Download The Cell Unit Overview

The Cell
Unit Overview
The Cell
General Unit Information
Name of Instructor (s)
Kathy Bertini
Title:
The Cell
Subject:
Biology Life Science
Grade Level:
8
Duration:
2–3 weeks
Rationale and Context:
This is a set of introductory lessons to a unit on the
study of the human body. The unit deals with the
characteristics of life and its basic structure—the cell.
Because this is an introductory lesson set, it typically
occurs fairly early in the school year. We will build
upon this learning by continuing to learn about body
systems and structures.
Learning and Instructional Goals
Enduring Understandings:
All living things share a set of certain characteristics.
Cells are fundamental building blocks of life and
contain structures that perform different critical
functions.
There are many similarities and differences between
plant and animal cells.
Essential Questions:
What is ―life?‖
How are all living things similar?
What are living things made of and how do those
―building blocks‖ work?
Students Will Know/Understand:
The characteristics of living things.
The structures and functions of a cell.
The difference between plant and animal cell.
Students Will Be Able To:
Create a model of a cell.
Identify and describe organelles and their functions.
Explain how cell structures work together.
Maine Learning Results:
ELA
A: Students will use the skills and strategies of the
reading process to comprehend, interpret, evaluate,
and appreciate what they have read. Students will be
able to:
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The Cell
Unit Overview
1. Formulate questions to be answered while
reading.
E. Students will demonstrate the ability to use the skills
and strategies of the writing process. Students will be
able to:
1. Identify specific personal strategies, strengths,
and weaknesses in writing, and use direct
feedback from peers and teachers to revise
and polish the content of their finished pieces.
Science
A: Classifying Life Forms. Students will understand
that there are similarities within the diversity of all living
things. Students will be able to:
1. Identify the differences between living and nonliving things.
C: Students will understand that cells are the basic
units of life. Students will be able to:
1. Demonstrate an understanding that a cell is the
basic unit of living organisms.
2. Describe how single-celled organisms exist.
3. Explore how the use of a microscope allows
one to see cells in a variety of organisms.
Assessments
Formative:
Graphic Organizer (Lesson 1). As a pre-assessment
to determine the level of understanding students have
about living and nonliving characteristics.
Weekly Vocabulary Quiz (Multiple Lessons). After
creating their triple entry journal, students will be
checked weekly for their recognition of science
vocabulary definitions.
Quick Write (Lesson 3).
Frayer Model (Lesson 3). Students will use this
strategy to guide their thinking as they complete a lab.
Summative:
Frayer Model (Lesson 3). Students will create a Frayer
Model in which they will classify 25 different types of
matter as examples or non-examples of living things.
Cell City (Lessons 8–9). Students will synthesize all the
information in the unit to create a model of a cell ―city‖
which demonstrates how all the structures of a cell work
together to help it function.
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The Cell
Unit Overview
Instructional Strategies
Technology Integration:
Technology will be an integral part of the unit as a way
to model and collaborate, and to provide individual
access to current scientific information.
Interactive Online Resources (Lesson 1, Lesson 2,
Lesson 3). These are resources students will access
online that deal specifically with lesson content.
NoteShare Science Notebooks (Lesson 2). An
electronic science notebook that can be shared
between the student and teacher electronically. It’s a
notebook for the year.
Literacy Support:
Cognitive Demands. In this unit, students will need to
read and comprehend science texts, determine
similarities and differences, and think about how many
different things work together in a systematic way.
Literacy Skills Required. Students will be required to
summarize, compare and contrast, define, and explain
their thinking.
Literacy Support:
Modeling & Instruction
Before Reading Strategies:
Graphic Organizers (Lesson 1). A structured format
useful for determining student misconceptions about
living matter.
Chapter Preview (Lesson 1).
Entrance Slip (Lesson 2).
During Reading Strategies:
Interactive Word Wall (Lesson 1).
Portable Word Wall (Lesson 2).
Triple Entry Vocabulary Journal. (Lesson 2).
Frayer Model (Lesson 3).
After Reading Strategies:
Think-Pair-Share (Lesson 3). Students will selfassess their learning with classmates.
Exit Slip. (Lesson 3).
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The Cell
Active learning Events:
Unit Overview
Collaborative Learning. The unit calls for many
activities based around group work and group/class
discussion.
Technological Integration. In addition to using their
laptops for further study in many lessons, students will
be interacting with various Web resources and leading
presentations to fellow students using SMART Board
technology.
Instructional Sequence
Lesson 1
Misconceptions of Living vs. Nonliving
Lesson 2
What Makes You Alive?
Lesson 3
Characteristics of Living Things
Lesson 4
Why do Scientists Use Models?
Lesson 5
Romeo & Juliet
Lesson 6
Building an Edible Cell
Lesson 7
A Sense of Community
Cell City Worksheet-Madisonista
Lesson 8–9
Building a Cell City
Cell City Model Activity
Materials:
Student laptops
Application NoteShare
Science textbook
SmartBoard
Personal MCLP strategy templates
Tinkertoys
Bibliography:
Julie Meltzer and Dennis Jackson, Eds. Thinkquiry
Toolkit I. Portsmouth, NH: Public Consulting Group,
2011.
Page Keeley et al. Uncovering Student Ideas About
Science NSTA, 2008.
Prentice – Hall Human Biology Science Book
http://www.exploratorium.edu/traits/cell_explorer.html
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