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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)