Title of Unit Cells and Heredity Grade Level 7th

Subject Life Science/Cell structure, Bacteria, Protists, Cellular Time Frame 8 – 9 weeks
Processes, Genetics

Developed By Diane Downey & Connie McMorris School District: Newberry County School: Newberry Middle

Cell Structure: cell wall, the cell membrane, the nucleus, chloroplasts, mitochondria, vacuoles, cytoplasm

Key Words: Key Bacteria: spiral, coccus, bacillus

Concepts
Protists: euglena, paramecium, amoeba, cilia, flagella, pseudopods
(Vocabulary)
Cellular Processes: respiration, photosynthesis, elimination, metabolism, mitosis
Genetics: genes, chromosomes, inherited traits, genotype, phenotype, dominant traits, recessive traits

Brief Summary of Unit (including curricular context and unit goals):

In this unit, students explore the characteristics of living things and relate this to the Cell Theory. They explore how the invention of the microscope made it possible
for people to discover and learn about cells and perform investigations to identify and describe the structures and roles of organelles in animal and plant cells.
Students describe and explain the many basic cellular processes, such as extracting energy from food and getting rid of waste. Students construct 3-D models of
cells that can be used as an assessment of their understanding of cellular structures and function. Students investigate how organisms inherit traits from their
parents and learn why some offspring resemble their parents while others do not. Students explore and explain variations among living things. They investigate
the continuity of traits from one generation to another. Students also develop an understanding of the diversity of cell structures (bacteria) and diverse living things
(protists). As a culminating activity, students create a cell travel brochure to show their understanding of cell organelles and processes within those organelles.
Unit Design Status:

 Completed blueprint for each performance task  Completed template pages – Stages 1, 2, and 3
 Directions to students  Completed rubrics
 Suggested accommodations  Materials and resources listed
 Suggested Extensions

Status:  Initial Draft (date: )  Revised draft (date: )

 Peer Reviewed  Content reviewed  Field Tested  Validated  Anchored

Stage 1- Identify Desired Results

Established Goals:
Standard
7-2: The student will demonstrate an understanding of the structure and function of cells, cellular reproduction, and heredity.

7-2.1 Summarize the structures and functions of the major components of plant and animal cells (including the cell wall, the cell membrane, the nucleus,
chloroplasts, mitochondria, and vacuoles).
7-2.2 Compare the major components of plant and animal cells.

7-2.3 Compare the body shapes of bacteria (spiral, coccus, and bacillus) and the body structures that protists (euglena, paramecium, amoeba) use for food
gathering and locomotion.

7-2.4 Explain how cellular processes (including respiration, photosynthesis in plants, mitosis, and waste elimination) are essential to the survival of the
organism.

7-2.5 Summarize how genetic information is passed from parent to offspring by using the terms genes, chromosomes, inherited traits, genotype, phenotype,
dominant traits, and recessive traits.
7-2.6 Use Punnett squares to predict inherited monohybrid traits.
7-2.7 Distinguish between inherited traits and those acquired from environmental factors.
 What essential questions will be considered?
• What are the major structures and functions of plant and animal cells?
• What are the similarities and differences between the components of plant
and animal cells?
• What are the three shapes of bacteria and how do they differ?
• What are the differences between the structures that protists use for
movement and food gathering (flagella, pseudopods, cilia)?
• What are the cellular processes that are essential to the survival of an
organism and why are these processes essential?
• How is genetic information passed from parent to offspring?
• What comparison can be made between a genotype and a phenotype?
• What comparison can be made between dominant and recessive traits?
• What is the purpose of a Punnett square and how is it used?
• What characteristics of organisms are inherited from parents and what
characteristics are influenced by environmental factors?
What understandings are desired?
• Students will understand that…
• The major cell structures are: cell wall, cell membrane, nucleus, chloroplasts,
mitochondria, cytoplasm, and vacuoles.
• The cell wall protects the cell and gives it shape. The cell membrane regulates
interactions between the cell and the environment. The nucleus directs all cell
activity. Chloroplasts make the plant food. Mitochondria release energy.
Cytoplasm is the gel-like fluid inside of a cell in which the other organelles are
embedded. Vacuoles store water, waste products, food, & other cellular
materials.
• Plant and animal cells both have cell membranes, nucleus, mitochondria and
vacuoles while only plant cells have cell walls and chloroplasts.
• Bacteria's three shapes are: spiral, coccus, and bacillus.
• Protists are grouped by the way they move and obtain food. (pseudopods, cilia ,
and flagella )
• Cellular processes, including respiration, photosynthesis, mitosis, metabolism,
and waste elimination, are necessary for survival of an organism. Without these
processes, organisms will die.
• Genetic information is passed from parent to offspring in the cell nucleus (DNA).
• Phenotype is how an organism looks and behaves while genotype is genetic
makeup that may not be physically expressed.
• Dominant genes are the ones that cover up recessive genes.
• The Punnett square is a tool to predict the outcome of crosses and how to use it.
• Characteristics inherited from parents include eye & hair color, body shape, and
height. Tendencies for certain diseases can also be inherited, but may be further
influenced by environmental factors. Examples of environmental factors that can
affect traits of organisms include diet, medical care, living conditions, and
temperature.
 What key knowledge and skills will students acquire as a result of this unit?

Students will know… Students will be able to…

Key terms/Concepts • Describe major structures and functions of plant and animal cells.
• Compare the body shapes of bacteria (spiral, coccus, and bacillus)
• Cell Structure: cell wall, the cell mem-brane, the nucleus, cytoplasm
• Compare the body structures that protists use for food gathering and locomotion.
chloroplasts, mitochondria, vacuoles
• Explain how cellular processes are essential to the survival of the organism.
• Bacteria: spiral, coccus, bacillus
• Summarize how genetic information is passed from parent to offspring
• Protists: euglena, para-mecium, amoeba, cilia, flagella, pseudo-pods
• Use Punnett squares to predict inherited traits.
• Cellular Processes: respiration, photo-synthesis, elimination, metabolism,
• Distinguish between inherited traits and those acquired from environmental
mitosis
factors.
• Genetics: genes, chromosomes, inherited traits, genotype, phenotype,
dominant traits, recessive traits
• Structures and functions of major components of plant and animal cells
• The relationship between cellular reproduction and heredity.

Stage 2- Determine Acceptable Evidence

What evidence will show that students understand?

Performance Tasks:

• Illustrate and label structures and the structures' functions of plant and animal cells - Students create and label a 3-D model of a plant cell in groups and create
and label an animal cell individually for homework.
• Differentiate between structures used for movement and food obtainment of protists - Sketch and label the three types of organisms.
• Feeding Paramecia -Watch paramecia ingest yeast cells. View and sketch protists found in a drop of pond water.
• Demonstrate that DNA is in both plant and animal cells with the DNA Isolation Lab - separate DNA from strawberries.
• Detect differences between the shape of bacteria - Classify given pictures of bacterial cells as spirillums, coccus or bacillus.
 GRASPS Elements of the Performance Task

G – Goal

R – Role

A – Audience

S –Situation

P – Product, Performance

S – Standards & criteria for

success
What other evidence needs to be collected in light of Stage 1 Desired Results?

Other Evidence
Portfolios - Complete with student work samples from each lesson covered.
Physical models - Models of plant and animal cells - Use student-created rubric.
Quizzes/ test - The Cell Theory, cell organelles, protists

Student Self-Assessment and Reflection:

1. Students reflect on what they would do differently for the portfolio assignment.
2. Self-assess the cell models using the rubric.
3. Use the rubric to critique cell brochures before turning them in.
 Stage 2- Determine Acceptable Evidence (continued)

Assessment Task Blueprint

What understandings or goals will be assessed through this task?

• Students will demonstrate an understanding of cell structure and function as they relate to survival of the organism.

What criteria are implied in the standards and understandings What qualities must student work demonstrate to signify that standards
regardless of the task specifics? were met?

• Critique conclusions • Neatness

• Generate questions • Accuracy of information
• Sequential organization of information in brochure

Through what authentic performance task will students demonstrate understanding?

Task Overview: Create a brochure based on the title “Travel Through the Cell”.
Students are to create a brochure that motivates visitors to visit their Cell Park. The brochure must include various rides and games as well as restaurants and
restroom areas. It must also guide the visitors to varied “FUN ZONES” with colorfully described descriptions of the ZONES.

What student products and performances will provide evidence of desired understandings?

• Students will create a travel brochure that embeds the job of each cell • Check list to indicate what to include in the brochure.
organelle as visitors travel through the organelles.
By what criteria will student products and performances be evaluated?

• Clear definitions are provided • Design - quality of the attractiveness of the brochure
• Illustrations are clear and precise • Creativity - originality and wit
• Brochures turned in on time • Individual assessment
• Accuracy in describing organelles and their functions
 Stage 3- Plan Learning Experiences

WHERETO
What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings? Use the
following sheet to list the key teaching and learning activities in sequence. Code each entry with the appropriate initials of the WHERETO elements.

1. Entry question - After looking at views of both plant and animal cells, ask students: What is the largest cell? (Answer: an egg. Break one into a H
bowl and explain.)

2. Introduce EQs and discuss the culminating unit performance tasks (Cell travel brochure with descriptive images of what is to be seen at their Cell W
Park)

3. Key vocabulary terms are introduced as needed along with various learning activities and performance tasks. Students read and discuss relevant E
selections from the Science text to support learning activities and tasks. As an ongoing activity, students create daily portfolio entries to illustrate
concepts covered in the lesson. The portfolio entries may be in the actual portfolio or start-up activity organizer lessons.
4. Present concept lesson on using the microscope to see organelles within cells and one-celled organisms. Students compare cell organelles based
on what they see in the microscope and in pictures of cells. Video(s) on the invention of and using the microscope. E

5. Introduce the "Cell Theory" and discuss invention of the first microscopes and sightings of the first cells. H

6. Use a microscope correctly. E

7. Compare and contrast plant and animal cells. Work in groups to create 3D cell model of plant cells. H

8. Assign the animal cell model as an individual project. (Use rubrics as a guide for the final work.) Display the group projects in the hallway before E
assigning the individual cells to clarify requirements.

9. Show and discuss "The Living Cell" from Stream line video link. H

10. Students create their own Cell-ebrity Square questions as shown in the video. E2

11. Give a short quiz on use of the microscope and cell organelles. E

12. Review and discuss the purpose of a brochure. Look at a sample brochure. R
13. Students work in cooperative groups to determine how cell organelles are like parts of a factory. Teacher acts as a coach using open response E
questions to facilitate understanding.

14. Teacher facilitates an oral discussion of students' responses to #8 as misconceptions are addressed. E, E2

15. Each student is to create a travel brochure that embeds the job of each cell organelle as visitors travel through the organelles. Students will E, T
complete this project at home and refer to the class-designed rubric provided by the teacher.

16. Students exchange brochures in class and critique each other’s, make revisions, return for final grading. E, R2

17. Use questions generated in #10 as a class review. E

18. Conclude the unit with student self-assessment of their own portfolio contents. E2, T

Stage 3- Plan Learning Experiences (continued)

Consider the WHERETO elements.

Monday Tuesday Wednesday Thursday Friday

1. Hook question - What is the 3. Discuss expectations for the 5. Introduce key terms.
largest human cell? (Break cell brochure as
open an egg into a bowl) culminating activity.
Explain.
4. Create a foldable Study
2. Introduce EQ and key Organizer (See p. 37)
vocabulary.
9. Concept lesson - Using a 12. Quiz - Parts of a
a microscope. The first microscope/magnification.
6. Model Cytoplasm (Mini-lab
microscopes, Seeing cells.
p.40) 13. Students work in groups to
10. Model how to deter-mine view cell samples under a
7. Students explain organelles
the magnification of a microscope.
as they add to the cytoplasm.
microscope.
14. Students view and sketch
8. Teacher shows examples of
11. Students work in groups to organisms found in a drop of
3D cell models. Facilitate a
view cell samples under a pond water.
class rubric to be used later.
microscope.
15. Introduce the cell theory 18. Assign individual animal 21. Section 1 Review - Students 24. Students present cell 26. Students present cell
and compare and contrast cell models (due Thurs/Fri). label animal cell organelles. models, explaining what they models, explaining what
plant and animal cells. used for 3D effect. they used for 3D effect.
19. Students work in 22. Show and discuss "The
16. Work in groups to create cooperative groups to Living Cell" from Stream line 25. Use Cellibrity Square 27. Cellibrity Square game
3D models of plant cells explain how specific cell video link. questions to play in class. continues with new
based on the class-created organelles may be contestants.
23. Students create their own
rubric. compared to a factory.
Cellibrity Square questions as
17. Display group projects in 20. Oral discussion with shown in the video.
the hallway. teacher as facilitator.
(Address any
misconceptions)

28. Teacher shows sample 30. Student groups are to 31. Students work in class to put 32. Cell brochure presentations 34. Final cell brochure
student-made travel create and present a cell together their own port-folio presentations
33. Class time to work on
brochures. travel brochure using a using their previous work on
brochures
given rubric. Students will this unit.
29. Discussion of rubric.
complete this project at
home, but may stay after
school if necessary. (Due
Thurs/Fri)

PREPARED BY: ERWIN Y. CABARON