Download Unit I: Organization and Change within Living Organisms: Cells

Unit I: Organization and Change within Living Organisms: Cells
Quarter 3- 3 Weeks
Overview
Students will explore the characteristics and functions of all living things. They will
discover that all living things share certain characteristics and that the scientific theory
of cells, also called cell theory, is a fundamental organizing principle of life on Earth. Life
can be organized in a functional and structural hierarchy.
Standards Addressed
During Unit
Highlighted Nature of
Science Standards
SC.6.L.14.1
SC.6.L.14.2
SC.6.L.14.3
SC.6.L.14.4
SC.6.N.3.1
SC.6.N.3.4
Fundamental Skills:
Science laboratory safety practices including an SDS.
Coherence
In the grade prior students…


Identify organs in the human body and basic functions (skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton,
reproductive organs, kidneys, bladder, and sensory organs)
Compare and contrast functions of organs and other structures of plants and animals (including humans)
Unpacking the Standards: What do we want students to Know, Understand and Do (KUD)
Unit I: Organization & Change within Living Organisms – Cells
Unit Essential Question: What role do cells play in all living things?
Standards:
SC.6.L.14.1 Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms.
SC.6.L.14.2 Investigate and explain the components of the Cell Theory: all organisms are composed of cells (single-celled or multi- cellular), all cells come from pre-existing cells,
and cells are the basic unit of life.
SC.6.L.14.3 Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and
reproducing.
SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts,
mitochondria, and vacuoles
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
All living things are composed of cells that are fundamental building blocks of all organisms.
Know
Do
Declarative knowledge: Facts, vocabulary, information.
Procedural knowledge: Skills, strategies & processes that are transferrable to other
contexts.
1. The scientific Theory of Cells (cell theory) explains all organisms are composed of cells (single
cellular or multi-cellular), all cells come from preexisting cells, and cells are the basic unit of life.
2. Cells of all organisms undergo similar processes to maintain homeostasis, including extracting
energy from food, getting rid of waste, and reproducing.
3. Cells of all organisms undergo similar processes to maintain homeostasis, including extracting
energy from food, getting rid of waste, and reproducing.
4. Plant and animal cells have similar and different organelles related to function.
5. Cells can be classified as prokaryotes or eukaryotes.
1. Create a foldable to demonstrate understanding of the Scientific Theory of Cells.
Explain how Theory of Cells relates to understanding scientific theory is different
than societal theory.
2. Describe the characteristics common to all living things and explore specific
examples. Recognize specific processes organisms do to maintain homeostasis
including extracting energy from food, getting rid of waste, and reproducing.
3. Recognize specific processes organisms do to maintain homeostasis including
extracting energy from food, getting rid of waste, and reproducing.
6. The lifetime of the cell, known as the cell cycle, may include a stage of cell reproduction.
4. Create a model of a plant and animal cell and compare and contrast these cells
and their organelles’ structures and functions including: cell membrane, cell wall,
nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.
7. Cell membranes are a highly selective barrier.
5. Compare and contrast the structures of prokaryotic and eukaryotic cells.
6. Describe the characteristics common to all living things and explore specific
examples.
7. Describe the cell cycle and explain the role of mitosis.
8. Demonstrate and explain how cell membranes allow for passive transport. Label
and describe how cell membranes allow for active transport.
Performance Tasks
You have been hired by a large publishing company to create a transparency flipbook modeling the organization of living
things. The book will be highlighted at an upcoming conference. The book should provide readers a chance to peel back each
layer of organization of life to reveal a smaller level. The book should be visually appealing and creatively crafted. This book
will be marketed as a non-fiction science book that provides information on the complexity of life from organism to atom. Your
completed book will be reviewed by the publishing team prior to be printed and shipped to bookstores around the country.
Key Learning: All organisms contain structures that are organized in hierarchical levels from atoms to the full organism.
Concept: Levels of
Organization
SC.6.L.14.1
Driving Questions:
How can organisms be broken down into hierarchical levels?
Describe and identify patterns in the
hierarchical organization of
organisms from atoms to molecules
Student Investigations:
and cells to tissues to organs to
organ systems to organisms.
Lab Manual: Quick Lab p. 331, Quick Lab p. 335, Quick Lab p. 351, Quick
Sample Formative Assessment
Task:
The diagram below shows the organization
of some structures found in the human body.
Lab p. 355, Unit Lab p. 390
Vocabulary
Check out the Chicken Wing:
cells, tissues, organs, organ
systems, organisms, atom,
molecules
Which level of organization in the human
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/21000 body does the diagram best represent?
A.
B.
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/152622 C.
D.
Life is a Hierarchy:
Cell
Tissue
Molecule
organ system
Discovering the Characteristics of Life Inquiry Investigation
http://www.cpalms.org/Public/PreviewResourceUrl/
Preview/21280
Vo
Describe the relationship between the
levels of organization in ecosystems with
the levels of organization in living things.
Resources
Student Text:
Student Misconceptions:
Deeper Learning Opportunities:
Cells are smaller than atoms. Atoms only make
up non-living things.
Original Digital Student Tutorial:
Levels of Organization
http://www.cpalms.org/Public/PreviewResourceSt
udentTutorial/Preview/118882
Fusion Resources:
Interactive Digital Curriculum: Levels of
Cellular Organization
Student Text: p.380-389, p.402-411
TE: p.506-510, 534-538
Other Complex Texts:
Levels of Organization Text Website:
http://utahscience.oremjr.alpine.k12.ut.u
s/sciber00/7th/cells/sciber/levelorg.htm
Uncovering Student Ideas in Science by P.
Keeley
Levels of Organization website with a variety of
activities:
http://peer.tamu.edu/curriculum_modules/Cell_Bi
ology/Module_1/index.htm
Interactive Video with Quiz- Cells to Systems:
http://www.bbc.co.uk/bitesize/ks3/science/organi
sms_behaviour_health/cells_systems/activity/
Key Learning: Cells are the basic unit of life. All organisms are composed of cells that come from pre-existing cells.
Concept: Cell Theory
SC.6.L.14.2
Investigate and explain the components of the
Cell Theory: all organisms are composed of cells
(single-celled or multi- cellular), all cells come
from pre-existing cells, and cells are the basic
unit of life.
Driving Questions:
What is the scientific theory of cells (cell
theory)?
Student Investigations:
Lab Manual: Quick Lab p. 323, Quick Lab p. 327
SC.6.N.3.1
Recognize and explain that a scientific theory is
a well-supported and widely accepted
explanation of nature and is not simply a claim
posed by an individual. Thus, the use of the
term theory in science is very different than
how it is used in everyday life.
Vocabulary
Cell Theory, theory, multi-cellular, singlecellular, Leeuwenhoek, microscope
Sample Formative Assessment Task:
Using the cell theory as a source of evidence,
disprove the statement “its only a theory”.
Microscope Lab with onion skin or cheek cells
It’s Alive! Living vs. Nonliving Activity:
http://www.cpalms.org/Public/PreviewResourceLess
on/Preview/75798
Part of the cell theory states that the cell is the basic
unit of all living things. Julio wanted to use an
analogy to explain this statement to his friend. What
analogy should Julio use?
A. Books tell different stories.
B. Newspapers are printed every day.
C. Words can either be written or spoken.
D. The same letters are used to make all the words.
Resources
Student Text:
Fusion Resources:
Interactive Digital Curriculum: Cell Theory, The History
of Cell Theory
Student Text: p.370-379
TE: p.492-496
Student Misconceptions:
Cells are smaller than atoms.
Atoms only make up non-living things.
Deeper Learning Opportunities:
Original Digital Student Tutorial
The Cell Theory
Uncovering Student Ideas in
Science by P. Keeley
http://www.cpalms.org/Public/PreviewResourc
eStudentTutorial/Preview/121845
Is it made of Cells? v. 1 p. 131
Other Complex Texts:
Cell Theory Article with Timeline:
http://bitesizebio.com/166/history-of-cellbiology/
Cell Theory Tic-Tac-Toe Activity Menu:
Human Cells Power Mouse Heart Video:
http://www.scientificamerican.com/video/huma
n-cells-power-mouse-heart2013-08-14/
Investigate Cell Theory Activity:
http://www.cpalms.org/Public/PreviewResour
ceLesson/Preview/128776
http://www.cpalms.org/Public/PreviewResour
ceLesson/Preview/40202
Is it Living?
v. 1 p. 123
Cell Theory Video with Timeline and Important
Scientists:
http://ed.ted.com/lessons/the-wacky-historyof-cell-theory
Key Learning: All cells extract energy from food, get rid of wastes, and reproduce to maintain homeostasis.
Concept: Living Processes
SC.6.L.14.3
Recognize and explore how cells of all
organisms undergo similar processes to
maintain homeostasis, including extracting
energy from food, getting rid of waste, and
reproducing.
Driving Questions:
What are the common characteristics and
processes of all living things?
on its kinetic energy?
Sample Formative Assessment Task:
Cells exchange materials with the environment around them.
What is the main reason for this?
A.
B.
C.
D.
to replace damaged and dying cells
to keep the cell membrane functioning
to release energy into the environment
to get rid of wastes and take in nutrients
Student Investigations:
Lab Manual: Quick Lab p. 359, Quick Lab p. 362,
Quick Lab p. 365
Vocabulary
*homeostasis, growth and reproduction,
regulation, maintenance, excretion (getting rid
of waste), respiration, *regeneration
Jose and Brianna worked together on a science fair project. They studied
how cells responded to changes in their environment. They measured the
temperature of the cells as they changed the temperature of the cells’
environment. Jose and Briana prepared a graph to show their results. The
graph above shows four sets of results. Jose and Brianna discovered that
he cells maintained homeostasis even though the temperature changed.
Which line represents the graph that Jose and Brianna included in their
report? Explain your answer.
Resources
Student Text:
Fusion Resources:
Interactive Digital Curriculum: Homeostasis and Cell
Processes Cell Structure and Function
Student Text: p.414-425
TE: p.550-555
Other Complex Texts:
Active Transport Text and Video:
http://www.biology4kids.com/files/cell2_activetra
n.html
Student Misconceptions:
Uncovering Student Ideas in Science by P.
Keeley
Vol. 1 p. 147
Deeper Learning Opportunities:
Homeostasis: Can you survive?
Scenario based Vocabulary development
http://www.cpalms.org/Public/PreviewResourceLesson
/Preview/154426
The Cell as a System-Modeling Activity
http://sciencenetlinks.com/lessons/cells-2-the-cell-asa-system/
The Simple Story of Photosynthesis and Cellular
Respiration:
http://ed.ted.com/on/CySfbPZ9
Key Learning: Plant cells and animal cells share many different types of organelles. They also have some organelles that are
unique to a plant cell or animal cell.
Concept: Plant & Animal Cells
Driving Questions:
How do the essential components of cells differ between
plants and animals?
SC.6.L.14.4
Compare and contrast the structure and function of
major organelles of plant and animal cells, including What are the parts of a cell and how does each structure
support the cellular process?
cell wall, cell membrane, nucleus, cytoplasm,
chloroplasts, mitochondria, and vacuoles.
How is a cell membrane highly selective?
Sample Formative Assessment Task:
Jacob is studying cell organelles. He knows that light
energy drives photosynthesis. Look closely at the
diagram below.
How are the structures of prokaryotic cells different then
eukaryotic cells?
SC.6.N.3.4
Identify the role of models in the context of the sixth
What is the role of mitosis in the formation of new cells?
grade science benchmarks.
How is mitosis important in maintaining chromosome number
during asexual reproduction?e
Student Investigations:
What conclusion can Jacob make when he compares
the function of chloroplasts and mitochondria in plant
Lab Manual: Quick Lab p. 339, Quick Lab p. 343, Quick Lab
cells?
p. 347, Quick Lab p. 365
A. Chloroplasts and mitochondria work together
inside a plant cell.
Vocabulary
B. Chloroplasts and mitochondria work
independently of one another.
Organelles, cell wall, cell membrane, passive transport, Making Plastic Transparency Cell Models:
C. Light energy also drives the chemical reactions
active transport, *nucleus, *prokaryote, *eukaryote,
http://www.cpalms.org/Public/PreviewResourceUpload/
inside mitochondria.
mitochondria, vacuoles, cytoplasm, chloroplasts, scientific
D. Light energy is responsible for providing all the
Preview/38327
model, prokaryote, eukaryote, *replication, mitosis,
energy that a plant cell needs.
asexual reproduction
Resources
Student Text:
Student Misconceptions:
Fusion Resources:
Interactive Digital Curriculum: Cell Structure and
Function
Student Text: 390-401
Deeper Learning Opportunities:
Virtual Cell Parts and Functions Game:
Uncovering Student Ideas in
Science by P. Keeley
Is it an Animal? v. 1 p. 117
TE: p.520-525
http://www.glencoe.com/sites/common_assets/science/virtu
al_labs/E08/E08.html
Animal Cells and Plant Cells: Just how are we different?
Other Complex Texts:
Animal and Plant Cell Structure in Text Form:
http://www.cpalms.org/Public/PreviewResourceLesson/Pre
view/75784
http://www.biology4kids.com/files/cell_main.html
Plant Cell vs. Animal Cell Site in Text Form:
Cell Model Activity, Cell Classroom, & Mitosis Flipbook
http://sciencespot.net/Pages/classbio.html#Anchor-cells2
http://www.buzzle.com/articles/plant-cell-vs-animalcell.html
Is it a Plant? v. 2 p. 92
Variety of Cell Activities:
http://www.nclark.net/Cells
Unit I: Cellular Structure
Grade Concept: Levels of Organization
Sample Scale
Sample Performance Tasks

Score 4.0
In addition to Score 3.0, in-depth inferences and applications
that go beyond what was taught.
Score 3.5
Score 3.0
I can do everything at a 3.0, and I can demonstrate partial success at score 4.0.
I can:
 In a concept map, chart the Levels of Organization in living

Score 2.5
Score 2.0


systems with original examples of each Level and clear patterns
between levels.
In a group, make an analogy of the Levels of Organization to
something in today’s society or.
Illustrate the hierarchical relationships of atoms to molecules
and cells to tissues to organs to organ systems to organisms
and explain interrelationships.
I can do everything at a 2.0, and I can demonstrate partial success at score 3.0.

I can:


Score 1.5
Score 1.0
Can describe and identify patterns in the
hierarchical organization of organisms from atoms
to molecules and cells to tissues to organs to organ
systems to organisms.
Use the hierarchical levels to justify the statement: “living
things are systems”.
Can recognizing or recalling the characteristics of
the internal structures of different species and
organisms
Can match the terms included in the hierarchy with
corresponding definition or image



Place cards with images or terms included in hierarchical
organization or organisms in the correct order
Is it living? Probe
Is it a cell? Probe
Is it a system? Probe
I can do everything at a 1.0, and I can demonstrate partial success at score 2.0.
With help, a partial understanding of some of the simpler
details and processes and some of the more complex ideas and
processes.