Download 11.4C The Great Scavenger Hunt

Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
WRITER:
Biology and Chemistry – 4th six
weeks
L. Petty
PLAN CODE:
COURSE/SUBJECT:
11th grade science
GRADE(S):
11th
TIME ALLOTTED
FOR INSTRUCTION:
2 periods – 2-3 hours
TITLE:
The Great Scavenger Hunt
LESSON TOPIC:
Viruses, bacteria and cell parts and functions
TAKS OBJECTIVE:
Objective 3
The student will demonstrate an understanding of the interdependence of
organisms and the environment.
11.4 The student knows that cells are the basic structures of all living things
and have specialized parts that perform specific functions, and that
viruses are different from cells and have different properties and
functions. The student is expected to:
(C) compare the structures and functions of viruses to cells and describe
the role of viruses in causing diseases and conditions such as
acquired immune deficiency syndrome, common colds, smallpox,
influenza and warts.
11.1 The student, for at least 40% of instructional time, conducts field and
laboratory investigations using safe, environmentally appropriate, and
ethical practices. The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations
11.2 The student uses scientific methods during field and laboratory
investigations. The student is expected to:
(A) plan and implement investigative procedures including asking
questions, formulating testable hypotheses, and selecting equipment
and technology
(B) collect data and make measurements with precision
(C) organize, analyze, evaluate, make inferences, and predict trends from
data
(D) communicate valid conclusions
FOCUS TEKS AND STUDENT
EXPECTATION:
SUPPORTING TEKS AND
STUDENT EXPECTATIONS:
CONCEPTS
Microorganisms
Complexity
Classification
Niches
Organelles
ENDURING UNDERSTANDINGS/GENERALIZATIONS/PRINCIPLES
The student will understand that
Microorganisms exist everywhere.
Microorganisms vary in complexity depending upon whether they are viruses,
bacteria or cells.
Cells can be classified as prokaryotic (simple bacteria) or eukaryotic (more
complex) or as plant and animal cells.
Microorganisms occupy different niches, anything from parasites to beneficial,
from deadly to helpful.
The organelles inside a cell often determine its function and classification.
I.
SEQUENCE OF ACTIVITIES (INSTRUCTIONAL STRATEGIES)
A.
Focus/connections/anticipatory set
Show a brief clip of bacteria, cells or viruses.
B.
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art,
music, modeling, discussion, reading, listening, viewing, etc.)
1.
Hands-on
Complete The Great Scavenger Hunt – Cells and Their Organelles. (Reference Page and Diagram are
also needed).
C.
Guided activity or strategy
Complete The Great Scavenger Hunt.
D.
Accommodations/modifications
Students requiring accommodations may be assigned a peer tutor.
E.
Enrichment
Students requiring enrichment should serve as peer tutors and may also have to label a similar plant cell.
II.
STUDENT PERFORMANCE
A.
Description
Complete The Great Scavenger Hunt – Cells and Their Organelles and Diagram.
Complete Lab Worksheet – The Great Scavenger Hunt.
B.
Accommodations/modifications
Students requiring accommodations may be assigned a peer tutor.
C.
Enrichment
Students requiring enrichment should be assigned as a peer tutor.
III.
ASSESSMENT OF ACTIVITIES
A.
Description
The Cell Diagram and Cells and Their Organelles may be taken as a grade.
Grade Lab Worksheet – The Great Scavenger Hunt
B.
Rubrics/grading criteria
The Cell Diagram and Cells and Their Organelles should be graded together and should count as 3 points for
each organelle and question.
Lab Worksheet – The Great Scavenger Hunt should be graded as 8 points per square.
C.
Accommodations/modifications
Students requiring accommodations may need to work with a peer tutor for Cells and Their Organelles on
Question 3 because of the level of abstract thought required. Students should not need to work with a peer
tutor for Lab Worksheet – The Great Scavenger Hunt unless they need to share materials.
D.
Enrichment
Students requiring enrichment may serve as peer tutors.
E.
Sample discussion questions
1.
2.
3.
4.
5.
IV.
Why was nothing visible in the “virus” slide? Viruses are too small to see in a school microscope.
What could you see in the bacteria slide? The shape of the bacteria.
Why could you not see cell structures? The bacteria is too small.
Rank the 3 types of cells in this lab from smallest to largest. Virus Bacteria  Plant and animal
How do you calculate the magnification power of your microscope? Multiple the ocular power(eyepiece)
and the objective power (nosepiece).
TAKS PREPARATION
A.
Transition to TAKS context
1. A person contrasting cells and viruses is aware that viruses ____
(a) contain a primitive nucleus.
(b) are not considered to be living organisms.
(c) contain a limited number of mitochondria.
(d) are considered to be living organisms.
2. A student develops a chronic disease when she becomes infected with a particle consisting of a nucleic
acid enclosed in a protein sheath. This student is infected by a ____.
(a) virus.
( b) bacterium.
(c) protozoan.
(d) fungus.
B.
Sample TAKS questions
Spring 2003
1. Most viruses infect a specific kind of cell. Which of the following are infected by the human
immunodeficiency virus (HIV)?
(a) helper T cells
(b) liver cells
(c) GABA-receptor cells
(d) red blood cells
Spring 2004
2. Viruses differ from bacteria in that all viruses ___.
(a) cause insect-borne diseases
(b) can be destroyed by antibiotics
(c) have rigid cell walls
(d) must be reproduced in living cells
V.
KEY VOCABULARY
carbon dioxide
cell membrane
cell wall
chloroplasts
cytoplasm
DNA
endoplasmic reticulum
glucose
golgi body
lysosome
mitochondria
multicellular
nuclear membrane
nucleus
organelles
photosynthesis
respiration
ribosome
semi-permeable
unicellular
vesicles
VI.
RESOURCES
A.
Textbook
None needed.
B.
Supplementary materials/equipment
The Great Scavenger Hunt – Cell Diagram
The Great Scavenger Hunt – Cells and Their Organelles
The Great Scavenger Hunt – Reference Page
Instructor’s Copy – Cells and Their Organelles
Lab Worksheet – The Great Scavenger Hunt
Instructor’s Copy – The Great Scavenger Hunt
C.
VII.
Technology
FOLLOW UP ACTIVITIES
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
A. Reteach
Go over grades papers.
B. Next lesson in sequence
All classes – structures of prokaryotic or eukaryotic cells or diseases caused by viruses and bacteria.
VIII.
TEACHER NOTES
Before lab:
1. Make sure you have all of the materials needed for the Lab Worksheet – The Great Scavenger Hunt.
2. Make a copy of The Great Scavenger Hunt - Reference Page for each group.
3. Make a copy of The Great Scavenger Hunt Cell Diagram and The Great Scavenger Hunt – Cells and Their
Organelles for each student.
4. Make a copy of Lab Worksheet – The Great Scavenger Hunt for each student.
During lab:
5. Check and make sure students are not “making up” parts. This is especially true in the bacteria and “virus” slides.
Students always think they should be able to see more than they actually can. They should not see anything in the
virus slide.