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Intel® Teach Program Essentials Course Unit Plan Template Click on any descriptive text, then type your own. Unit Author First and Last Name DeWana Jackson School District Westmoreland County School Name Montross Middle School School City, State Montross, Virginia Unit Overview Unit Title Cell-A-Bration Unit Summary The primary purpose of this unit is to introduce students to ways of working on and thinking about life science that may b them. In a sense, the unit is an overall introduction to the similarities and differences of plant and animal cells. This will a many students to get involve and discover the difference and similarities and parts of the plant and animal cells. In this un emphasis is placed on developing the ability to think about and explore cell parts. The cell theory tells us that the cell is th unit of life, all organisms are made up of cells, and new cells come only from other living cells. Whether you are a simple organism, an amoeba, made up of only one cell or a complex organism, a human, made up of many cells, each cell is buil way. Cells can also work together to perform some complicated functions. Subject Area Life Science 7 Grade Level 7th Grade Inclusion students Approximate Time Needed 1 week 90 minutes block session Unit Foundation Targeted Content Standards and Benchmarks SOL(s): L.S. 2 a, b, a) The student will investigate and understand that all living things are composed of cells. Key concepts include ( membrane, cell wall, cytoplasm, vacuole, mitochondrion, endoplasmic reticulum, nucleus, and chloroplast b) Similarities and differences between plant and animal cells; Student Objectives/Learning Outcomes The student will Distinguish between plant cells and animal cells in terms of their appearance and the organelles that each possesses Curriculum-Framing Questions Essential Question © 2000-2007 Intel Corporation. All Rights Reserved. What keeps your pets and plants from falling apart? Page 1 of 4 Intel® Teach Program Essentials Course Unit Questions Content Questions What can plant and animal cells tell us about life? How are plants important to all living things? How are animals important to all living things? What makes a plant cell different from an animal cell? Determine whether the cell part(s) belong in a plant cell, an animal cell or types of cells Write the function(s) of the cell part(s). Assessment Plan Assessment Timeline Before project work begins Brainstorm Making Inferences Journal entry K-W-L Chart Students work on projects and complete tasks Power point Presentation Descriptive pattern Pictograph Graphic organizer After project is comple Venn Presentation diagram Rubric Edible cell Edible Cell Project Journal entry graphic Assessment Summary This activity was designed for a lower level Science class, but can be easily modified to meet the needs of your no matter what the level. Students will be completing a KWL chart as a pre-assessment about the plant and anim They will be making inferences, completing a descriptive pattern, graphic organizer, pictograph, Venn diagram cells project in a power point presentation as well as hands-on activity. Students will also be making models of and animal cells and doing group presentation. There are some things to keep in mind as the students complete Make sure when the students begin to draw their structure that you keep an eye on the size of the structure as w amount of structures they are making. It is also a good idea to double check the information that they will be re on for accuracy. The first group to do their presentation will report on the plant cell and the second group will b animal cell. This group will draw their structures directly onto the butcher paper. They will trace the pencil outl was drawn by the teacher. The rest of the presentations do not have to be in any particular order, I have found th order outlined in the Cell Part Notes works best. After each presentation, the group should label their cell part. group will present their cell part(s) to the class. Each member of the group must participate in the presentation. © 2000-2007 Intel Corporation. All Rights Reserved. Page 2 of 4 Intel® Teach Program Essentials Course the presentation, explain the information your group researched then place your cell part(s) on the butcher pape appropriate place for both the plant and animal cell. Students will also be allowed to eat their model if they cho These assessments help students and teachers set goals; monitor student progress; provide feedback; assess thin processes, performances, and products; and reflect on learning throughout the learning cycle. Unit Details Prerequisite Skills The students will need to know how to complete a K-W-L chart and have a working knowledge of how to do a power p Students should have some technology skills knowledge. Students show proficiency and familiarity with the schoo network by logging into the system and accessing the internet. Instructional Procedures The Instructional cycle for this unit will be for a week. This unit will consist of the following: The students will look of the plant and animal cell. They will predict, question, summarize and infer. Write responses in science notebooks and discuss within their groups. Students will be responsible for a Venn diagram to compare similarities and differen cells. The students will be given a descriptive pattern organizer. (Non-linguistic representation) to show their underst key vocabulary terms. They will then start to work on a graphic organizer to write important facts about each cell and feedback after their completion. (See Organizer). Students will also design a pictograph to help them process informa the plant and animal cell in a different modality. This will allow for a second processing of the information which wil deepen the students’ understanding of the new term or phrase. To complete the unit on cells the student will be given complete a project where they will be required to create an edible model of the plant and animal cell and do a group presentation identifying their cells. Students will be graded by a rubric and they will also do a power point presentatio Accommodations for Differentiated Instruction Resource Student Nonnative English Speaker Gifted Student According to Students IEP Repeat/clarify directions Extended time on sessions Read aloud Specific accommodations per individual student Dictionary per students language Bilingual staff Extended time on sessions Higher-level questions Development of rubrics Advanced material Materials and Resources Required For Unit Technology – Hardware (Click boxes of all equipment needed) Camera Laser Disk VCR Computer(s) Printer Video Camera Digital Camera Projection System Video Conferencing Equip. DVD Player Scanner Other Smartboard Internet Connection Television Technology – Software (Click boxes of all software needed.) © 2000-2007 Intel Corporation. All Rights Reserved. Page 3 of 4 Intel® Teach Program Essentials Course Database/Spreadsheet Image Processing Web Page Development Desktop Publishing Internet Web Browser Word Processing E-mail Software Multimedia Other Encyclopedia on CD-ROM Printed Materials Supplies Text book graphic organizers Venn diagram , Overhead projector, Drawing paper, Colored pencils or crayons Science Journals Workbook/ CD Prentice Hall Rice crispies cereal, jelly beans, marshmallow, red hots, sugar, butter, skittles, paper plates , M&Ms http://www.doe.virginia.gov/VDOE/dueproc/ Internet Resources http://www.ask.com/web?q=Plant+Cell+Diagram&qsrc=6&o=0&l=dir&ni= edhelper.com Computer lab Collaboration with co-workers Other Resources Brain pop program Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation. Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. © 2000-2007 Intel Corporation. All Rights Reserved. Page 4 of 4