Download Understanding by Design Unit Plan

Understanding by Design Unit Plan
Charles A. Tindley Accelerated School
Grade Level: 7th
Unit Title: UNIT 2, Cells: It’s Alive or Is It?
Subject/Topic Areas: Life Science, Biology
Key Words: producer, consumer, decomposer, protein, carbohydrate, lipid, ATP, nucleic
acid, stimulus, homeostasis, sexual reproduction, asexual reproduction, diffusion,
osmosis, cells, mitosis
Designed By: Kimberly Conrad
Time Frame: 18 lessons
Stage 1 – Desired Results
Established Goals:
1. Students will be able to construct a cell model (animal or plant) that lists all parts with
functions accurately labeled on a key.
2. Students will be able to use microscopes to investigate and identify different types of
cells.
Essential Questions:
7.3.1: What makes something living vs. non-living?
7.3.1: What are the most basic needs for an organism to survive?
7.3.1: What is a cell?
7.3.1: What are the 5 building blocks of a cell?
B.2.2: What are the parts of the cell and what is its purpose?
7.3.3: How does the structure of a cell affect its function?
7.3.4: What is the difference between plant and animal cells?
7.3.5: How does our body repair from injury?
7.3.6: How does an organ form?
7.3.7: How does our body maintain homeostasis?
Understandings:
7.3.2a: Explain why organisms need food, water, air, and a living space to survive
B.2.2: Compare and contrast eukaryotic and prokaryotic cells
7.3.3: Discuss how form and function are directly related in a cell
7.3.4a: Compare and contrast an animal and plant cell
7.3.4b: State the importance of a cell wall and how it relates to a cell’s function using
osmosis, diffusion, and active or passive transport
7.3.4d: Describe how the cell wall functions to defend itself from harmful pathogens
7.3.5: Explain the process of mitosis
7.3.6: Discuss the sequence of life starting at the cell and forming body systems
7.3.7: Explain the importance of metabolism and homeostasis
Knowledge and Skills: (Students will know…)
 Five characteristics of living things
 Four necessities of life
 Five chemical building blocks of life
 Four levels of organization
 Process of osmosis and diffusion
 Process of active and passive transport
in relationship to the movement of
particles into and out of a cell
 Process of photosynthesis
 Process of mitosis
 Parts of a microscope
(Students will be able to…)
 Describe the parts of a cell
 Apply knowledge of the
structure of animal cells and
plant cells
 Describe the major differences
between plant and animal cells
 Explain how asexual
reproduction differs from sexual
reproduction
 Understand that a cell is the
smallest unit of life
 Build a cell model
 Explain how cells produce more
cells
 Properly and accurately use a
microscope
Stage 2 – Assessment Evidence
Quantitative:
Weekly quizzes (Fridays)
Cell Parts Test
Cell Function Test
Qualitative:
Animal/Plant Cell 3D Model
Animal and Plant Cell drawings
Microscope identification lab
Stage 3 – Learning Plan
Instructional Activities:

Stimulus Activity: students will observe their partner’s pupil in response to the
stimulus of light

Microscope Identification Lab: students will use microscopes to explore, observe,
and identify different types of cells

Cell Project: students will build a 3D model of an animal or plant cell listing all
parts with functions on a key. Materials will represent an actual cell. Model can
be 3D or a poster can be created.

Learning Ladders: guided notes in addition to graphic organizers, concept maps,
tables, and mini-labs

Food Label Mini-Lab: students will examine food labels to understand the
building blocks of life and determine the amount of each that is contained in
different foods

Lipid Demonstration: students will observe lipids and sugar in water, and will see
how lipids do not dissolve readily in water while sugar does

Brain Pop Videos: shown at specific times to enrich the curriculum and engage
the students on the topic that will be discussed

Group Activities: students will be paired to review for the topics covered in the
unit and will draw a concept that has been taught for their review. Finished
products will be displayed in the classroom.