Cellular+Biology

=Misconceptions:=
 * There is a Fundamental Unity Underlying the Diversity of all Living Things. **

=**Cellular Biology Learning Goals and Standards:**=

= Linking Question: How can you classify living organisms found in pond water? = = Pond Water Organisms = 3.1.C.6.a a. Recognize all organisms are composed of cells, the fundamental units of life, which carry on all life processes. 3.1.E.6.a-b a. Recognize most of the organisms on Earth are unicellular (e.g., bacteria, protists) and other organisms, including humans, are multicellular. b. Identify examples of unicellular (e.g., bacteria, some protists, fungi) and multicellular organisms (e.g., some fungi, plants, animals).
 * 2-1: Compare and contrast types of cells (prokaryotic/eukaryotic; plant/animal) and organisms (unicellular/multicellular, plants/animals). **

Organisms **FA** || Siebern || Helps students differentiate between living & nonliving organisms by identifying life processes. || Is It Living? Volume 1 Formative Assessment Probes Page 123 (pink book) || buildings purchase the kit for $15.00 ||  || Powerpoint || Sharp || Defines unicellular and multicellular; eukaryotic and prokaryotic organisms (Last two slides review observation and inference) || || Assessment || Sharp || Assesses characteristics of living things, living and nonliving examples; unicellular and multiceullar || || disadvantages. || Table with links || are Composed of Cells **FA** || Siebern || Designed to find out how students decide whether something is or was once made up of cells. || Is It Living? Volume 1 Formative Assessment Probes Page 132 (pink book) || identification and general understanding; microscope item, and few EDD items too || || probe || Sharp || After the Keely "Is it Living" Probe, we used this assessment created from student responses || || Online reading article || Sharp || Article that describes the characteristics of living organisms at a higher level || ||
 * =**Topic**= || =**Shared by**= || =**Description of lesson**= || =**Attachments**= ||
 * Dichotomous Key || Sharp || Practice activity using varieties of candy || [[file:Candy Dichoto Key.doc]] ||
 * Living vs Nonliving
 * Living vs Nonliving
 * Norits Activity || Sharp || Frey Scientific Activity (suggested that
 * Organism
 * Living and Nonliving
 * Uni/Multicellular || Pasley || Has links for examples, photos, advantages,
 * Living Organisms
 * Organism Quiz
 * FA ** || Sharp || Covers a variety of multi/unicellular organism
 * Cell Theory || McCabe || ppt. || [[file:The Cell Theory.pptx]] ||
 * Unicellular vs. Multicellular || McCabe ||  || [[file:10 11 11 multi and unicellular.pptx]] ||
 * Is it Living? Student response
 * Characteristics of Living Things
 * Scientific Theories and Laws || Sharp || T/F Pre-assessment about theories and laws to use as a discussion started before talking about cell theory || [[file:Scientific Theories and Laws.docx]] ||
 * Online Pond Water Sample/Key || Grier || Link to website were students can dip out pond water and identify the organisms || [|Virtual Pond Water] ||

= Cell Structures = 3.2.A.6.a-b a. Compare and contrast the following plant and animal cell structures: cell membrane, nucleus, cell wall, chloroplast, and cytoplasm. b. Recognize the chloroplast as the cell structure where food is produced in plants and some unicellular organisms (e.g., algae, some protists). and function **FA** || Sharp || CPS assessment over structure and function || || animals; includes cell analogy in the last slides || || Quiz || Pasley || Click cards to match cell part with funtion || Card Game || 20 min || The Living Cell ||
 * 2-2: Compare and contrast major cell structures and their functions. **
 * =**Topic**= || =**Shared by**= || =**Description of lesson**= || =**Attachments**= ||
 * Plant Cell || Pasley || labeled picture and definition of parts || plant cell ||
 * Animal Cell || Pasley || labeled picture and definition of parts || animal cell ||
 * Cell structures
 * Cell analogy || Sharp || Student template for creating a cell analogy || [[file:Cell analogy.doc]] ||
 * Cell Structures || Sharp || Powerpoint with cell organelles for plants and
 * Cell Structure
 * Cell Structures || Pasley || United Streaming Video in game show format
 * Cell Structures || Pasley || United Streaming Video on cells- 23 min || Cells: Basic Units of Life ||
 * Cell Knowlege || Siebern/VanWey || Pre/Post assess cell knowledge using the inventory || [[file:cell knowledge inventory-1.doc]] ||

= Cell Processes = 3.2.A.8.a-b a. Describe how the cell membrane helps regulate the transfer of materials in and out of the cell. b. Identify the function of the chloroplast during photosynthesis. 3.1.A.8.a a. Recognize that most plants and animals require food and oxygen (needed to release the energy from that food). 3.2.B.6.a a. Describe how plants use energy from the Sun to produce food and oxygen through the process of photosynthesis. 3.2.B.8.a-c a. Describe photosynthesis is a chemical change with reactants (water and carbon dioxide) and products (energy-rich sugar molecules and oxygen) that takes place in the presence of light and chlorophyll. b. Describe how oxygen is needed by all cells of most organisms for the release of energy from nutrient (sugar) molecules (Do NOT assess the term cellular respiration). c. Describe the importance of the transport and exchange of oxygen and carbon dioxide to the survival of the organism.
 * 2-3: Explain the transport of oxygen and carbon dioxide in cellular processes. **

the process of osmosis in potato cells. || Osmosis in Potato Cells || || Carrot Diffusion || Pasley || Using a chicken egg to examine the osmosis of particles through a membrane Using a section of carrot in water, salt water, and sugar water to show diffusion || Egg as a CellHoney, I shrunk the Carrots || Probes Page 131 (orange book) || Complete investigation page 64-65 (Hint purchase storage bags not zipper bags and use 250-500 mL beaker Attached is a powerpoint of experimental results for several diffusion investigations || || Probes Page 113 (blue book) ||
 * =**Topic**= || =**Shared by**= || =**Description of lesson**= || =**Attachments**= ||
 * Potato Osmosis || Siebern || This activity allows the kids to investigate
 * Agar Cubes ||  ||   ||   ||
 * Y east Fermentation || Pasley || Respiration of sugars by yeast || [[file:MWSCyeast2 Pasley.doc]]
 * Y east Fermentation || Pasley || Respiration of sugars by yeast || [[file:MWSCyeast2 Pasley.doc]]
 * CO2/O2 Inquiry ||  ||   ||   ||
 * Egg Diffusion
 * Respiration ** FA ** || Hope || Helps students recognize that all organisms use respiration || Respiration Volume 3 Formative Assessment
 * Cell Processes **FA** || Sharp || Group assessment using fermentation, photosynthesis, and cellular respiration || [[file:Cells processes venn diagram activity.doc]] ||
 * Photosynthesis **FA** || Sharp || CPS over photosynthesis || [[file:Photosynthesis Assessment.ppt]] ||
 * Diffusion Investigation || Sharp || How do particles move? (Demo page 56 in Life Science book)
 * Photosynthesis **FA** || Sharp || Worksheet that assesses understanding of the process || [[file:photosynthesis worksheet.doc]] ||
 * Photosynthesis **FA** || Hope || Helps students recognize that sugar is the food for plants || Is it food for plants? Volume 2 Formative Assessment
 * Cellular Respiration || Siebern || Investigating Germinated and Non-Germinated Pea Seeds' Carbon Dioxide Production During Cellular Respiration || [[file:5E final Deborah Siebern-Dennis.doc]] ||
 * Venier Lesson on Photosynthesis || Sharp || Venier Lesson that covers Photosynthesis and Cellular Respiration || [[file:Venier Photosynthesis Lesson.pdf]] ||
 * Benchmark Review || Siebern || Unit Review Sheet that briefly covers key points in unit || [[file:wikiUnit 1 Benchmark Review 2.docx]] ||

= Embedding Strand 8 (Be sure to cover these during this unit) = 8.1.1.B.a a. Identify the link between technological developments and the scientific discoveries made possible through their development the electron microscope and cell organelles. 8.2.1.B.a-b a. Describe the difficulty science innovators experience as they attempt to break through accepted ideas (hypotheses, laws, theories) of their time to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding (e.g., Darwin, Copernicus, Newton). b. Describe explanations have changed over time as a result of new evidence. 8.3.B a. Describe ways in which science and society influence one another (e.g., scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment; societal challenges often inspire questions for scientific research; social priorities often influence research priorities through the availability of funding for research). b. Identify and evaluate the physical, social, economic, and/or environmental problems that may be overcome using science and technology (e.g., the need for alternative fuels, human travel in space, AIDS).

Pasteur || Sharp || Read through pages 14-15 in the Life Science Book; Discuss how his results disproved spontaneous generation (Redi) ||  || Probes Page 83 (orange book) ||
 * =Topic= || =Shared by= || =Description of lesson= || =Attachments= ||
 * Scientists
 * Theories **FA** || Hope || Helps students differentiate between scientific theories and "theories" || Volume 3 Formative Assessment

Additional Useful Websites:

= Bridge to Body Systems: Levels of Organization =


 * = =**Teacher Links**= ||= =**Student Links**= ||
 * = Digital Curriculum Digest ||=  ||