Native American Community Academy www.nacaschool.org Unit Title:
Cells and Cell Structure
Grade Level: 7
Subject/Topic Area(s): Science Duration: 5 weeks Brief Description and Purpose Statement: To learn about prokaryotic and eukaryotic cells (parts of the cells and function of those parts) and the vital part they play in our daily lives. To learn about how these cells relate to organisms and the five kingdoms. Stage 1 – Desired Results Enduring Understanding(s): Students will understand that… 1. Cells are the basic unit of all living things. 2. Cells play an important part in our well being. 3. Organisms have different relationships. 4. Organisms are either motile or non-motile 5. Organisms are either sexual, asexual or both. 6. Every organelle in a cell has an important part. Essential Question(s): What are cells and why do we care? Why is it important to learn about cells? How do we get our energy? Do plants need energy? Where do they get it from? Do cells play a part in leukemia, cancer, heart disease? What impact does radioactivity and light have on cells? Students will know . . . (knowledge) 1. 2. 3. 4. 5. 6. 7. 8.
Cells are the basic unit of life The difference in a prokaryotic and eukaryotic cell. The difference between unicellular and multicellular. Cell parts and functions and the relationship between those parts. The five kingdoms based on cells. How cells get their energy. What a microscope is and its purpose. The meaning of asexual and motile.
Students will be able to do . . . (skills) 1. Decipher between plant cells and animals cells. 2. Name cell parts and identify their functions. 3. Identify three major outcomes based on cell dysfunction or abnormalties. 4. Properly use a microscope and determine total magnification power.
5. 6. 7. 8. 9.
Prepare a wet slide. Properly use a microscope to investigate specimens. Compare the basic structures and functions of different types of cells. Compare functions of plant and animal cell structures. Teach others about animal and plant cells and share 3 major functions of cells.
Standards and Benchmarks: Strand II: Content of Science Standard II (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living things and their environments. 5-8 Benchmark III: Understand the structure of organisms and the function of cells in living systems. Structure of Organisms 1. Understand that organisms are composed of cells and identify unicellular and multicellular organisms. 2. Explain how organs are composed of tissues of different types of cells (e.g., skin, bone, muscle, heart, intestines). Function of Cells 3. Understand that many basic functions of organisms are carried out in cells, including: • growth and division to produce more cells (mitosis) • specialized functions of cells (e.g., reproduction, nerve-signal transmission, digestion, excretion, movement, transport of oxygen). 4. Compare the structure and processes of plant cells and animal cells. 5. Describe how some cells respond to stimuli (e.g., light, heat, pressure, gravity). 6. Describe how factors (radiation, UV light, drugs) can damage cellular structure or function.
Stage 2 – Assessment Evidence Pre-Assessments: Cell drawing, labeling parts and functions. Short answer: What is the function of red blood cells and white blood cells? Culminating and Ongoing Assessment(s): Students will be assessed daily using oral questions and/or daily exit cards and homework assignments (3-5 word problems). Students will also be assessed during independent work and group activities/labs (teacher roving). End of unit test, project/demonstration on cell structure and functions. Students will be expected to: Maintain his/her binder filing in-class notes and assignments as assigned or directed. Participate in class discussions. Take notes as directed and complete assignments. Create an animal cell model, powerpoint, or presentation that educates others about the importance of cells and their functions. To pass the end of unit test with a 70% or better. Stage 3 – Learning Plan
What learning experiences and instruction will enable students to achieve the desired results? How will the design… W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests) and Where to connect the curriculum to the NACA Mission and Core Values? H = Hook all students and Hold their interest? E = Equip students, help them Experience the key ideas and Explore the issues? R = Provide opportunities to Rethink and Revise their understandings and work? E = Allow students to Evaluate their work and its implications? T = Be Tailored (personalized) to the different needs, interests, and abilities of learners? O = Be Organized to maximize initial and sustained engagement as well as effective learning?
Week One: Before scientific investigations can take place students must learn how to properly use the equipment that will allow them to conduct necessary research. Students will learn how to properly use a compound light microscope. Students will be able to identify the parts of the compound light microscope and will understand the limitations of a compound light microscope. They will know how to compute to total magnification on the ocular lens and objectives. Students will have an understanding of the history of microscopes and the impact they’ve had on science. Students will know that the electron microscope has better magnification than the compound light microscope. Readings: Chapter 2, section 2 Assignments: a. Parts of a Microscope (5) b. Lab: Microscope Lab (5a) Resources: Compound Light Microscope Powerpoint Chapter 2, section 2 Week Two: What are Cells and Why is it Important to Study them?" “What’s the difference and why do we care: Animal vs. Plant Cells” Read Chapter Two: take notes and highlight major points about cell structure and function of organelles. Students will become familiar with the terminology associated with cells along with correct pronunciation and spelling of cell vocabulary. Students will take notes and learn how to identify important facts from the chapter. Revised 6/1/09
Begin discussion on cell parts and the differences between animal cells and plant cells. Resources: Chapter 2, section 1. Online Video: The Magic School Bus Goes Cellular Assignments: Pre-assessment (draw an animal cell and label cell parts and briefly describe functions: points given for effort and participation. Reading:Chapter 2: Cell Structure (5c) Inside the Cell (5d) Week Three: Students will be introduced to in-depth information on the cells structure and functions of organelles in animal and plant cells. Students will understand the importance cells have on treating burn victims. Students will connect living organisms and cell types to the five major kingdoms. Assignments: Watch video and take notes using prepared guided notes from teacher. Question/Answer session on cell parts, functions and differences. Ongoing assessment: Students to draw an animal cell without the use of any materials. Resources: Video from Cosmeo.com: Biology: The Science of Life: The Living Cell Video from Cosmeo.com: Skin Cells Tree of Five Major Kingdoms Week Four: Students will use the compound light microscope to compare cheek cells (animal cells) to the elodea leaf (plant cell). Student will sketch observations to include cell structure and recall on magnification. Assignments: LAB: Plant/Cell Lab Week Five: Students will choose a project of their choice that will model plant/animal cells and cell functions. Test Review: Unit Test on Cell Structure will be given the following week. Resources:
Cell Model Assignment Cell Model Rubric Computers w/Internet Access Poster Board
Vocabulary: Monera Protists Nucleus Nucleolus Mitochondria Ribosome Lysosome Motile
Golgi bodies Prokaryotic Eukaryotic Cell Wall Cell Membrane Organelles Cytoplasm
Protoplasm Asexual Photosynthesis Ingest Absorb Tissue