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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.