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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.