Download Sample Detailed Unit

One Stop Shop For Educators
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and
Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on
GeorgiaStandards.Org.
Georgia Performance Standards Framework for Science – Grade 7
Introduction
Structure and Function of Cells
Unit Framework Annotation
At the end of this unit, students will be able to relate cell structure to cell function (specifically: cell
membrane, nucleus, chloroplasts, cytoplasm, and mitochondria). Students will understand that cells
take in nutrients in order to grow, divide, make needed materials, and reproduce. They will
demonstrate understanding of the levels of cellular organization and the relationship among cells,
tissues, organs, and systems.
All living organisms are made of cells, and most organisms have specialized cells that perform
different functions. Thus, most organisms have many types of cells. Still, there are some
similarities between all animal cells, just as there are some similarities between all plant cells.
Animal cells have organelles such as a nucleus, cell membrane, and mitochondria. Plant cells have
all of the organelles listed for animal cells, plus the presence of chloroplasts where photosynthesis
takes place, cell walls that give the plant cell more structure, and a large central vacuole that stores
water (also proteins and/or crystals) and helps give the plant rigidity. Most cells are too small to see
with the naked eye, but with the aid of a microscope, many can be viewed.
The use of cell wall and central vacuole are for the purposes of comparing plant and animal cells. Focus for
standard S7L2 is still on the organelles listed.
Approximate Duration for the Unit Framework: 5 weeks
Standards
Focus Content Standards
S7L2: Students will describe the structure and function of cells, tissues, organs, and organ
systems.
a. Explain that cells take in nutrients in order to grow and divide and to make needed materials.
b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria) to basic
cell functions.
c. Explain that cells are organized into tissues, tissues into organs, organs into systems, and
systems into organisms.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Structure and Functions of Cells
September 26, 2006 y Page 1 of 17
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Integrated Characteristics of Science Standards
S7CS2 Students will use standard safety practices for all classroom laboratory and field
investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate techniques in all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problems and violations.
S7CS4 Students will use tools and instruments for observing, measuring, and manipulating
equipment and materials in scientific activities.
a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical,
numerical, and keyword files, and create simple files.
b. Use appropriate tools for measuring objects and/or substances.
c. Learn and use on a regular basis standard safety practices for scientific investigations.
S7CS5 Students will use the ideas of system, model, change, and scale in exploring scientific
and technological matters.
a. Observe and explain how parts can be related to other parts in a system
b. Understand that different models (such as physical replicas, pictures, and analogies) can be used
to represent the same thing.
S7CS6 Students will communicate scientific ideas and activities clearly.
a. Write clear, step-by-step instructions for conducting particular scientific investigations, operating
a piece of equipment, or following a procedure.
b. Write for scientific purposes incorporating data from circle, bar, and line graphs, two-way data
tables, diagrams, and symbols.
c. Organize scientific information using appropriate simple tables, charts, and graphs, and identify
relationships they reveal.
S7CS9 Students will investigate the features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a. Investigations are conducted for different reasons, which include exploring new phenomena,
confirming previous results, testing how well a theory predicts, and comparing competing theories.
b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and
formulating explanations to make sense of collected evidence.
c. Scientific experiments investigate the effect of one variable on another. All other variables are
kept constant.
d. Scientists often collaborate to design research. To prevent bias, scientists conduct independent
studies of the same questions.
S7CS10 Students will enhance reading in all curriculum areas by:
Reading both informational and fictional texts in a variety of genres and modes of discourse.
Reading technical texts related to various subject areas.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Structure and Function of Cells
September 26, 2006 y Page 2 of 17
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Use content vocabulary in writing and speaking.
Exploring life experiences related to subject area content. Discussing in both writing and speaking
how certain words are subject area related.
Complementary Standards
S7L4 Students will examine the dependence of organisms on one another and their
environments.
d. Recognize that changes in environmental conditions can affect the survival of both individuals
and entire species.
Understanding and Goals
Students will understand:
ƒ Cells take in nutrients to grow, divide, and make needed materials.
ƒ Cell structure is related to cell function. (Teacher Note: cell membrane, nucleus, cytoplasm,
mitochondria, chloroplasts)
ƒ Cell parts are interdependent.
ƒ Levels of cellular organization (cells → tissue → organs → systems → organism)
Essential questions:
ƒ How do you explain the relationship between the structures and functions of cell organelles?
ƒ Why is each part of the cell essential to survival?
ƒ How is a living organism the sum of all of its parts?
ƒ Why must cells absorb energy and nutrients?
ƒ How do cells, tissues, organs, and organ systems relate to the complexity of living
organisms?
ƒ How does scientific development rely on our knowledge of cells?
ƒ What happens when cells cease to function adequately or at all?
ƒ Can plant and animal cells function without sunlight?
ƒ What do cells tell us about basic processes of life…life, death, reproduction, etc?
ƒ How are cells like building blocks?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Structure and Function of Cells
September 26, 2006 y Page 3 of 17
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Balanced Assessments
Informal
Observations
Dialogue and
Discussion
Selected
Responses
Constructed
Responses
Self-Assessments
Questioning
Jigsaw on cell
organelles and their
functions
Teacher will
develop and
administer
appropriate
conceptual
multiple
choice
questions
How are cells like
building blocks?
How is a cell like a
city/school etc.?
Students should use Cell
Model Rubric to self assess.
Cell model
manipulatives
Cellular CSI
Hierarchy of cells
Think Pair Share
3-2-1 Write:
3 things I
understand well
about cell structure
and function
2 things I don’t
understand
1 thing I have a
question about
Choose an organelle;
explain its role, and
what would happen to
the cell if it failed to
function properly.
How does the size of an
organism relate to the
size of the cells that
make up that organism?
(For Example: elephant
or mouse)
Ticket out the door- How
well did I understand
today’s lesson/activities on
a scale of 1-5? (1=lost, 5=
found, 2,3, &4= somewhere
in between)
KWL (before, during, and
after lesson)
Students will use
organization chart to assess
progress on culminating
project.
How do cell processes
help meet the needs of
the cell? Why is it so
important?
Unit Performance Task(s)
Sell the Cell
Description/Directions:
You have been asked to plan, design, and create a model for the purpose of aiding 7th grade students
to understand the structure and function of the organelles of a plant or animal cell. You will choose a
functioning system from their every day lives, construct a 3-D model, and write a description using
analogies to compare the parts of that system to the parts of the cell. For Example: The student
would make a 3-D model of the school and then relate each part of the school represented in the
model to the cell organelles with similar functions. The principal of the school is like the nucleus of
the cell. (Creativity makes this limitless!!)
You will then give a presentation to convince your audience that your model is a product that they
can use to help learn cell structure and function.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Structure and Function of Cells
September 26, 2006 y Page 4 of 17
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Project Requirements:
ƒ Show a clear relationship between the model and either a plant or animal cell.
ƒ Model is 3-D.
ƒ Model contains a representation of all the required organelles.
ƒ The written analogy for each structure must clearly define the function of its associated
organelle.
ƒ The written description should include an explanation of how their representative model is
part of the larger world (i.e. a school is part of a school system, a school system is part of the
state school system, the state school system is part of the federal school).
ƒ For each model you much show how materials are moved into and out of the system.
ƒ Presentation given to class to describe your model and analogies.
Rubric for Performance Task
Levels of Proficiency
Functional
Expert
Basic
Model includes a representation of
ALL the required organelles (cell
membrane, nucleus, cytoplasm,
mitochondria, and the chloroplasts
and cell walls of plants).
Model contains a clear representation
of all but 2 of the required organelles.
Model contains a clear
representation of just one
or two of the required
organelles.
The function of ALL the required
organelle’s functions are clearly
defined and expressed in the written
analogy.
Written description/presentation
explains HOW model system takes in
and uses needed materials and
describes how this relates to the cell.
The function of all but 2 of the
required organelle’s functions are
clearly defined and expressed in the
written analogy.
Students are able to describe that cells
take in/remove materials but no
example is provided for the model
OR student describes how the model
takes in/removes materials but does
not create a comparison to the cell.
The cell as part of the system of
hierarchy is provided, but the model
used to illustrate it does not represent
the same hierarchy relationship.
The function of the
majority of the organelles
is not clearly explained.
Written description/presentation
clearly expresses how the model and
the cell are the smallest parts in an
overall hierarchy of organization.
The model does not
provide for a clear
understanding of how the
cell takes in or removes
materials.
Model/presentation does
not show/explain the cell
as the smallest part of the
hierarchy of cells.
Student Work Sample with Teacher Commentary
(To be added as available)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Structure and Function of Cells
September 26, 2006 y Page 5 of 17
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Sequence of Instruction and Learning
Sequence of Instruction and Learning
Teacher Activities
Student Activities
Demonstrations (These can be used as either
Teacher Tasks or Student Tasks)
Pop-Up Book “The Story of the Cell”
Comic Strips
Microscope Comparison
Cell Model
Class Discussion
Why must cells take in nutrients? How does
that relate to you?
What is the importance of cell division?
Guided Note taking on cell organelles and
functions
Flow chart illustrating how cells obtain nutrients
Cell Ball
Cell Bingo
Membrane Model
Block House Assembly Demonstration
Cell Scavenger Hunt
Sequence of Activities, Tasks, and Assessments for Unit
Safety reminders (›) are included but do not take the place of a school’s comprehensive safety
plan which must be maintained and enforced in the laboratory and classroom.
EQ: Why do we need to know about cells?
Understandings:
Day 1
Cells take in nutrients to grow, divide, and make needed materials.
Cell structure as related to cell functions.
KWL Chart (what students know, later will complete what they want to know, and what
they learned) or Word Splash (teachers put up words and students see if they can relate
any of the words or the teacher puts up a graphic organizer such as a word web to
determine what students know about the topic) The question is: What do I know about the
cell? These activities will address student prior knowledge and misconceptions.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Structure and Function of Cells
September 26, 2006 y Page 6 of 17
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Projector Microscope/Microscope comparison-brief discussion on handling microscopes
in the lab. Address misconception- size of organism and size of cell.
Take a collection of animal and plant cell slides and allow students to view for comparison.
Depending on microscope availability, you may wish to assign each student in a group a
role. “Microscope Expert”- adjusts microscope and makes sure every one observes.
“Director”- reads directions and makes sure everyone follows them. “Artist”- Draws and
labels the illustration and makes sure everyone agrees with the drawings.
EQ: What are cells?
Understandings:
Cells take in nutrients to grow, divide, and make needed materials.
Cell structure as related to cell functions.
The teacher should supply students with the data below, and lead a discussion.
Students should graph the data below in two graphs for each set of data. One graph should
be a bar graph, while the other should represent the data in a pie graph. Students should
discuss the representations and which one they think represents the data best for various
purposes.
Day 2
Teacher Note: This is a great opportunity to relate cells to health issues. Draw students’
attention to the fact that cells are 90% water and discuss the affect of dehydration on brain
function.
Cells are 90% water. The rest of the present molecules are:
• 50% protein
• 15% carbohydrate
• 15% nucleic acid
• 10% lipid
• 10% others
By elements, a cell’s composition by mass is:
• 10% Hydrogen
• 63% Oxygen
• 20% Carbon
• 3% Nitrogen
• 4% Other trace elements such as iron, calcium, etc.
Display graphs on bulletin board or on walls.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Structure and Function of Cells
September 26, 2006 y Page 7 of 17
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
EQ: What do cells tell us about basic processes of life…life, death, reproduction, etc?
Understandings:
Cells take in nutrients to grow, divide, and make needed materials.
Cell structure as related to cell functions.
Day
3
Class Discussion on possible topics:
Why must cells take in nutrients? How does that relate to you?
What is the importance of cell division?
Use any of the Essential Questions as discussion starters.
Jigsaw on Cell Organelles-Teacher forms groups of 4-5 students. Each student is then
assigned an organelle to study and research from the student textbook or other teacher
provided material within the classroom. Students are given 5-10 minutes to study their
organelle by themselves and get ready to present to other students. After their given time
students will get back into groups and teach their organelles to other members of the group.
Conclude class by having students create a graphic organizer in their journal or lab
notebook summarizing what they learned.
EQ: How do you explain the relationship between the structures and functions of cell
organelles?
Understandings:
Cells take in nutrients to grow, divide, and make needed materials.
Cell structure as related to cell functions.
Day 4
Class discussion or guided note-taking on cell organelles and functions. Continue KWL
chart from Day 1 allowing students to now complete the section on what they want to
know. If you are using interactive notebooks, the students may summarize or put the notes
in their own words.
Teacher should present important concepts in a lecture/discussion format.
Blank outlines, cloze activities, graphic organizers etc. are used by students to collect and
learn the information.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Structure and Function of Cells
September 26, 2006 y Page 8 of 17
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
EQ: How do you explain the relationship between the structures and functions of cell
organelles?
Understandings:
Cells take in nutrients to grow, divide, and make needed materials.
Cell structure as related to cell functions.
Day 5
Cell model drawings or models with functions-Students will draw, color, and/or make a
model of the cell organelles. (Models can be made from various materials such as colored
dough, felt, pudding and candies, etc.) As they label, they will also list the function of the
cell organelle on a “flag” such as a toothpick with masking tape around the top or popsicle
sticks
Write a journal entry about three organelles and their functions.
EQ: Can plant and animal cells function without sunlight?
Understandings:
Day 6
Cells take in nutrients to grow, divide, and make needed materials.
Cell structure as related to cell functions.
Multimedia presentation on cell organelles/functions. Teacher may wish to create a
listening guide of multimedia presentation.
EQ: Why is each part of the cell essential to survival?
Understanding: Cell structure as related to cell functions.
Cell Ball
Write the name of cell organelles and other associated vocabulary words on a
beach ball using a permanent marker. (If you would like to reuse the beach ball,
you could write the words on strips of masking tape and tape them on the ball to
be removed later.) Be sure to space the words out across the ball. Take turns
tossing the ball from student to student. When a student catches the ball, they
must read the word closest to their right pointer finger. Then, have the student
give the function of that organelle and its importance.
Day 7
Cell Bingo
Have students make a 4x4 grid on a sheet of paper using various organelles and
other associated vocabulary words. Cut up small squares (just smaller than your
individual grid boxes) for students to cover their correct answers. The teacher
then asks questions related to the words on the grid. Students place their
squares over the correct answer if it appears on their card. The teacher
continues to call out questions until either the sheet is totally covered or
someone gets four in a row
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Structure and Function of Cells
September 26, 2006 y Page 9 of 17
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
EQ: Why is each part of the cell essential to survival?
Understanding: Cell structure as related to cell functions.
Day
8
Day 9
Cellular CSI, day 1
The teacher should set up the scenario for students such as, “You are a lawyer in the city of
Humanus. An epidemic of cell death has occurred. The police have rounded up and
questioned numerous suspects in order to determine the cause of death. These suspects will
appear before Judge Justice to defend themselves against the charge of murder.”
Each student or group of students should be assigned an organelle and defend why their
organelle was not the cause of the cell’s death. They must understand the role of their
organelle in the function of the cell, as well as the responsibilities of other organelles. They
will present their defense in the form of a classroom trial.
Cellular CSI, day 2
EQ: Why is each part of the cell essential to survival? How does a cell acquire the
materials needed for life?
Understandings:
Cell structure as related to cell functions.
Cells take in nutrients to grow, divide, and make needed materials
Day
10
Assessment- Match Game:
Teacher will create a matching game out of index cards. For each organelle, teacher will
write the function on one card and the organelle name on another card. In small groups
students will be given the set of index cards and will turn them all face down. Students will
then play the “matching” game matching the name with the function.
Lab Set up:
Teachers will set up celery and egg investigations and ask students to make predictions
(students will measure eggs, etc.).
Cut slices of cucumber, potato, and carrots.
Soak slices in Petri dishes of both salt water & fresh water.
Observe daily to note differences. (Duration will vary depending on conditions.)
Water will move from veggies into salt water solution.
Water will move into veggies in fresh water.
Celery soaked in sugar water or food coloring.
Lead students to hypothesize what will happen when vegetables are submerged in salt
water over time.
Reflection: Was your hypothesis correct? Why did you get the results you did?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Structure and Function of Cells
September 26, 2006 y Page 10 of 17
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Egg Lab:
Lead students to hypothesize what will happen to the egg’s circumference when submerged
in vinegar over time. The vinegar will dissolve the shell after about 72 hours leaving a
rubbery membrane covering the raw egg. Have students carefully wash off the membrane
to work with the cell (egg) without a shell.
Take the raw egg and measure its circumference.
Day
11
Egg Lab continued:
Take the raw egg and measure its circumference.
Place the egg in a container filled with corn syrup.
Allow egg to soak overnight and record the changes. Repeat measurement of circumference
and record.
Take the same egg and move to a container of water.
Allow the egg to soak for overnight and record the changes.
Reflection: How do your results relate to your hypothesis? Explain what happened to the
egg. Discuss the role of the cell membrane.
Resource for information on this activity:
http://www.nasaexplores.com/show_58_teacher_st.php?id=030805141358
EQ: How does a cell acquire the materials needed for life?
Understanding: Cell structure is related to cell function.
Lab Summary
Day
12
Illustrated Flow Chart
Create flow chart illustrating the flow of oxygen from the outside of the body into the
organ system, organs, tissues, and cell. For example: Oxygen enters the respiratory system
(organ system), travels through the trachea, bronchi, lungs (organs), into the alveoli
bundles (tissues), alveoli cells (cells). Students then need to show the transfer of the oxygen
to the circulatory system to travel to other body cells.
EQ: Why must cells absorb energy and nutrients?
Understanding: Cells take in nutrients to grow, divide, and make needed materials.
Day
13
Teacher Led Discussion/teacher created notes on the semi-permeable membrane and
movement of nutrients. Students will summarize teacher notes in journal or interactive
notebook.
Semi-permeable membrane activity using potato, sealable bags, and iodine solution.
Students should write up Lab report.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Structure and Function of Cells
September 26, 2006 y Page 11 of 17
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Teacher should prepare an iodine solution of 4ml Iodine to ¾ cup water for each bowl (one
per group). Students should place a piece of potato in a sealable baggie. The bag with the
potato inside should be placed in the bowl containing the iodine solution. Students should
observe changes. The iodine as absorbed will turn the starch in the potato dark blue or
black.
›Safety Note: Iodine is poisonous if swallowed and will stain. Use with caution.
EQ: Why must cells absorb energy and nutrients?
Day
14
Understanding: Cells take in nutrients to grow, divide, and make needed materials.
Comic Strip- to demonstrate movement of nutrients using appropriate scientific language.
Check comic strip for scientific understanding.
EQ: Why must cells absorb energy and nutrients?
Understanding: Cells take in nutrients to grow, divide, and make needed materials.
Day
15
Constructed Response Assessment:
How do cell processes meet the needs of the cell? Why is this so important?
When complete, students write cell organelle riddles to share. Encourage students to use
rhyme in their riddles.
Self Assessment:
What have I learned this week? What do I still need to know?
EQ: How are cells like building blocks?
Understanding: Levels of cellular organization (cells → tissue → organs → systems →
organism).
Day
16
Block House Assembly Demonstration: Teachers will create a “house” out of self
connecting blocks. The “house” will need to have several “rooms.”
Teacher will lead a discussion so that students can conclude that the “house” is similar to
the organization of an organism. (House as a whole = organism, rooms = organs,
connected blocks = tissues, individual blocks = cells)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Structure and Function of Cells
September 26, 2006 y Page 12 of 17
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
EQ: How is a living organism the sum of all of its parts?
Understanding: Levels of cellular organization (cells → tissue → organs → systems →
organism).
Day
17
Pop-Up Book “The Story of the Cell”
Students create a pop-up book out of construction paper that tells the story of a cell. They
should include the following:
i. Cell organelles and their functions
ii. Cellular processes
iii. The hierarchy of organization
*** Possible extension: Have students share books with 5th grade students.
EQ: How is a living organism the sum of all of its parts?
Day
18
Understanding: Levels of cellular organization (cells → tissue → organs → systems →
organism).
Review Game as designed by teacher such as matching, Jeopardy, Who Wants To Be A
Millionaire, etc
EQ: How is a living organism the sum of all of its parts?
Day
19
Understanding: Levels of cellular organization (cells → tissue → organs → systems →
organism).
Scavenger Hunt
EQ: How is a living organism the sum of all of its parts?
Understanding: Levels of cellular organization (cells → tissue → organs → systems →
organism).
Day
20
Informal Assessment (Journaling): Explain how the higher levels of organization serve
the needs of the cell.
Selected response assessment
EQ: How is a living organism the sum of all of its parts?
Days
21-25
Understandings:
Cells take in nutrients to grow, divide, and make needed materials.
Cell structure as related to cell functions.
Levels of cellular organization (cells → tissue → organs → systems → organism).
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Structure and Function of Cells
September 26, 2006 y Page 13 of 17
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Introduce students to task. Share rubric with students.
Students should plan their model.
Present model
Language:
cell, organelles, cell membrane, nucleus, cytoplasm, chloroplast, mitochondria, nutrients, tissue,
organism
Web Resources:
www.cellsalive.com General resource all about cells
http://peer.tamu.edu/curriculum_modules/Cell_Biology/Module_1/index.htm “Cells Are Us”
www.exploratorium.edu/traits/cell_explorer.html Microscope Imaging Station
http://micro.magnet.fsu.edu Introduction to the cell structure
http://www.dccc.edu/departments/biology/virtuals/virtualmicroscope/VMPage/very1st.htm Virtual
Microscope
http://enchantedlearning.com/subjects/animals/cell/jello 3-D animal cell craft
http://www.ology.amnh.org/genetics/index.html
“The Gene Scene”
http://www.fairchildgarden.org/EduProfDev/Leaf_anatomy.html Leaf structure and anatomy
http://www.botany.uwc.ac.za/sci_ed/grade10/cells/index.htm Structure and Function of Cells
http://www.biologylessons.sdsu.edu/classes//lab7/altern.html misconceptions
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Structure and Function of Cells
September 26, 2006 y Page 14 of 17
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
NAME:
GETTING ORGANIZED! Use this organizer to plan how you will achieve the Sell the Cell project.
STEPS
WHAT NEEDS TO BE DONE
TO ACCOMPLISH
PROJECT
WHO IS
RESPONSIBLE
FOR WHAT
WHEN WILL
IT BE
COMPLETED
1
2
3
4
5
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Structure and Function of Cells
September 26, 2006 y Page 15 of 17
Copyright 2006 © All Rights Reserved
MATERIALS OR
INFORMATION
NEEDED
CHECK WHEN
SATISFACTORILY
COMPLETED
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
CELL SCAVENGER HUNT
Fill in the blanks to all of the statements below and some of the letters will be used to make a
sentence (See the instructions below each statement). When your group has filled in all blanks
and the sentence is correctly written you should raise your hand and your teacher will tell you to
start.
1. The smallest units of living things are called _____________.
The last letter of this term is the first letter of your clue sentence.
2. The _______________is the flexible covering of cells allowing exchange of materials
between the cell and its environment.
The second letter of your answer is the second letter of your clue sentence.
3. The jelly-like living materials within a cell is called _______________________.
The seventh letter of this term is the third letter in the clue sentence.
4. Structures within a cell are called _________________________________.
The fourth letter in the clue sentence is the second letter of your term above.
5. The _______________ is usually near the center of the cell.
The third letter in this term is the 5th letter in your clue sentence.
6. _______________________is an organelle that will breakdown food and provide power for
the cell.
The 6th letter of your clue sentence is also the 6th letter of the term.
7. This organelle known for its green color is called _____________________.
The third letter of the term is the nineteenth letter in the clue sentence.
8. _____________ is the structures for storage of the cells food and water.
The twentieth letter in the clue sentence is the first letter in this word.
9. A plant cell covering is a ______________________________.
The second letter of this term is the twenty first letter of your clue sentence.
10. One word to describe the job of the nucleus would be __________________.
The third letter of this word is the 8th letter in the clue sentence.
11. The cell wall provides ____________________ for the plant cell.
The second letter of this term is the seventeenth letter in the sentence.
12. The role of __________________________is to release energy that can be used to power
cell processes.
The ninth letter of the clue sentence is also the ninth letter in this term.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
GeorgiaStandards.Org
16
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
13. ______________________store food and water for cells.
The last letter of this term is the eighteenth letter of the clue sentence.
14. Capturing energy from sunlight is the job of ___________________________ .
The seventeenth letter of your clue sentence is the second letter of this word
15. Cytoplasm within a cell is __________________________ fluid.
The eighth letter of this term is the fifteenth letter in your clue sentence.
16. The cell membrane allows cells to ____________________ nutrients and water.
The twelfth letter in your clue sentence is the last letter in this term.
17. _________________is a group of cells working together to perform a specific job.
The third letter in this term is the twenty-first letter in your clue sentence.
18. The highest level of organization in an organism ___________________________.
The thirteenth letter in your clue sentence is the first letter in this term.
19. The heart is an example of this level of an organism’s organization. ______________
The second letter in this term is the eleventh letter in your clue sentence.
20. ___________ is the diffusion of water through the cell membrane.
The fourteenth letter in the sentence is the fourth letter in this term.
21. Plant cells use _____________________to make their food.
The tenth letter of this term is the seventeenth letter of your clue sentence.
22. Movement of materials through the cell membrane is called ___________________.
The sixth letter of this term is the sixteenth letter of your clue sentence.
Your clue sentence:
_____ _____ ____
_____ ____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
____
_____
_____
_____
_____
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
GeorgiaStandards.Org
17