Unit Summary: Cells

Roisin Macdonald

ED 718/720

Unit Summary: CELLS

Cells are the basic building blocks of all living things, so says The Cell Theory. In this unit students will utilize a combination of technology based resources as well as in-class hands on activities to discover the components of the cell theory and the scientists involved in its creation, identify the parts of the cell, view and differentiate between plant and animal cells and finally build an edible model of the cell.

Grade 7 CT State Science Standards:

• 7.2a        All organisms are composed of one or more cells; each cell carries on 
  life sustaining functions

• C15         Describe the basic structures of an animal, including the nucleus, 
  cytoplasm, mitochondria and cell membrane and how they function to
  support life

• CINQ 6     Use appropriate tools and techniques to make observations and gather
  data
• CINQ 10   Communicate about science in different formats, using relevant science
  vocabulary, supporting evidence and clear logic
  
  

This unit as outlined below will utilize five 48 minute classes as well as four homework assignments designed to be used as a flipped classroom:

Day 1   Objective: Students will become familiar with the use of the microscope
(Letter “e” lab activity)

Homework: view the TED talk   http://ed.ted.com/lessons/the-wacky-history-of-cell-theory

                     complete questions on cell theory and scientists who created it

               View how to make a wet mount to prepare for Day 2 lab activity

Day 2   Initiating activities: Review/discuss TED talk, cell theory worksheet

           Objective :

• Students will review preparation of wet mount slides
• Students will be able to prepare wet mounts slides of a plant cell (Elodia) and
  an animal cell (cheek cells)
• Students will view prepared cells, compare, contrast and illustrate the two types
  of cells

Homework: Color diagram of a plant and animal cell, label organelles in each (reference

                               www.cellsalive.com)

Day 3   Initiating activities: Label organelles of a plant and animal cell (Eno board)

Objective:

• Students will complete VENN diagram of plant vs. animal cell

Homework: Complete organelle function chart (reference: www.cellsalive.com )

Day 4  Objective:

• Students will be able to compare functions within a cell to the functions of a city
• Students will work in small groups to identify which food (candy) item represents
  which  organelle

Homework: Review in preparation for cell model construction  cell organelles and functions

Day 5  Objective: Students will work in small groups to build an edible plant or animal cell

Assessment: Each group must identify organelles and functions prior to consuming model