Download MSSE470S-Lesson2F

Lesson 2
Name: John Andrew Holder
Content Area: Biology
Date: April 21, 2011
Grade Level(s): 7
Topic(s): Cell Biology
Standards (NSES or Benchmarks)
DEVELOP DESCRIPTIONS, EXPLANATIONS, PREDICTIONS, AND MODELS
USING EVIDENCE.
Living systems at all levels of organization demonstrate the complementary
nature of structure and function. Important levels of organization for structure and
function include cells, organs, tissues, organ systems, whole organisms, and
ecosystems.
All organisms are composed of cells—the fundamental unit of life. Most
organisms are single cells; other organisms, including humans, are multicellular.
Cells carry on the many functions needed to sustain life. They grow and divide,
thereby producing more cells. This requires that they take in nutrients, which they
use to provide energy for the work that cells do and to make the materials that a
cell or an organism needs.
Standards (SOL)
LS.1
LS.2 The student will investigate and understand that all living things are composed of cells. Key
concepts include
a) cell structure and organelles (cell membrane, cell wall, cytoplasm, vacuole, mitochondrion,
endoplasmic reticulum, nucleus, and chloroplast);
b) similarities and differences between plant and animal cells;
c) development of cell theory
Objectives (UKD’s)
Understand
1. Cells are the unit of structure and function in living things.
3. Many scientists have contributed to the knowledge we now have of cells and cell
functions.
Know
1.Know Cell Theory: All living things are composed of cells, cells are the basic unit of
life, new cells are produces from existing cells.
2. A collective group of scientists are responsible for developing the cell theory.
(Leuwenhoek, Hooke, ect.)
Do
6. Create a foldable of scientist contributions
Topic/Essential Question
Lesson Title: The Cell – A Historical Perspective
Lesson Concepts: Scientist contributions, historical cell biology, spontaneous
generation
Materials & Resources
Index cards, overhead slides showing spontaneous generation belief examples,
chicken broth, Erlenmeyer flasks, sturdy paper for foldables
Safety Considerations
Engage – Time Estimate: 20 min
Introduce students to some of the many observations people made before cell
theory was proposed. Among these include maggots spawn from rotting meat,
bees spawn from bull horns, mice spawn from grain silos. Introduce the term
“spontaneous generation” and ask students how they believe these ideas were
eventually rejected.
Paste observations to separate index cards. Do not include conclusions. Provide
different observations to small groups and have them read and discuss. After
discussion, have them formulate their own conclusion. Did groups with same
care come up with similar conclusions? If not, why?
Finish by explaining that by the work of many scientists, these ideas were proven
wrong.
Explore – Time Estimate: 25 min
Webquest: Research scientists responsible for cell theory (names provided).
What was their contribution? What experiments did they use or what
observations did they make about cells? Using the “Foldable” graphic organizer,
construct a study tool for later use about these scientists.
Explain -- Time Estimate: Min 10
Call on students to present their findings about a scientist. Instruction may
correct misconceptions and add information if certain points of importance were
not identified in webquest. Tie all these scientists’ findings to the CELL THEORY
(introduce here) along with the three main points. Have a special section in the
foldable specifically for these three points to be placed.
Extend -- Time Estimate: 5 min
Point out two flasks of chicken broth in front of room and
the differences between the two containers. For the next
several class periods, have students note changes in
the two flasks upon entering class and how these
changes may be explained.
Evaluate -- Time Estimate:
Formative assessments
Plans for Diversity
Language Learners: Websites may need to be screened by the instructor before
class in order to find appropriate sites for the webquest
ADD/ADHD:
Connections
Cell theory and the scientists who developed this cell theory will lead into the lesson
regarding cells themselves and how they are the building block of living things. It was
with these scientists’ work that we now are able to better understand cells, and the things
to be learned in later lessons.