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7th Grade Science Unit 9: Cells GPISD Curriculum Map 2014 2015 Dates: Big Idea: 3 Weeks Dates: January 6 - 23 The students will understand that living systems at all levels of organization demonstrate the complementary nature of structure and function. Teaching Targets TEKS: 7.12 C TSW recognize levels of organization in plants and animals including cells, tissues, organs, organ systems, and organisms.((9999 7.12 D TSW differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole (STAAR supporting standard) 7.12 E TSW compare the functions of a cell to the functions of organisms such as waste removal 7.12 F TSW recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life. (STAAR supporting standard) Page 1 of 5 Student Objectives: 1. I can diagram and describe levels of organization in plants. 2. I can diagram and describe levels of organization in animals. 3. Using pictures, I can identify and organize cells, tissues, organs, organ systems, and organisms into the appropriate level. 4. I can differentiate between prokaryotic and eukaryotic cells (6.12B). 5. I can define organelle. 6. I can identify the organelles that make up plant and animal cells. (cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole). 7. I can describe the function of the organelles that make up plant and animal cells. (cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole). 8. Using graphic organizers, I can compare the structure to the function of plant and animal cell organelles. 9. organelles. 10. I can explain the life processes of organisms including: o waste removal o obtaining and use of energy (cellular respiration) o reproduction 11. Given diagrams or pictures, I can compare the function of the cell to the function of an organism (waste removal, carbon dioxide in photosynthesis, etc.). 12. I can explain the development of the cell theory. 13. I can explain the three parts of the cell theory: o All organisms are made of one or more cells. o All cells come from other cells. o The cell is the basic unit of structure and function. 14. I can describe that all cells carry on similar functions. 15. I explain the relationship between cells and living organisms using the updated: 11/14/2014 7th Grade Science Unit 9: Cells GPISD Curriculum Map 2014 2015 cell theory. ELPS Listening 2D TSW monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed TSW monitor understanding of spoken language during cell theory instruction and interactions and use clarification stems as needed. Teacher Questions/Actions Do you need more time to think? After asking a question, provide ELLs sufficient wait-time to formulate a response before asking them to respond. This can be accomplished though Think, Pair, Share or Structured Conversation with peers. Student Sentence Stems So you are saying... Speaking 3D TSW speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency TSW speak using the levels of organization content words (cells, tissues, organs, organ systems, and organisms) in context to internalize new English words and build academic language proficiency. Reading 4F TSW use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language. TSW use support from peers and teachers to read lab procedures and confirm understanding about cell parts specific to plants and to animal cells. Student Sentence Stem The strategy (note taking, scanning, surveying key text features, drawing, guess and check, etc.)that will help me understand this text about cells parts the best is probably _______ because... Writing 5F TSW write using a variety of gradeappropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired. TSW write using connecting words to combine phrases in sentences that compare the functions of a cell to the functions of an organism. Student Sentence Stems A cell has ______ but an organism has ______. A cell and organism both have... As a part of language acquisition, students will: Suggested Teacher Behaviors by Level and Domain Page 2 of 5 updated: 11/14/2014 7th Grade Science Unit 9: Cells GPISD Curriculum Map 2014 2015 Prior Knowledge 6.12 A Understand that all organisms are composed of one or more cells. 6.12 F Diagram the levels of organization within an ecosystem including organism, population, community, and ecosystem. 6.12 B Recognize the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic. Distractor Factors Misconception: Students may think a theory is a mere guess, is unproven or may even lack credibility. Students may think all animal cells look the same (round). Correction: Recommended Lessons Microscope Required Lab Resources Cell Resources Technology Integration Extensions and Interventions Writing Prompts 7.12 C Explain the relationship between the various levels of organization in plants and animals. 7.12 D Describe the structure and explain the function of the following cell organelles in plants and animals: cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole. 7.12 E Choose one function performed by the structures of an organism, and explain how the organism carries out this function. Then, identify the organelle or organelles that perform the same or similar function within a cell. 7.12 F Choose three parts of the cell theory and describe how they apply to both unicellular and multicellular organisms. Use specific examples of organisms if possible. Essential Questions Assessment 7.12 C The stomach, small intestine, and large intestine are all organs. When they work together to process food, they form a functional unit known as A an organism B a tissue Page 3 of 5 updated: 11/14/2014 7th Grade Science Unit 9: Cells GPISD Curriculum Map 2014 2015 C a cell D a system 7.12 D Both plant and animal cells need to produce energy for cellular functions. In both types of cell, this function is carried out by the A nucleus. B mitochondria. C chloroplasts. D vacuoles. 7.12 E Animals exhale to get rid of carbon dioxide in the body. In what way do cells function the same? A They transport needed nutrients to various cell parts. B They break down food to obtain energy. C They remove waste from cellular activities D They sense stimuli and respond to their environment 7.12 F An amoeba is a one-celled organism. Which of the statements about amoebas is supported by the cell theory? An amoeba A has a globular, undefined size and shape. B moves slowly using a pseudopod. C contains organelles called chloroplasts. D must obtain energy and release waste. Vocabulary cell theory, cells, tissues, organs, cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole LEP Accommodations Bilingual Dictionaries Extended Time spreadsheet STAAR L accommodations in computer SPED Accommodations Supplemental Aids Manipulatives Extended Time TEA Accommodation Triangle Lead4ward Accommodations Sheet SPED/LEP Accommodations Bilingual Glossary Bilingual Dictionary Extended Time Reading Aloud of Text Oral Translation Clarification in English of Word Meaning Note: Expected to be used in class routinely and can ONLY be used on tests with students who meet eligibility as documented on IEP. Page 4 of 5 updated: 11/14/2014 7th Grade Science Unit 9: Cells GPISD Curriculum Map 2014 2015 Should be specific to individual student. Page 5 of 5 updated: 11/14/2014