Download Click - Lake County Schools

1
UNIT
DATE RANGE
TEACHER
GRADE
Cells
20 days
Miller
7
UNIT LEARNING GOAL
Students will compare and contrast the different parts, functions and differences in plants and
animal cells, as well as discover the history of The Cell Theory.
UNIT OBJECTIVES
 Describe the hierarchal organization from atoms to organisms.
 Investigate and explain the 3 components of Cell Theory.
 Explore how cells of all organisms undergo similar processes to maintain homeostasis.
 Compare and contrast the major 7 organelles of plant and animal cells.
 Explain why all organisms require a set of chromosomes (DNA).
 Explain the process of mitosis and meiosis in order to show how and why cells
duplicate.
UNIT ESSENTIAL QUESTION
 How do the organelles of plant and animal cells compare?
 Distinguish between the function and purpose of mitosis and meiosis.
ESSENTIAL CONTENT AND UNDERSTANDING
The student should be able to…
 Describe the hierarchal organization from atoms to organisms.
 Explain the 3 components of Cell Theory and describe how this theory has changed as
new evidence and technology has developed.
 Compare and contrast the structure and function of the major 7 organelles of plant
and animal cells.
 Compare and Contrast a plant and animal cell.
 Explain why all organisms require a set of chromosomes (DNA).
 Explain the process of mitosis and meiosis in order to show how and why cells
duplicate.
 Use a microscope correctly.
UNIT VOCABULARY
cell, cell wall, nucleus, mitochondria, chloroplast, cytoplasm, cell membrane, the cell cycle,
mitosis, meiosis
CHUNKING THE UNIT
WHAT
HOW
Unit Activities
PowerPoint - the Cell
Microscope Lab
Wacky History of Cell Theory – introduction video clip
Microscope – compare cells lab
My fact - Your fact video activity
Cell Theory PowerPoint and time line
Plant and Animal Cells activity
Thinking Map of difference of Plant and Animal Cells
Celley’s Trip to the Cell
Cell Analogy and diagram
Diagram of the cell- label
Find someone who activity
2
ASSESSMENT
Cells Millionaire game - rags to riches
Cells Game on computer
Virtual lab on the Microscope
Tic Tac Toe -Student choice projects
Cell Cycle Student choice project
Article on Meiosis and reproduction
Cells: Compare cell to factory project / compare to a school
Please note: Herman Advanced classes doing personalized
learning for unit
Various mini-assessments throughout the unit
Cells poster project
Unit Test
LEARNING STRATEGIES UTILZED
Interactive Science Notebook (ISN), inquiry labs, thinking maps/charts/graph/organization tools,
multi-media, Cornell Notes, cooperative groups, Mark the Text, virtual labs, Edmodo, AVID
strategies, CRISS strategies, KAGAN strategies, modeling.
FLORIDA SCIENCE BENCHMARKS
SC.7.N.3.1 Recognize and explain the difference between theories and laws and give several
examples of scientific theories and the evidence that supports them.
SC.6.L.14.2 (AA): Investigate and explain the components of the scientific theory of cells.
(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.
SC.7.L.16.1: Understand and explain that every organism requires a set of instructions that
specifies its traits that this hereditary information (DNA) contains genes located in the
chromosomes of each cell, and that heredity is the passage of these instructions from one
generation to another.
SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has
changed when new evidence or new interpretations are encountered.
SC.7.L.16.3: Compare and contrast the general processes of sexual reproduction requiring
meiosis and asexual reproduction requiring mitosis.
FLORIDA SCIENCE BENCHMARKS FOR ADVANCED PLACEMENT
SC.912.L.14.2: Relate structure to function for the components of plant and animal cells.
Explain the role of cell membranes as a highly selective barrier (passive and active transport)
SC.912.L.14.6: Compare and contrast the generate structures of plant and animal cells.
Compare and contrast the general structures of prokaryotic and eukaryotic cells.
SC.912.L.16.14: Describe the cell cycle, including the process of mitosis. Explain the role of
mitosis in the formation of new cells and its importance in maintain chromosome number
during asexual reproduction.
3
SC.912.L.16.16: Describe the process of meiosis, including independent assortment and
crossing over. Explain how reduction division results in the formation of haploid gametes or
spores.
SUPPORT STANDARDS
LANGUAGE ARTS
MATH
as required
as required
ESOL
Extended time
RTI
Test Corrections
ESE
Making use of context clues
Peer assistance
Check for
comprehension
Organizational strategies
Proximity
Modeling
Using multi-media
Using linguistic modifications
TOWER - writing
strategies
Language / Vocabulary
Games
Use of analogy
Individualized instruction and
assistance
Peer tutoring
Leave class for assistance
Preferential seating
Read directions aloud
Students paraphrase
directions
Alternative test settings
or small group testing
Provide student
choices
expectation review
Use of partners /
collaborative groups
planned movement
guided practice
Use of learning centers
or centers / stations
Organizational strategy
- sorting (information)
Using written and pictorial forms
to teach
Adjusting or shortening
assignments
Hands-on experiences
Small group instruction
Cooperative learning groups
Defining content area language or
terms
Using alternative assessments
Reducing directions to steps or
parts
Using role-play
Adapting written text and
materials to facilitate
comprehension
Other strategies