Download Week 1

Fundamentals of
Cells
7th Grade Life Science
Cells & B. Diversity of Organisms
3 – Week Unit Plan
By: Kelli Shockman
This unit will introduce cells as fundamental units of life, cell
organelles and there functions and how they produce energy.
Table of Contents
Learner Outcomes
 Science Standards Chart
 Scope and Sequence
Major Concepts
 List of Major Concepts
 Concept Map
Schedule for Unit Implementation
 Unit Preparation
 Lesson Index
 Lessons – Day 1 - 15
 Reflection of Schedule of Lessons
Special Student Considerations
 Alternative Assignments
 Fetal Alcohol Syndrome Disorder
 Alternative Ways to Learn
Unit Evaluation
 Diagnostic Assessments
 Formative Assessments
 Summative Assessments
Planning for Safety
 General Safety Contract
 Classroom Safety
Classroom Management Plan
 Classroom Management Techniques
Teaching Resources
 Classroom Diagrams
 Audio-Visual
 Internet
 Print
Learner Outcomes
Learner Outcomes and Alignment
CONCEPTS
National
Standard
MN
Standar
d Life
Science
MN State
Substandard
The student will understand that cells
are the fundamental units of life.
Structure and
function in
Living Systems
Cells
1
The student will distinguish between
single-cellular and multi-cellular
organisms.
Structure and
function in
Living Systems
Cells
2
The student will distinguish between
plant and animal cells.
Structure and
function in
Living Systems
Cells
3
The student will understand that cells
convert energy from food for the
production of molecules necessary for
life, and for life processes
Structure and
function in
Living Systems
Cells
The student will know that plants use
the energy in light to make sugars out
of carbon dioxide and water.
Population and
Ecosystems
Flow and
Matter of
Energy
The student
will
understand
that all
organisms are
composed of
cells that
carry on the
many
functions
needed to
sustain life.
The student
will
understand
how the flow
of energy and
the recycling
of matter
contribute to
a stable
ecosystem.
MN
Benchmar
k
5
1
Scope and Sequence
This unit covers some of the most important aspects of science. As a class
we will discover what a cell is; why a cell is the fundamental units of life, and what
they means. Cells are the basis for all living things and need to be understood by
all students. As a class we will then go into what makes up a cell and why all of its
organelles have important roles. Students then will not only be able to use their
new knowledge of cells but also their creative side to produce a summative
assessment of the cells unit. The students will then also begin to understand how
cells produce energy and what the two main forms of these cycles. The students
will also have a traditional summative assessment to show there understanding of
the two processes.
Major Concepts
CELLS
Fundamental Units of Life
Cell Theory
Introduction to Microscopes
Specialized Cells – Multi-cellular cells
Plant Cells
Animal Cells
Chemical Compounds in Cells
Cell Membrane
Photosynthesis
Respiration
Building “Blocks”
Cell Theory
Used to make all living
things
All living things
compose of cells
Fundamental Units of Life
Structure and Function of
living things
CELLS
More then one cell
Multi-cellular
One type
Animal Cells
Produces energy by
Respiration
One type
Plant Cells
Produces energy by
Photosynthesis
Schedule of
Unit Implementation
Unit Preparations
Materials:
2 Weeks before Lesson:
Videos
Copies of Outlines/Labs/Handouts/Assessments
(Copies will be ordered 1 week in advance of being used)
Tablespoon
Two cups
Water
Reseal abele plastic bags
Plastic dropper
Iodine
Knife
2 shallow dishes
Tap water
Salt
Small board
Stack of books
Toy car
6x8 pieces of drawing paper
Student Evaluation Rubric
Compound microscopes
Glass slides
Wet mount plates
The letter “e”
Toothpicks
1 Week before Lesson:
Elodea Leaves
Cornstarch
Raw Potato
Lesson Index
(Lesson Number corresponds to the Day number)
Week 1
Lesson 1
Fundamental Units of Life
Lesson 2
Introduction to Microscopes
Lesson 3
Microscope Lab Part 1 – The letter “e”
Lesson 4
Microscope Lab Part 2 – “Cheek Cells”
Lesson 5
Microscope Lap Part 3 – “The Elodea Leaf”
Week 2
Lesson 6
Intro to Cell Organelles
Lesson 7
Plant vs. Animal Cells
Lesson 8
Chemical Compounds in Cells
Lesson 9
Understanding the Cell Membrane
Lesson 10
Cell Assessment
Week 3
Lesson 11
Cell Assessments Displayed
Lesson 12
Introduction to Photosynthesis
Lesson 13
Introduction to Respiration
Lesson 14
Photosynthesis and Respiration Review
Lesson 15
Photosynthesis and Respiration QWEST
Week 1
Day 1
Fundamental units of life
Goal: The students will become familiar with cells and theirbasis as the fundamental units of
life.
Objectives:
 Students will be able describe how cells are the fundamental units of life.
 Students will have a general understanding of the cells nucleus and its major job for the
cell.
 Students will have a mathematical source of how many cells are in the human body.
Materials:
Video
Copies of Outlines
Introductory lecture: - 10 minutes
Outline:
 Cells are the basic units of structure and function in living things.
 Cells are like “bricks” used to make a building/house
 The Cell Theory: all living things are compose of cells, cells are the basic unit of
structure and function in living things, all cells are produced from other cells.
Video:
Bill Nye the Science Guy: Cells (VHS) – 27 minutes
Video Worksheet-
Name:_________________
Hour:______
Bill Nye the Science Guy Video
CELLS
Directions: Answer the following questions while watching the video.
HINT! Use Bill Nye to help you, listen to him carefully.
1) What are cells?
ANSWER: Cells are tiny compartments of life that make up all living things
2) How many cells are there in the average human?
ANSWER: There are 100 trillion cells in the average human body?
3) How do our bodies grow?
ANSWER: Our bodies grow when more cells are produced then actually die
4) What is the job of the nucleus?
ANSWER: The cells nucleus controls all its actions
5) What experiment in shown in the video?
ANSWER: Cotton Seeds
6) What different kinds of seeds are planted?
ANSWER: Bird seeds, Lima Bean seeds, and Sunflower Seeds
Day 2
Introduction to Microscopes
Goal: Students will describe what a compound microscope is and its main parts.
Objectives:
 Students will be able to compare and contrast a compound microscope from an electron
microscope.
 Students will be able to label major parts of the microscope.
 Students will be able to calculate the intensity of each lens.
Materials:
Compound Microscopes
Copies of Handout/Procedure
Textbooks
Introductory Lecture: - 35 minutes
Outline:







The invention of the microscope made it possible for people to discover and learn about
cells
A microscope is an instrument that makes small objects look larger
A light microscope that had more then one lens is called a compound microscope
Robert Hooke – compared dead cork cells, called them cells because they looked like tiny
rooms
Anton van Leeuwenhoeck – simple microscope
Light Microscope: Magnification, lens bend the light, convex lens. Resolution, ability to
distinguish between the individual parts
Electron Microscope – use a beam of electrons
Microscopes:

Go through the parts of the microscopes with the students on each kind of microscope
used in class.
Handout:
Parts of the Microscope
\\
Day 3
Microscope Lab Part 1
The letter “e”
Goal: Students will use a microscope and become familiar with some microscope fundamentals.
Objectives:
 Students will be able to find the specimen using low and high power.
 Students will make a wet mount.
 Students will see how an object is flipped to magnify it in a microscope.
Materials:
Compound microscopes
Glass slide
Wet mount plates
The letter “e”
Textbook
Copies of Handout
Procedure: - 45 minutes
Procedure – Part 1 – The letter “e” – 25 minutes
Handout –
Name:____________
Hr:_____
The letter “e”
Procedure:
1. Cut out the letter “e” and place it on the slide face up.
2. Add a drop of water to the slide.
3. Place the cover slip on top of the “e” and drop of water at a 45-degree angle and
lower. Draw what is on the slide in Figure1.
4. Place the slide on the stage and view in low power (4x). Center the “e” in your
field of view. Draw what you see in Figure 2.
5. Move the slide to the left, what happens? Move the slide to the right, what
happens? Up? Down?
6. View the specimen in high power (10x). Use the fine adjustment only to focus.
Draw what you see in Figure 3.
Data: Part 1- The letter “e” – 15 minutes
Figure 1: Drawing of the letter “e” on the slide. (half page)
Figure 2: Drawing of the letter “e” in low power (4x). (half page)
Figure 3: Drawing of the letter “e” in high power (10x) (half page)
Analysis/Homework: - 10 minutes
1. How does the letter “e” as seen through the microscope differ from the way an
“e” normally appears?
2. When you move the slide to the left, in what direction does the letter “e” appear to
move? When you move it to the right? Up? Down?
3. How does the ink appear under the microscope compared to normal view?
4. Why does a specimen placed under the microscope have to be thin?
Conclusion: 2-3 sentences on what you learned.
Day 4
Microscope lab Part 2
“Cheek Cells”
Goal: Students will look at an animal cell and identify some major parts of the cell.
Objectives:
 Students will make a wet mount using there own cheek cells.
 Students will identify 3 major parts of the cheek cell as seen through the microscope.
 Students will be able to find the specimen using low and high power.
Materials:
Compound Microscopes
Toothpicks
Iodine
Glass Slide
Wet mount plate
Copies of Handout/Procedure
Textbook
Procedure: Part 2 - Cheek Cell – 40 minutes
Name:___________
Cheek Cells
Procedure:
1. Place a small drop of Iodine onto a clean slide.
2. Using a toothpick, gently scrape the inside of you cheek.
3. Place the toothpick tip into the iodine and mix. The iodine stains the cells so you
can see them.
4. Place the slide under low power (4x). Draw what you see in Figure 4.
5. Switch to high power (10x). Draw 2 or 3 cells in Figure 5. Label the nucleus, cell
membrane, and cytoplasm.
Data: Part 2- Cheek Cell – 20 minutes
Figure 4: Drawing of the cheek cell in low power (4x) (half page)
Figure 5: Drawing of the cheek cells in high power (10x)
Label the nucleus, cell membrane, and cytoplasm. (half page)
Analysis/Homework: - 15 minutes
1. Why did we add iodine to our cheek cells?
2. What structure in the cheek cell was stained the darkest?
3. Is your cheek cell an animal cell?
Conclusion: 2-3 sentences on what you learned.
Day 5
Hr:____
Microscope Lab Part 3
“The Elodea Leaf”
Goal: Students will look at a plant cell and identify some major parts.
Objectives:
 Students will make a wet mount using an Elodea leaf.
 Students will identify 3 major parts of the plant cell as seen through the microscope.
 Students will be able to find the specimen using low and high power.
Materials:
Compound Microscopes
Elodea leaves
Glass slides
Wet mount plates
Copies of Handout/Procedure
Textbook
Procedure: Part 3 - The Elodea leaf – 30 minutes
Name:____________
Hr:_____
The Elodea leaf
Procedure:
1. Place a drop of water on a clean slide.
2. Place an Elodea leaf in the drop of water, place a cover slip on top.
3. Observe under low power first (4x), then under high power (10x) Draw in Figure
6. Label the following organelles: nucleus, cytoplasm, cell wall, chloroplasts.
Data: Part 3 – The Elodea Cell – 15 minutes
Figure 6: Drawing of the Elodea cell in high power (10x) (half page)
Analysis/Homework: - 10 minutes
1. Was anything happening in your cell?
2. What structures were in the plant and animal cell?
3. What structures were only in the Elodea cell?
Conclusion: 2-3 sentences on what you learned.
Week 2
Day 6
Intro to Cell Organelles
Goal: Students will learn about the organelles of the cell and there major functions
Objectives:
 Students will be able to describe the 11 major organelles of a cell
 Students will learn about the major functions of the 11 major organelles
 Students will begin compare and contrast organelles in plants vs. animals
Materials:
Textbook
Copies of scaffold lecture
Copies of Homework Assignment
Scaffold Lecture – 45 minutes
Source: http://www.biology.arizona.edu/cell_bio/tutorials/pev/page3.html
Visual Aids:
Homework:
Due in 2 days
PDF Wkst: Comparing a Cell to a Factory
http://www.sciencenetlinks.com/pdfs/cellsystem_actsheet.pdf
Cell Organelles and Functions
The basic eukaryotic cell contains the following:
1.
2.
3.
4.
plasma membrane
glycocalyx (components external to the plasma membrane)
cytoplasm (semifluid)
cytoskeleton - microfilaments and microtubules that suspend organelles, give shape, and
allow motion
5. presence of characteristic membrane enclosed subcellular organelles
Characteristic biomembranes and organelles
Plasma Membrane
A lipid/protein/carbohydrate complex, providing a barrier and
containing transport and signaling systems.
Nucleus
Double membrane surrounding the chromosomes and the nucleolus.
Pores allow specific communication with the cytoplasm. The
nucleolus is a site for synthesis of RNA making up the ribosome.
Mitochondria
Surrounded by a double membrane with a series of folds called
cristae. Functions in energy production through metabolism.
Contains its own DNA, and is believed to have originated as a
captured bacterium.
Chloroplasts (plastids)
Surrounded by a double membrane, containing stacked thylacoid
membranes. Responsible for photosynthesis, the trapping of light
energy for the synthesis of sugars. Contains DNA, and like
mitochondria is believed to have originated as a captured bacterium.
Rough endoplasmic reticulum (Rough ER))
A network of interconnected membranes forming channels within
the cell. Covered with ribosomes (causing the "rough" appearance)
which are in the process of synthesizing proteins for secretion or
localization in membranes.
Ribosomes
Protein and RNA complex responsible for protein synthesis.
Smooth endoplasmic reticulum (Smooth ER)
A network of interconnected membranes forming channels within
the cell. A site for synthesis and metabolism of lipids. Also contains
enzymes for detoxifying chemicals including drugs and pesticides.
Golgi apparatus
A series of stacked membranes. Vesicles (small membrane
surrounded bags) carry materials from the RER to the Golgi
apparatus. Vesicles move between the stacks while the proteins are
"processed" to a mature form. Vesicles then carry newly formed
membrane and secreted proteins to their final destinations including
secretion or membrane localization.
Lysosymes
A membrane bound organelle that is responsible for degrading
proteins and membranes in the cell, and also helps degrade materials
ingested by the cell.
Vacuoles
Membrane surrounded "bags" that contain water and storage
materials in plants.
Peroxisomes or Microbodies
Produce and degrade hydrogen peroxide, a toxic compound that can
be produced during metabolism.
Cell wall
Plants have a rigid cell wall in addition to their cell membranes.
Outline – Cell Organelles
The basic eukaryotic cell contains the following:
1. _________ ____________
2. glycocalyx (components external to the plasma membrane)
3. _______________ (semifluid)
1. cytoskeleton - microfilaments and microtubules that suspend organelles, give shape, and
allow motion
Plasma Membrane:
A ____________________________________complex, providing a barrier and containing
transport and signalling systems.
Nucleus:
Double membrane surrounding the___________________________. Pores allow specific
communication with the cytoplasm. The ________________ is a site for synthesis of RNA
making up the ribosome.
Mitochondria:
Surrounded by a double membrane with a series of folds called__________. Functions in energy
production through______________. Contains its own_______, and is believed to have
originated as a captured bacterium.
Chloroplasts (plastids):
Surrounded by a double membrane, containing stacked thylacoid membranes. Responsible
for________________, the trapping of light energy for the synthesis of sugars. Contains DNA,
and like mitochondria is believed to have
____________________________________________________________________.
Rough endoplasmic reticulum: (Rough ER)
A network of interconnected membranes forming___________________________. Covered
with _________________ (causing the "rough" appearance) which are in the process of
synthesizing proteins for secretion or localization in membranes.
Ribosomes:
Protein and RNA complex responsible for __________________________.
Smooth endoplasmic reticulum: (Smooth ER)
A network of interconnected membranes forming channels within the cell. A site for
____________________________________. Also contains enzymes for detoxifying
_______________ including drugs and pesticides.
Golgi apparatus:
A series of stacked membranes. Vesicles (small membrane surrounded bags) carry materials
from the ______________________________ to the Golgi apparatus. Vesicles move between
the stacks while the proteins are "processed" to a mature form. Vesicles then carry newly
___________________ and ____________________ to their final destinations including
secretion or membrane localization.
Lysosymes:
A membrane bound organelle that is responsible for degrading ______________ and
_______________ in the cell, and also helps degrade materials ingested by the cell.
Vacuoles:
Membrane surrounded "bags" that contain _________ and _____________ materials in plants.
Peroxisomes:
Produce and degrade hydrogen peroxide, a toxic compound that can be produced during
_________________.
Day 7
Plant vs. Animal Cells
Goal: Students will learn about plant and animal cells, similarities and differences between each
other.
Objectives:
 Students will identify the major parts of an animal cell.
 Students will identify the major parts of a plant cell.
 Students will compare and contrast plant and animal cells in there parts and functions.
Materials:
Copies of plant and animal handouts
Lesson: - 45 minutes
As a class we will go through the story of Plant cells and Animals Cells.
Handout –
Plant Cells & Animal Cells
Source: http://www.eurekascience.com/ICanDoThat/plant_cells.htm
Plant Cells
"Look way over there! It's a woman tending a tomato plant. We'll find
plenty of plant and animal cells there!
"While we're walking over there, why don't I tell you a bit about what we'll find when we
look at the cells.
"Both plant and animal cells are bigger than the cells like Simon and Ishy. They are also
much, much more organized. Scientists call plant and animal cells 'eukaryotes' just because they
are organized. These cells organize their insides by the job being done. It might be helpful to
look at some of them to see what I mean.
"Whew! that was a good walk! Let's look at Rudy the root cell first. Hi! Rudy! Mind if my
friends and I check you out?
"Sure, but I need to keep working."
"Rudy's job is to take water and small nutrients from the soil and send it up to the part of the
plant above the ground. It's a very important job. When there is no rain, Rudy can't do his job
and the whole plant gets thirsty and starts to wilt! But, let's peek at what Rudy has inside him!
"You probably are thinking that Rudy is more complicated than Ishy. He's really not, just
more organized. See the stuff named the nucleus, mitochondria, vacuole, golgi, endoplasmic
reticulum are just compartments that hold all the stuff related to one job. These compartments
are called organelles. Cells are like houses. You can have one room cells, like Ishy and
BeeGee. You can also have cells with many rooms, like Rudy and all the plant and animal cells.
Each room would have a separate function. Just like a house could have a kitchen and a living
room and a bedroom. Different activities take place in each room. Organelles are like the
rooms, with different activities taking place in different rooms. Let's look closer at the organelle
called the nucleus.
"See? The nucleus is just a place to put the DNA. Everything that works on the DNA lives
here, too. Like Polly. Polly's cousins that live inside Ishy, they just swim around anywhere
inside, because Ishy's just not very organized. RNA molecules, like RayNA, whom you haven't
met yet, are born inside the nucleus, but then they leave through the nuclear pores. The pores
are like doorways so things that need to come and go, can. But, the DNA doesn't really need to
go anywhere, so it stays put. Did you notice that there are several chromosomes? And did you
notice that there are two of each one? Rudy got one chromosome from his mother and one from
his father. That's just like you!
"Just one more thing to look at before we go find Leanda the leaf cell. Let's look at the
endoplasmic reticulum. Those are pretty big words, so scientists usually call it the ER. The ER
is just a ribbon-like membrane that is dotted with ribosomes.
"RayNA will show you more about ribosomes. Let's go on up to meet Leanda, the leaf cell.
So Long Rudy!! And Thanks!
"Don't get up Leanda. We're just looking at the differences between you and Rudy. Do you
mind?
"No, No, I don't mind. As long as you don't block my sunshine!"
"Maybe you noticed that there is one type of organelle inside Leanda that isn't inside Rudy.
Its called the chloroplast. That's what I am. And like I mentioned before, my job is to turn
sunshine into sugar. Take a look!
"Don't you wish scientists would use English? Grana are just the stacks of stuff that contains
chlorophyll. Chlorophyll is what makes plants green. The chlorophyll absorbs energy from
sunlight and passes that energy into the stroma. The stroma contains enzymes that can turn that
energy into sugar and oxygen from water and carbon dioxide.
SUNLIGHT + CO2 + H2O = SUGAR + O2
"You know how good sugar is, but even better is the oxygen that plants give you to breath.
You, in turn, exhale carbon dioxide for plants to use to make more oxygen.
"If you noticed, we chloroplasts also have our own DNA. It only codes for a couple of
proteins, but is very important for us to do our jobs.
"Both Leanda and Rudy have exactly the same DNA, but they don't look alike or act alike!
Do you know why? Its because they don't have the same genes turned on. Its like when your
family goes to a restaurant. You all order from the same menu, but you end up with different
meals. The DNA in any one cell is identical to the DNA of every other cell in an organism, but
some of the genes are turned on and some are turned off. The DNA can be thought of as the
menu, and each cell orders the genes it wants. That's how different cells can look and act
differently.
http://www.eurekascience.com/ICanDoThat/animal_cells.htm
Animal Cells
"Well, there you are! I was afraid for a minute that I had lost you. We've wound our way
over to the heart. That's why its so loud here. I'LL TRY TO SPEAK UP!
"WE CAME HERE TO MEET HEATHER THE HEART CELL. SHE, OF COURSE IS AN
ANIMAL CELL. HI! HEATHER!"
"Oh! Hi, Chloe! I see you brought a new friend with you. I'm glad you did! If you want to
look around, feel free. Just try to stay away from my moving parts; can't afford to stop working
to make repairs."
"THANKS! LIKE HEATHER SAID, WATCH YOUR FEET. LETS LOOK AT WHAT
HEATHER HAS INSIDE.
"CAN YOU SEE THAT HEATHER HAS A LOT OF THE SAME ORGANELLES AS
RUDY AND LEANDA HAVE? WHAT HEATHER DOESN'T HAVE IS A CELL WALL OR
CHLOROPLASTS OR VACUOLES. LETS TAKE A CLOSE LOOK AT HEATHER'S
CYTOPLASM.
"HEATHER IS A TYPE OF MUSCLE CELL. IN THE CYTOPLASM OF ALL MUSCLE
CELLS THERE ARE TWO TYPES OF FIBERS THAT SLIDE UP AND DOWN AND
CAUSE CONTRACTION. THESE FIBERS ARE CALLED ACTIN AND MYOSIN. SOME
MUSCLE CELLS ONLY CONTRACT WHEN YOU WANT THEM TO, LIKE WHEN YOU
WANT TO WALK OR CHEW A PIECE OF GUM. OTHER MUSCLE CELLS, LIKE
HEATHER, WORK ALL THE TIME, AUTOMATICALLY.
"IT TAKES A LOT OF ENERGY FOR MUSCLE CELLS TO CONTRACT AND THAT IS
WHY MUSCLE CELLS HAVE A LOT OF THE ORGANELLES CALLED
MITOCHONDRIA. LETS LOOK!
"MITOCHONDRIA HAVE A SMALL PIECE OF THEIR OWN DNA. LIKE
CHLOROPLAST DNA, IT DOES NOT CODE FOR MANY PROTEINS. BUT, THE ONES IT
DOES CODE FOR ARE VERY IMPORTANT.
"MITOCHONDRIA RELEASE THE LAST BIT OF SUNSHINE ENERGY FOR USE BY
THE REST OF THE CELL. THE CHLOROPLASTS IN PLANT CELLS USE SUNSHINE
AND CO2 TO MAKE SUGAR. ANIMALS EAT PLANTS AND THE SUGAR THAT IS
INSIDE THEM. THE SUGAR TRAVELS INTO THE CYTOPLASM OF ANIMAL CELLS
WHERE IT BEGINS TO BE BROKEN DOWN TO RELEASE SOME OF THE SUNSHINE
ENERGY. THE LAST FEW STEPS OCCUR INSIDE THE MITOCHONDRIA, WHERE O2 IS
USED TO HELP RELEASE THE LAST OF THE SUNSHINE ENERGY. THIS PRODUCES
CO2 THAT ANIMALS BREATH OUT FOR THE PLANTS TO TAKE BACK IN!
In plants:
sunshine + CO2 is made into sugar + O2
In animals:
sugar + O2 is made into energy + CO2
'THIS IS ONE WAY ALL LIFE ON EARTH IS INTERDEPENDENT. IT IS ALSO HOW
THERE IS SUNSHINE IN EVERYONE.
"THE SUNSHINE ENERGY RELEASED BY THE MITOCHONDRIA IS USED BY THE
REST OF THE CELL TO DO WORK, LIKE MUSCLE CONTRACTION AND MAKING
DNA AND PROTEINS. WARM BLOODED ANIMALS ALSO USE IT TO STAY WARM!
"LETS SAY GOODBYE TO HEATHER NOW, AND GO SEE SOME OF THE COOL
THINGS THAT WHITE BLOOD CELLS CAN DO!
"Boy! It sure is a lot quieter out here in the blood stream! That's the easiest place to find a
white blood cell. They are formed inside bone marrow and hunt around in the blood until they
catch the scent of an invading bacterium. Then the white blood cell tracks the bacterium down
and kills it before it can make you sick. There's Willy the white blood cell floating by now!
Hey! Willy! Over here!"
"Good afternoon Chloe! What brings you here?"
"Well, I'm showing my friend around to different kind of cells. I was hoping you'd let us see
what makes you tick. You can do so many amazing things, it sure would be interesting to see
some of it up close."
"Sure, take your time, I'm not getting any signals that there is any trouble."
"Thanks, Willy!
"One of Willy's biggest assests is his plasma membrane. He sure has a lot of it, doesn't he?
"He also has a lot of organelles called 'granules' that contain all sorts of different enzymes that
Willy uses to kill bacteria. The granules are like his arsenal. Let's take a close look at Willy's
plasma membrane. All animal cells have a plasma membrane, of course, but his is particularly
impressive.
"The plasma membrane, like all the membranes of the cell, is basically made up of fats and
proteins. They make up a thin sheet that surrounds the cell contents much like a balloon. Willy's
plasma membrane has a lot of ruffles that increase the amount of plasma membrane he has.
Sticking out of these ruffles are special proteins that can do various things. For instance, Willy
has special proteins (the green ones shown above) that sniff out bacteria. When they detect
bacteria, these special proteins cause the plasma membrane to extend toward the scent, pulling
the rest of Willy with it. Little by little, Willy will crawl to the bacteria.
"Then he uses the purple special proteins to grab on to the bacteria and pull it into his
cytoplasm. Once Willy touches the bacteria, he sends out signals to call in more white blood
cells to help kill the infection!
"Once the bacteria are surrounded by plasma membrane and pulled into the cytoplasm,
granules dump their contents in with the bacteria. These contents kill the germ. One of the
weapons is an enzyme called 'myeloperxidase', and it makes bleach. This enzyme makes so
much bleach that the level rises to that of full strength chlorox!
Day 8
Chemical Compounds in Cells
Goal: Students will know the four main kinds of organic molecules in living things
Objectives:
 Students will understand the basic parts of a molecules, elements, atoms and compounds
 Students will be able to differentiate between organic and inorganic compounds

Students will know the four kinds of organic compounds: carbohydrates, protein, lipids
and nucleic acids, and some specific characteristics of each.
Materials:
Textbook
Copies of Handout
Group/Class Discussion: -15 minutes
What is the recipe of your body?
Students will form groups of 2-3 and make a recipe for there bodies. What do they think makes
up there bodies. E.g. 3 batteries, 15 meter sticks, 6 gallons of water, ect.
Lecture: -20 minutes
Outline:
 An element is any substance that cannot be broken down, an atom is the smallest part of
an element
 Two or more elements combine to form a compound, the smallest unit of most
compounds is a molecule
 Organic compounds contain the element carbon and inorganic compounds do not
 Carbohydrates, energy-rich compound, main elements: carbon, hydrogen, and oxygen.
Found in cell membranes. Sugars are produced during the food-making process and are
stored as starch.
 Protein, also from parts of cell membranes and also make up many of the organelles
within the cell. Consist mostly of carbon and hydrogen. Structure is make of smaller
molecules called amino acids. Enzymes are a type of protein that speeds up a chemical
reaction.
 Lipids, energy rich organic compounds, mostly make of carbon, hydrogen and oxygen.
Cholesterol is an important component of animal cell membranes. Bodies require a
certain amount but when in excess can collect on the wall of blood vessels.
 Nucleic acids, very large organic molecules, mostly make of carbon, hydrogen, nitrogen
and phosphorus. Contain instructions that cells need to carry out functions of life. Two
kinds, DNA, carries genetic information about an organism to be passed form parent to
offspring. DNA is found in the Nucleus. RNA plays role in production of proteins. RNA
is found in the cytoplasm.
Homework:
Chemical Compounds in the Cell Worksheet
“Nutrition Facts” – with family member look at the nutrition facts of 2-3 item in the pantry and
fill-in how many carbohydrates, proteins, fats/lipids there are in each item.
Day 9
Understanding the Cell Membrane:
Diffusion, Osmosis, Passive and Active Transport
Goal: Students will learn about cell membranes and how they transport materials
Objectives:
 Students will learn about diffusion, osmosis, passive and active transport
 Students will be able to differentiate between the major types of cell membrane transport

Students will demonstrate there understanding of active and passive transport
Materials:
Tablespoon
Cornstarch
Two cups
Water
Reseal abele plastic bags
Plastic dropper
Iodine
Raw potato
Knife
2 shallow dishes
Tap water
Salt
Small board
Stack of books
Toy car
Word of the Day: Selectively Permeable Membrane
Mini-Lecture: - 15 minutes
Outline –
 Substances can move in & out of a cell by diffusion, osmosis or active transport
 Diffusion is a process by which molecules move from higher concentration to lower
concentration. Osmosis is the diffusion of water molecules through a selectively
permeable membrane.
 Main difference between passive transport and active transport, active requires the cell to
use energy while passive does not.
Activities: -35 minutes
DiffusionMaterials: Tablespoon, cornstarch, two cups, water, resalable plastic bags, plastic dropper, iodine
Time: 15 minutes
Procedure:
To demonstrate diffusion through a semi permeable membrane, stir a tablespoon of
cornstarch into half a cup of water and pour the mix into a plastic bag. Seal the bag, rinse off to
remove any cornstarch, and place it in a clean cup full of plain water. Add 20 drops of iodine to
the water in the cup. Later, show students the cup and ask:
Why did the water in the bag turn purple?
ANSWER: Iodine molecules passed through the plastic into the bag and interacted with the
cornstarch.
Why didn’t the water in the cup turn purple?
ANSWER: Starch molecules were too big to pass through the bag
OsmosisMaterials: Raw potato, knife, 2 shallow dishes, tap water, salt
Time: 5 minutes in the beginning of class, 10 minutes at the end of class
Procedure:
Use a potato to demonstrate the process of osmosis. At the beginning of class, cut the
raw potato in half & hallow out a small depression in the curved side of each half. Place the
halves flat side down in the shallow dishes containing a small amount of tap water. Place a
pinch of salt in the depression of one potato halves and set aside. At the end, go around to each
group and have the students observe what happened?
ANSWER: Depression without salt had become dried out and the depression with salt has filled
with water.
Where did the water in the depression come from?
ANSWER: Water moved by osmosis from an area of higher concentration in the potato cells to
an area of lower concentration in depression containing salt.
Active & Passive TransportMaterials: Small board, stack of books, toy car
Time: 5 minutes
Procedure:
Challenge the students to model active and passive transport using the materials. The
board should lean against the stack of books and the car going down hill should represent passive
transport and the car going up the hill should represent active transport.
Why do you need to supply energy to move the toy car up the ramp?
ANSWER: Overcome gravity
Why is energy needed to actively transport some substances into a cell?
ANSWER: Move substance from lower concentration to higher concentration
Answer to word of the day: a cell membrane that some substances can pass through while other
cannot. The membrane is usually permeable to oxygen, water and carbon dioxide, and not to
salts.
Day 10
Cells Assessment
Goal: Students will perform a summative assessment about what they have learned about cells.
Objectives:
 Students will use knowledge of cells and there functions to creatively show how they are
related to other things in the world.
 OR, students will make a catalogue of the parts of a cell and there functions.
 Students will use creativity and imagination to create there assessments.
Materials:
Copies of Assessments
6x8 pieces of drawing paper
Textbooks
Assessments: - 50 minutes + weekend
Each students will be able to chose between two assessments to demonstrate there knowledge of
cells and there functions. Each assessment will be done individually. Each project much be in
color and done creativity and imagination.
Hand Outs:
PDF File: Cell Travel Brochure
Source: http://www.middleschoolscience.com/cellbrochure.pdf
Week 3
Day 11
Cell Assessments Displayed
Goal: Students will be able to use there knowledge of cells and there assessments to summarize
what they have learned in a brief presentation.
Objectives:
 Students will practice there presentation skills in a 2-3 minutes speech about there project
and a summary of what they learned.


Students display there assignments to other students in the classroom.
Students will reiterate there knowledge of cells in teaching a brief summary to the class.
Materials:
Student Evaluation Rubric
Presentations: - 50 minutes
Each student will present there assessment in front of the classroom. Each presentation will be
2-3 minutes. Topics that should be highlighted in there presentation:
 What type of assessment they did
 List the organelles they did
 What they liked about the assessment, what they didn’t like
 Summary, 2-3 sentences, about what they learned overall about cells
Assessment Guidelines:
Cell Analogy/Catalogue Rubric
Day 12
Introduction to Photosynthesis
Goal: Students will learn about how photosynthesis and how it is used by plant to produce
energy.
Objectives:




Students become familiar with key terms: photosynthesis, chloroplasts,
chlorophyll, and stomata
Students understand the “lungs of the earth” concept.
Students will understand the key steps of photosynthesis
Students being observing the effect of light on plants
Materials:
Copies of Scaffold lecture, vocabulary
Copies of procedure of labs
Copies of Homework
Scaffold Lecture/Discussion: -30 minutes
Key Questions to ask students:




What happens inside plants when the sun is shining or when it is raining?
How do plants in the desert survive?
How important are plants to our environment?
What might happen if there were none?

Of all the organisms in the natural world, green plants are the only ones that manufacture
their own food.
This process is called photosynthesis and begins when light strikes the plant's leaves
(both sunlight and artificial light can power this process).
Cells in the plant's leaves, called chloroplasts, contain a green pigment called chlorophyll
which interacts with sunlight to split the water in the plant into its basic components.
Carbon dioxide enters the leaf through holes called stomata and combines with the stored
energy in the chloroplasts through a chemical reaction to produce a simple sugar.
The sugar is then transported through tubes in the leaf to the roots, stems and fruits of the
plants. Some of the sugar is used immediately by the plant for energy; some is stored as
starch; and some is built into a more complex substance, like plant tissue or cellulose.
Fortunately for us, plants often produce more food than they need, which they store in
stems, roots, seeds or fruit. We can obtain this energy directly by eating the plant itself or
its products, like carrots, rice or potatoes.
Photosynthesis is the first step in the food chain which connects all living things. Every
creature on earth depends to some degree on green plants.
The oxygen that is released by the process of photosynthesis is an essential exchange for
all living things.
Forests have been called the "lungs of the earth" because animals inhale oxygen and
exhale carbon dioxide in the process of breathing, and plants take in carbon dioxide and
give off oxygen in the process of photosynthesis.








Procedure: Part 1 - 20 minutes
LIGHTS OUT!
Source: http://www.ktca.org/newtons/9/phytosy.html#photosynthesis
Handout:
Photosynthesis Outline
LIGHTS OUT!
Homework:
Plant Poem - worksheet
Plant Works Chop - worksheet
Photosynthesis Outline






Of all the organisms in the natural world, green plants are the only ones that manufacture
their own food.
This process is called _______________and begins when light strikes the plant's leaves
(both sunlight and artificial light can power this process).
Cells in the plant's leaves, called ______________, contain a green pigment called
_______________which interacts with sunlight to split the water in the plant into its
basic components.
Carbon dioxide enters the leaf through holes called ____________and combines with the
stored energy in the chloroplasts through a chemical reaction to produce a simple sugar.
The sugar is then transported through tubes in the leaf to the roots, stems and fruits of the
plants. Some of the sugar is used immediately by the plant for_________; some is stored
as_________; and some is built into a more complex substance, like plant tissue or
cellulose.
Fortunately for us, plants often produce more food than they need, which they store
in________, __________, seeds or fruit. We can obtain this energy directly by eating the
plant itself or its products, like carrots, rice or potatoes.



Photosynthesis is the ______ step in the food chain which connects all living things.
Every creature on earth depends to some degree on green plants.
The oxygen that is released by the process of photosynthesis is an essential exchange for
all living things.
_____________ have been called the "lungs of the earth" because animals________
oxygen and __________ carbon dioxide in the process of breathing, and plants take in
carbon dioxide and give off oxygen in the process of photosynthesis.
Vocabulary:
Chlorophyll--A green substance which gives leaves their color. Chlorophyll absorbs energy
from sunlight which a plant uses to make food.
Chloroplast--A plastid that contains chlorophyll and is the site where photosynthesis and starch
formation occur.
Photosynthesis--The formation of carbohydrates in the chlorophyll-containing tissues of plants
exposed to light.
Stomata--A very small hole in the surface of a leaf. Oxygen and carbon dioxide from the air
enter through the stomata; oxygen, carbon dioxide and water vapor leave through the stomata.
LIGHTS OUT!
Name:_____________
Hr:____
Discover what happens if you change the patterns of a plant's light source.
Without enough sunlight, plants cannot use the
process of photosynthesis to produce food.
Materials:




House plant
Aluminum foil
Scissors
Paper clips
1. Pick a houseplant that you can use for an experiment, in back of the classroom. TWO groups
will use ONE plant, so take turns when putting the shapes on the leaves.
2. Using the cardboard or aluminum foil, cut out some geometrical shapes like a circle, square or
triangle. Make sure your shapes are big enough to make a patch that will cover nearly half of the
plant leaf.
3. Paperclip each shape on a different leaf.
4. Place the plant in the back of classroom when both groups have placed there shapes on the
leaves.
Part 2: (This will be done on Wednesday at the end of class) – 10 minutes
5. After four days, remove the shapes from the leaves and observe each of the leaves that had a
shape covering it.
6. Compare the areas on the leaf that were covered with the shape to other parts of the leaf.
Observations to be recorded in your notebooks: Make notes about the weather each day. Include
the date for each day. Each observation should only be 1-2 sentences that briefly describe the
weather. (E.g. In the morning the weather was cloudy and rainy. Later on the rain stopped and it
became partly cloudy and sunny for a few minutes at a time.)
Name: _____________
Hr:_____
Plant Poem
An acrostic poem is one where you choose a word or name and use each letter in the name as the
beginning of a word or line that tells something about that person or topic.
Example: An acrostic poem using the word "Sun."
Sometimes when we go to the beach, I will get sun burn.
Usually if I put Sun block on my skin, I will not burn.
Noon is when I'm really prone to burning
Write an Acrostic Poem using the word below.
P
L
A
N
T
S
Name: ___________
Hr:____
Plants Word Chop
Directions: The table below contains words that have been chopped in half. Find the pieces that
fit together and write them in the answer area below.
nthesis
ro
ot
wer
ow
gr
tal
photosy
oplast
af
flo
st
pe
em
germi
chlor
se
nation
eds
le
Answers:
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
Day 13
Introduction to Respiration
Goal: Students will learn about major steps in respiration and fermentation and the importance
for animals.
Objectives:

Students will learn the respiration equation and it’s raw materials

Students will learn about the two stages of respiration and where each step takes place
within the cell

Students will know that fermentation provides energy for cells and how it is different
then respiration. Also, be able to differentiate between alcoholic and lactic-acid
fermentation.
Discrepant Event:
What is a product of respiration?
Procedure: Fill two test tubes half full of warm water. Add 5 ml of sugar to one test tube. Add
0.5 ml of dried yeast to each tube. Stir the contents of each tube with a straw. Place a stopper
snugly in the top of each tube. Observe changes that occur over the next 10 minutes.
Key QuestionsWhat changes occurred in each test tube?
How can you account for any differences that you observed?
Scaffold Lecture:
Outline
When cells need energy they withdraw it by breaking down the carbohydrates, this
process also releases energy.

Respiration, during the process cells break down simple food molecules such as glucose,
and release the energy they contain.

Respiration equation:
C6H12O6 + 6 O2 ------ 6 CO2 + 6 H2O + energy

The first stage of respiration takes place in the cytoplasm of the organism’s cell. Glucose
molecules are broken down into smaller molecules. Oxygen is not involved in the first
stage.

The second stage of respiration takes place in the mitochondria. Small molecules are
broken down into even smaller molecules. This process DOES require oxygen and a large
amount of energy. Mitochondria’s are termed “powerhouses” for this reason.

There are also two other products of respiration, Carbon Dioxide and Water, these are
both diffuse out of the cell. Animals breathe in oxygen and breath out carbon dioxide
and water.

Fermentation provides energy for cells WITHOUT using oxygen. The amount of energy
released during fermentation is less then that release during respiration. Organisms that
use fermentation usually life in places with very low levels of oxygen in there
environment.

The first type of fermentation is alcoholic. This type occurs in yeast and single-celled
organisms. The two products of this process is alcohol, carbon dioxide and a small
amount of energy. This process is important to bakers and brewers.

The second type of fermentation is lactic-acid. This type of takes place in our bodies and
we are even able to feel it’s affects. For example sometimes when you run for a long
time your leg muscles become tired and you can’t run anymore. The reason this happens
is that your muscles use more oxygen then is available and the muscle becomes tired.
This is the build-up of lactic-acid.
Cellular Respiration Outline
When cells need energy they withdraw it by breaking down_______________, this process
also releases energy.
Respiration, during this process cells break down _________food molecules such as
______________, and release the energy they contain.
Respiration equation:
C6H12O6 + 6 O2 ------ 6 CO2 + 6 H2O + energy
The _________stage of respiration takes place in the ______________of the organism’s cell.
Glucose molecules are broken down into smaller molecules. ______________ is NOT
involved in the first stage.
The____________ stage of respiration takes place in the ____________________. Small
molecules are broken down into even smaller molecules. This process DOES require
______________and a large amount of energy. Mitochondria’s are termed
“_______________” for this reason.
There are also two other products of respiration, __________ ___________ and _________,
these are both diffuse out of the cell. Animals breathe in oxygen and breathe out carbon
dioxide and water.
Fermentation provides energy for cells WITHOUT using oxygen. The amount of energy
released during fermentation is _______ then that released during respiration. Organisms
that use fermentation usually live in places with very low levels of _____________ in there
environment.
The first type of fermentation is ____________. This type occurs in yeast and single-celled
organisms. The two products of this process is alcohol, carbon dioxide and a small amount
of energy. This process is important to__________ and brewers.
The second type of fermentation is ________________. This type of takes place in our
bodies and we are even able to feel its affects. For example sometimes when you run for a
long time your leg muscles become tired and you can’t run anymore. The reason this
happens is that your muscles use more oxygen then is available and the muscle becomes
tired. This is the build-up of____________.
Day 14
Photosynthesis and Respiration REVIEW
Goal: Students will be able to review what they have learned about photosynthesis and
respiration while proving there knowledge to the class
Objectives:

Students will be able to review the knowledge of the unit together as a class

Students individually will be able to evaluate what they do and do not know

Students can experience a new way to reintegrate what they have learned about
photosynthesis and respiration
Procedure – Part 2 – 15 minutes
LIGHTS OUT
Students will observe what has happened to leaves that were covered with foil shaped in part 1
on the experiment. As a class we will discuss the effects of light on leaves and how it effects the
pigments of leaves.
5. After four days, remove the shapes from the leaves and observe each of the leaves that had a
shape covering it.
6. Compare the areas on the leaf that were covered with the shape to other parts of the leaf.
Review Game:
JEOPARDY
Day 15
Photosynthesis and Respiration QWEST
Goal: Students will show there knowledge of photosynthesis and metabolism in a formal
assessment.
Objectives:

Students will demonstrate the effects of light on plants by answering questions from the
procedure “lights out”

Students will answer questions about the photosynthesis lecture
Materials:
Summative Assessments for each student
Procedure: - 45 minutes
Individually students will perform the summative assessment. Students that finish early will be
allowed to read material of their choice.
Reflections of Schedule of Lesson
Nature of Science is addressed throughout the unit by continually addressing key
concepts in science. The first concept is cells as fundamental units of life, in the lessons we
discuss the major components of cells and there functions. The lessons then lead to the
differences between plant and animal cells. There is also topics such as chemical composition of
cells and the cell membrane which have lessons within the unit. Nature of Science is to
understand science concepts and how they affect all living things. Cells and how they work is a
very important part of that.
Science and mathematics seem to go hand in hand in some concepts. Mathematics is
addressed in this unit during the microscope, photosynthesis and metabolism lessons. During the
microscope lesson the students will calculate high and low power of there microscope. To
calculate the magnification of the microscope students will use the power of the eye piece and
the power of the lens. Mathematics is also used to comprehend the equations of photosynthesis
and respiration. The equation for photosynthesis and respiration are given to the students and an
explanation of number of molecules and how they combine are discussed.
The community is very important to student interaction and understanding. Since cells
are all around us in make up all livings it will be very beneficial to bring students out into the
community and take samples to use during the microscope part of the lesson. If students are able
to see how all things have cells, they will be able to use the concepts in a more personal way.
Even though all teachers have bias, I have tried to make lessons that are free of bias. The
lessons in the unit deal with microscopes and the microscopic level of biology. These types of
lessons can easily be used for general understanding, but giving students the chance to see how
all things are make of cells will give students the chance to make personal choices. When putting
students into groups for activities they will be given the choice for some activities or I will put
them into groups so that there is an equal ratio of boys to girls and academic ability will vary.
This topic of science is at the microscopic level and so we will be able to use
microscopes as a key tool to study cells. We will also be using real plants to study
photosynthesis to give real world application. We will also be using computers to participate in
a web-quest to study cells. Giving real world applications give students a logical reason to study
the topic and will give them choices in some of the specimens studied.
Special Student Considerations
ALTERNATIVE HOMEWORK ACTIVITIES
The purpose of these alternative activities is to give you some freedom in picking science-related
activities and/or topics that are of high interest to you. In addition, it may give you a chance to
express some of your hidden talents and add to your learning.
SOME POSSIBLE ALTERNATIVE ACTIVITIES:
1. Make up a subject related puzzle such as a: crossword; wordfind; wordscramble; science
squares; science brain teasers; etc. "See the make-up box."
2. Watch and report on a science television program. (30 minutes = 10 points) A "T.V. "
report form will be provided by your instructor.
3. Make up some poetry, story or a song on a class related topic.
4. Attend some science-related club or organization. Such as: The Audubon Society,
Zoological Society, Astronomical Society, Native Plant Society or the Geological
Society. Please take some notes and collect any free information pamphlets.
5. Visit some science-related site (such as: a museum, zoo, fish hatchery, a private science
business, Exploratorium etc.) and give a written/oral report on what you learned.
6. Read and report (oral/written) on a science article out of a newspaper, magazine, or
professional journal.
7. Attend a science-related field trip and report on it (oral/written). Many of these science
related field trips are regularly given by groups such as the Audubon Soc., Sierra Club,
Astronomical Society, State Parks, Gem & Mineral Society, National Parks, etc.
8. Take part in some science-related activity such as Earth Day, Nature Center activities,
Environmental Clean-up Days, Science Olympiad, trail restoration , etc.
9. Prepare and give a class demonstration on some class related subject matter.
10. Make and put up a bulletin board display relating to our current class subject matter.
11. Build some type of model relating to our class subject matter.
Fetal Alcohol Spectrum Disorder
At School:
Classroom, Shared Work Space, ect.
 Plain walls (no posters, art work, ect.)
 No mobile, wind socks, hanging plants, ect.
 Cover lower part of windows (to limit view of outside)
 Bookcases, shelves, ect. Covered
 Clear surfaces
 Soft lighting
 Lock up dangerous items
 As quiet as possible
 Limit distractions (visitors, PA announcement, ect.)
 Classroom/work place rules posted (best to use words & pictures)
 “off limits” areas must be clearly marked (a big, red NO)
Individual desk, work space






Preferential seating (provide good role models as these individuals will do what they see)
Not near high traffic areas such as pencil sharpener, sink, ect.
Assistance in organizing personal space (baskets for items, large paper clips, limit
number of pencils, ect.)
Allow use of “comfort” item (individual may need access to items such as a blanket,
stuffed animal, favorite key chain, ect.)
Adequate space between desks, tables (to limit distractions & behavior triggers caused by
bumping, ect.)
Classroom/work space rules taped to desk, table, and individual space.
Offer alternatives to “regular” individual work space when behavior starts to escalate or
individual can’t focus
 Desk facing the corner
 Table surrounding by room dividers
 Be creative
Don’t arbitrarily change the environment
Alternative Ways to Learn
Difficulty with reading Textbooks
 Taped Text
 Reader Service
Difficulty with reading Comprehension
 Reading skills class
 Textbook outlines, notes
 Study groups
 Peer tutoring
 Study area
Difficulty with Lectures
 Front of class seating
 Sharing peer notes/note taker
 Tape recorders
Difficulty with Exams
 Taped/read exams
 Extra time
 Word processing
 Proofreading
 Writing assistance
 Separate room
Difficulty with Written Work
 Word processing
 Dictation/proofreading
Difficulty with Study Organization/Techniques
 Time Management
 Schedule time regularly with LD service provider
 Be prompt for class (alarm watch)
 Use calendar to plan scheduled assignment data for entire term
 Use daily/weekly written study schedule
Unit Evaluation
Diagnostic Assessments
My diagnostic assessments will allow me to get quick information about
where the students at the point in the lesson. My first form of this assessment is a
short procedure that will be done at the beginning of every class. The “Biology
Word of the Day” will allow me to take a word that will be very important for the
day’s lesson and see how much the students know about the word so far. If
students do not have any prior knowledge I know that I will have to spend more
time on explaining the concept. The second form of this assessment will be to
assess each student separately in there understanding in the class. Exit/Entry slips
can be done in the beginning or end of class to either assess the previous or
currents days’ lessons understanding by the students. This assessment is very
quick but very effective.
Daily Activity
Biology Word of the Day
This is a daily activity that can be done in a Biology class, or any other science class. It helps to
strengthen students' vocabulary, encourages responsibility, and allows students to express
themselves through the written medium with which they are most comfortable. It is easy for the
teacher and fun for the students.
Toward the end of the class period, students are given a small slip of paper which has the Word
of the Day (WOD) on it. At the beginning of the class period the following day, the students
hand in their description of that word. I make each word worth 5 points, but a student can earn
up to 10 points (5 extra credit) for going above and beyond a simple definition/description. They
are encouraged to use artwork, write poems, include the word in a sentence, etc. Anything they
want to do is fair game. For a simple definition, they earn the 5 points. If they have extra/creative
stuff, I determine the amount of extra credit they have earned. Rarely does a student earn a 10,
but 6's and 7's are very common. Some real wall-flowers have really started to shine when we
start the WOD!
It takes about 5 minutes to go through the work of one class. I score them quickly, maybe jot a
brief comment, record them, and hand them back right then or the next day. In other words, it is
not a burdensome task! If a word-a-day is too much, do it as often as you like. You will be
amazed at the quality of product you get from students. I have WOD stuff plastered up all over
the classroom. We use WOD products in class when we get to that word in the curriculum. The
students feel pretty proud when one of their WOD's gets recognized by everyone! When I started
this activity, the moans and groans of my students were audible throughout the school. Now,
however, kids walk in the door and ask for their WOD! What a motivator!
To compile a word list, the first thing I did is to open a new spreadsheet file, open to the index of
a Biology book, and choose about 5-6 words from each letter of the alphabet (fewer for some
letters, more for others!). In the "A" column of the spreadsheet, I type the "A" words, "B" words
in the "B" column, etc. This simply helps me to stay organized. Then I move through the
alphabet with their WOD's. For example, day 1 they might get "abyss", day 2 "bacillus", day 3
"calyx", etc. When I get to "zygote", I go back to the next "A" word in the spreadsheet.
This is a fun and educational activity that is interdisciplinary, teaches responsibility, and brings
out the best in a student. Give the Word of the Day idea a try!!
Exit/Entry Slips
Exit slips are written student responses to questions you pose at the end of class. They
take no more than 5 minutes for students to complete, but give you a good indication of the
students' understanding of the material. Exit slips only take a few minutes for the teacher to read
and help keep you in touch with your students.
Process:
At the end of the school day, or at the end of an important learning activity is an excellent time to
use exit slips. Simply distribute an index card (approximately 3 x 5cm) to each student
After each student has a card the teacher poses a question for the students to respond to. The
question must be short and should take the students a maximum time of 5 minutes to complete.
As the students leave the classroom they are to drop their exit slip into some sort of container.
Essentially, the exit slip is their ticket to leave.
The classroom teacher now has a quick assessment tool. By assessing the responses on the exit
slips the teacher can better differentiate the instruction in order to accommodate students' needs
for next class.
Exit/Entry Slip Assessment - Rubric
1
2

exit slip is blank or is
impossible to
understand.

student makes no
effort to answer the
question. Simply
writes "I don't know.

no effort has gone
into exit slip.

exit slip is difficult to
read or understand.

exit slip makes very
little attempt to
answer the
question that was
asked.

minimal effort has
gone into exit slip.
3

exit slip is organized
and easy to
understand.

student has made a
serious attempt to
answer the question
posed by the teacher.

evident that effort has
gone into exit slip
Formative Assessments
Assessment Strategies:
 Lecture Outlines
 Video Outlines
 Fill-in the Blank Diagrams/Charts
 Web Quest
List of Questions:
 Initial questions will go along with the “Biology Work of the Day”

Example Questions:
1. What is the job of the nucleus? What is the job of the mitochondria?
2. State the Cell Theory?
3. What is a compound microscope?
4. What is an Element? What is a Compound?
5. What is the difference between Diffusion and Osmosis?
6. How are plants important in our environment?
7. What is the product of respiration?
Thinking Process:
Students will answer the questions and participate in classroom discussions
at different levels. All students will be able to identify and define the terms and
processes. Many students will be able to answer the questions posed in class and
feel comfortable to participate in class discussion. Some students will be able to
feel very comfortable with the concepts in class and also be able to think about the
concepts posed in class on an analytical level. Students will cover all level of
Bloom’s Cognitive Taxonomy. Outlines will assist students to organize the ideas of
the lesson in a way that is understandable and expected from the teacher in an
assessment.
The assessments include: Bill Nye Science Guy Video – Cells, Outline – Cell Organelles,
Chemical Compounds in Cells Worksheet, Comparing a Cell to a Factory, Outline –
Photosynthesis and Cellular Respiration.
Summative Assessments
Assessment Strategies:
 Collage
 Catalogue
 Test
 QWEST
 Oral Presentation
Criteria for Assessments:
All students will be graded with the same standards set forth for the assessment.
Standards for the assessments will centered on the objectives for the assessment, students that
meet the standards will be the average. Students that exceed the average will the highest points
possible for the assessment. Students that do not quite meet the average will receive a grade
below average. Amount of effort and time put into each assessment will also be taken into
consideration along with students understanding in class discussions. If I feel that a student has
not reached there potential I will try to see what about the assignment may have been a problem.
Weight the Assessments:
Summative assessments will have a bigger weight on the student’s grade then formative.
Formative assessments will have a bigger weight on the student’s grade then diagnostic. Student
worksheets, homework assignments and daily participation as a whole will have a portion of the
overall grade as well.
For the summative assessments the collage and catalogue will take considerable amount
of time and critical thinking and will be weighted heavily in the summative assessment portion of
the grade. Tests and QWEST’s will have an equal portion on the summative assessment grade.
The oral presentation has a rubric to follow and will be added into the collage or catalogue
assessment total. Assessments that require critical thinking and nontraditional knowledge
assessment will be weighted highly on the complexity of the assignment.
Name: ______________
Hr: _____
Cell Analogies Collage
Materials: 6" X 8" pieces of drawing paper, students will need to supply a 14" X 28" piece of
colored construction paper/board.
Procedure:
You will make 9 original and appropriate functional analogies between cell structures and
everyday objects.
Your collage will be for the major organelles in a cell:
Cell membrane Ribosome
Golgi apparatus
Mitochondria
Endoplasmic reticulum Nucleus
Cytoplasm
Lysosomes
Any one other organelle
1.
2.
3.
4.
5.
First draw a typical plant or animal cell on a small (6" X 8") piece of drawing paper.
Then paste the drawing in the center of a large sheet of construction paper.
Pointers from the cell structures lead to pictures cut from magazines or newspapers
A functional analogy expressed in your own words, each should be 2 – 3 sentences long.
Each collage should include the main animal or plant cell, 9 labels of each cell structure,
9 magazine pictures, 9 arrows to each picture, 9 analogies and a colorful title
When the collages are displayed, each one is different. Students enjoy reading one another's
analogies and displaying their own wit and ingenuity. By reading and discussing different
analogies, students become familiar with the structure and function of cell parts.
Name:________________
Hr:_____
The Whole Cell Catalogue
Your catalog will be for the major organelles in a cell.
Cell membrane Ribosome
Golgi apparatus
Mitochondria
Endoplasmic reticulum Nucleus
Cytoplasm
Lysosomes
Any one other organelle
1. Use textbooks or other references to look up information on the organelles assigned.
2. Design a page for each organelle in your catalogue. Your page must include a title,
written description of your organelle (2-3 sentences long), a full-color diagram to
illustrate your organelle and a page number.
3. Design a cover for your catalog. Be creative!
4. Your will also need to produce a Table of Contents which will be the first page inside the
cover of your catalog. This should be done last and should include the order of the
organelles referencing the page number of each.
This assignment will be graded on accuracy, neatness, and creativity. Make it g-o-oo-d!
Name:_______________
Hr: _____
QWEST
Directions: Two students from each group of the “lights out” lab will go back to the house plant
that was used during the experiment and answer the following questions.
1. What has happened to the leaves?
2. Describe the effects that the lack of sunshine has on leaves.
3. What is the best environment for a house plant? Why?
4. Where would you expect to find fewer plants outside because of a lack of sunlight?
Fill-in the blanks:
5. This process is called __________________and begins when light strikes the plant's leaves
(both sunlight and artificial light can power this process).
6. Cells in the plant's leaves, called _______________, contain a green pigment called
_______________which interacts with sunlight to split the water in the plant into its basic
components.
7. Carbon dioxide enters the leaf through holes called ______________and combines with the
stored energy in the chloroplasts through a chemical reaction to produce a simple sugar.
Multiple Choice:
8. What is one of the raw materials required for photosynthesis?
a. Nitrogen
b. Sugar
c. Carbon Dioxide
d. Oxygen
9. What role does chlorophyll play in photosynthesis?
a. Make the leaf ridged
b. Make the leaf waterproof
c. Reflect sunlight
d. function as solar “cells”
10. Which raw material is NOT needed for fermentation to occur?
a. Oxygen
b. Glucose
c. Carbon Dioxide
d. Water
11. The first stage of respiration occurs in the _________.
a. cell wall
b. cytoplasm
c. mitochondria
d. nucleus
12. The second stage of respiration occurs in the _________ .
a. cell wall
b. cytoplasm
c. mitochondria
d. nucleus
Short Answer:
How do plants get energy?
How do animals get energy?
Extra Credit:
What is the respiration equation?
_________ + ___ _____ ------- ___ ________ + ___ ________ + ______________
Planning for Safety
General Safety Contract
I hereby certify that, ________________________________ agrees to the general safety
contract and will abide by all rules of the contract.
Rules
1. Use lab only directed by the teacher.
2. Never work with chemicals with out checking labels, and only when directed by the
teacher.
3. Place broken glass and disposables in appropriate containers
4. Report any accidents, incidents and unsafe situations to the teacher.
5. Never use substances without teacher direction.
6. Confine loose hair and clothing.
7. Wash hands before leaving the lab.
Location of Safety Equipment









Fire Extinguisher
Fire Blanket
Eye Devices – goggles
Eye wash
Shower
Chemical dispensing containers
Material Safety Data Sheets (MSDS)
First aid kit
Emergency telephone listing and location
Safety Procedures




Fire
Chemical splash on body
Eye splash
Chemical spill
________________________________
Teacher Signature
________________________________
Student Signature
Classroom Safety
Teacher should perform periodic assessments of the classroom to ensure that all possible safety
precautions are being taken.
The room is well lit.
A functioning smoke/heat detector is in the room.
There are sufficient electrical outlets to prevent the necessity for extension cords.
Electrical outlets are capped when not in use.
Aisles are sufficiently wide to accommodate handicapped student needs – 5 ft.
There are no more then 24 students assigned to a teacher when conducting science activities.
There are at lease two faucets and sinks in the room for use in conducting science activities.
The room is maintained in a neat, orderly condition.
Safe, secure space is provided for the display of aquaria, terraria, or animal cages.
Large and/or heavy items are stored on lower shelves.
Student containers are identified with accurate, chemically resistant, temporary labels.
Student containers are small enough to reduce the potential for serious injury and to prevent the
need for disposal of large quantities of waste.
Used chemicals should not be returned to original containers.
A system should be developed for the appropriate transport of chemicals and equipment items
within and between classrooms and storage areas that ensures safety. A rolling cart with lips on
each shelf is highly recommended.
Hazardous materials should only be transported through the halls by the teacher.
There is a lockable storage area, or box, for securing vehicles, or potentially dangerous materials.
All storage shelves are below adult eye level and have raised front lips to prevent objects from
rolling off onto the floor.
Classroom Management Plans
Classroom Management Techniques
I will use the boy to girl ratio in my classroom to begin my management strategy. I so far believe
that high school students can make that decision and would allow them to pick their own seats.
In the middle school setting I will use the maturity of the class to decide how much choice they
will get in picking their own seats. For example, if the particular class seems to a bit immature
and I will pick random seats of students that I think would benefit in a certain part of the
classroom and then let the other students to fill in the spaces.
No matter if this is a middle school or high school setting the differences between boys
and girls are evident and need to be attended to. According to an article on
responsiveclassroom.org titled Boys and Girls Together it states that all boys require more
physical space when doing individual projects. From this I information I will give male
individuals opportunities to move around the classroom during those assignments. The article
also states that girls like to be more talkative then boys. When having making my partial seating
chart I will try to keep the boy to girl ration per table as even as possible. To also help keep
down talking during class I will try to be very mobile and walk around the classroom during a
lesson. Boys tend to get spatial concepts more quickly then girls, since this is a major part in
science I will try to match boys with girls so that they can teach each other during a group
assignment.
In extreme situations I will first try to talk with students that may be causing interruptions
or that are making the classroom unsafe for other students. Next I will ask the student to step out
of the classroom. If the situation is extreme I will call for someone to come remove the student
from the classroom.
Apprenticeship Site Techniques
In my apprenticeship site I have noticed minimal management strategies as the students
have not needed to be disciplined all that much. If a student does begin to act our or do
something inappropriate, my teacher will approach the student and speak quietly with them for a
few seconds. I assume that she is telling the student that there behavior is inappropriate and then
asks them to stop. She is very discrete in her actions but also very effective.
My teacher does however have some consequences for passing notes and throwing spit
balls in class. If a student(s) is passing notes in class she will first of take then note from them
and then have them stay after class to discuss what happened. If a student is throwing spit balls,
she will also have them stay after class to discuss what happened. She will then have them stay
after school to sweep her room.
I like my cooperating teachers management strategies because they are effective but do
not embarrass the student in front of there peers. She knows how to watch students to pinpoint
students that are misbehaving and then take appropriate actions for the disturbance.
Teacher Resources
Classroom Diagrams
Photosynthesis
Animal Cell
Plant Cell
Audio-Visual Resources
Bill Nye the Science Guy videos: The cell, Biodiversity
Bill Nye the Science Guy enhanced DVD includes interactive programs
[email protected]/middleschool/subjects/movies/index.html - interactive programs
Internet4classrooms.com/biology – student internet resources
Internet Resources
http://www.teach-nology.com/teachers/lesson_plans/ - Technology – the web portal for
educators – inquiry based science
http://www.col-ed.org/cur/science.html#sci2 – intermediate lesson plans – 6-8
http://www.middleschoolscience.com/ - m idle school lesson plans – life science
http://school.discovery.com/lessonplans/micro.html - microscopic lesson plans
http://ofcn.org/cyber.serv/academy/ace/sci/inter.html - plant lesson plans – animal cells vs. plant
cells
http://www.educationworld.com/a_tsl/archives/science.shtml - Intro to cells lesson plan
http://sun.menloschool.org/~cweaver/cells/ - Animal and Plant Cell Diagrams
http://photoscience.la.asu.edu/photosyn/education/learn.html - Photosynthesis
http://www.riverdeep.net/science/middle_school_gateways/msg_overviews/catn.ovw_PSM.jhtml
- Photosynthesis
http://classroom.jc-schools.net/sci-units/cells.htm - Cells
http://ericec.org/faq/science.html - Teaching science to students with disabilities
Print Resources
Current Science Magazine - Abstract: For junior and senior high school students. Reports the
latest news in science, health, and technology. - http://www.nal.usda.gov/Kids/scimags.htm
Science World Magazine – scholastic products http://teacher.scholastic.com/products/classmags/scienceworld.htm
Science Explorer Textbooks – From Bacteria to Humans & Cells and Heredity
http://www.phschool.com/atschool/science_explorer/
Order and Diversity in the Living World: Teaching Taxonomy and Systematics in Schools – Life
Science Activity Books - http://books.nap.edu/html/rtmss/2.62.html