Download CS 8.1, CS 8.2, CS 8.3, CS 8.4 Unit Plan

North East School Division Planning Organizer
Science Grades 6 - 9
Stage 1 – Begin With the End in Mind
Big Ideas What do we want students to remember 40 years from now?
THE CELL IS THE BASIC UNIT OF LIFE.
Goals
Construct scientific knowledge
Scientific Inquiry
 Processes of:
o Designing, planning, and implementing investigations
o Collecting, analyzing, and interpreting data
o Proposing explanations and making new predictions
o Communicating results (scientific paper, lab report, visual
presentation)
Understand the nature of science and ScienceTechnology-Society-Environment (STSE)
interrelationships
Technological Problem Solving (TPS) uses iterative design
processes:
o Proposing, creating, testing prototypes
o Analyzing and interpreting results
o Communicating methods and results (design report)
6-9 Units of Study
6
7
8
9
Life science
Diversity of Life
Interactions within
Ecosystems
Cells, Tissues,
Organs and Systems
Reproduction
Physical science
Understanding Electricity
Principles of Flight
Mixtures and Solutions
Heat and Temperature
Optics and Vision
Fluids and Density
Earth and Space science
Our Solar System
Atoms and Elements
Characteristics of Electricity
Exploring our universe
Earth’s Crust
Water Systems on Earth
Develop scientific and technological skills and attitudes
that support scientific habits of mind
STSE Decision Making:
o Clarifying an issue, identifying stakeholders viewpoints,
evaluating available research
o Generating, implementing, and evaluating position
statements or courses of action
o Identifying results of decision / action
o Communicating and/or taking action (research project,
position paper, role play, deliberative dialogue, debate,
case study, action plan)
Cultural and Indigenous Perspectives
 Indigenous ways of knowing include:
o Experiential learning – listening, observing, intuitive
awareness, participating, and experiencing
o Place-based knowledge to solve practical problems
o Honouring protocols for obtaining this knowledge from a
knowledge keeper, and taking responsibility for knowing it.
o Interrelatedness, connectedness, spirituality
Outcomes (Circle the verbs or skills, underline the qualifiers
CS8.1 – analyze  characteristics of cells
- compare  structure and functions of plant and animal cells
CS8.2 - demonstrate  proficiency with the compound light microscope
Observe  plant and animal cells
CS8.3 – distinguish  structural/functional relationships among cells, tissues, organs and organ systems (humans)
Demonstrate  understanding of the importance of this knowledge to careers
CS8.4 – analyze  the interdependence of organ systems and a healthy body
Understandings What do we hope students will come to understand as
Essential Questions Questions for deeper understanding that invite deep
a result of learning? Think: Students will understand that…
thinking about the ideas and issues throughout the unit.
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The cell is a living system that exhibits all the characteristics of
life.
There are differences between plant and animal cells
There are structural and functional relationships between and
among cells, tissues, organs and systems in the human body
There is an interdependence between the needs and functions
of various cells and organs to the needs and functions of the
human organism as a whole
The body is made up of many organ systems that are
interdependent
The microscope is a useful tool in science and there are
specific ways to use it effectively
That unicellular and multi-cellular organisms function similarly
in some ways and differently in others
That personal lifestyle choice and external and internal factors
can all impact our systems, tissues and overall body health
That there are personal and ethical issues that relate to
technology that improves or replaces body systems
Structural and functional characteristics of cells are related.
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What are humans made up of?
How are organ systems related to each other and to cells?
How does what you eat/put in/put on your body affect your
body and body sytems?
How has technology (ex. Microscope) had an effect on
science?
What is a cell and how is it important to life in plants and
animals?
What are the differences between plant and animals cells?
How do I use a microscope effectively?
How are unicellular and multi-cellular organisms similar and
different?
How can I take care of me?
How do science and ethics conflict?
How are the structure and function of cells related?
Students need to know: What is essential knowledge for students to
And be able to do: What should they eventually be able to do as a result of
have in order to demonstrate their understanding of the outcomes?
their learning experiences in order to achieve the outcome? Should reference
the indicators. Think: verb.
Vocabulary
- cell
- unicellular organism
- multi-cellular organism-cell specialization
- organelles
- organism
- selectively permeable
- diffusion
- osmosis
- cell wall, cell membrane, vacuole, nucleus, cytoplasm,
mitochondria, chloroplast
- microscope parts and terminology
- tissue, organ, organ system
- types of organ systems – respiratory, circulatory, digestive,
excretory, nervous
- living system – growth, movement, reaction to stimulus,
- use appropriate vocabulary/ scientific terminology
- identify the characteristics of living things and how this relates to cells
-State the cell theory (major points)
- discuss scientists who have contributed to cell theory
- label and state the function of the cell organelles
- identify and compare major structures in plant and animal cells and
explain their function
- describe the movement of nutrients and wastes across cell membranes
and explain its importance-the processes of diffusion and osmosis using
examples
- differentiate between unicellular and multicellular organisms and
categorize organisms
- describe the function of the parts of the microscope
- demonstrate proper use of the microscope
-draw labelled diagrams of cells seen with the microscope
- demonstrate proper lab etiquette
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reproduction
body composition
tissue – muscle, nerve, epithelial, connective
external/internal stimuli – viruses, bacteria, alcohol, drugs,
dust, temperature
- show relationships between cells-tissue-organs and organ systems
- identify organ systems in the body and state purpose
- explain how the body organ systems work together- interdependent
- explain how personal lifestyle choices impact the body and the body
systems/ external and internal stimuli
- recognize the interdependence and connectedness of human body systems
and the sacredness of life from the First Nations and Metis perspective
- identify careers related to cells and body systems
- observe single-celled organisms  mov’t and how they take in food
- design and carry out experiments (selectively permeable membrane)
- Model diffusion and osmosis
- Work cooperatively  plan to construct representations
- analyze strength and weaknesses of representations
- prepare slides  wet mounting and staining
- calculate magnification/ estimate size of objects
- discuss personal and ethical issues related to technology that supports or
replaces body systems
- describe examples of technology and science-based careers in Sk.
- describe tissues and provide examples
- pose questions about body composition and healthy functioning
- research ideas and theories about bodies, past and present
- analyze why cells and tissues are specialized in multi-celled organisms
- experiment and explain, collect data on heart rate, blood pressure, etc.
- synthesize conflicting evidence regarding ways to maintain body health
Stage Two – Critical Evidence of Understanding
Formative Assessment
Through what multiple sources of evidence will students
demonstrate their understanding on a daily basis.
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Three point approach to vocabulary
Think-pair-share
Diagrams
Lab work
Group work
Question sheets
Viewing dvds
jigsaw
Summative Assessment
Is an assessment of what students know and can
do according to the outcomes. It is a snapshot in time, used for reporting.
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Quizzes
Building Models
Lab work
Unit test
Research assignment
Criteria for any summative assessment:
 Analyze characteristics of cells
 Compare structural and functional characteristics of plant and animal
cells
 Proficiently use a compound light microscope
 Distinguish structural and functional characteristics among cells,
tissues, organs and organ systems
 Relate cellular and organ science to careers
 Analyze interdependence of organ systems and healthy living
Stage Three – Learning Plan
The Learning Plan should guide your day-to-day operations based on the natural order of learning experiences necessary to achieve the outcomes by all
students.
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Pre-assess cellular knowledge and microscope skills
define organism
characteristics of living cells/organisms
cell – definition
unicellular, multicellular organisms- specialization of cells
cell theory- history, modern cell theory
cell organelles- name and function- plant vs animal- create 3D model
osmosis/diffusion and the cell- definitions, examples, terms (concentration, permeable, non permeable), lab
microscope- history, use and care, label parts, function of parts, calculation of magnification, field of view, draw view, wet/dry
mounts, use microscope to recognize cell as plant or animal cell, creating slides
organ systems- early beliefs of what humans were made of
- levels of organization: cell – tissue---organ--- organ system
- types of tissues- muscle, nerve, epithelial, connective
- organ system breakdown of circulatory, respiratory, digestive, excretory, nervous systems
- connections between body systems
- heart rate and activity level
- impact of personal lifestyle choice on body systems (jigsaw?)
- technology and the body – organ failure, transplants, prosthetics
- First Nations/ Metis perspective on interdependence and connectedness of body systems and the sacredness of
life
* Careers in Science Technology
Reflection
How did each student experience the learning through the unit? How did my plan transfer to practice?