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Cells – Grade 8
Big Ideas:
Cells are the basis of life. (Overall expectations 2 and 3)
Cells organize into tissues, tissues into organs, organs into organ systems, and organ systems into organisms.
(Overall expectations 2 and 3)
Healthy cells contribute to healthy organisms. (Overall expectations 1 and 2)
Systems are interdependent. (Overall expectations 1 and 3)
Overall Expectations:
By the end of grade 8, students will:
1. assess the impact of cell biology on individuals, society, and the environment;
2. investigate functions and processes of plant and animal cells;
3. demonstrate an understanding of the basic structure and function of plant and animal cells and cell processes.
Activities:
Gizmos:
1. Cell Division – explore the Gizmo and complete the quiz
2. Cell Energy Cycle - explore the Gizmo and complete the quiz
3. Osmosis - explore the Gizmo and complete the quiz
4. Cell Structure – explore the Gizmo and complete the sheets and quiz
Design Challenge:
Task:
Start the Design Challenge package
Research your topic thoroughly
Construct your design challenge prototype
Reflect on your creation and your findings
Test your prototype
Finish the Design Challenge package
Prepare for your presentation
Present your findings
Projected due date:
Feb 5
Cells
Design Challenge Assessment Sheet – Grade 8
Big Ideas:
Cells are the basis of life. Cells organize into tissues, tissues into organs, organs into organ systems, and organ
systems into organisms. Healthy cells contribute to healthy organisms. Systems are interdependent.
Name : __________________________
Have you met the success criteria?
I have:
Knowledge and Understanding

Explained the cell theory, cell structures and
organelles, and the structure and function of
both animal and plant cells
 Described the organization of cells into
tissues, organs, and systems
 Followed a workable research process while
accessing a variety of digital and print
information
 identified structures and organelles in cells,
including the nucleus, cell membrane, cell
wall, chloroplasts, vacuole, mitochondria, and
cytoplasm, and explain the basic functions of
each (e.g., the nucleus holds all the
information needed to make every cell in the
body)
Communication

used appropriate science and technology
vocabulary, including organelle, diffusion,
osmosis, cell theory, selective permeability,
membrane, stage, and eyepiece, in oral and
written communication
 used a form (e.g. oral, written, graphic) to
communicate my design challenge findings
with the class
 summarized important information (e.g. jot
notes) and listed sources
Overall Level:___
Date:_____________
Thinking and Investigation




Identified the functions and processes of
animal cells within my design challenge
Developed a workable plan while meeting the
design criteria for my chosen design challenge
topic
Conducted appropriate and sufficient testing
of prototype
used scientific inquiry/experimentation skills
to investigate the processes of osmosis and
diffusion
Application
 assessed the role of selected technologies

(e.g., the development of the electron
microscope, the ability to infuse dyes into
cells, in vitro fertilization) in enhancing our
understanding of cells and cellular processes
assessed the potential that our understanding
of cells and cell processes has for both
beneficial and harmful effects on human
health and the environment, taking different
perspectives into account (e.g., the
perspectives of farmers, pesticide
manufacturers, people with life-threatening
illnesses)
Knowledge and Understanding
 Explained the cell theory, cell structures and organelles,
and the structure and function of both animal and plant
cells
 Described the organization of cells into tissues, organs,
and systems
 Followed a workable research process while accessing a
variety of digital and print information
 identified structures and organelles in cells, including
the nucleus, cell membrane, cell wall, chloroplasts,
vacuole, mitochondria, and cytoplasm, and explain the
basic functions of each (e.g., the nucleus holds all the
information needed to make every cell in the body)
Thinking and Investigation
 Identified the functions and processes of animal cells
within my design challenge
 Developed a workable plan while meeting the design
criteria for my chosen design challenge topic
 Conducted appropriate and sufficient testing of
prototype
 used scientific inquiry/experimentation skills to
investigate the processes of osmosis and diffusion
Communication
 used appropriate science and technology vocabulary,
including organelle, diffusion, osmosis, cell theory,
selective permeability, membrane, stage, and
eyepiece, in oral and written communication
 used a form (e.g. oral, written, graphic) to communicate
my design challenge findings with the class
 summarized important information (e.g. jot notes) and
listed sources
Application
 assessed the role of selected technologies (e.g., the
development of the electron microscope, the ability to
infuse dyes into cells, in vitro fertilization) in enhancing
our understanding of cells and cellular processes
 assessed the potential that our understanding of cells
and cell processes has for both beneficial and harmful
effects on human health and the environment, taking
different perspectives into account (e.g., the
perspectives of farmers, pesticide manufacturers,
people with life-threatening illnesses)