Download Student Handouts and Teacher Resources

Part A- Student Handout
CELLS
A new production “Cells for Dummies” has asked you to creatively explain the basic concepts of a cell.
Studies have shown that kids across Canada seem to be having problems using a microscope effectively
to examine the cell samples provided to them in class. “Cells for Dummies” has hired you to help these
kids understand the step-by-step process and aid them appropriately differentiate between animal and
plant cells. To really make sure these kids understand, come up with an analogy that will help them
remember the structures and functions of the organelles found in a cell.
Students will be assessed on the following:
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Table of contents/ Planning (10 marks)
Analogy (10 marks)
Draft of “Cells for Dummies” (20 marks)
Final “Cells for Dummies” (40 marks)
Self-assessment (10 marks)
Peer-assessments (10 marks)
Final Mark Total =
/100
Expectations to be addressed:
2.1 follow established safety procedures for handling apparatus and materials and use microscopes
correctly and safely
2.2 use a microscope correctly and safely to find and observe components of plant and animal cells and
make accurate drawings of their observations
2.3 prepare dry- and wet-mount slides of a variety of objects for use with a microscope
2.5 use appropriate science and technology vocabulary, including organelle, diffusion, osmosis, cell
theory, selective permeability, membrane, stage, and eyepiece, in oral and written communication
2.6 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different
audiences and for a variety of purposes
3.2 identify structures and organelles in cells, including the nucleus, cell membrane, cell wall,
chloroplasts, vacuole, mitochondria, and cytoplasm, and explain the basic functions of each
3.3 compare the structure and function of plant and animal cells
Timeline and Descriptions:
1. Phase 1 due Week 1: You will show me how you are planning on organizing your project. You
must develop your table of contents for the “Cells for Dummies” with a brief description of what
will be going in each section. You must also tell me how you will be creatively presenting your
“Cells for Dummies” (Some ideas= prezi, book, comic, poster, glog etc.) (10 marks)
2. Phase 2 due Week 2: You will hand in the analogy you have devised which will help students
remember the structures and functions of the organelles found in a cell. These analogies will be
presented to the class. They will be peer-assessing the effectiveness of your analogy (20 marks
for the analogy 10 marks for peer assessments)
3. Draft due Week 3: You will hand in the first draft of your “Cells for Dummies.” This draft must
also include what you have already developed in Phase 1 and Phase 2 (20 marks)
4. Final Copy due Week 4: You will present your completed version of “Cells for Dummies”in
designated small groups. You will then hand in your work. This must also include a selfreflection: Looking at the rubric and success criteria provided, you will write an explanation
stating the level you think your project deserves with reasons to back it up (40 marks for the
final copy and 10 marks for self assessment)
Success Criteria:
o
I have a table of contents that provides accurate short descriptions which will help students
efficiently find what they are looking for.
o
I have created a creative/ unique analogy to help students remember the structures and functions
of the organelles found in a cell.
o
I have used appropriate science and technology vocabulary in my “Cells for Dummies.”
o
I have included instructions in my “Cells for Dummies” on how to use a microscope correctly and
safely to find and observe components of plant and animal cells.
o
I have broken down the process of differentiating between animal and plant cells in an easy to
follow, step-by-step manner in my “Cells for Dummies”.
o
I have used diagrams and pictures to help explain the basic concepts of a cell in my “Cells for
Dummies”.
o
I have presented the information in a creative way.
o
I have included a self-assessment of my work stating what level I think I deserve giving reasons
to back it up.
Part B- Notes to Teacher
Prior Knowledge and Skills Required
Your class should have a sound knowledge of the different structures and functions of a cell.
They should be able to name the parts and correctly identify the structures and organelles.
Students by this stage should also be able to compare and contrast plant and animal cells.
Students should be familiar with the term “analogy”. A basic analogy (ie. factory analogy)
should be provided in the lessons leading up to this culminating task.
In order to maximize the creative outputs, teachers should teach students and incorporate the
different technological modalities available (glogster, bitstrips, prezi) into their own teaching.
The students should also have extensive knowledge of proper laboratory safety procedures for
handling apparatus and materials and be able to use microscopes correctly. They should also
have practice preparing dry -and wet-mount slides of a variety objects for use with a
microscope.
Expectations to be addressed:
2.1 follow established safety procedures for handling apparatus and materials and use microscopes
correctly and safely
2.2 use a microscope correctly and safely to find and observe components of plant and animal cells and
make accurate drawings of their observations
2.3 prepare dry- and wet-mount slides of a variety of objects for use with a microscope
2.5 use appropriate science and technology vocabulary, including organelle, diffusion, osmosis, cell
theory, selective permeability, membrane, stage, and eyepiece, in oral and written communication
2.6 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different
audiences and for a variety of purposes
3.2 identify structures and organelles in cells, including the nucleus, cell membrane, cell wall,
chloroplasts, vacuole, mitochondria, and cytoplasm, and explain the basic functions of each
3.3 compare the structure and function of plant and animal cells
Science Unit Plans Grade Eight
Term One
Curriculum Topic/Unit
Overall Expectations
Time Period
Understanding Life Systems
1. Asses the impact of cell biology on
individuals, society, and the environment
September, October,
First week of
November
Cells
2. Investigate functions and processes of
plant and animal cells
3. Demonstrate and understanding of the
basic structure and function of plant and
animal cells and cell processes
Lesson Number
and Big Idea
Specific Expectations
Details
Materials
1- Cells are the
basis of all living
things
3.1 demonstrate an
understanding of the
postulates of the cell
theory.
A cell is the simplest
organic structure that
can carry out the
activities of a living thing.
T chart
Chart paper,
markers for
placemat
Students use a T-chart to
compare the
characteristics of living
things and non-living
things.
They will use this
information to create a
class definition for living
and non-living things
using a placemat.
2- Cells are the
basis of all living
3.1 demonstrate an
understanding of the
postulates of the cell
To study living things,
scientists needed to be
able to see them more
Computers,
Textbooks,
things
theory.
1.1 Assess the role of
selected technologies in
enhancing our
understanding of cells
and cellular processes.
3- Cells are the
basis of all living
things
3.1 demonstrate an
understanding of the
postulates of the cell
theory.
clearly. They needed
magnification.
Students will use the
textbook and computers
to create a timeline of the
evolution of the
microscope. They need
to include the level of
magnification, who
invented it, when it was
invented, how it was
important, and what you
could and couldn’t see
with it.
Students copy the
following into their
notebooks
The Basic Ideas of Cell
Theory
1. The cell is the basic
building block of life. The
cell is the smallest living
organism that shows
characteristics of living
things.
2. An organism can be as
simple as one cell
(unicellular) like a
paramecium, or it can be
made up of trillions of
cells (multicellular) like an
elephant.
3. All cells are created
from existing cells
through a process called
cell division. Living things
do not just appear out of
thin air.
The compound light
Rulers,
Bristol board or
poster paper.
Whiteboard or
chart paper
Fill in the blank
handout of
microscope
Textbook
microscope
Microscope labels and
definitions- Students will
do a Fill in the blank
handout of microscope
4- Cells are the
basis of all living
things
2.1 Follow established
safety procedures for
handling apparatus and
materials and use
microscopes correctly
and safely.
Care and use of the
microscope lab#1
Students will need to
follow directions very
carefully. This is to
demonstrate the
importance of following
directions and the care
and use of a microscope.
Copy of lab,
Microscopes,
Prepared slides,
white drawing
paper, pencil
They will use the
microscope to look at and
draw prepared slides.
Give students an example
of how to use a
microscope and how to
complete a slide drawing.
5- Cells are the
basis of all living
things
Assessment #1 on:
Assessment
Cell theory
Microscope procedure
and safety
6- Cells are the
basis of all living
things
3.2 Identify the
structures and
organelles in cells,
including the nucleus,
cell membrane, cell
wall, chloroplasts,
vacuole, mitochondria,
and cytoplasm, and
explain the basic
functions of each.
Remind students that the
cell is the basic building
block of life. Review the
definition of a living thing.
Plants and animals are
both living things,
however, the cells have
similarities and
differences.
Introduce Gizmo: Cell
Structure
Gizmo: Cell
Structure student
worksheets,
Laptops/computers
3.3 Compare the
structure and function
of plant and animal
cells.
Students will…
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7- Cells are the
basis of all living
things
3.2 Identify the
structures and
organelles in cells,
including the nucleus,
cell membrane, cell
wall, chloroplasts,
vacuole, mitochondria,
and cytoplasm, and
explain the basic
functions of each.
Learn the names and
functions of cell
organelles.
Identify organelles on a
diagram of an animal or a
plant cell.
Explain how plant cells
are different from animal
cells.
Lab two – Building a Cell
Lab #2
Students will build a plant
and animal cell and
complete a partial
scientific method for their
cells.
3.3 Compare the
structure and function
of plant and animal
cells.
2.5 use appropriate
science and technology
vocabulary in oral and
written communication
1.2 Assess the potential
that our understanding
of cells and cell
processes has for both
beneficial and harmful
affects on human health
and the environment,
taking different
perspectives into
account.
8- Cells are the
basis of all living
2.2 Use a microscope
correctly and safely to
find and observe
Using the microscope
Provide students with
Paper and pencil
for drawing,
things
components of plant
and animal cells and
make accurate drawings
of their observations.
2.3 prepare dry- and
wet-mount slides of a
variety of objects for
use with a microscope.
prepared slides of plant
and animal cells. They
are to use their
knowledge of cells to
make accurate drawings
of the cells and label all
the parts.
Microscopes,
Prepared slides,
microscopes slides
and cover slips,
medicine dropper,
tweezers, materials
to prepare
Explain that different
types of slides are used
for different types of
materials.
Preparing Dry Mount
Slides
Walk students through
the instructions to
prepare a dry mount
slide.
Preparing a wet mount
slide
Walk students through
the instructions to
prepare a wet mount
slide.
9- Cells are the
basis of all living
things
3.4 Explain the
processes of diffusion
and osmosis and their
roles within a cell.
Notes in student
notebook on
Permeability, Diffusion
and Osmosis
Board, markers,
Materials for labs
Diffusion and Osmosis
2.4 Use scientific
inquiry/experimentation
skills to investigate the
processes of osmosis
and diffusion.
10- Cells are the
basis for all living
things
Diffusion Lab
Osmosis Lab
Assessment #2 on:
Comparing plant and
animal cells
Assessment #2
How to prepare a slide
Diffusion and Osmosis
11- Cells are the
basis for all living
things
12 – Cells are the
basis of all living
things
3.5 Identify unicellular
organisms and multi
cellular organisms and
compare ways in which
they meet their basic
needs.
Unicellular organisms
3.5 Identify unicellular
organisms and multi
cellular organisms and
compare ways in which
they meet their basic
needs.
Multi cellular organisms
Venn diagram
Multi cellular organisms
rely on a variety of types
of cells to perform cellular
functions. These are
specialized cells that
perform specific
movements like digestion
or movement.
textbooks
Unicellular organisms are
living things that are
made up of one cell.
Textbook and
computers
Diatoms, paramecia,
bacteria and amoeba are
all unicellular organisms.
Jigsaw- Students will be
placed in groups of 4 and
each group will be given a
different unicellular
organism to research.
They will use a chart to
explain how they move
and how they capture
their food. Each group
will become an “expert”
on their organism and will
then be brought in into
another group to teach
them what they know.
Read the explanation of a
multi cellular with the
class. Have students
complete the chart of
multi cellular organisms.
Then have students list
the similarities and
differences between
multi and unicellular
organisms in a Venn
diagram.
13 – Cells are the
basis of all living
things
3.5 Identify unicellular
organisms and multi
cellular organisms and
compare ways in which
they meet their basic
needs.
Cellular processes
Cloze activity
Transforming energy,
Processing and
Transporting materials,
and cellular reproduction
Have students complete a
cloze activity about the
three processes.
14- Cells
organize into
tissues, tissues
into organs,
organs into
organ systems,
and organ
systems into
organisms
3.6 Describe the
organization of cells into
tissues, organs and
systems.
From Cells to Tissues to
Organs
Tissues are masses of
specialized cells.
Organs (made of tissues)
are parts of an organism
that performs specific
tasks.
Watch video
Implementation Plan for Culminating Activity
(The following plan follows four 50 minute periods per week). Adjust as necessary.
Day 1 (Intro to Culminating Task)
-Student handout and rubric will be given and reviewed.
-Peer, and self-assessments will be explained in detail to the class
Materials: Student handout, rubric, peer assessment sheet, self-assessment sheet.
Day 2/3 (Work Periods)
Video
-Students will have a chance to work on phase 1 (table of contents) for the “Cells for Dummies” with a
brief description of what will be going in each section.
-Students will also be thinking about how they will be creatively presenting their “Cells for Dummies”
(Some ideas= prezi, book, comic, poster, glog etc.)
Day 4 (Phase 1- Table of Contents due)
-Conferencing will be done where teacher will be talking to students about their plans as they look over
Phase 1.
-The rest of the students will be working on their analogies.
Materials: Anecdotal Observation Sheet
Day 5/6 (Work Period)
-Teacher will continue conferencing with students
-Students will continue working on their analogies.
Materials: Anecdotal Observation Sheet
Day 7 (Phase 2- Peer Assessments)
-Students will be placed in groups and will be peer assessing each other’s analogies.
Materials: Peer Assessment Sheets for each child to be assessed.
Day 8/9 (Work Period)
-Students will be working on their first draft of “Cells for Dummies”
Day 10 (Peer Editing)
-Students will be peer editing each other’s first draft.
Day 11/12 (Phase 3- Draft due)
-Students will hand in their draft of “Cells for Dummies” on Day 12. This draft must also include what
they already developed in Phase 1 and Phase 2
-Students will start developing their “Cells for Dummies” into their creative outputs (glog, bitstrip etc).
Day 13 (Work Period)
-Students will continue working on their creative pieces
-Teacher will hand students back their drafts
Day 14 (Work Period)
-Students will continue working on their creative pieces
Day 15 (Phase 4- “Cells for Dummies” due)
-Students will be presenting their completed version of “Cells for Dummies” in designated small groups.
They will then hand in their work. This must also include a self-reflection: Looking at the rubric and
success criteria provided, students will write an explanation stating the level they think their project
deserves with reasons to back it up.
Accommodations:
1. Students that are English Language Learners will be able to submit their “Cells for Dummies” in
their first language if the appropriate translation services can be provided
2. Students will be allowed extra time to complete the task, provided that they have shown
evidence of their work at the teacher conferences
3. Flexibility will be given with those students that are on IEPs. These students will be
paired with another student to complete the task.
Relevant Resources:
1.
2.
3.
4.
http://camillasenior1.homestead.com/cells.html
http://www.ibiblio.org/virtualcell/index.htm
http://www.cellsalive.com/cells/cell_model.htm
Gizmos:
http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=450
5. Smart Exchange: http://exchange.smarttech.com/details.html?id=e0b98311-4442-49dc-918b7ac0ce5ef1fd
6. http://ctap295.ctaponline.org/~llyon/
7. STAO website
Appendices: Student Handouts and Teacher Resources
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“Cells for Dummies” Rubric (Appendix A)
“Cells for Dummies” Analogy Peer- Assessment (Appendix B)
“Cells for Dummies” Self-Assessment (Appendix C)
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Anecdotal Observation Sheet (Appendix D)
Appendix B
My Name: ___________________________________Date: ___________________________
Group Member being assessed: _________________________________________________
(Note: Please complete one for each member of your group)
“Cells for Dummies” Analogy Peer- Assessment
Based on the analogy, please write 2 stars and a wish for your classmate.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Appendix C
Name: ______________________________
Date: ______________________
Self- Assessment
Looking at the rubric and success criteria provided, you will write an explanation stating the level you
think your project deserves with reasons to back it up
o
I have a table of contents that provides accurate short descriptions which will help students
efficiently find what they are looking for.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
o
I have created a creative/ unique analogy to help students remember the structures and functions
of the organelles found in a cell.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
o
I have used appropriate science and technology vocabulary in my “Cells for Dummies.”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
o
I have included instructions in my “Cells for Dummies” on how to use a microscope correctly and
safely to find and observe components of plant and animal cells.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
o
I have broken down the process of differentiating between animal and plant cells in an easy to
follow, step-by-step manner in my “Cells for Dummies”.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
o
I have used diagrams and pictures to help explain the basic concepts of a cell in my “Cells for
Dummies”.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
o
I have presented the information in a creative way.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Appendix D
Anecdotal Observation Sheet
CELLS
Student’s Name
Observations & Comments