mmakris-grade7-10science.wikispaces.commmakris-grade7-10science.wikispaces.com/.../unit+pl… ·...

Grade 8 Understanding Life Systems – Cells Unit Overview

Unit of Study (Introduction):Cells

Overview: The focus of this unit is to continue to develop an understanding of the structure and function of cells in plants and animals. Students will also learn about the implications that the increase in knowledge of cells has on individuals, society and the environment. An understanding of the safe and proper use of microscopes will also be discussed along with the safety of others when using these important instruments.

Goals/Big Ideas

By the end of the unit, students should understand that:Cells are the basis of life.Cells organize into tissues, tissues into organs, organs into organ systems, and organ systems into organisms. Healthy cells contribute to healthy organisms.Systems are interdependent.

Overall expectations

assess the impact of cell biology on individuals, society, and the environmentinvestigate functions and processes of plant and animal cellsdemonstrate an understanding of the basic structure and function of plant and animal cells and cell processes.

Accommodations for Special Needs and ELL:

For students with special needs, accommodations will be made based on their Individual Education Plans (IEPs). Consult the Individual Education Plan and adapt the assessment format (e.g., oral, practical demonstration, interview, construction, tape-recorded test) to suit the needs of the student. Allow the student to write the main points and expand verbally; allow additional time, when required for completion of work. Read or clarify questions for the student and encourage the student to rephrase questions, in his/her own words. Provide highlighting of key words or instructions for emphasis.

For ELL students, groupings will include a partner who speaks their native language, if possible, so that students may work together on tasks and help each other understand the material.


Resources:

Digiuseppe, M., Gibb, T., and Hammil, C. (2008). Nelson Science and Technology Perspectives 8: Student Text. Nelson Canada Elhi.

Layman, D (2003).Biology Demystified. Mc Graw-Hill

http://exchange.smarttech.com

http://www.nrc-cnrc.gc.ca/eng/education/biology/microscope/index.html

http://www.wiley.com/legacy/college/boyer/0470003790/animations/cell_structure/cell_structure.htm

http://www.explorelearning.com/

http://science.howstuffworks.com/environmental/life/cellular-microscopic/cell.htm

http://www.youtube.com/watch?v=u54bRpbSOgs


Lesson (Title and topic)

Expectation Codes

Lesson Strategy and Assessment Evaluation including criteria addressed from Achievement

Chart

Assessment For (AF)

Assessment As (AA)

Assessment of (AO)

1 – Diagnostic Activity

1.1, 1.2, 1.3 L.S. Discussion: Ask an open question to the class “What technologies are you familiar with that has enhanced our understanding of the function of the human body?” Students will be given 10 minutes to talk to their elbow partner and then a group discussion will commence.Assessment Tool: Anecdotal notes will be taken of each student’s response of how familiar they are with the content and use of appropriate vocabulary.Exit Slip (End of the Lesson): students will provide their own written opinion “Do you believe that our recent technology has made a positive contribution to people and our environment?”

Diagnostic Assessment (AF):

Discussion

2- Compound Microscope

1.2, 2.2, 2.3, 2.5

L.S. Demonstration: The instructor will present a compound microscope, and describe the parts of a microscope. This will be followed by a brief explanation on how to use a microscope correctly and safely to find and observe components of a plant and animal cell – also on how to prepare a wet mount slide.

L.S Lab Activity: Students will prepare one wet mount slide (using an onion slice) and be given one dry mount slide (protist), and make accurate labeled sketch of their observations

Assessment Tool: Homework Activity Students will be given a blank diagram of a microscope and will need to label the different parts, using a word bank. Also students will write a journal response on the benefits scientists/students/ individuals have on using a microscope and understanding plants and animals

Formative Assessment (AA) :

Checklist

3 – Roles of Selected

Technologies

1.1, 2.5 L.S. Independent Study: Students will be given 4 questions to research using the internet and library sources (the questions are as follows):

- How have electron microscopes helped our understandings of cells and cell processes?- What are some disadvantages of using this technology that might affect its availability or effectiveness?- How might infusing dye into cells be a useful tool for diagnosing and/or treating diseases, or for understanding how cells work?- How might the understanding of cells and cell processes help in treating diseases?

Each question will be completed with brief jot notes of their findings.

Formative Assessment (AA):

Observation


Assessment Tool: Discuss Thinking – Think/Pair/ShareStudents will discuss their findings with each other and brainstorm ideas

4- Feedback on Role of Selected

Technologies

1.1, 2.6 L.S. Computer Simulation: Students will choose an idea or a question from last class’s assignment and create a comic using www.bitstrips.com.

Once completed, students and the instructor will provide feedback to one another.

Assessment Tools: Peer Evaluation on a fellow student’s comic and comment on how well their comic conveys an idea


Checklist

5- Debate Activity

Research

Understanding of Cells and the

Effects of Human Health

and the Environment

1.2, 2.5, 2.6 L.S Debate: A scenario will be given (Scientists in the area of Wonderland are developing pest-resistant crops that reduce the need for chemical pesticides. However there are some concerns that these crops may cross-breed with native plants and disrupt natural populations and balance) and students will be given a role to play (farmer, pesticide manufacturer, a child, people with life threatening illnesses etc). Students will spend the period researching using the internet, library, or personal notes, collaborate with fellow classmates, and each group will create an anchor chart with their findings.

Assessment Tool: Interview – Discuss with students their findings and how they feel about their role in the debate.

Formative Assessment (AA): Anecdotal Record

6- Debate 1.2, 2.5, 2.6 L.S Debate: Students will be in groups according to their roles, and will take turns in debating their position about the topic.

Assessment Tool: Journal – A personal response on how their perspective of the impact science and technology has on Society and the Environment.

Summative Assessment (AO):

Debate Rubric

7 -Cell Theory 2.5, 3.1 Students will watch the following video (3min): http://www.youtube.com/watch?v=u54bRpbSOgs

Before playing the video, hand out questions to the class. A class discussion will follow after completion of the video.

Discussion questions:

Why are cells important?

Name 3 characteristics of a cell.

What are some functions of a cell?

L.S. Discussion (25 min):

Students will break into groups of 3-4 and will be given 10 minutes to answer the discussion questions. Groups will be chosen to present their answers to the class. Once at least 2 to 3 groups have presented


Anecdotal notes and handout

http://www.bitstrips.com/


their answers, the teacher will compare the groups’ answers to the 3 main points of the cell theory.

1. All living things are made up of cells2. The cell is the basic unit of life3. All cells come from pre-existing cells

L.S. Making connections, Q & A (15 min):

On the smart board, slide 1 will consist of living and non-living things. Show the class and ask students to point out, which things are made up of cells (this will emphasize point 1 of the cell theory). The next slide on the smart board will be a picture of the human body (point 2). Ask the class, what types of cells can be found in the human body? Show the class slide 3 (image of the cell and an image of the organ the cell is located within). Students will have to turn to their partner and determine what the function is of each of the previous six cells (also ask class to look at the shape of the cells). Slide 4 will show a picture of a cell splitting into 2 (mitosis and meiosis). Ask the class, which cell theory point is it representing.

Summarize, the key points of the lesson:Cells are the basic unit of structure and function in all living things.Cells make up all living things.Functions performed by cells keep organisms alive.

There are different types of cells and they have their own functions.If cells make up all living things, this means it also makes up all plants as well as all animals.

Handout (15 min)

Assessment tools:Anecdotal notes: Students’ responses to “making connections” portion of the lesson. This will demonstrate, if students can apply the cell theory to different applications.Handout: Students will be given 5 questions to the answer.

8 - Function of cells and the 2 main groups of

cells (prokaryotic and

eukaryotic)

2.5, 3.1 Review 3 points of cell theory.

L.S. Show students a picture of a baby. Ask students to turn to their elbow partner and answer the following question: What do babies need in order to live?

Once students look ready to discuss this question, ask students to share their responses. Then tell the class that they also came up with the functions of the cell.

Draw a chart on the smart board with their answers and then show the class, what a cell needs to do in order to survive. Students will notice that cells need to eat, breath, get rid of waste and grow in order to perform their functions and help keep organisms alive.

L.S. Now that students know what a cell needs in order to survive, play

Formative assessment (AA):

homework assignment


the video to introduce the class the 2 main classifications of cells.

Video: http://science.howstuffworks.com/environmental/life/cellular-microscopic/cell.htm

Create a t chart on the smart board. One column for prokaryotic characteristics and the other for eukaryotic characteristics. Ask students to come up to the smart board and fill out the chart.

L.S. Discuss the differences between prokaryotic and eukaryotic cells based on the information of the video.

Homework to be started in class: Research one prokaryotic organism and one eukaryotic organism and answer the questions on the sheet.

Name your prokaryotic and eukaryotic organisms. Give 3 characteristics of each organism. Which types of organisms are prokaryotes? Which types of organisms are eukaryotes?

Assessment tools:

Complete homework assignment.

9 -Cell Structure, Introduction of

plant cell (Gizmo Activity)

2.5, 3.2 L.S. Open discussion question (10 min):

1. What do you think plant cells can do?

2. Is a plant cell classified as a prokaryote or a eukaryote? How do you know?

L.S. Gizmo Activity: After this discussion, students will be taken to the computer lab to complete Activity B: The Plant cell gizmo activity (20 min). Students will answer all the questions in the worksheet with the exception of number 2. After this activity is complete, students will go back to their classroom to discuss the following questions with their elbow partner.

L.S. Discussion questions (From gizmo lesson) 15min:

- Which organelle functions like a city government?

- Which organelle can be compared to the post office?

- Which organelle is the power plant for the cell?

- Which organelles are like factories?

- Which organelle is like a solar panel?

- Which organelle is like a road system?

Assessment tools(not the gizmo questions, teacher will separate assessment questions):

Gizmo Activity questions

Formative assessment (AA):

Gizmo questions and handout


Anecdotal notes

Handout after the activity is complete

10- Cell structure

(Animal cell)

2.5, 3.2 From yesterday’s gizmo activity students will compare plant cell organelles to animal cell organelles and their functions. L.S. Students will have to create a Venn diagram to show the similarities and differences. Students will use a given website to create a Venn Diagram (20 min). L.S. Once the Venn Diagram is complete, the class will be divided into 2. One half will represent the plant cell and the remaining half will represent the animal cell. Students will have 15 minutes to write the characteristics of their cell on chart paper. The class will review both anchor charts and correct any mistakes. Students can use these anchor charts as references throughout the remainder of the class. Then students will complete a worksheet.

Website for Venn Diagram: http://www.nrc-cnrc.gc.ca/eng/education/biology/microscope/index.html

Worksheet questions:

1. What cell parts do Animal cells have that Plant cells do not have?

2. What cell parts do Plant cells have that Animal cells do not have?

3. Why do Plant cells have cell walls and Animal cells do not?4. Why do think Plant cells have bigger vacuoles than Animal

cells?

Assessment tools: Venn Diagram and worksheet


Venn Diagram and worksheet

11 –Comparison of animal and

plant cells(Microscope

)

2.1,2.2, 2.3, 2.5, 2.6, 3.3

Students in this microscope comparison lab activity will learn the fundamental differences between plant and animal cells. In groups of 3 to 4, students will observe plant cells and animal cells. Before they start the lab activity, pose the following pre lab questions to the class:

1. How are plants and animals different?2. How do you think these differences will influence how plant

and animals cells look?

Also have students recall how to make a wet-mount slide and how to use a microscope to view it.

They will summarize their findings in their science journals and discuss what they observed with their groups.

Assessment tool:

Responses in science journal

Anecdotal notes during lab work


Science Journal responses and

anecdotal notes

12 -Build a model

2.5, 2.6, 3.2 ,3.3

L.S. Students will create a playful model of either a plant or animal cell using a variety of materials (fully labelled). The model will represent a



make believe character that the student has made up. In the student’s presentation, they will have to tell the class the story of their character but also incorporate the cell’s function and structure within the story. They will present their model to the class.

Assessment tool: Presentation rubric

Presentation

13 – Review lesson 7 to 13

3.1, 3.2, 3.3 Students will review plant and animal structures using an interactive game online (30 min at the computer lab). Students will be able to construct either a plant or animal cell from the activity provided in the website. If they add an organelle that doesn’t belong to the cell, it will notify them. Link: http://www.wiley.com/legacy/college/boyer/0470003790/animations/cell_structure/cell_structure.htm

After playing this game, students will return to their class and play science wheel of fortune and review the main concepts of lessons 7-13.

Evaluation: Mid Unit test following week

15 - Tea Bag

demonstration(Diffusion and

Osmosis)

3.4, 2.5, Start with Teabag experiment found on Page 122 of Nelson 8.Jigsaw activity (LS): Place students in groups of 4. Each student will be given a topic (diffusion, concentration gradient, osmosis and turgor pressure). Hand out short readings for each. Students will write notes and explain to group members.Homework (AT): Complete diagram on topic and find another real-life example.


Homework task

16 - Modeling and Observing

(Diffusion and Osmosis)

3.4, 2.1,2.4. 2.5. 2.6

Lab Activity (LS): Pg. 128 and 129 of Nelson 8. Half the class with complete diffusion activity and half the class will complete osmosis activity (pick names out of a hat). At the end, class will share their findings with each other and visit each others tables.Lab Report (AT): Complete lab report and hand-in next class (osmosis students do not need to complete Apply and Extend b-poster portion and c).


Lab report

17 - Share ReportsGrouping challenge

(Unicellular and Multicellularorganisms)

3.5, 2.5 Share Apply and Extend answer with the class and hand-in lab report.Brainstorming (LS): Place a list of flash cards with words on the board (amoebae, prokaryotes, fungi, worms, humans, etc) on the board. Ask students to place words into 2 groups, working individually and sharing with elbow partner.Discuss thinking (AT): Discuss thinking. Ask students to repeat but put into groups of 3 (separate vertebrates and invertebrates). Discuss thinking. Brief lecture to follow.


Discussion

18 - What do we need?

(How organisms meet their basic

needs)

3.5 Debate (LS): In groups of 4, students make a list of ideas on what the basic needs of organisms are and as a class, we create the list on the board.Observation (AT): Students can debate responses with clear reason for agreeing or disagreeing. Read Pg. 152-157 of Nelson 8 independently and add/change their current notes.


Observation

19 -Russian doll demonstration(Cells-tissues-

organs)

3.6, 2.5. 2.6 Discussion (LS): Russian dolls will be placed from smallest to largest (smallest with cell sticky note on it, medium with tissue and largest with organ). Ask students what they think this represents and discuss with elbow partner.LectureExit Ticket (AT): Students are to create a concept map during the lecture to be handed-in at the end of class.


Concept map

20 -Culminating Task Preparation

All expectations

Research (LS): Students will begin preparing their culminating task. They will be working independently on brainstorming and doing research for this

Evaluation: Culminating task due




will be covered in the assignment.

assignment. following week

21 -Unit Review(Jeopardy)

All expectations will be covered

Question and answer (LS): http://exchange.smarttech.com jeopardy game. Class will be split in half and work together to get the answers. To end the class, read "Enjoy Your Cells" by Fran Balkwill and Mic Rolph.

Evaluation: Unit test following week

Description of Culminating Task

For the culminating task, students will be asked to prepare either a diagram, written paper or powerpoint presentation on how a cell goes through the entire process of becoming an organ. As part of the assignment, students will also need to include at least one similarity and one difference between animal cells and plant cells. To begin, each student will need to choose an organ of their preference. They may include the heart, lungs, liver, etc. Once they have done so, they will choose the medium by which they would like to present their work based on their individual learning styles. The choices are as follows:

Option 1: Visual representationStudents will create a sequential diagram using a poster board of how a cell becomes an organ. The will need to refer to such concepts as cell specialization. They must include diagrams with labels for the parts. They must also include diseases that can affect the organ at any stage in the process. For plant cells, students will choose at least two points in the process and depict what happens in plants (1 similarity, 1 difference).

Option 2: Written paperStudents will need to complete a written explanation (2-page maximum) on how a cell becomes an organ. They will also need to refer to specific processes by which this occurs (ie. cell specialization) and include diseases that can affect the process or the organ. For plant cells, students will explain what happens to plants at 2 points in the process (1 similarity, 1 difference).

Option 3: Powerpoint PresentationStudents will create a powerpoint presentation (15 minutes maximum) on the process by which a cell becomes an organ. They will need to refer to specific processes and diseases that could affect this process. They will need to present their work to the class and they will be assessed on the overall presentation. For plants, they will need to include a slide that covers a similarity and a slide that covers a difference.

As part of the task, students will also need to include medical advances or technology which has helped in treating the diseases that they have found associated with their organ. They may also choose to include ways to prevent these diseases from occuring in the first place, where possible, in their assignment.

http://exchange.smarttech.com/


Assessment tool: RubricThis rubric will be used to assess the culminating task.

Categories Level 1 Level 2 Level 3 Level 4Knowledge and Understanding

Understanding of content(e.g. concepts, ideas, theories, principles)

Demonstrates limited understanding of content (structure and function of plant and animal cells, key terminology)

Demonstrates some understanding of content (structure and function of plant and animal cells, key terminology)

Demonstrates considerable understanding of content(structure and function of plant and animal cells, key terminology)

Demonstrates thorough understanding of content(structure and function of plant and animal cells, key terminology)

Thinking and Investigation

Use of critical/creative thinking processes, skills and strategies(e.g. analyzing, interpreting, problem solving, evaluating, forming and justifying conclusions on the basis of evidence)

Uses critical/creative thinking, processes, skills and strategies with limited effectiveness (analyzing and interpreting how a cell becomes an organ)

Uses critical/creative thinking, processes, skills and strategies with some effectiveness (analyzing and interpreting how a cell becomes an organ)

Uses critical/creative thinking, processes, skills and strategies with considerable effectiveness (analyzing and interpreting how a cell becomes an organ)

Uses critical/creative thinking, processes, skills and strategies with thorough effectiveness (analyzing and interpreting how a cell becomes an organ)

Communication

Expression and Organization of Ideas and Information(e.g. clear expression, logical organization) in oral, visual, and/ or written forms (e.g. diagrams, models)

Expresses and organizes ideas and information with limited effectiveness (displays information logically through the chosen learning style activity)

Expresses and organizes ideas and information with some effectiveness (displays information logically through the chosen learning style activity)

Expresses and organizes ideas and information with considerable effectiveness (displays information logically through the chosen learning style activity)

Expresses and organizes ideas and information with a high degree of effectiveness (displays information logically through the chosen learning style activity)

Application

Making connections between science, technology, society and the environment(e.g. assessing the impact of science and technology on people, other living things, and the environment)

Makes connection between science, technology, society and the environment with limited effectiveness

Makes connection between science, technology, society and the environment with some effectiveness

Makes connection between science, technology, society and the environment with considerable effectiveness

Makes connection between science, technology, society and the environment with a high degree of effectiveness


Name: __________________________

Date: ___________________________

Grade 8 Understanding Life Systems – Cells Unit Culminating Task Expectations

Hand in brainstorm overview (date): One day to complete

Rough draft due date: 4 days after brainstorm overview

Final Due Date: 2 days after rough draft due date

Description: For this culminating task, you will be asked to explain the process of how a cell becomes an organ. As part of the task, you will also need to include medical advances or technology that has helped in treating the diseases that you have found associated with the organ you have selected for this assignment. You may also choose to include ways to prevent these diseases from occurring in the first place, where possible. You have the option of presenting this information in one of 3 ways. You can complete a diagram, write a paper or create a powerpoint presentation.

Things you must include in your culminating task:

1. Explain the process how a cell becomes an organ.2. Choose an organ.3. Include medical advances or technology that has helped treat diseases for the organ you

have chosen.4. Name one similarity and difference between animal and plant cells.5. Include diseases that can affect the process or organ.

Optional:

Include different ways to prevent diseases associated with your organ.

Choose one way to present your work

□ Visual representation □ Written paper □ Power point presentation

First, you will complete the brainstorm sheet, followed by the rough draft. Once the rough draft has been revised by your teacher, you can complete your final draft for the culminating task.


Name: _____________________________

Grade 8 Understanding Life Systems – Cells Unit Culminating task brainstorm

1. Name 5 things you know about cells.

2. Name 3 organs you are interested in to use for your culminating task.

3. Name as many steps as you can for the process of cells to become an organ.


4. Name a few similarities and differences between plant and animal cells (You can use words, pictures, mind maps etc.)

5. Research possible diseases that can affect the organs you named in question 2.

Choose one way to present your work

□ Visual representation □ Written paper □ Power point presentation

Start your rough draft. Once completing this handout, please hand in to teacher to review.


Unit Test: Cells

Multiple Choice: Circle the correct answer.

1. What technology has significantly helped our understandings of cells and cells processes? A)telescope B)bunsen burner C)electron microscope D)television

2. Which one of the following areas of study would help in treating diseases? A)biotechnology B)cells and cells processes C)forensic D)a child's lunch

3. To begin and end each session with the microscope, have the _______ power objective in position. This enables you to see _________ of the object and ensures that the cover slip, slide and specimen are not crushed. A) higher; more B) higher; less C) lower; more D) lower; less

4. The basic unit of every system is a _________________________.

A) nucleus

B) cell

C) tissue

D) organ

5. Examples of eukaryotic cells are:

A) plant cells.


B) animal cells.

C) bacteria.

D) all of the above

6. The major difference between plant and animal cells is that plant cells have:

A) a cell membrane, cytoplasm, DNA and ribosomes.

B) a cell wall, chloroplasts, and very large vacuoles.

C) a nucleus, a cell membrane, and mitochondria.

D) there is no difference between plant and animal cells.

7. ________ is the process by which particles move from an area where they are more concentrated to an area where they are less concentrated.

A) concentration gradient

B) diffusion

C) dispersal

D) gas exchange

8. Fungi and Protists can be classified as

A) unicellular organisms

B) multicellular organisms

C) either a unicellular or a multicellular organism

D) a type of bacteria

9. The process by which a cell becomes specialized to perform a specific function is known as

A) Cellular differentiation

B) Turgor Pressure

C) The Organ System


D) Cellular transformation

Fill-in-the-blank: Name the organelle or organelles that perform each of the following functions.

A. _____________________ convert sunlight to chemical energy.

B. The _____________________ and the _____________________ help to support the plant cell and help it to maintain its shape.

C. _____________________ store food or pigments.

D. The _____________________ converts food into energy. It is found in both plant cells and animal cells.

Short Answer Questions: Answer the following questions in the space provided.

1. Why is the cell considered the basic unit of life?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. How might the understanding of cells and cell processes help in treating diseases?

___________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


3. Describe 2 ways in which microorganisms are beneficial for multicellular organisms?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Longer Answer: Complete the following question in the space provided.

Explain what you think will happen if an animal cell is placed in a beaker containing distilled water.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Diagram: Label at least 5 parts of the microscope below.

mmakris-grade7-10science.wikispaces.commmakris-grade7-10science.wikispaces.com/.../unit+pl… ·...

Documents