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LIVING THINGS
Unit Plan
Ms. Jeanette Guelker
INTRODUCTION
Curriculum Basis
Unifying Concepts
Learner Outcomes and Standards
Major Concepts
Concept Map
Living Things
7th Grade Life Science
Curriculum basis:
This unit introduces living things and systems. It covers the organization
order of living things and living systems. It also uses models to explain
the form and function of living things. This unit will cover information
about living things in general, classification, bacteria, viruses, and general
cell structure. Fungi and plants will follow this unit.
Unifying Concepts:
Systems, order, and organization.
Evidence, models, and explanation.
Change, constancy, and measurement.
Evolution and equilibrium.
Form and function
Learner Outcomes
National Standard:
Life Science
State Standard
Living Systems
Unifying
Concepts
Students will identify what
living things need to survive.
Develop understanding of
structure and function in living
systems
Systems, order,
and organization.
Form and
function.
Students will participate in
various stimulus/response
activities.
Regulation and Behavior
Students will research
experiments done on
spontaneous generation.
History of Science
Evidence,
models, and
explanation.
Form and
function.
Evidence,
models, and
explanation.
Students will research Linnaeus
and Binomial Nomenclature.
Students will participate in a
class experiment that
demonstrates how diseases are
spread
Students will research an
infectious disease.
Students will determine what
characteristics all living things
share.
Students will identify
characteristics of living things
based on observations.
Students will determine how
small a virus is.
Students will create and
perform an experiment
determining where bacteria are
found in the school.
Students will classify collected
items.
Students will create a model to
show how small a virus is.
Students will compare a fish
bowl to a living system.
Students will create a model of
the cells and its organelles.
Personal Health
Evidence,
models, and
explanation.
Evolution and
equilibrium.
Develop understanding of
diversity and adaptations of
organisms
Systems, order,
and organization.
Form and
function.
Evidence,
models, and
explanation.
Change,
constancy, and
measurement.
Change,
constancy, and
measurement.
1. formulate
questions to be
answered based
on systematic
observation
2. design and
conduct
investigations and
field studies
5. Create a model
to illustrate a
contemporary or
historical concept,
principle, theory
or law
Systems, order,
and organization.
Evidence,
models, and
explanation.
Evolution and
equilibrium.
Form and
function.
Major Concepts
Living Things
Cellular Organization
Grow and Develop
Contain Similar Chemicals
Use Energy
Respond to Surroundings
Reproduce
Multicellular
Unicellular
Controlled Experiment
Spontaneous Generation
Pasteur’s and Redi’s Experiment
Heterotroph
Autotroph
Homeostasis
Classification
Binomial Nomenclature
Carolus Linnaeus
Eukaryote
Prokaryote
Bacteria
Virus
Anton van Leeuwenhoek
Microscope
Cells
Organelles
Protists
LESSON PLANNING
Unit Preparations
Calendar
Daily Lessons and Assessment
Rationale for Scope and Sequence
Special Student Considerations
UNIT PREPARATIONS
Two weeks before the unit, gather…
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
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

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wind-up toys
noise makers
mirrors
hairdryer
pictures or objects of living things
hydrogen peroxide
bleach
cups
petri dishes
agar
prepared slides
pond water
j-ello
knox geletin
A couple days before the specific lesson, gather…
 lemons
 fruit
 potatoes
Reserve Library and Computer Lab
DAY 1
Question of the day: List 3 things that are living in this room.
Objectives:
 Students, in partners, will identify properties of living and nonliving things by investigating a wind-up toy.
 Students will create a list of living and non-living traits.
Materials:
 Wind-up toys (Enough for each set of partners or groups)
 Overhead Projector
 Critter
Procedure:
1.
2.
3.
4.
Pass out wind-up toys to the class.
Have them make a list of why it could be living and why it is non-living.
Use overhead to get a list of what the class thinks.
Get out an animal and list properties it has that makes it living.
Reading Assignment:
Read Section 1 of Chapter 1 in From Bacteria to Plants
Homework Assignment:
Tell them to start gathering 10 things. It can be any ten things. This
will be due next Monday.
DAY 2
Question of the day: What is multicellular? Unicellular?
Objectives:
 Students will identify the six characteristics of living things.
 Students will summarize their findings from the stimulus/response
stations.
Materials:
 Overhead Projector
 Various Stimulus/Response Activities
 Lemons, noise makers, mirrors
Procedure:
1. Review what the students said last class period about living things.
2. List the six characteristics of living things on the board. Make sure the
students write this down in their notebook.
3. Talk more about the “responds to their surroundings” characteristic.
4. Split the class into the number of groups that there are stations. Give
them 5 minutes at each station.
5. When they’ve done all of the stations, have them write a reflection and
turn it in.
Reading Assignment:
Review Redi’s and Pasteur’s Experiments on pages 20 and 21.
Homework Assignment:
SAFETY: Make sure students use the noisemakers responsibly and
respectively. They could damage their hearing if used improperly.
DAY 3
Question: What is a controlled experiment?
Objectives:
 Students will identify the scientific method in a spontaneous generation
experiment.
 Students will summarize a spontaneous generation experiment and write
a reflection.
Materials:
 Computer Access (or printed out spontaneous generation
experiments)
Procedure:
1. Talk about spontaneous generation.
2. Give In-Class assignment
a. Students are to research one of the experiments on spontaneous
generation.
b. They will identify the scientific method.
c. They will summarize and reflect on the experiment.
3. Go to the computer lab.
http://www.sciencenetlinks.com/lessons.cfm?DocID=126
Reading Assignment:
None.
Homework Assignment:
Section 1 Review (1-3)
Reminder about Gathering 10 things.
DAY 4
Question: What is a heterotroph? Autotroph?
Objectives:


Students will identify factors that aid in homeostasis.
Students will compare a fish bowl to the human body as it applies to
homeostasis.
 Students will understand the importance of water in living things.
Materials:
 Fish in a fishbowl. (or diagram of one)
 Potato
 Hair dryer
 Balance
Procedure:
1. Show class the fishbowl
2. Review what is a model.
3. Fishbowl Model Activity
a. Fish are like the cells of the body
b. Internal environment of the fishbowl is a fluid that must be
maintained in relatively constant conditions for the fish to survive
in health.
i. Optimum temperature, high nutrient level, high oxygen
levels, low carbon dioxide level, low nitrogen-waste level,
optimum pressure
ii. Devices such as heaters/chillers, auto feeders, aerators,
filters keep conditions relatively constant
c. In the human body, physiological mechanisms keep oxygen up and
carbon dioxide down (respiratory system), nutrients up (digestive
system), wastes low(kidneys), temperature constant (muscles,
sweating)
4. Have students write a summary of homeostasis and how it relates to a
fish bowl.
5. Explain how water plays a vital role in living things.
6. Potato activity.
a. Predict what percentage of the potato’s mass is water
b. Mass the potato.
c. Use a hairdryer to get rid of the water in the potato
d. Mass the dried potato.
e. Calculate percentage.
7. Have students respond in a reaction.
Reading Assignments: Section One.
Homework: Study for Quiz on Living Things
Safety: Make sure hair dryers are in working order and do not come in
contact with water.
DAY 5
Question: Who is Steve Irwin?
Objectives:
 Students will write out the 6 characteristics of living things as well as
identify
three living and three non-living things.
 Students will identify as many living things as they can in a video.
Materials:
 Quizzes
 Video (Crocodile Hunter)
Procedure.
1. Pass out quizzes
2. Have students write their answers on their own paper.
3. Students will start reading section 3 in chapter one as they finish their
quizzes.
4. Show Video
5. Have students identify as many living things as possible.
Reading: none.
Homework: Bring in 10 things on Monday!!!
Name
Period
Living Things Quiz
List the 6 Characteristics of Living Things:
1.
2.
3.
4.
5.
6.
List 3 Non-Living Things. For each non-living thing, give one reason why it is
not alive.
1.
2.
3.
DAY 6
Question: How is a shark and whale related? How are they not related?
Objectives:
 Students will classify their 10 things into 2 categories and divide those
items two times further.
Materials:
 Classification Work Sheet
 Students bring in 10 things
Procedure:
1.
2.
3.
4.
Have students closely examine their items.
Choose 2 main characteristics that separate the items.
Complete the Classification work sheet.
If time remains, have students share their items and how they classified
them.
Reading Assignment: section one.
Homework: None.
DAY 7
Question: What is binomial nomenclature?
Objectives:
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Students will develop internet search techniques.
Students will complete a worksheet about Linneaus with aid of the
internet.
Materials:
 Access to computer labs.
 Linneaus worksheet.
Procedure:
1.
2.
3.
4.
Review computer lab rules.
Give students a list of “starting websites” to do their searches.
Pass out worksheets.
Go to the computer lab and have students complete their worksheet by
searching on the internet.
Reading Assignment: Section 3.
Homework: Section 3 Review.
DAY 8
Question: What is a eukaryote? Prokaryote?
Objectives:

Students will identify the characteristics of the six kingdoms and
examples of living things belonging to them.
Materials:
 Classroom animals
 Overhead
Procedure:
1. Set up stations around the room with one living thing. Have students
think of how it could be classified.
2. Go around the room and get the students’ answers, and then tell them
what kingdom it belongs to.
3. Set up a chart with “Kingdom…Characteristics….Examples”
4. Assign a Kingdom to each pair of students. Tell them to complete their
portion of the chart. Be sure to include “unicellular or multicellular,
eukaryotic or prokaryotic, and heterotroph or autotroph.”
5. Complete the chart as a class.
Reading Assignment: Section Four.
Homework: None.
DAY 9
Question: How would you classify an emu?
Objectives:
 Students will identify the 6 kingdoms and their characteristics and
examples.
 Students will identify a kingdom for their organism and place it in the
proper bucket.
Materials:
 6 Kingdom Buckets
 Pictures or objects that represent a living thing.
Procedure:
1.
2.
3.
4.
5.
Review Chart
Pass out living things representations.
Place the six buckets around the room.
Have the students place their object into the correct bucket.
As a class, go over what is in each of the buckets and why it should or
should not be there.
Reading Assignment: Section Four
Homework: Study for Classification and Kingdoms Quiz
DAY 10
Question: What is the fastest living thing on earth? How would you classify it?
Objectives:
 Students will match different living things and characteristics to the 6
kingdoms.
 Students will classify living things found in the video.
Materials:
 Quiz
 Video (Jeff Corwin)
Procedure:
1. Pass out quiz.
2. Start reading chapter 2 when finished.
3. Show video and classify organisms present.
Reading Assignment: Section 1, Chapter 2
Homework: None.
Name
Period
Classification Quiz
ARCHEBACTERIA
EUBACTERIA
PROTISTA
FUNGI
PLANT
ANIMAL
Place the LETTER of the following into the six kingdoms. (Characteristics can
be found in more than one kingdom)
A. ALL are Multicellular
B. Prokaryotic
C. ALL are Heterotrophs
D. ALL are Autotophs
E. Found in Hot Springs
F. Seaweed
G. Lion
H. Yeast
I. Found in Small Intestine
J. Found in Yogurt
K. Pine Tree
L. ALL are unicellular.
M. Hedgehog
N. Mushroom
O. Grass
P. Eukaryotic
DAY 11 (PART OF 12)
Question: What is the difference between a host and a parasite?
Title
Fizzies Virus
Overview
This is a simulation activity on how disease spreads. I use it with
7th graders (12 year olds), but it can be used with any age group. It
takes 2 class periods.
Subject(s)
Science
Grade
Level(s)
Grade 6
Suggested
Time
1.45 Hours
Materials
virus, carrier, epidemic, communicable disease, vaccination,
immunity, pathogen, infected, a list of diseases
Objectives
Students will be able to:
1. describe how disease spreads.
2. trace a "disease" to the first "infected" person
Materials
One small cup (7 oz.) per student
Water approximately 3 oz. per student
3 oz. of hydrogen peroxide (drugstore/home strength)
Sharpie Marker
4 oz. bleach (in a small wide mouth plastic container)
Medicine dropper (for bleach)
On-Line
Resources
Center for Disease Control http://www.cdc.gov
National Institute of Health http://www.nih.gov
Web MD http://www.webmd.com
Off-Line
Resources
Books on microorganisms especially those with large size photos.
Preparation
Do the following out of student sight. Number the 7 oz. cups on the
side. Pick a cup other than #1 and pour 3 oz. of hydrogen peroxide
into it. Write down the cup number where your students will not
see it. Put 3 oz. of water in the remaining cups. (The extra room
will help prevent spills.)
Motivation
I ask my students to brainstorm a list of diseases and then we talk
about their lists. I then tell them I have discovered a new disease,
the "Fizzies Virus." I remind them proper lab procedures: take extra
care when moving around the room, chairs are under the tables,
they should not taste the liquid, the proper way to smell the liquid,
etc.
Activity
Part 1:
Students have their paper numbered 1 - 3. They are to decide who
to exchage with. Person A of the pair carefully pours their entire
cup into Person B's cup. Person B carefully pours about half of the
liquid back into Person A's cup. They write down on their paper who
they exchanged with in order. Each student repeats the procedure
twice more. When they finish they go back to their desks and sit
down. (Please tell the students how important it is to follow these
directions. They SHOULD NOT exchange with the same person
twice.)
Part 2:
The teacher goes to each student and drops 2-4 drops of bleach
into their cup. If it fizzies, the cup is infected. (I say the cup
instead of the child. This prevents any teasing.) The liquid is safe
enough to be poured down a sink. The students with "infected" cups
are listed on the board or overhead. I have my students copy this
information. (I've found that most of the students want to have an
"infected" cup!)
Conclusion
The students with the "Fizzies Virus" cups are asked to name the
students in order that they exchanged with and those names are
written down. The class tries to detect who had the original
"infected" cup. This will look like a web/graphic organizer. The
teacher may have to guide them on to do this logically. It is
sometimes easier to see, who was not the first "infected".
Home Work
Extension
Students may take the information and work it out at home.
Next Day
Extension
DAY 12
Explain how this is similar to real life, but infection is not limited to 3 people
each time. Sometimes people forget where they have been and who they have
been around. Sometimes they get well and then are reinfected. They may also
not tell the truth because they think they will get in trouble, just like students
who do not follow directions.
Safety: Students should review proper lab behavior and safety guidelines.
Students should wear goggles, tie hair back, and not wear loose clothing.
Student must walk in the lab and listen carefully to all instructions.
DAY 12
Question: Explain how fizzies is like real life viruses.
Objectives:
 Students will calculate how many viruses fit on a pinhead.
Materials:
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10 Meter Sticks
Pin
Scissors
Calculator
Paper
Procedure:
1. Have students hypothesize how many viruses can fit on a pin.
2. Create a model of the enlarged head, only using the diameter. Show a
smaller circle to make sure they know what a diameter is.
3. Have students complete the lab on page 55.
4. Students will complete the “analyze and conclude” section, if not it is
homework.
Reading Assignment: Sec.2, Chapt. 2
Homework: Complete Lab
DAY 13
Question: How many viruses could fit on the tip of your finger?
Objectives:
 Students will use prior knowledge to define bacteria and to explain how
bacteria can be both harmful and helpful.
 Students will conduct the first phase of an experiment to determine
bacteria sources in the school by obtaining samples from different areas
and items in the school to be incubated in petri dishes.
 Students will predict where they could expect to find the most bacteria
and where they would find traces or no bacteria.
 Students will maintain a notebook over the next few days.
Materials:
 Student journals
 Pens/pencils
 Incubator
 Petri dishes
 Nutrient agar
 Cotton swabs
 Petri dish lids, divided in half with a grease pencil
 Masking tape
 Colored pencils
Procedure:
1. In their journals, students respond to the following questions: What are
bacteria? How are bacteria harmful? How can bacteria be helpful?
2. Review the scientific method.
3. Go over safety procedures.
4. Brainstorm where they will collect samples from around the school.
(Places where they expect a lot of bacteria and where they expect few
to none).
5. Have students start a lab write-up in their notebook. (Ask a question,
hypothesis, research, experiment-procedure)
6. As a class, collect the samples next class period.
Reading assignment: Review Section 2
Homework: Section 2 Review
DAY 14
Question: How are bacteria helpful in environmental recycling and cleanup?
Objectives:
 Students will collect various samples from around the school.
 Students will demonstrate proper lab procedures and behaviors.
 Students will discuss issues concerning bacteria.
Materials:
(Stated in previous lesson)
Procedure:
1. As a class, walk throughout the school collecting samples from various
places.
2. Bring samples back to class, label them and place them in the incubator.
3. Arrange a “fishbowl” discussion.
4. Pose the following questions:
a. How can bacteria be harmful?
b. How can bacteria be helpful?
c. Where would you expect to find a lot of bacteria?
d. What items do you come into contact with daily that could carry
bacteria?
e. What everyday steps can we take in our homes an din other
environments to protect ourselves against dangerous bacteria?
f. What measures are being taken to eliminate or reduce dangerous
microbes found in food, the air, and the water supply?
g. Do you feel that people demonstrate enough concern about the
breeding of bacteria that occurs throughout the home?
h. What products are now sold to control or eliminate bacteria in our
environment.
Reading Assignment: Section 3
Homework: Section 3 Review
Safety: Students must wear goggles and gloves when handling bacteria
samples. Hair must be tied back and students may not be wearing loose
clothing. Students must walk at all times and listen to instructions carefully.
DAY 15
Question: What is an antibiotic?
Objectives:
 Students, in groups of 4, will present an infectious disease to the class.
They will describe the symptoms, how it is spread, treatment and
prevention.
 Students will create an overhead to teach the class.
 Students will take notes on all presentations.
Materials:
 Transparencies
 Markers
Procedure:
1. Discuss how infectious diseases can be spread.
2. Assign each group of 4 an infectious disease.
3. Have students create a presentation on a transparency.
a. Include name of disease, what causes it, symptoms, how it is
spread, treatment and prevention.
4. All students will take notes on the presentations.
Reading: Chapter 2
Homework: Study for Chapter 2 Quiz
DAY 16
Question: (something from the current news or weather)
Objectives:
 Students will complete a “fill in the blank” quiz on chapter 2.
 Students will observe and record changes in the petri dishes.
Materials:
 Chapter 2 Quiz
 Petri Dishes
Procedure:
1. Pass out quiz.
2. Have students write favorite and least favorite parts of the unit so far,
after the test.
3. Observe changes to petri dishes when the whole class is done with the
quiz.
4. Collect books and pass out new books.
Reading Assignment: Section 1, Chapter 1
Homework: none
Safety: Students must wear goggles and gloves when handling bacteria
samples. Hair must be tied back and students may not be wearing loose
clothing. Students must walk at all times and listen to instructions carefully.
Name
Period
Chapter 2 Quiz
Fill in the blank with the correct missing word.
1. Viruses are considered
because they do not use energy to
grow or to respond to their surroundings.
2. A
organism.
is a living thing that provides a source of energy for a virus or an
3. Organisms that live on or in a host and cause harm to the host are called
.
4. Viruses have two parts: an outer coat that
core made of
.
5. About
6. Bacteria are
contained by a
the virus and an inner
viruses can fit on a pinhead.
, because genetic material in their cells is not
.
7. The bacteria, which live in the soil, are
or organisms that
break down large chemicals in dead organisms into small chemicals.
8. Illnesses that pass from one organisms to another are called
.
9. An
a person’s cells.
is a chemical that can kill bacteria without harming
10. A
is a substance that stimulates the body to produce
chemicals that destroy viruses or bacteria.
Short Essay (answer on the back)
1. Describe two ways in which bacteria is helpful.
2. Explain the scientific method as we used to find bacteria in the school.
3. Name 2 infectious diseases and list their symptoms, how it is spread and
prevention.
DAY 17
Question: What did Anton van Leeuwenhoek do?
Objectives:
 Students will understand proper care techniques for the microscope.
 Students will learn the different parts of the microscope and their
functions.
 Students will view and guess what items are under the microscope.
Materials:
 Microscope handout
 Microscope
 Microscope with prepared slides
Procedure:
1.
2.
3.
4.
5.
6.
Pass out microscope handout.
Go over what each part is.
Have students fill in the function of each part.
Show proper handling techniques.
Divide Students into groups.
Allow each group access to a station. Have the students try to figure out
what is under the microscope and what kingdom it belongs to.
7. If time remains, go over the answers.
Reading Assignment: Handout
Homework: Read Handout on Protists
Safety: Students must hold the microscopes at the arm and base and WALK
while transporting them. Students must carefully grasp the prepared slides and
WALK them to their microscope. Students must listen carefully to all
instructions.
DAY 18
Question: What are the characteristics of protists?
Objectives:


Students will prepare wet mount slides.
Students will identify protests found in pond water.
Materials:






Microscopes
Pond Water
Slides
Cover Slips
Eye droppers
Identification Key
Procedure:
1. Review proper lab techniques and behaviors.
2. Have students prepare wet mount slides of pond water in partners.
3. Have students search the slide for organisms.
4. Students will make a sketch of the organism and describe its behavior.
5. Distribute identification keys
6. As a class, discuss what protists were present in their slides.
Reading Assignment: Section 1
Homework: Section 1 review
DAY 19
Question: Who is Robert Hooke?
Objectives:


Students will write the Cell Theory.
Students will watch a video on cells.
Materials:
 Video on Cells
Procedure:
1. Write the cell theory on the board.
2. Have students write the cell theory in their notebook. They will be
asked to write this by memory tomorrow.
3. Show video about the cell.
Reading: section 2
Homework: Study for cell theory quiz
DAY 20
Question: Show picture of a plant cell. What is this?
Objectives:
 Students will research one organelle and create a poster.
 Students will complete a T-Chart listing all organelles.
 Students will participate during class while making the T-Shirt to share
their gathered information.
Materials:





Prentice Hall Cells and Heredity Book. Pages 23-30.
11x17 Paper
Colored Pencils/Markers
Organelle Card
Overhead Projector
Procedure:
1. Give Cell Theory Quiz
2. Run the Organelle Trail intro on the TV Monitor.
a. http://vilenski.org/science/notebook/unit1/organelle/west1.html
3. Give Directions for “Wanted Poster”
a. Gather information about an organelle and make a “WANTED”
Poster with assigned organelle
b. Must include (write on board):
i. Is it found in a plant or animal cell or both?
ii. Why is it “wanted”? What does it do for the cell?
iii. What does it look like?
iv. Drawing of the Organelle
c. Be neat and creative!!!
d. Pass out assigned organelles.
e. Allow rest of class period for completion.
f. Collect posters.
DAY 21
Question: What is something a plant cell has that an animal cell doesn’t?
Objectives:
 Students will make a chart containing all organelles with their location,
structure and function.
Materials:
 Overhead Projector
Procedure:
1. Pass back Posters
2. Make a “T-Chart” with everyone’s organelle on the overhead. Students
will complete this chart in their notebook.
a.On top write: Name, Location, Description, Function
b. Go through each organelle: Cell Wall, Cell Membrane, Nucleus,
Cytoplasm, Endoplasmic Reticulum, Ribosome, Mitochondria,
Vacuole, Lysosome, and Chloroplast.
Reading: Section 2
Homework: Section 2 Review.
DAY 22
Question: Why are cells called the building blocks of life?
Following Lesson Courtesy of DiscoverySchool.com
http://school.discovery.com/lessonplans/programs/cello/#top
Students will:
1. describe the cell as a three-dimensional object;
2. compare and contrast a plant cell and an animal cell; and
3. describe and locate the cell organelles within the cell.
For this lesson, you will need:
• Yellow gelatin—one small box per two students. (Although any color
can be used, yellow will allow the students to view the interior of the
product more clearly.)
• Knox gelatin—one envelope per two students. (Just the gelatin—
without water—will be added to the yellow gelatin to create a firmer
substance.)
• Quart-sized plastic bags
• Twist ties
• Boiling water
• Mixing bowls
• Spoons
• Disposable plastic sandwich containers
• Various canned fruits: plums, mandarin oranges, grapes, and so on
• Pepper, yarn, pencil shavings, plastic bubble packing
1. Review what you know about cells with the class. Find a good diagram of a
cell, label each organelle, and discuss the function of each. Explain that
although all cells from living things share some common characteristics,
cells from plants and animals have important differences. Tell students
they will be making their own plant and animal “cells” to understand the
differences in their structures.
2. Using the recipe on the package, prepare the yellow gelatin to a liquid
state. Then add the contents of the Knox plain gelatin envelope—without
any extra water—to the yellow gelatin. This will create a firmer substance.
3. Divide students into partners. Give each group two plastic bags, one plastic
sandwich container, warm liquid gelatin, and assorted fruits.
4. Have students put one plastic bag in a plastic container as a liner and one
plastic bag opened on the desk. Explain that the plastic bag represents the
cell membrane and the plastic container represents the cell wall. Since
plant cells have sturdy cell walls, the lined plastic container represents a
plant cell. The plastic bag opened on the desk represents an animal cell.
5. Have students place similar amounts of gelatin in each plastic bag. Next,
have them add fruits to represent different parts of the cell: use grapes for
chloroplasts, mandarin oranges for mitochondria, plums for nuclei. Add
smaller materials to represent other parts of the cell: pepper for ribosome,
plastic bubble wrap for vacuoles, yarn for endoplasm reticulum, and pencil
shavings for chromosomes.
6. Finally, close your plastic bags, or “cells,” with twist ties and refrigerate to
set. The next day, study your two cells and note the structural differences
between your plant cells and animal cells. What are their shapes? What
effect does the cell wall have on the plant cell? Why do you think plant
cells have sturdy walls? How does this help them survive? How does this
influence the structure of the plant itself? Why don’t animal cells need cell
walls? Upon completion of the discussion students should understand that
in the animal cell, the membrane controls what can enter or leave the cell.
It lets in useful substances and lets out waste. An animal’s cell must take
in food to survive. In contrast, the plant’s cell must make its own food
from sunlight, carbon dioxide, and water. The plant’s cell wall, made of a
substance called cellulose, is tougher and thicker than the cell membrane.
Cellulose is only found in the plant cells and is used for protection and
support.
7. Next, form a plant “tissue” by stacking a few of the plant cells created by
the class. Have the students compare the structural and overall shape
differences. This can be done individually as well as after stacking them to
form tissues.
8. Optional: Create a slide of a plant cell and compare a real image of plant
cells to your model. Ask students to compare the plant 3-D models to the
brick wall-like structure that they see under the microscope.
9. After a discussion, have the partners create a chart that compares the
animal and plant cells. When they’ve completed their charts, have partners
present their lists with the class. Create a complete class chart with
everyone’s findings.
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Adaptation for older students:
A challenging project for older students would be to research and design a
traveling Cell Museum. After conducting research on a particular type of cell,
students can use self-hardening modeling clay to create 3-D models for
specific cell structures. A museum guide should be developed to support the
display.
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1. Why are cells called life’s building blocks?
2. Compare and contrast plant cells and animal cells.
3. How has technology played an increasingly important role in our
knowledge of cell structures?
4. Cells do not exist on their own in many forms of life. Instead, they form
small parts of larger organisms. What are the advantages to this approach
to life?
5. Describe how each cell is like a microscopic factory. Use details of
organelle function to support your description.
6. Analyze and debate the ethical issues that have arisen out of the study of
cell biology: cloning, gene therapy, test-tube babies, DNA fingerprinting,
and genetic engineering.
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Have each set of student partners develop three questions about cells that could be
answered by using their model. Sort and combine the questions into one evaluation
tool that can be used by the entire class for an assessment on cell structure.
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Hot off the Presses: CELL
With 10 trillion cells in the human body, your student publishers will have no
problem with subscription numbers! Provide a new format for reporting on
cells by dividing your students into teams of editors, writers, publishers, and
artists to create a new publication by cells and for cells that will creatively
answer all kinds of questions about cells and microbiology. Questions could
relate to common misconceptions of cell biology (are cells dynamic or static?)
or the impact of DNA research on court cases. Have your students compose a
magazine that combines current information about the world of microbiology
with creative and innovative ideas for advertising and articles. The magazine
can be hand drawn or published on the computer depending on your resources
in the classroom. Either way, there is great potential for an inspiring project
that will integrate art, writing, and science!
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The Life of a Cell
Andres Llamas Ruiz. Sterling, 1997.
From single-celled organisms to the complexity of the human body, the cell is
the basic unit of life. This highly illustrated book takes a look at the various
parts that make up a cell, how a cell functions, and how cells adopt a specialty
as they gather together to form tissues.
Cells: Amazing Forms and Functions
John K. Young. Franklin Watts, 1990.
Along with basic information about the structure and function of cells, this
book provides details about the variety of strange and wonderful types of cells
that make up the human body. It also includes a brief history of our
understanding of DNA, the "code of life."
Cloning: Frontiers of Genetic Engineering
David Jeffris. Crabtree Publishing, 1999.
Astonishing new findings about cells, DNA, and genetics are leading to rapid
advances in the treatment of disease, the success of organ transplants, and
the efficiency of agriculture. Succinct text, photographs, and illustrations
explain the history of genetic research and the potential of cloning to our
future.
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Cells alive!
Cell models, challenges, great images, and links to websites on cells
Microscopes, Cells, DNA, and You
Lesson plans, activities, and links on cells
Cell Biology Topics
Lots of information on the parts of a cell
Biology Book Online - Cells II Cellular Organization
Text and great graphics of cell parts and their functions
I Can Do That - Cells
Fun - elementary, yet accurate info and cartoons about cells
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Click on any of the vocabulary words below to hear them pronounced and used
in a sentence.
DNA
Definition: The part of a cell that contains a code that controls the way a cell
works.
Context: DNA, deoxyribonucleic acid, is found in chromosomes.
mitochondria
Definition: The part of a cell that releases energy through a process called
respiration.
Context: All cells contain tiny energy stations called mitochondria.
mitosis
Definition: The splitting of a cell’s nucleus into two parts.
Context: New cells are made by division. One form of cell division is mitosis.
nucleus
Definition: The part of the cell that carries its genetic information and
controls everything that the cell does.
Context: The heart of every animal cell is the nucleus.
organelles
Definition: The internal structures of a cell.
Context: The organelles allow cells to live by harnessing energy and putting it
to work.
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This lesson plan may be used to address the academic standards listed below.
These standards are drawn from Content Knowledge: A Compendium of
Standards and Benchmarks for K-12 Education: 2nd Edition and have been
provided courtesy of the Mid-continent Research for Education and Learning in
Aurora, Colorado.
Grade level: 6-8
Subject area: Science
Standard:
Knows the general structure and functions of cells in organisms.
Benchmarks:
Knows that all organisms are composed of cells, which are the fundamental
units of life; most organisms are single cells, but other organisms (including
humans) are multicellular.
Grade level: 6-8
Subject area: Science
Standard:
Knows the general structure and functions of cells in organisms.
Benchmarks:
Knows that cells convert energy obtained from food to carry on the many
functions needed to sustain life (e.g., cell growth and division, production of
materials that the cell or organism needs).
Grade level: 6-8
Subject area: Science
Standard:
Knows the general structure and functions of cells in organisms.
Benchmarks:
Knows the levels of organization in living systems, including cells, tissues,
organs, organ systems, whole organisms, and ecosystems, and the
complementary nature of structure and function at each level.
Safety: Students must be extremely careful when handling the boiling
water. Students must walk and listen to all directions carefully.
DAY 23
Question: What does a plant cell have that an animal cell does not?
Objectives:

Students will review all parts of the unit by playing a game.
Materials:
 Overhead Projector
 Prepared Review Game
 Candy Prizes
Procedure:
1. Divide the class into 2 groups.
2. Set up “Jeopardy” for the unit.
3. Give entire class reward upon finishing the game.
Reading: Review all previous assigned readings.
Homework: Study for test.
DAY 24
No Question
Objectives:
 Students will complete the Unit Test.
Materials:
 Test
Procedure:
1. Explain testing rules.
2. Pass out tests.
3. Have students read fun science or critter books when finished.
Reading: None
Homework: None
DAY 25
Question: What is the largest reptile on earth?
Objectives:
 Students will correct errors in their test by writing the correct answers
and turning it back in.
Materials:
 Crocodile Hunter Video
Procedure:
1. Pass back tests.
2. Have students correct their errors and turn them back in.
3. Watch the Crocodile Hunter Video.
Reading: Section 3.
Homework: none.
Rationale for Scope and Sequence
This unit follows a unit on measurement and the nature of science. Students
are introduced right away to the characteristics of living things. This provides a base of
all life science. Students need to know why something is living or not. Students will
then be quizzed on the characteristics of living things. After that, I will go into
classification. It is important to understand how living things are classified and how
they are different. Students just learned how they are the same, now they will learn
how they are different. This leads into a discussion about viruses. Students must
understand that they do not fit into any of the kingdoms because they are not living
things. Nonetheless, it is still important to discuss their impact on living things. That
leads nicely into discussions about bacteria and disease and how it affects living things.
Follow viruses and bacteria will be a quiz. Then I will move into microscopes. The
microscope is a vital tool in life science in order to make sense of living things that we
cannot see with the naked eye. This leads into lessons about cells and organelles.
Special Student Considerations
Learning Disabilities
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Provide outlines of lessons and discussions
Model processes and strategies
Present information in multiple ways
Allow students to demonstrate learning in multiple ways.
Provide opportunities for extended practice and application
Use learning tools and aids
Adjust work load and time requirements
Break tasks or assignments in to smaller segments
Present limited amounts of information on a page
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Use prompts and cues to draw attention to important information.
Teach students using memory strategies
Attention Deficit Disorders
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Maintain a schedule
Provide organizational assistance
Provide rewards consistently and often (positive feedback)
Be brief and clear
Provide optimal stimulation
Provide visual displays
Have student work in short units of time with controlled activity breaks
Have as few distractions as possible
Emphasize detail through color coding or isolation
Behavioral and Emotional Disorders
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Provide opportunities that allow all students to succeed
Provide opportunities for students to learn academically and socially
Use a variety of commercial and individually created materials.
Establish a positive relationship
Ignore minor misbehaviors and focus on the important things
Mental Retardation/Developmental Disability
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Engage students in active learning
Teach the skill in small steps or segments
Check frequently for understanding.
Use real-life experiences or simulations
Peer tutoring
Visual Impairment
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Use optical aids
Announce you presence and departures and identify yourself
Describe the location of things
Have concrete examples that students can touch
Note takers
Read instructions aloud
Hearing Loss

Use amplification
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Provide preferential seating
Use visual clues and demonstration
Experiential learning
Culturally Diverse
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Learn about your culture and how it influences your beliefs and actions
Be sensitive to your attitudes and behaviors
Use positive images of various culture groups
Present varied perspectives
Activities are culturally integrated
ASSESSMENT
Diagnostic Assessment
Formative Assessment
Summative Assessment
Diagnostic Assessment
I would probably not have any type of formal diagnostic assessment. During
class I would check for prior knowledge and understanding by a show of hands or
individual questioning. I might give the students a pretest on cells and organelles to see
what they had learned in the previous year. This would include short answer questions. I
might have them make a concept map of key terms also.
Example Questions
1. Name the cell theory:
a. ________________________________________________
b. ________________________________________________
c. ________________________________________________
2. What is the function of the cell membrane?
3. Why is the nucleus sometimes called the control center of the cell?
4. Name two plant cell parts that are not found in animal cells. What
is the function of each part?
5. How do the cells of bacteria differ from those of other organisms?
6. What is considered the “powerhouse” of the cell?
Formative Assessment
Examples of questions to be asked during the unit:
Level
Question
_____________________________________________
Knowledge
List the 3 parts of the Cell Theory.
Define “prokaryote”.
Name the six characteristics of living things.
Comprehension
Draw a picture of an animal cell.
Describe an experiment disproving spontaneous
generation.
Application
Develop a plan for preventing bacteria from
spreading.
Demonstrate how to make a wet mount slide.
Analysis
Outline the 6 Kingdoms and their characteristics.
Relate an animal cell to a plant cell.
Synthesis
What would happen if bacteria did not multiply
quickly?
Make up an experiment that could disprove
spontaneous generation.
Evaluation
How would you classify living things? Why?
Critique the current classification system.
Summative Assessment
Assessment strategies present in unit
Day 2: Reflection on stimulus/response activities.
Day 3: Summary and Reflection on Spontaneous generation experiment.
Day 5: Living Things Quiz
Name
Period
Living Things Quiz
List the 6 Characteristics of Living Things:
1.
2.
3.
4.
5.
6.
List 3 Non-Living Things. For each non-living thing, give one reason why it is
not alive.
1.
2.
3.
DAY 6: Classification Worksheet. Students use their own system to
classify their items.
DAY 8: Kingdoms Worksheet
DAY 10: Classification Quiz
Name
Period
Classification Quiz
ARCHEBACTERIA
EUBACTERIA
PROTISTA
FUNGI
PLANT
ANIMAL
Place the LETTER of the following into the six kingdoms. (Characteristics can
be found in more than one kingdom)
A. ALL are Multicellular
B. Prokaryotic
C. ALL are Heterotrophs
D. ALL are Autotophs
E. Found in Hot Springs
F. Seaweed
G. Lion
H. Yeast
I. Found in Small Intestine
J. Found in Yogurt
K. Pine Tree
L. ALL are unicellular.
M. Hedgehog
N. Mushroom
O. Grass
P. Eukaryotic
Day 12: Analyze and conclude questions for virus lab.
Day 16:Chapter 2 Quiz
Name
Period
Chapter 2 Quiz
Fill in the blank with the correct missing word.
1. Viruses are considered
because they do not use energy to
grow or to respond to their surroundings.
2. A
organism.
is a living thing that provides a source of energy for a virus or an
3. Organisms that live on or in a host and cause harm to the host are called
.
4. Viruses have two parts: an outer coat that
core made of
.
5. About
6. Bacteria are
contained by a
the virus and an inner
viruses can fit on a pinhead.
, because genetic material in their cells is not
.
7. The bacteria, which live in the soil, are
or organisms that
break down large chemicals in dead organisms into small chemicals.
8. Illnesses that pass from one organisms to another are called
.
9. An
a person’s cells.
is a chemical that can kill bacteria without harming
10. A
is a substance that stimulates the body to produce
chemicals that destroy viruses or bacteria.
Short Essay (answer on the back)
4. Describe two ways in which bacteria is helpful.
5. Explain the scientific method as we used to find bacteria in the school.
6. Name 2 infectious diseases and list their symptoms, how it is spread and
prevention.
Day 19: Write out cell theory by memory
Day 20: “Wanted” Poster
Day 24: Unit test. Test will use short answer, multiple choice, matching
and essay.
Assignment Weighting
10 pts. For all assignments
(If the assignments are complete and correct for the most part, full
credit will be given.)
25 pts. For Quizzes
50 pts. For the unit test
(If an assignment takes longer than usual, it will be bumped to 20 pts.)
SAFETY
Safety Contracts
Lab Rules
Potential Safety Concerns
SAFETY CONTRACTS
 All students must sign a safety contract before participating in any
lab activities.
 Lab rules will be posted. Consequences of violations are listed in
the safety contract.
LAB RULES
1. Use lab only when directed by the teacher.
2. Never work with chemicals without checking labels
carefully, and only when directed by the teacher.
3. Place broken glass and disposables in appropriate
designated containers.
4. Report any accident, incident, or unsafe situation to the
teacher.
5. Never taste substances without teacher direction.
6. Confine long hair and confine loose clothing.
7. Wash hands before leaving lab.
Potential Safety Concerns
DAY 2: Noise Level.
Make sure students use the noisemakers responsibly and
respectively. They could damage their hearing if used improperly.
DAY 4: Hair Dyers.
Make sure hair dryers are in working order and do no come in
contact with water.
DAY 11: Chemicals
Students should review proper lab behavior and safety guidelines.
Students should wear goggles, tie hair back, and not wear loose clothing.
Students must walk in the lab and listen carefully to all instructions.
DAY 14 and 16: Bacteria
Students must wear goggles and gloves when handling bacteria
samples. Hair must be tied back and students may not be wearing loose
clothing. Students must walk at all times and listen to instructions
carefully.
DAY 17: Microscopes and Slides
Students must hold the microscopes at the arm and base and
WALK while transporting them. Students must carefully grasp the
prepared slides and WALK them to their microscope. Students must
listen carefully to all instructions.
DAY 21: Boiling Water
Students must be extremely careful when handling the boiling
water. Students must walk and listen to all directions carefully.
CLASSROOM
MANAGEMENT
Belief Statements
Learning Theory
Rules
Procedures
Consequences
I believe that if a teacher is enthusiastic and excited about what
they are teaching, the students will be engaged.
I believe that students learn best by inquiry.
I believe that students will learn best when they use all of their
senses.
I believe that the majority of students work should be done with
“hands-on” activities.
I believe that all students should be given an equal opportunity
to participate and be involved in classroom activities.
I believe that some things are more important for my students
than my subject.
I believe no student chooses not to learn, there are always
substantial reasons for their behavior preventing learning.
Social Learning Theory
I would relate my personal classroom management beliefs most with the
social learning theory. This combines extrinsic and intrinsic motivation. I
want my students to know they can succeed. Some students are best
motivated by extrinsic rewards. Some examples of extrinsic rewards in my
classroom would be grades or a fun video at the end of a unit. Many
students can and will learn best if they are intrinsically motivated. In
order to do this, I must make the material make sense to their lives. If
they see a reason to learn my material they will want to do well for
themselves. I will also make the material fun for them. Most all of
secondary students enjoy doing hands-on activities. I believe learning by
doing is the best way to keep students engaged and interested what they
are doing. Ideally I would like all of my students to be intrinsically
motivated. In secondary schools, I believe motivation can be mostly
intrinsic, but still needs some extrinsic motivation.
MS. GUELKER’S RULES
1.
BE IN YOUR SEAT AND WORKING ON THE
DAILY QUESTION WHEN THE BELL RINGS.
2.
BRING ALL NEEDED MATERIALS TO CLASS.
3.
WAIT FOR DISMISSAL.
Procedures
1. Question of the Day (Bell Work)
Every day when the students come into class, a question will be
written on the board. They will know right away to write down the
question and then think of an answer. If they do not know the
answer, they will be encouraged to look it up in their books. The
questions can be related either to the unit or to a current event
topic. They should be fun and create discussion and excitement in
the classroom. This gives the students something productive to do
while the teacher takes attendance or finishes preparing for the class
period.
2. Journals
All students will write a journal entry after their daily notes, or just
after the questions of the day. This allows for closure at the end of
a class period. Students will have five minutes to write down one
thing they learned or one thing that inspired interest in them.
Students will them be forced to be seated and quiet at the end of
the period. This allows time for the teacher to give any extra
support or help to the students that need it. For example, if a
learning disabled child needs his or her planner signed, this would
be the time to do it.
3. Doorway Discussions
This technique works for when you need to talk with a students and
your desk is not an option. This allows you to keep your eye on
the rest of the class and listen to what the student has to say
without the rest of the class listening in. This keeps distractions to a
minimum.
4. Focusing On Work
This technique can be used when a student is off-task, but not
distracting to the whole class. Approach the student’s desk and
point to the assignment that the student should be working on.
Do not make eye contact because that ensures that the focus stays
on the work, and not the behavior.
5. Lowering Your Voice
This technique should be used when you are tempted to yell. If you
yell, you lose the respect of the students. Often times, lowering
your voice will capture the classes attention while letting them
know you are emotionally under control.
6. Homework Policy
Students turning in their homework on time receive full credit. If it
is turned in late, it is half credit. Establish this policy right away and
post it. This will minimize the battle around homework issues.
7. Students finishing early
Make sure to have a list of possible things to do for when students
finish their assignments. This makes sure the student stays on task
and stays busy.
8. Choices
This technique can be used to empower the students. Have them
help establish procedures and rules. (The rules and procedures
should look something like the ones I have prepared). Students can
also give input on assignments, due dates and other curricular
components.
9. Call Parents
If a student is misbehaving or not doing well in your class, it is
important to notify the parents or guardians. Many times, parents will
take it on themselves to discipline the student and you will not have to
nag on them during class.
Consequences of Negative Behavior…
1. If students tend to act up or talk a lot during class, I will ask them
to stay after class and work out a plan with them. This may include
moving them from their friends or to the front of the classroom.
2. If students do not cooperate after talking with me, I will call their
parents and try to work something out with them. This may be a
behavior plan that needs to be signed daily or weekly.
3. If students still do not cooperate, I will send them to the office as a
LAST RESORT. That last thing I want to do is deny students of
learning time. This will only be used in extreme situations.
Classroom management Strategies in Ms. Benson’s Classroom
1. Question of the Day. There is always a question written on the
board when the students arrive. They all know to copy it down and
try to answer it. If they are not doing it right away, it usually just
takes a simple reminder to get them on-task.
2. Tutors. Ms. Benson has many college-age tutors in her classroom
throughout the day. She will choose a couple at-risk students for
the tutors to take out of the classroom and work with for the hour.
3. Calling Parents. Ms. Benson spends a lot of time calling parents of
students who are at risk of failing, or who misbehave.
4. Strategic Seating. Ms. Benson carefully places certain students
around the room. She spreads out the “talkers” in order to
minimize disruptions. She will often have at-risk students near the
front of the classroom.
5. Mobility. Ms. Benson will walk up and down the isles of the
classroom when giving instructions. This enables all students to
hear the directions and shows the students that she is an active part
of the classroom. Ms. Benson will also walk around the class during
work time to help all students.