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7-1
Stage 1- Identify Desired Results
Established Goals:
Standard 7-2:The student will demonstrate an understanding of the structure and
function of cells, cellular reproduction, and heredity.
7-2.1 Summarize the structures and functions of the major components of plant
and animal cells (including the cell wall, the cell membrane, the nucleus,
chloroplasts, mitochondria, and vacuoles).
7-2.2 Compare the major components of plant and animal cells.
7-2.3 Compare the body shapes of bacteria (spiral, coccus, and bacillus) and the
body structures that protists (euglena, paramecium, amoeba) use for food gathering
and locomotion.
7-2.4 Explain how cellular processes (including respiration, photosynthesis in
plants, mitosis, and waste elimination) are essential to the survival of the organism.
7-2.5 Summarize how genetic information is passed from parent to offspring by
using the terms genes, chromosomes, inherited traits, genotype, phenotype,
dominant traits, and recessive traits.
7-2.6 Use Punnett squares to predict inherited monohybrid traits.
7-2.7 Distinguish between inherited traits and those acquired from environmental
factors.
7-2
How is genetic information coccus, and bacillus.
passed from parent to offspring? Protists are grouped by the way
they move and obtain food.
What comparison can be made (pseudopods, cilia , and flagella )
between a genotype and a Cellular processes, including
phenotype? respiration, photosynthesis, mitosis,
metabolism, and waste elimination,
What comparison can be made are necessary for survival of an
between dominant and recessive organism. Without these processes,
traits? organisms will die.
Genetic information is passed from
What is the purpose of a Punnett parent to offspring in the cell
square and how is it used? nucleus (DNA).
Phenotype is how an organism
What characteristics of looks and behaves while genotype
organisms are inherited from is genetic makeup that may not be
parents and what characteristics physically expressed.
are influenced by environmental
Dominant genes are the ones that
factors?
cover up recessive genes.
The Punnett square is a tool to
predict the outcome of crosses and
how to use it.
Characteristics inherited from
parents include eye & hair color,
body shape, and height. Tendencies
for certain diseases can also be
inherited, but may be further
influenced by environmental
factors. Examples of environmental
factors that can affect traits of
organisms include diet, medical
care, living conditions, and
temperature.
What key knowledge and skills will students acquire as a result of this unit?
Students will know…. Students will be able to…
Key terms/Concepts Describe major structures and
Cell Structure: cell wall, the cell functions of plant and animal cells.
mem-brane, the nucleus, cytoplasm Compare the body shapes of
chloroplasts, mitochondria, vacuoles bacteria (spiral, coccus, and
Bacteria: spiral, coccus, bacillus bacillus)
Protists: euglena, para-mecium, Compare the body structures that
amoeba, cilia, flagella, pseudo-pods protists use for food gathering and
locomotion.
7-3
Cellular Processes: respiration, Explain how cellular processes are
photo-synthesis, elimination, essential to the survival of the
metabolism, mitosis organism.
Genetics: genes, chromosomes, Summarize how genetic information
inherited traits, genotype, is passed from parent to offspring
phenotype, dominant traits, Use Punnett squares to predict
recessive traits inherited traits.
Structures and functions of major Distinguish between inherited traits
components of plant and animal and those acquired from
cells environmental factors.
The relationship between cellular
reproduction and heredity.
7-4
Stage 2- Determine Acceptable Evidence
Performance Tasks:
Illustrate and label structures and the structures' functions of plant and animal cells -
Students create and label a 3-D model of a plant cell in groups and create and label an
animal cell individually for homework.
Differentiate between structures used for movement and food obtainment of protists -
Sketch and label the three types of organisms.
Feeding Paramecia -Watch paramecia ingest yeast cells. View and sketch protists found in
a drop of pond water.
Demonstrate that DNA is in both plant and animal cells with the DNA Isolation Lab -
separate DNA from strawberries.
Detect differences between the shape of bacteria - Classify given pictures of bacterial cells
as spirillus, coccus or bacillus.
Other Evidence
Portfolios - Complete with student work samples from each lesson covered.
Physical models - Models of plant and animal cells - Use student-created rubric.
Quizzes/test - The Cell Theory, cell organelles, protists
7-5
Stage 2- Determine Acceptable Evidence (continued)
What criteria are implied in the standards and What qualities must student work demonstrate to
understandings regardless of the task specifics? signify that standards were met?
Critique conclusions Neatness
Generate questions Accuracy of information
Sequential organization of information
in brochure
7-6
Stage 3- Plan Learning Experiences
WHERETO
What sequence of teaching and learning experiences will equip students to engage with, develop, and
demonstrate the desired understandings? Use the following sheet to list the key teaching and learning
activities in sequence. Code each entry with the appropriate initials of the WHERETO elements.
1. Entry question - After looking at views of both plant and animal cells, ask students: What is
the largest cell? (Answer: an egg. Break one into a bowl and explain.)H
2. Introduce EQs and discuss the culminating unit performance tasks (Cell travel brochure
with descriptive images of what is to be seen at their Cell Park) W
3. Key vocabulary terms are introduced as needed along with various learning activities and
performance tasks. Students read and discuss relevant selections from the Science text to
support learning activities and tasks. As an ongoing activity, students create daily portfolio
entries to illustrate concepts covered in the lesson. The portfolio entries may be in the actual
portfolio or start-up activity organizer lessons. E
4. Present concept lesson on using the microscope to see organelles within cells and one-
celled organisms. Students compare cell organelles based on what they see in the microscope
and in pictures of cells. Video(s) on the invention of and using the microscope. E
5. Introduce the "Cell Theory" and discuss invention of the first microscopes and sightings of
the first cells. H
6. Use a microscope correctly. E
7. Compare and contrast plant and animal cells. Work in groups to create 3D cell model of
plant cells.
8. Assign the animal cell model as an individual project. (Use rubrics as a guide for the final
work.) Display the group projects in the hallway before assigning the individual cells to
clarify requirements. E
9. Show and discuss "The Living Cell" from Stream line video link. H
10. Students create their own Cell-ebrity Square questions as shown in the video. E2
11. Give a short quiz on use of the microscope and cell organelles. E
12. Review and discuss the purpose of a brochure. Look at a sample brochure. R
13. Students work in cooperative groups to determine how cell organelles are like parts of a
factory. Teacher acts as a coach using open response questions to facilitate understanding. E
14. Teacher facilitates an oral discussion of students' responses to #8 as misconceptions are
addressed. E, E2
15. Each student is to create a travel brochure that embeds the job of each cell organelle as
visitors travel through the organelles. Students will complete this project at home and refer to
the class-designed rubric provided by the teacher. E, T
16. Students exchange brochures in class and critique each other’s, make revisions, return for
final grading. R, E2
17. Use questions generated in #10 as a class review. (E)
18. Conclude the unit with student self-assessment of their own portfolio contents. E2, T
7-7
Friday
14. Students view and sketch organisms found in a 13. Students work in 12. Quiz - Parts of a microscope/magnification.
drop of pond water. groups to view cell sam-
ples under a microscope.
27. Cellibrity Square game continues with new contestants.26. Students present cell models, explaining what they used for 3D effect.
Consider the WHERETO elements.
7-8
Thursday
11. Students work in groups to view cell samples 10. Model how to deter- 9. Concept lesson - Using
under a microscope. mine the magnification of a microscope. The first
a microscope. microscopes, Seeing cells.
25. Use Cellibrity Square questions to play in class. 24. Students present cell models, explaining what they used for 3D effect.
7-9
Wednesday
acher shows exam-ples of 3D cell models. Facilitate a class rubric to be used later.7. Students explain organelles as they add 6. Model Cytoplasm 5. Introduce key terms .
to the cytoplasm. (Mini-lab p.40)
quare questions as shown in the video. 22. Show and discuss "The Living Cell" from Stream line video link. 21. Section 1 Review - Students label animal cell organelles.
31. Students work in class to put together their own port-folio using their previous work on this unit.
7-10
Tuesday
4. Create a foldable Study3. Discuss expectations for
Organizer (See p. 37) the cell brochure as a
culminating activity.
ral discussion with teacher as facilitator. (Address any misconceptions)19. Students work in cooperative groups to explain 18. Assign individual animal cell models (due
how specific cell organelles may be compared to a Thurs/Fri).
factory.
. Student groups are to create and present a cell travel brochure using a given rubric. Students will complete this project at home, but may stay after school if necessary.
(Due Thurs/Fri)
7-11
Monday
2. Introduce EQ and key 1. Hook question - What is
vocabulary. the largest human cell?
(Break open an egg into a
bowl) Explain.
17. Display group projects in the hallway.16. Work in groups to create 3D models of plant 15. Introduce the cell theory and compare and
cells based on the class-created rubric. contrast plant and animal cells.
7-12