Download Unit 1: Living Things

Unit 1: Living Things
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Science
Science
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Weeks
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Unit Overview
In The Living Things unit, students investigate both living and nonliving specimens with a hand lens and microscope.
The focus is on cells and how they work together to create a functioning organism. Students will have the opportunity
to observe live specimen under the microscope. From cells, students will move into tissues, organs, and organ systems.
To conclude the unit, students will review the systems of the human body and discuss their interdependence in
regulating the body’s internal environment.
Standards
SCI.5-6.5.3.6.A.1
Model the interdependence of the human body’s major systems in regulating its
internal environment.
SCI.5-6.5.3.6.A.2
Model and explain ways in which organelles work together to meet the cell’s
needs.
SCI.7-8.5.1.8.B.1
Design investigations and use scientific instrumentation to collect, analyze, and
evaluate evidence as part of building and revising models and explanations.
SCI.7-8.5.1.8.B.2
Gather, evaluate, and represent evidence using scientific tools, technologies, and
computational strategies.
SCI.7-8.5.1.8.C.2
Revise predictions or explanations on the basis of discovering new evidence,
learning new information, or using models.
Essential Questions

How do cells work together?

How do body systems work together?
Application of Knowledge and Skills...
Students will know that...
• A. the steps in the scientific method
.
• B. how and when to use a hand lens vs. microscope
.
• C. the function of the six parts of a microscope
.
• D. when to use a wet-mount or well slide
.
• E. Vocabulary- hand lens, microscope, slide, field of view, properties, cells, organelles, tissue, organ,
system, nucleus, cell membrane, cell wall
.
• F. all living things are made of cells
.
• G. cells work together to make up tissues, organs, and organ systems
.
• H. the systems of the body work together
.
Students will be able to...
• 1. Communicate detailed observations through writing, drawing, and discussion
.
• 2. Prepare wet-mount slides
.
• 3. Prepare well slides
.
• 4. Use a hand lens correctly
.
• 5. Use a microscope correctly
.
• 6. name the six parts of a microscope
.
Assessments
Living Things Word Splash
Diagnostic: Other written assessments
Assess student knowledge about cells and living things through a word splash of unit words. (5.3.6 A1, A2)
Scientific Method
Formative: Instructional/Assessment Focus
Assess students on the steps in the scientific method. (5.1.8 B1)
Communicate Observations
Formative: Lab Assignment
Evaluate students' ability to communicate the results of experiments. (5.1.8 B2, C2)
Cell City
Formative: Other written assessments
Imagine a cell as being a city. Write a description of how each part of the cell helps carry out a task that is important
for maintaining the city. (5.3.6 A2)
Body Systems
Formative: Instructional/Assessment Focus
Assess knowledge of the function of the digestive, circulatory, respiratory, skeletal, muscular, nervous, and excretory
systems and how they work together. (5.3.6 A1)
Living Things Benchmark
Summative: Benchmark Assessment
(5.3.6 A1, A2, 5.1.8 B1, B2, C2)
Activities

Onion Cell Lab- Observe a piece of onion under the microscope

Living Specimen Lab- Observe volvox, blepharisma, and vinegar eels under the microscope

Preparing Wet-Mount and Well Slides

Field of View- Practice finding the specimen when looking through the microscope.

Practice with using the microscope

Practice Communicating Observations

Discover the properties of magnifers

Giant Cell- Dissolve the shell of an egg by using vinegar. The cell membrane will be exposed and will allow
materials to move across it.

Comparing Plant and Animal Cells
Activities to Differentiate Instruction

outline of class notes

student and teacher completed study guides

modified tests and quizzes

tier 1, tier 2, tier 3 classwork and homework assignments

Specimen slides- extra samples to further investigation of plant and animal cells

Microscopic Surgeries
Integrated/Cross-Disciplinary Instruction

History of the Microscope

Dividing Cells- Imagine that a single cell divides into 2 every 15 minutes. If each of these cells also divides in 2,
and so on, how long will it take for a single cell to produce 500 cells?

Writing Activity- Have students write about one mini-ecosystem in New Jersey. They should describe the plants
and animals that exist in that ecosystem. Then students should explain how this relates to this unit. i.e.organelles working together in cells, organ systems working together in the body.
Resources
HSP New Jersey Science
The Human Machine- National Geographic
Microworlds- Smithsonian Institution Readers
Microworlds Teacher's Guide- NSRC