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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
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 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, and 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
Structure and Function of Cells
November 2006 y Page 1 of 4
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.
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.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Structure and Function of Cells
November 2006 y Page 2 of 4
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
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?
Culminating 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
Structure and Function of Cells
November 2006 y Page 3 of 4
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.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Structure and Function of Cells
November 2006 y Page 4 of 4
Copyright 2006 © All Rights Reserved
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.