Fundamentals of Cells

7th Grade Life Science

Cells & B. Diversity of Organisms

3 – Week Unit Plan

By: Kelli Shockman

This unit will introduce cells as fundamental units of life, cell organelles and there functions and how they produce energy.

Table of Contents

Learner Outcomes

  • Science Standards Chart
  • Scope and Sequence

Major Concepts

  • List of Major Concepts
  • Concept Map

Schedule for Unit Implementation

  • Unit Preparation
  • Lesson Index
  • Lessons – Day 1 - 15
  • Reflection of Schedule of Lessons

Special Student Considerations

  • Alternative Assignments
  • Fetal Alcohol Syndrome Disorder
  • Alternative Ways to Learn

Unit Evaluation

  • Diagnostic Assessments
  • Formative Assessments
  • Summative Assessments

Planning for Safety

  • General Safety Contract
  • Classroom Safety

Classroom Management Plan

  • Classroom Management Techniques

Teaching Resources

  • Classroom Diagrams
  • Audio-Visual
  • Internet
  • Print

Learner Outcomes

Learner Outcomes and Alignment

CONCEPTS / National Standard / MN Standard Life Science / MN State Sub-standard / MN Benchmark
The student will understand that cells are the fundamental units of life. / Structure and function in Living Systems / Cells / 1
The student will distinguish between single-cellular and multi-cellular organisms. / Structure and function in Living Systems / Cells / 2
The student will distinguish between plant and animal cells. / Structure and function in Living Systems / Cells / 3
The student will understand that cells convert energy from food for the production of molecules necessary for life, and for life processes / Structure and function in Living Systems / Cells / The student will understand that all organisms are composed of cells that carry on the many functions needed to sustain life. / 5
The student will know that plants use the energy in light to make sugars out of carbon dioxide and water. / Population and Ecosystems / Flow and Matter of Energy / The student will understand how the flow of energy and the recycling of matter contribute to a stable ecosystem. / 1

Scope and Sequence

This unit covers some of the most important aspects of science. As a class we will discover what a cell is; w. Why a cell is the fundamental units of life, and what they means. Cells are the basis for all living things and need to be understood by all students. As a class we will then go into what makes up a cell and why all of it’s organelles have important roles. Students then will not only be able to use there their new knowledge of cells but also theirre creative side to produce a summative assessment of the cells unit. The students will then also begin to understand how cells produce energy and what the two main forms of these cycles. The students will also have a traditional summative assessment to show there understanding of the two processes.

Major Concepts

CELLS

Fundamental Units of Life

Cell Theory

Introduction to Microscopes

Specialized Cells – Multi-cellular cells

Plant Cells

Animal Cells

Chemical Compounds in Cells

Cell Membrane

Photosynthesis

Respiration

Schedule of

Unit Implementation

Unit Preparations

Materials:

2 Weeks before Lesson:

Videos

Copies of Outlines/Labs/Handouts/Assessments

(Copies will be ordered 1 week in advance of being used)

Tablespoon

Two cups

Water

Reseal abele plastic bags

Plastic dropper

Iodine

Knife

2 shallow dishes

Tap water

Salt

Small board

Stack of books

Toy car

6x8 pieces of drawing paper

Student Evaluation Rubric

Compound microscopes

Glass slides

Wet mount plates

The letter “e”

Toothpicks

1 Week before Lesson:

Elodea Leaves

Cornstarch

Raw Potato

Lesson Index

(Lesson Number corresponds to the Day number)

Week 1

Lesson 1Fundamental Units of Life

Lesson 2Introduction to Microscopes

Lesson 3Microscope Lab Part 1 – The letter “e”

Lesson 4Microscope Lab Part 2 – “Cheek Cells”

Lesson 5Microscope Lap Part 3 – “The Elodea Leaf”

Week 2

Lesson 6Intro to Cell Organelles

Lesson 7Plant vs. Animal Cells

Lesson 8Chemical Compounds in Cells

Lesson 9Understanding the Cell Membrane

Lesson 10Cell Assessment

Week 3

Lesson 11Cell Assessments Displayed

Lesson 12Introduction to Photosynthesis

Lesson 13Introduction to Respiration

Lesson 14Photosynthesis and Respiration Review

Lesson 15Photosynthesis and Respiration QWEST

Week 1

Day 1

Fundamental units of life

Goal: The students will become familiar with cells and there theirbasis as the fundamental units of life.

Objectives:

  • Students will be able describe how cells are the fundamental units of life.
  • Students will have a general understanding of the cells nucleus and its major job for the cell.
  • Students will have a mathematical source of how many cells are in the human body.

Materials:

Video

Copies of Outlines

Introductory lecture: - 10 minutes

Outline:

  • Cells are the basic units of structure and function in living things.
  • Cells are like “bricks” used to make a building/house
  • The Cell Theory: all living things are compose of cells, cells are the basic unit of structure and function in living things, all cells are produced from other cells.

Video:

Bill Nye the Science Guy: Cells (VHS) – 27 minutes

Video Worksheet-

Name:______

Hour:______

Bill Nye the Science Guy Video

CELLS

Directions: Answer the following questions while watching the video.

HINT! Use Bill Nye to help you, listen to him carefully.

1) What are cells?

ANSWER: Cells are tiny compartments of life that make up all living things

2) How many cells are there in the average human?

ANSWER: There are 100 trillion cells in the average human body?

3) How do our bodies grow?

ANSWER: Our bodies grow when more cells are produced then actually die

4) What is the job of the nucleus?

ANSWER: The cells nucleus controls all its actions

5) What experiment in shown in the video?

ANSWER: Cotton Seeds

6) What different kinds of seeds are planted?

ANSWER: Bird seeds, Lima Bean seeds, and Sunflower Seeds

Day 2

Introduction to Microscopes

Goal: Students will describe what a compound microscope is and its main parts.

Objectives:

  • Students will be able to compare and contrast a compound microscope from an electron microscope.
  • Students will be able to label major parts of the microscope.
  • Students will be able to calculate the intensity of each lens.

Materials:

Compound Microscopes

Copies of Handout/Procedure

Textbooks

Introductory Lecture: - 35 minutes

Outline:

  • The invention of the microscope made it possible for people to discover and learn about cells
  • A microscope is an instrument that makes small objects look larger
  • A light microscope that had more then one lens is called a compound microscope
  • Robert Hooke – compared dead cork cells, called them cells because they looked like tiny rooms
  • Anton van Leeuwenhoeck – simple microscope
  • Light Microscope: Magnification, lens bend the light, convex lens. Resolution, ability to distinguish between the individual parts
  • Electron Microscope – use a beam of electrons

Microscopes:

  • Go through the parts of the microscopes with the students on each kind of microscope used in class.

Handout:

Parts of the Microscope

\\

Day 3

Microscope Lab Part 1

The letter “e”

Goal: Students will use a microscope and become familiar with some microscope fundamentals.

Objectives:

  • Students will be able to find the specimen using low and high power.
  • Students will make a wet mount.
  • Students will seehow an object is flipped to magnify it in a microscope.

Materials:

Compound microscopes

Glass slide

Wet mount plates

The letter “e”

Textbook

Copies of Handout

Procedure: - 45 minutes

Procedure – Part 1 – The letter “e” – 25 minutes

Handout –

Name:______

Hr:_____

The letter “e”

Procedure:

1. Cut out the letter “e” and place it on the slide face up.

2. Add a drop of water to the slide.

3. Place the cover slip on top of the “e” and drop of water at a 45-degree angle and

lower. Draw what is on the slide in Figure1.

4. Place the slide on the stage and view in low power (4x). Center the “e” in your

field of view. Draw what you see in Figure 2.

5. Move the slide to the left, what happens? Move the slide to the right, what

happens? Up? Down?

6. View the specimen in high power (10x). Use the fine adjustment only to focus.

Draw what you see in Figure 3.

Data: Part 1- The letter “e” – 15 minutes

Figure 1: Drawing of the letter “e” on the slide. (half page)

Figure 2: Drawing of the letter “e” in low power (4x). (half page)

Figure 3: Drawing of the letter “e” in high power (10x) (half page)

Analysis/Homework:- 10 minutes

1. How does the letter “e” as seen through the microscope differ from the way an

“e” normally appears?

2. When you move the slide to the left, in what direction does the letter “e” appear to

move? When you move it to the right? Up? Down?

3. How does the ink appear under the microscope compared to normal view?

4. Why does a specimen placed under the microscope have to be thin?

Conclusion: 2-3 sentences on what you learned.

Day 4

Microscope lab Part 2

“Cheek Cells”

Goal:Students will look at an animal cell and identify some major parts of the cell.

Objectives:

  • Students will make a wet mountusing there own cheek cells.
  • Students will identify 3 major parts of the cheek cell as seen through the microscope.
  • Students will be able to find the specimen using low and high power.

Materials:

Compound Microscopes

Toothpicks

Iodine

Glass Slide

Wet mount plate

Copies of Handout/Procedure

Textbook

Procedure: Part 2 - Cheek Cell – 40 minutes

Name:______

Hr:____

Cheek Cells

Procedure:

1. Place a small drop of Iodine onto a clean slide.

2. Using a toothpick, gently scrape the inside of you cheek.

3. Place the toothpick tip into the iodine and mix. The iodine stains the cells so you

can see them.

4. Place the slide under low power (4x). Draw what you see in Figure 4.

5. Switch to high power (10x). Draw 2 or 3 cells in Figure 5. Label the nucleus, cell

membrane, and cytoplasm.

Data: Part 2- Cheek Cell – 20 minutes

Figure 4: Drawing of the cheek cell in low power (4x) (half page)

Figure 5: Drawing of the cheek cells in high power (10x)

Label the nucleus, cell membrane, and cytoplasm. (half page)

Analysis/Homework: - 15 minutes

1. Why did we add iodine to our cheek cells?

2. What structure in the cheek cell was stained the darkest?

3. Is your cheek cell an animal cell?

Conclusion: 2-3 sentences on what you learned.

Day 5

Microscope Lab Part 3

“The Elodea Leaf”

Goal: Students will look at a plant cell and identify some major parts.

Objectives:

  • Students will make a wet mountusing an Elodea leaf.
  • Students will identify 3 major parts of the plant cell as seen through the microscope.
  • Students will be able to find the specimen using low and high power.

Materials:

Compound Microscopes

Elodea leaves

Glass slides

Wet mount plates

Copies of Handout/Procedure

Textbook

Procedure: Part 3 - The Elodea leaf – 30 minutes

Name:______

Hr:_____

The Elodea leaf

Procedure:

1. Place a drop of water on a clean slide.

2. Place an Elodea leaf in the drop of water, place a coverslip on top.

3.Observe under low power first (4x), then under high power (10x) Draw in Figure

6. Label the following organelles: nucleus, cytoplasm, cell wall, chloroplasts.

Data: Part 3 – The Elodea Cell – 15 minutes

Figure 6: Drawing of the Elodea cell in high power (10x) (half page)

Analysis/Homework: - 10 minutes

1. Was anything happening in your cell?

2. What structures were in the plant and animal cell?

3. What structures were only in the Elodea cell?

Conclusion: 2-3 sentences on what you learned.

Week 2

Day 6

Intro to Cell Organelles

Goal: Students will learn about the organelles of the cell and there major functions

Objectives:

  • Students will be able to describe the 11 major organelles of a cell
  • Students will learn about the major functions of the 11 major organelles
  • Students will begin compare and contrast organelles in plants vs. animals

Materials:

Textbook

Copies of scaffold lecture

Copies of Homework Assignment

Scaffold Lecture – 45 minutes

Source:

Visual Aids:

Homework:

Due in 2 days

PDF Wkst: Comparing a Cell to a Factory

Cell Organelles and Functions

The basic eukaryotic cell contains the following:
  1. plasma membrane
  2. glycocalyx (components external to the plasma membrane)
  3. cytoplasm (semifluid)
  4. cytoskeleton - microfilaments and microtubules that suspend organelles, give shape, and allow motion
  5. presence of characteristic membrane enclosed subcellular organelles

Characteristic biomembranes and organelles

/ Plasma Membrane
A lipid/protein/carbohydrate complex, providing a barrier and containing transport and signaling systems.
/ Nucleus
Double membrane surrounding the chromosomes and the nucleolus. Pores allow specific communication with the cytoplasm. The nucleolus is a site for synthesis of RNA making up the ribosome.
/ Mitochondria
Surrounded by a double membrane with a series of folds called cristae. Functions in energy production through metabolism. Contains its own DNA, and is believed to have originated as a captured bacterium.
/ Chloroplasts (plastids)
Surrounded by a double membrane, containing stacked thylacoid membranes. Responsible for photosynthesis, the trapping of light energy for the synthesis of sugars. Contains DNA, and like mitochondria is believed to have originated as a captured bacterium.
/ Rough endoplasmic reticulum (Rough ER))
A network of interconnected membranes forming channels within the cell. Covered with ribosomes (causing the "rough" appearance) which are in the process of synthesizing proteins for secretion or localization in membranes.
Ribosomes
Protein and RNA complex responsible for protein synthesis.
/ Smooth endoplasmic reticulum (Smooth ER)
A network of interconnected membranes forming channels within the cell. A site for synthesis and metabolism of lipids. Also contains enzymes for detoxifying chemicals including drugs and pesticides.
/ Golgi apparatus
A series of stacked membranes. Vesicles (small membrane surrounded bags) carry materials from the RER to the Golgi apparatus. Vesicles move between the stacks while the proteins are "processed" to a mature form. Vesicles then carry newly formed membrane and secreted proteins to their final destinations including secretion or membrane localization.
/ Lysosymes
A membrane bound organelle that is responsible for degrading proteins and membranes in the cell, and also helps degrade materials ingested by the cell.
/ Vacuoles
Membrane surrounded "bags" that contain water and storage materials in plants.
/ Peroxisomes or Microbodies
Produce and degrade hydrogen peroxide, a toxic compound that can be produced during metabolism.
Cell wall
Plants have a rigid cell wall in addition to their cell membranes.

Outline – Cell Organelles

The basic eukaryotic cell contains the following:

  1. ______
  2. glycocalyx (components external to the plasma membrane)

3. ______(semifluid)

  1. cytoskeleton - microfilaments and microtubules that suspend organelles, give shape, and allow motion

Plasma Membrane:
A ______complex, providing a barrier and containing transport and signalling systems.

Nucleus:
Double membrane surrounding the______. Pores allow specific communication with the cytoplasm. The ______is a site for synthesis of RNA making up the ribosome.

Mitochondria:
Surrounded by a double membrane with a series of folds called______. Functions in energy production through______. Contains its own______, and is believed to have originated as a captured bacterium.

Chloroplasts (plastids):
Surrounded by a double membrane, containing stacked thylacoid membranes. Responsible for______, the trapping of light energy for the synthesis of sugars. Contains DNA, and like mitochondria is believed to have ______.

Rough endoplasmic reticulum: (Rough ER)
A network of interconnected membranes forming______. Covered with ______(causing the "rough" appearance) which are in the process of synthesizing proteins for secretion or localization in membranes.

Ribosomes:
Protein and RNA complex responsible for ______.

Smooth endoplasmic reticulum: (Smooth ER)
A network of interconnected membranes forming channels within the cell. A site for ______. Also contains enzymes for detoxifying ______including drugs and pesticides.

Golgi apparatus:
A series of stacked membranes. Vesicles (small membrane surrounded bags) carry materials from the ______to the Golgi apparatus. Vesicles move between the stacks while the proteins are "processed" to a mature form. Vesicles then carry newly ______and ______to their final destinations including secretion or membrane localization.

Lysosymes:
A membrane bound organelle that is responsible for degrading ______and ______in the cell, and also helps degrade materials ingested by the cell.

Vacuoles:
Membrane surrounded "bags" that contain ______and ______materials in plants.

Peroxisomes:
Produce and degrade hydrogen peroxide, a toxic compound that can be produced during ______.

Day 7

Plant vs. Animal Cells

Goal: Students will learn about plant and animal cells, similarities and differences between each other.

Objectives:

  • Students will identify the major parts of an animal cell.
  • Students will identify the major parts of a plant cell.
  • Students will compare and contrast plant and animal cells in there parts and functions.

Materials:

Copies of plant and animal handouts

Lesson: - 45 minutes

As a class we will go through the story of Plant cells and Animals Cells.

Handout –

Plant Cells & Animal Cells

Source:

Plant Cells

"Look way over there! It's a woman tending a tomato plant. We'll find plenty of plant and animal cells there!