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One Stop Shop For Educators 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: Cells take in nutrients to grow, divide, and make needed materials. Cell structure is related to cell function. (Teacher Note: cell membrane, nucleus, cytoplasm, mitochondria, chloroplasts) Cell parts are interdependent. Levels of cellular organization (cells → tissue → organs → systems → organism) Essential questions: How do you explain the relationship between the structures and functions of cell organelles? Why is each part of the cell essential to survival? How is a living organism the sum of all of its parts? Why must cells absorb energy and nutrients? How do cells, tissues, organs, and organ systems relate to the complexity of living organisms? How does scientific development rely on our knowledge of cells? What happens when cells cease to function adequately or at all? Can plant and animal cells function without sunlight? What do cells tell us about basic processes of life…life, death, reproduction, etc? 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: Show a clear relationship between the model and either a plant or animal cell. Model is 3-D. Model contains a representation of all the required organelles. The written analogy for each structure must clearly define the function of its associated organelle. 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). For each model you much show how materials are moved into and out of the system. 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.