UbD Unit - Grade 7

Unit Title: Cells and Heredity Grade Level: 7th
Subject/Topic: Life Science/Cell structure, Bacteria, Protists, Cellular Processes, Genetics
Key Words: Key Concepts (Vocabulary)
Cell Structure: cell wall, the cell membrane, the nucleus, chloroplasts, mitochondria, vacuoles, cytoplasm
Bacteria: spiral, coccus, bacillus
Protists: euglena, paramecium, amoeba, cilia, flagella, pseudopods
Cellular Processes: respiration, photosynthesis, elimination, metabolism, mitosis,
Genetics: genes, chromosomes, inherited traits, genotype, phenotype, dominant traits, recessive traits
Designed by: Diane Downey & Connie McMorris Time Frame: 8-9 weeks
School District: Newberry County School: Newberry Middle
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 template pages – Stages 1, 2, and 3
Completed blueprint for each performance task Completed rubrics
Directions to students Materials and resources listed
Suggested accommodations Suggested Extensions
Status: Initial Draft (date: ) Revised draft (date: )
Peer ReviewedContent reviewedField TestedValidatedAnchored

Established Goals:

Standard 7-2:The student will demonstrate an understanding of the structure and function of cells, cellular reproduction, and heredity.
7-2.1Summarize 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).
7-2.2Compare the major components of plant and animal cells.
7-2.3Compare the body shapes of bacteria (spiral, coccus, and bacillus) and the body structures that protists (euglena, paramecium, amoeba) use for food gathering and locomotion.
7-2.4Explain how cellular processes (including respiration, photosynthesis in plants, mitosis, and waste elimination) are essential to the survival of the organism.
7-2.5Summarize how genetic information is passed from parent to offspring by using the terms genes, chromosomes, inherited traits, genotype, phenotype, dominant traits, and recessive traits.
7-2.6Use Punnett squares to predict inherited monohybrid traits.
7-2.7Distinguish between inherited traits and those acquired from environmental factors.

What essential questions will be considered?What understandings are desired?

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

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 spirillus, coccus or bacillus.

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.

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 regardless of the task specifics? / What qualities must student work demonstrate to signify that standards were met?
  • Critique conclusions
  • Generate questions
/
  • Neatness
  • 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 organelle as visitors travel through the organelles. / Check list to indicate what to include in the brochure.

By what criteria will student products and performances be evaluated?

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

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 bowl and explain.)H
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 Park) W
3. Key vocabulary terms are introduced as needed along with various learning activities and performance tasks. Students read and discuss relevant 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. E
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.
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 assigning the individual cells to clarify requirements. E
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 questions to facilitate understanding. E
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 complete this project at home and refer to the class-designed rubric provided by the teacher. E, T
16. Students exchange brochures in class and critique each other’s, make revisions, return for final grading. R, E2
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

Consider the WHERETO elements.

Friday / 12. Quiz - Parts of a microscope/magnification.
13. Students work in groups to view cell sam-ples under a microscope.
14. Students view and sketch organisms found in a drop of pond water. / 26. Students present cell models, explaining what they used for 3D effect.
27. Cellibrity Square game continues with new contestants. / 34. Final cell brochure presentations
Thursday / 9. Concept lesson - Using a microscope. The first microscopes, Seeing cells.
10. Model how to deter-mine the magnification of a microscope.
11. Students work in groups to view cell samples under a microscope. / 24. Students present cell models, explaining what they used for 3D effect.
25. Use Cellibrity Square questions to play in class. / 32. Cell brochure presentations
33. Class time to work on brochures
Wednesday / 5. Introduce key terms .
6. Model Cytoplasm (Mini-lab p.40)
7. Students explain organelles as they add to the cytoplasm.
8. Teacher shows exam-ples of 3D cell models. Facilitate a class rubric to be used later. / 21. Section 1 Review - Students label animal cell organelles.
22. Show and discuss "The Living Cell" from Stream line video link.
23. Students create their own Cellebrity Square questions as shown in the video. / 31. Students work in class to put together their own port-folio using their previous work on this unit.
Tuesday / 3. Discuss expectations for the cell brochure as a culminating activity.
4. Create a foldable Study Organizer (See p. 37) / 18. Assign individual animal cell models (due Thurs/Fri).
19. Students work in cooperative groups to explain how specific cell organelles may be compared to a factory.
20. Oral discussion with teacher as facilitator. (Address any misconceptions) / 30. Student groups are to create and present a cell travel brochure using a given rubric. Students will complete this project at home, but may stay after school if necessary. (Due Thurs/Fri)
Monday / 1. Hook question - What is the largest human cell? (Break open an egg into a bowl) Explain.
2. Introduce EQ and key vocabulary. / 15. Introduce the cell theory and compare and contrast plant and animal cells.
16. Work in groups to create 3D models of plant cells based on the class-created rubric.
17. Display group projects in the hallway. / 28. Teacher shows sample student-made travel brochures.
29. Discussion of rubric.

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