Outline for cells unit by akgame

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									                     Outline for Science – Cell Unit

Developed by Sonia Kopichanski, OLOL
  • Lessons are based on 80 minute block
  • Cells, Tissues, Organs, and Systems Nelson Text
 Lesson                   Topic                    Homework/Class work
    1      i. Introduction Lesson               Read and discuss handout
           Handouts on lab safety, Science      Pg. 289 #1 - 4
           is…
           ii. Characteristics of Living Things
           p. 288-289

    2.     i. Cell Parts – pg. 289-299           Take up last days work
           ii. Handout – Concept Map BLM         Complete concept map,
           iii. Note – Specialized cells         matching, and p. 299 #9-12
           iv. Matching Handout                  p. 305 # 18-21
           Read and discuss parts, review        Copy cell diagram of
           science diagrams – class work         organelles
           period 40 mins.
    3      Structure and function of Cells       p. 306-307 – complete
           i. Handout – read text and            handout
           complete (40 mins)                    Begin group task, each
           ii. Small group work, design a cell   member needs to complete
           to perform specific function (~ 4     a handout
           members) (40 mins) p. 306-307.
           Assign 1 task from p. 307 to each
           group.
    4.     Complete Specialized Cell Task.       In class observation
           Each group to complete individual     Assign Quiz Review
           worksheet and complete final
           drawing and rationale on chart
           paper
    5.     i. – presentations of specialized     Assess Oral Presentations
           cells
           ii. Take up review and any
           outstanding homework
           iii. Copy note on parts of a
     microscope, label diagram
     iv. Teacher-led demo using
     prepared slides for next days lab
     after quiz
6    i. Quiz                                Complete Video Viewing
     ii. Video - Cells                      Handout
7    Microscope lab – onion cells           p. 300 – 301
                                            Follow lab instructions from
                                            book. Answer questions as
                                            they appear in procedure
                                            Complete drawings
                                            HMWK p. 301 # 1-4
8    i. Cells that Work Together            Define Tissue, Nerve
     p. 308-309                             Tissue, Connective Tissue,
     ii. Cell Pamphlet Project – Assign     Epithelial tissue, organ,
     and explain                            organ system. Copy Chart
                                            from p. 309 into notes
                                            p. 309 # 23-25
9    i. Take up Work from last day          p. 312-313
     ii. Chapter review in class work       # 1, 3, 4, 5, 10,
     period
10   i. Transporting Materials Across       p. 317
     Membranes – p. 316-317                 # 1-4
     Read Discuss                           p. 321
     ii. Osmosis p. 318-321                 # 5-11
11   Lab – Onion skin in distilled water    p. 324-325
     and salt solution                      answer questions as they
     p. 324-325                             appear in lab, diagram of
     Follow lab instructions, write up as   view
     formal lab                             p. 325 # 1-3
12   Using Energy to Move Materials         Complete handout with help
     i. p. 326-327 Read together            from text p. 327
     ii. note; read and highlight
     independently
13   Cell Division                             i.    p. 345 # 1-5
     i. p. 344-347 read and discuss            ii.   start group work
     ii. Hand-out on Mitosis
     iii. In groups, complete chart
     paper note with pictures on stages
     of mitosis in own words, Your
     groups words and pictures become
     info. That goes in mitosis handout
     iv. In group, cope up with a drama
     tableau to show stages of mitosis
14   Mitosis work period                  i. Finish chart papers and
                                          handouts with questions.
                                          Hang charts in class, let
                                          groups visit each, change
                                          their definitions if they
                                          find a better one.
                                          ii. Practice tableaus;
                                          present first 10 mins. of
                                          next class; share marks for
                                          drama mark.
15   i. Mitosis tableaus                  p. 357 # 12-17
     ii. Cell division and Cancer. P.     complete review in class
     354-357. read and discuss
     iii. Test Review – hand-out
16   Reproducing Asexually and            p. 359 # 18-22
     Sexually (on test!)
     i. read, discuss, hmwk on p. 358-
     359 (40 mins)
     ii. Test review – take up whole
     review and any questions (4o mins)
17   Test
18   From the ground Up                   i. Define: Root Pressure,
     Read p. 405, discuss                 Transpiration, Capillarty in
                                          notes Do drama
                                          representation of
                                          Transpiration.
                                          ii. p. 405 # 1-5

19   i. Examining the Leaf                i. leaf diagram BLM
     p. 406-407. Read, complete leaf      ii. p. 407 #1-9
     diagram BLM                          iii. begin observations of a
     ii. Observations of a naturalist.    Naturalist
           Read p. 408-409, discuss root
           systems, advantanges etc. as a
           class. Assign task p. 409. Design
           a plan in pairs, construct the plant
           out of plastercine, cardboard, etc.
20         i. Work Period on Plant design



21         Finish plants (4o mins), then
           present Plants to class (oral) Plant
           design (construction mark)

22         Flowers, Seeds and Fruits
           Read p. 410-411, 414- 415
           i. Complete Seed BLM
           ii. p. 411 # 1, 3, 4
           Complete flower BLM
           p. 415 # 10-13
23         Give Quiz Review – 40 mins class          Finish Review and work on
           time                                      new cover
           Give Text Book Overhaul
           Assignment (4o mins)
           Principles of Design Worksheet
24             i.     Quiz
               ii.    When finished, work
                      period of cover. Due
                      next Science Class


•    I ended up using marks up to Lesson 17. Plant quiz, design project and Textbook
     Overhaul used towards term 2.
•    Overhaul assignment completed during lull between terms and during Christmas
     craziness
•    Kids loved designing the plants!
                          Video Viewing – Cells
Date:_______________



  1. How do skin cells grow?




  2. How many skin cells do you lose a day? How many in a year?




  3. How did cells get their name?




  4. What makes plant cells strong?




  5. What do chloroplasts act like?




  6. Why are root cells colourless?
                         Text Book Cover Overhaul

Your task is to design a new and interesting cover for the “Cell, Tissues, and
Organ Systems” unit. The existing cover is a little blah, so you need to use what
you learned in this unit and design a new cover that will grab the attention of
future students.

You must organize the cover using at least two Principles of Design (to be
reviewed in class). Once you have completed the poster, complete the following
questions. Please provide full explanations and use as much detail as possible to
communicate your thoughts. You will be handing in your cover as a
science/media assessment, and the questions as a Visual Arts Assessment.

   1. What is the main focus (topic/content) you wish to communicate
      in your cover?
   2. What Principles of Design did you use to support your cover?
      Explain.
   3. What aspect of your cover makes it most appealing to your age
      group?
   4. What would you do differently if you were to do the cover over
      again? Why?


Points to Remember:
   1. Be creative! You are trying to attract readers to be interested in what
       comes after the cover!
   2. Make sure your cover uses some aspect from our unit of study. (I should
       be able to tell what the unit will be about.)
   3. Use the existing title – you are only redoing the artistic work.
   4. Please use your own designs and ideas. This should be completed in class
       as much as possible.
                       Cells, Tissues, Organ Systems – Test #2

Name:________________________                                                K/U   -
                                                                             A     -
                                                                             T     -
Part A: Understanding                                                        C      -
Fill in the Blanks

1. A group of cells similar in shape and function is called _____________________

2. __________ _____________ are groups of organs that have related functions.

3. _______________ _________________ is widespread throughout the body and
usually covers all body surfaces.

4. This type of tissue is found in the brain, spinal cord, and nerves. ________________
_____________.

5. Diffusion occurs when _______________ move from areas of ______________
concentration to areas of __________ concentration.

Part B: Understanding
True and False. Please correct the false statement.

   1. _____ The ocular lens is also known as the eye piece.


   2. _____ A permeable membrane lets only certain molecules pass in and out of the
      cell.


   3. _____ Binary fission, fragmentation, and conjugation are forms of asexual
      reproduction.



   4. _____ Two new cells called daughter cells are formed during telophase.
Part C: Understanding/Communication
Complete the chart below in the order that mitosis occurs.

           Stage                      Description                      Sketch




Part D: Application/Thinking
Complete the following short answer questions

   1. What are the similarities between osmosis and diffusion?




   2. Explain what active and passive transport are. Give one example to illustrate the
      differences. Use words and diagrams if needed.
3. Make a chart comparing the levels of cell organization to the levels in an
   organization that you are familiar with, such as a sports organization. Briefly
   explain how they are similar.

Cell              Tissue          Organ          Organ system




4. How are normal cells different than cancerous cells? List 3-4 differences and
   explain them.




Look at the diagram below and answer the three questions.
a) Explain why salt passes through the membrane, but protein does not.



b) Predict the overall movement of water in the diagram and explain why.




c) If the membrane were permeable to all molecules, predict the movement of
   molecules.




Complete the diagram below.
Mitosis

Fill in the chart below after observing each poster. Make sure your
sketches are labelled with any important information. Answer the questions
below when finished your chart.


           Stage              Definition/explanation   Sketch

       Prophase




       Metaphase




       Anaphase




       Telophase




  Cells after Cell Division




1. Why is cell division important?
_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

______________________________



2. Why is the division of nuclear material necessary during cell division/

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

______________________________



3. How do the new cells formed during cell division compare with the initial

cell?

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

______________________________
4. A human cell has 46 chromosomes. After mitosis, how many chromosomes

would you expect in each cell?

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

______________________________

5. Following telophase, the single strands of genetic material duplicate.

Why is this duplication of genetic material important to the cell?

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________________________
Cell Division


Cell Size
Cells must be small enough for chemical messages to quickly reach the nucleus. Cells
need a constant supply of nutrients to work well, as well as effectively remove waste
products. Some cells in our body are larger than others. Active cells are usually smaller
than cells that are less active. The more active a cell, the more nutrients it requires to
function properly and the more wastes it produces. Many cells working together are more
efficient at exchanging nutrients and waste than one large cell. This is because many
cells together have a greater surface area than one large one. Greater surface area means
more cell membrane for nutrients and waste to pass through.

Dividing and Duplicating

Cell reproduction is one cell becoming two.. Human life starts as one fertilized egg
dividing until it becomes the multicellular organism that is you. Cells continue to divide
throughout your life. Red blood cells die and are replaced by cell division at a rate of 1
million every second!

Cell division occurs in both unicellular organisms and multicellular organisms
Observations of a Naturalist - Plant Construction

Name:___________________        Partner(s):__________________________

Type of Plant (choose from list on page 409, eg. A plant that is lawnmower-
proof)

_____________________________________________

What type of adaptations does your plant need to survive? Why?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
______________________________

How does your plant function in its environment?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
______________________________

Materials: List all materials you need to build your plant
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
______________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
______________________________
Design: Provide a labelled and coloured diagram of your plant. Make sure you
include all important features! Everything I see in your diagram I should also
see in your completed model!




After building your plant, answer the following questions:

1. Is there anything you could do to improve your design? Give 2 ideas.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
______________________________

2. Evaluate another group’s design. What did you like about it? What could
have been designed better? Give 2 ideas on how to improve the design.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
______________________________
Using Energy to Move Materials across Cell Membranes

Diffusion and osmosis occur when there is a difference in concentration of
substances inside and outside of the cell. The end result is an equal
concentration of substances inside and outside of the cell. Diffusion and
osmosis happen without the cell using any energy. Moving materials into and
out of a cell without the use of energy is called Passive Transport.

Cells cannot always rely on passive transport to meet their needs. Cells
require some materials in higher or lower concentrations than would be found
outside the cell.

Active Transport occurs when the cell moves material from an area of low
concentration to an area of high concentration using energy. This is like a car
moving up a hill. The car needs energy to get up the hill (Active Transport),
but doesn’t need energy to roll down the hill (passive transport).

We know that water molecules pass easily in and out of the cell through the
cell’s semi-permeable membrane. What happens when the cell needs larger
molecules? One way the cell solves this problem is with a process called
endocytosis. The cytoplasm if the cell extends around the large particle or
molecule forming a cup to trap it in place. The cell membrane then closes
around the molecule trapping securely in the vacule. Endocytosis requires
energy, so it is a form of active transport.

Moving Specific Molecules
We know that the cell membrane is made up of two layers of fat (lipid) with
protein molecules suspended within. The protein molecules aid in active
transport by acting as carriers to transport molecules in and out of the cell.
This process also requires energy.
Copy thy diagram on page 327 to show how tis works.




1. Why do you think cells must use active transport?
2. We used the analogy of a car driving up a hill to describe the process of
active transport. Come up with an analogy to describe how the protein
molecules aid in transporting large molecules through the membrane.
Name:__________________
Date:___________________

Parent Signature:____________________________



Part A: Matching (K/U)
Match the words in the box to the definitions below

 Cuticle      phloem vessel         air space    palisade         epicotyl

 Guard cell   hypocotyl       stomata      xylem vessel radicle




 _________________ Location of photosynthesis

_________________         controls movement of gases in and out of the cell

_________________         Part of a seed which will be the stem

_________________         transports sugars and nutrients

_________________         allows gases to reach cells

_________________         protects against evaporation



Part B: Define the following (K/U)

   1. Transpiration



   2. Xylem vessels
  3. Capillarity




Part C: Short Answer (C/A)

  1. What are the differences between a tap root and a fibrous root
     system? What advantages do these different systems have?




  2. What is pollination? What roles do wind and animals play in
     pollination?




  3. Compare your heart and blood vessels to the transport system in a
     plant.
   Part D: Complete the diagram and provide a definition for each label
   (point form is acceptable). (K/C)




Label               Definition
                 Cell Travel Brochure



Students are required to produce a travel brochure that describe a
plant or animal cell as if it were a large exhibit at a museum or an
amusement park. Students must accurately describe, draw and
explain at least 8 organelles, which are the “attractions”, and
describe their function and importance to the cell.

Humour and creativity are strongly encouraged as it makes it more
enjoyable to read, but remember to include only FACTUAL
information concerning the structure and function of the organelle!

Your purpose is to attract visitors to spend money to visit an animal
or plant cell. Think of the cell as a huge amusement park, or even
better, a small roadside attraction. Use words such as “incredible”,
“amazing”, and “unbelievable”. For example, “Visit the ribosomes,
located just outside the nucleus, and watch as proteins are
synthesized RIGHT BEFORE YOUR EYES!”



The Brochure is due on: Monday October 22, 2007
                                       Assessment Rubric - Cell Pamphlet



                                   Level 1                Level 2                Level 3                 Level 4

    Understanding           explains cell          provides partial       all organelles          complete
* organization of           features with          explanation of cell    present and             explanation of cell
cells                       limited                features /organelles   explained but           features and
* function of               understanding                                 explanation is not      organelles
cells                                                                     always clear

Communication               *little clarity and    *some clarity and      *clear and precise      *thorough, clear and
* clarity and               precision              precision                                      precise
precision                   *limited use of        *some use of           *usually uses           *consistently uses
* use of scientific         scientific             scientific             scientific              scientific
technology                  terminology            terminology            terminology             terminology
* descriptions of           *describes few of      *describes some of     *describes most of      *describes all of the
functions of       cells    the functions of       the functions of       the functions of        functions of
and        organisms        organelles in          organelles in          organelles in           organelles in
                            relation to the cell   relation to the cell   relation to the cell    relation to the cell

Design and Inquiry          not able to            somewhat able to       able to differentiate   clearly
                            differentiate          differentiate          between animal and      differentiated
                            between animal         between animal and     plant cell. Most        between animal and
                            and plant cell.        plant cell. Few        organelles correctly    plant cell.
                            Organelles not         organelles correctly   identified, labelled    Organelles correctly
                            correctly              identified, labelled   or drawn                identified, labelled
                            identified, labelled   or drawn                                       or drawn
                            or drawn




Thinking                   Uses planning skills    Uses planning skills   Uses planning skills    * Uses planning skills
                           with limited            with some              with considerable       with a high degree
                           effectiveness           effectiveness          effectiveness           of effectiveness
                           * organelles not tied   * organelles           * creative,             * creative and
                           into idea of pamphlet   somewhat explained     organelles fits into    unique
                                                   within idea of         idea of pamphlet
                                                   pamphlet

Communication              Expresses and           Expresses and          Expresses and           Expresses and
                           organizes ideas and     organizes ideas and    organizes ideas and     organizes ideas and
                           uses conventions        uses conventions       uses conventions        uses conventions
                           with limited            with some              with considerable       with a high degree
                           effectiveness           effectiveness          effectiveness           of effectiveness

								
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