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CELLS ~ UNIT PLAN Stage 1: Desired Results Established Goals: Vermont Standard 7.13: Students understand the characteristics of organisms, see the patterns of similarity and differences among living organisms, understand the role of evolution, and recognize the interdependence of all systems that support life. Understandings: Essential Questions: Cells are the basic units of all living things, and 1. What are the parts of a cell? How do plant and cells carry out the processes required for survival. animal cells differ? How do the different structures of cells carry out survival functions? 2. How does the sun supply living things with the energy they need? 3. What happens during the processes of photosynthesis and cellular respiration? Students will know: Students will be able to: GE 30: GE 30: Cells contain structures that carry out Conduct experiments that investigate how survival functions. different concentrations of materials (inside vs. outside of a cell) will cause water to Plant cells have a cell wall in addition to a flow into or out of cells. cell membrane. The cell wall provides structural support for the cell. The cell Examine cells under a microscope and membrane regulates the movement of identify cell wall, chloroplasts, and compare materials into and out of a cell. the function of a common cell structure such as a membrane in all cells with the Most plant cells contain chloroplasts where functions of a unique structure such as green pigment traps energy from sunlight chloroplasts in plant cells. and transforms it into chemical energy. Some materials can pass into and out of cells as concentrations move toward equilibrium (diffusion). GE 33: GE 33: Recognize that energy from the sun is Plant cells take in CO2 and H2O and use the transferred and utilized in plant and animal energy from sunlight to chemically change cells through chemical changes and then them to food (sugar) and O2. transferred into other forms such as heat All cells chemically change sugar (food) (e.g. using a word equation) and O2 into the energy needed to survive. Energy is used by all cells to carry out functions for survival and some energy is transferred to the environment as heat. Stage 2: Assessment Evidence Performance Tasks: Other Evidence: Quiz on cell structure, microscope work, Pre-assessments: Is it made of cells? Exit and passive/active transport Cards on what do you know? Final Assessment: Unit Test Check-in questions using choosing sticks on cell shape and structures Creating a Cell model lab Organelle vocabulary unscramble Microscope Mania conclusions Wrap-up: Check-in questions on differences between plant and animal cells White board check-in on organelles Questions in text on pg 37: 2b and 3a on passive/active transport Two truths and a lie on passive/active transport Conclusions on the Moneywort Mystery Conclusions on photosynthesis graphs Photosynthesis/Respiration vocabulary unscramble Yeast lab conclusions RAFT on respiration Egg-speriment conclusions Partner review of photosynthesis/respiration Exit cards on respiration and cell transport Notebook test Stage 3: Learning Plan Learning Activities: 1. Creating a Cell Model: Students will construct a model of a cell using a Ziploc bag and several materials of their choice. Students will then explain why they used the materials that they used to represent the cell parts. There will also be a section for homework stating the functions of each of the parts in the model. 2. Microscope Mania: Students will observe several materials such as fabrics, cartoons and nylon as a means to review microscope use. Students will then observe lettuce, celery and cheek cells to identify the cell wall, cell membrane, nucleus, cytoplasm, and chloroplast. Students will make scientific drawings of each of these materials, and label what they see. 3. Egg-speriment: Students will investigate how different concentrations of materials will cause water to flow into or out of a cell. In this activity, students will use an egg as a model of a cell. The egg will be placed in a variety of liquids such as vinegar, water, salt water and corn syrup. Students will track the movement of water into or out of the cell by measuring the mass of the egg, the circumference of the egg, and by making observations. Students will be asked to explain the changes that occurred in the eggs as a result of the movement of water into and out of the cell. 4. The Great Moneywort Mystery: Students will investigate photosynthesis in this lab activity. Each group will have three test tubes. One test tube will have Moneywort (an aquatic plant) and Bromothymol solution. One test tube will have Moneywort and Bromothymol and will be covered with aluminum foil. The control test tube will have only Bromothymol solution. The test tubes will be in sunlight for one day. Students will investigate what happens in each of the test tubes and make conclusions about their data. 5. Graphing Photosynthesis: During this activity, students will to make graphs of bean growth under differing light intensity. After making the graphs, students will answer questions about the data based on their knowledge of photosynthesis. 6. Yeast Lab: Students will observe how organisms use sugar to create energy through the process of respiration. Students will watch a demonstration of a soda bottle with water, sugar and yeast. The bottle will have a balloon on it to record CO2 production. Students will answer questions about the demonstration with a partner. 7. Human Models of Photosynthesis/Respiration: Students will demonstrate what happens during both photosynthesis and respiration by creating a human equation in the front of the class. Each student in the equation will represent a key ingredient or product in those equations. After this demonstration, students will be challenged to remember what happens in each of the processes. Students will then work with a partner to discuss what they know. Appendix I: Summary of Adult Content Knowledge Cells have two primary functions: to provide a framework that supports the complex chemical reactions required to sustain life, and produce exact copies of them so that the organism of which they are a part can go on living even after those cells die. Appendix II: Summary of Research on Student Learning (Common Misconceptions) Research conducted by Arnold (1983) indicated that students have difficulty differentiating between the concepts of “cell” and “molecule”. There is a tendency to over-apply the idea that cells are smaller components of living things. Students identified any materials encounters in biology class (carbohydrates, proteins, and water) as being made of smaller parts called cells. Many students think that only certain parts of the human body and other living things are made up of cells (Driver et al 1994). Dreyfus and Jungworth (1988, 1989) reported that students might confuse orders of magnitude with levels of organization in living systems. Responses from several 16 year old Israeli students show that they think that biomolecules, such as proteins, are bigger than the size of cells and that single-celled organisms contain replicas of organs like intestines and lungs. Students may have the notion that organisms “contain” cells as opposed to being “made up of” cells (Driver et al 1994). Some students may think that different types of cells within an organism contain different genetic material (Driver et al 1994). Some students may think that soil provides plants with food. However, plants do not take in food; they produce all of their food through photosynthesis. From soil, plants obtain water and minerals, which are needed for growth and development (Driver et al 1994).