Use Explora for Secondary Students from EBSCOhost to find articles and information.

Remember to use specific search terms. Note: you will need to contact your teacher in

order to get the login information for EBSCOhost. Once you have logged in you will be

able to choose from a range of search options including Explora. I highly recommend

the website Bible Gateway as a means of finding scriptural support for your argument. If

you decide to use Google to conduct your research, you may want to try the following

search terms: “stem cell research ethics,” “stem cell research Christian perspective,”

and “stem cells and the Bible.” Websites such as Stem Cell Network have secular

information for you to look at.

(Image From Here)

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Day Eleven:

Cells: The Building Blocks of Life Classifying Card Game: Page 12

What Is Cell Theory? Chapter Three: Developing the Cell Theory Pages 26-31

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

Activities:

Explore the various components of the cell, use the drop down menu to change the

image and the information. Print page 3 of this document and record the purpose of

each cell structure listed. Or, make a foldable like the one pictured here.

Look at microscope images of plant cells.

Day Twelve:

Cells: The Building Blocks of Life Label a Cell: Page 15 (Parts of a Cell: Page 42)

What Is Cell Theory? Chapter Four: Impact of the Cell Theory Pages 32-37

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

Activities:

Watch Cells: The Basic Units of Life from Discovery Education.

Learn about Cell Size and Scale.

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Day Thirteen:

Cells: The Building Blocks of Life Poster-Sized Image of a Cell: Page 13

What Is Cell Theory? Chapter Five: Human Cells Pages 38-45

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

Activities:

Watch The Human Cell from Learn 360.

Watch Inside a Cell from Learn 360.

Take a Tour of the Cell with the National Science Foundation.

Day Fourteen:

Cells: The Building Blocks of Life Function of Cells Activity: Page 17 (What Cells Do:

Page 43, Cell Reproduction: Pages 44-45)

What Is Cell Theory? Chapter Six: The Importance of Chromosomes Pages 46-51

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

Activities:

Sponge Lab allows you to launch an interactive and build a cell. In order to access this

website you will need to create a free account. Ask your parents prior to creating an

account on the website.

Day Fifteen:

Cells: The Building Blocks of Life Cells Crossword: Page 19

What Is Cell Theory? Chapter Seven: The Cell Theory Today Pages 52-57

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

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Activities:

Colour and label the parts of an animal cell on this printable.

Colour and label the parts of a plant cell on this printable.

You can read more about plant cells here.

Day Sixteen:

Cells: The Building Blocks of Life Comparing Cells Activity: Pages 21-22 (Plant Cells:

Pages 46-47, Animal Cells: Pages 48-49)

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

Activities:

Watch Plant Biology: Core Concepts Video Clip Library from Learn 360.

Explore Cells with Discovery Education.

Day Seventeen:

Cells: The Building Blocks of Life Animal Cells Function Activity: Page 24 (Organ

Systems: Pages 50-51)

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

Activities:

Watch Cells Video Quiz from Learn 360.

Play the Cell Turnover Game from the Centre of the Cell.

Day Eighteen:

Cells: The Building Blocks of Life Diffusion and Osmosis Activity: Page 30 (Diffusion

and Osmosis: Pages 52-53)

Cells We Can All Study Cells Page 4

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After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

Activities:

Watch Mitosis and Meiosis from Discovery Education.

Watch Cell Division: Mitosis and Cytokinesis from Learn 360.

Try Making a Mitosis Movie from the Centre of the Cell.

Day Nineteen:

Cells: The Building Blocks of Life Soak Some Spuds: Page 31 (Supplies: Potatoes, Salt,

Water)

Cells First Things First Page 5

Cell Biology Introduction: Colossal Cells: Pages 4-8

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

Activities:

Watch Cellular Activity from Learn 360.

Watch Cell Division from Discovery Education.

Play What is a Cell? from the Centre of the Cell.

Day Twenty:

Cells: The Building Blocks of Life The Raw Egg Mystery: Page 32-33 (Supplies: Raw

Egg, Vinegar, Water, Jar large enough to hold an egg, tape measure)

Cells Experiment # 1: Cells are Small Pages 7-10

Cell Biology Chapter 1: The Magic of Microscopes: Pages 9-16

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

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Activities:

Watch Mitosis Video Quiz from Learn 360, then click on “resources” and open the document

labeled ‘student activity,’ complete this activity in your science journal.

Watch a video on Organelles in the Cytoplasm.

Day Twenty-One:

Cells: The Building Blocks of Life Unhealthy Cells: Pages 35-36 (Cancer The Bizarre

Cells: Pages 54-55)

Cells Experiment #2: Not Huge, But Hungry Pages 11-15

Cell Biology Chapter 2: A Closer Look at Plant Cells: Pages 17-25

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

Activities:

Watch Virus Crisis from Learn 360.

Watch Antibiotics: The Wonder Drugs from Learn 360.

Watch The Body’s Defenses Against Disease from Discovery Education.

Kill Cancer Cells with the Centre of the Cell.

Learn about the Growth and Spread of Cancer Cells.

Day Twenty-Two:

Cells Experiment #3: In and Out--Part One Pages 16-19

Cell Biology Chapter 3: The Cell Theory Takes Shape: Pages 26-32

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

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Activities:

Watch Science Investigations: Life Science: Investigating Cells and Genetics from

Discovery Education.

Play Genes and Your Cells from the Centre of the Cell.

Day Twenty-Three:

Cells Experiment #4: In and Out--Part Two Pages 20-23

Cell Biology Chapter 4: Inside the Nucleus: Pages 33-45

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

Activities:

Watch Your Immune System from Learn 360.

Explore Plant, Animals and Bacterial Cells!

Day Twenty-Four:

Cells Experiment #5: Ready to Replace? Pages 24-28

Cell Biology Chapter 5: Outside the Nucleus: Pages 46-55

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

Activities:

Watch Secrets of Genomes Revealed from Learn 360.

Take a look at the Timeline of the Human Genome.

Things to think about: many people have concerns about how the information

obtained during the Human Genome project could potentially be used. This includes the

potential for cloning people, or tampering with their genetic code to create “better”

humans. The term “designer baby” is often used in the media to describe a process by

which parents could select which genes they want their child to possess such as blue

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eyes, brown hair, tall, athletic etc. On the other hand, manipulation of human genes

could lead to the prevention of certain diseases. What do you think the moral

implications of this are? Should we be tampering with God’s design for human beings?

Is this “playing” God? What are the benefits of genetic manipulation? The downsides?

Record your thoughts in your science journal.

Day Twenty-Five:

Cells Experiment #6: Do it Yourself! Page 29

Cell Biology Chapter 6: The Cell at Work: Pages 56-61

After completing today’s readings and activities, record three or more interesting facts in your

science journal and two or more questions you still have.

Activities:

Watch Cell Specialization from BrainPop.

Watch Cell Structures from BrainPop.

Watch Cells from BrainPop.

27

Bibliography

(2008, January 1). Retrieved January 8, 2015, from

http://teach.genetics.utah.edu/content/begin/cells/print/InsideaCellWorksheet.pdf

Experiment: How Fast Your Brain Reacts To Stimuli. (n.d.). Retrieved January 8, 2015,

from https://backyardbrains.com/experiments/reactiontime

Jello Animal Cell Craft - Enchanted Learning Software. (n.d.). Retrieved January 8,

2015, from http://www.enchantedlearning.com/subjects/animals/cell/jello/

Post navigation. (n.d.). Retrieved January 8, 2015, from http://www.science-

sparks.com/2012/04/13/breathing-making-a-fake-lung/