Subject/Grade Level: Algebra/6th Grade



Grade Level: 7 Title: Cells and Heredity Time Frame: 7 Weeks

Enduring Understanding: The student will demonstrate an understanding of the structure and function of cells, cellular reproduction and heredity.

Essential Questions: What is the smallest unit of life? What are the structure and function of the major components of plant and animal cells? What are the similarities and differences of plant and animal cells? How are cellular processes essential to the survival of organisms? How is genetic information passed from parent to offspring? How do you predict traits using Punnett squares? How do you distinguish inherited traits from those acquired from environmental traits?

|  Concept |  Indicators |Vocabulary Development |  Assessment Strategies |Instructional Activities/ |  Resources |

|Topic | | |State Guidelines |Extension Activities | |

|Standard |7-2.1 Summarize the |Cell |Formative |a.   Read about plant and animal cells |Streamline Video |

|7-2:              |structures and functions of the |Organelles |Matching cell parts and functions on the |b.    Label a drawing of plant and animal |  |

|The student will |major components of plant and |Cell membrane  |Smartboard |cells | |

|demonstrate an |animal cells (including the cell |Diffusion |  |c.    Make an edible model of a plant cell. | |

|understanding of the |wall, the cell membrane, the |Osmosis |Listening as students describe their edible |d.    Make a flip book with the name, drawing,| |

|structure and function|nucleus, chloroplasts, |Cytoplasm |models. |and function of each organelle. | |

|of cells, cellular |mitochondria, and vacuoles). |Nucleus |  |e.    Communication-Create an individual cell | |

|reproduction, and |  |Vacuole |Drawings of edible models |project- Choices- Children’s book, Music | |

|heredity. | |Chloroplasts |Scientific drawings of cells |Video, Must have analogy and use proper | |

|(Life Science) |It is essential for students to |Mitochondria |  |vocabulary. | |

|  |know that a cell is the smallest |Cell wall |Observe students playing I have, who has |f.      Video-Introducing the Cell | |

| |unit of life that conducts all | |  |g.    Observe, draw, and measure plant and | |

| |life functions. |  |Daily exit slips, warm ups, and check ups |animal cells | |

| | | |  |h.    Games-I have who has | |

| | |It is not essential that students |  |I Debate- Research the use of stem cells | |

| | |know endoplasmic reticulum, Golgi |Summative |in the treatment of diseases and participate | |

| | |bodies, lysosomes, or ribosomes; |Quizzes |in a debate for or against their use.  | |

| | |active and passive transport across |Tests | | |

| | |the cell membrane. |Cell Projects |Write an essay or a letter to the editor of a | |

| | | |  |paper expressing your views for or against the| |

| | | |Summarize the structures and functions of the |use of stem cells to treat medical conditions.| |

| | | |major components of plant and animal cells |(persuasive) | |

| | | |Generalize the main points regarding the major |  | |

| | | |functions of the cell structures (including cell | | |

| | | |wall, the cell membrane, the nucleus, | | |

| | | |chloroplasts, mitochondria, and vacuoles) | | |

| | | |Identify individual parts of the cell or their | | |

| | | |functions | | |

| | | |Illustrate parts of the cell using words, | | |

| | | |pictures, or diagrams | | |

| | | |Classify the cell structures as either a | | |

| | | |structure in an animal cell or a plant cell | | |

| | | |Explain the processes of diffusion and osmosis | | |

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| |7-2.2 Compare the major |Compare similarities and differences |Students independently make a Venn Diagram |a.    Create a Venn Diagram comparing and |Squibbs Cells and Heredity |

| |components of plant and animal | |comparing/contrasting plant and animal cells |contrasting plant and animal cells |DVD |

| |cells. |Physical Characteristics |  |b.    Watch a Squibbs cartoon explaining the | |

| |  | |Scientific drawings |difference in plant and animal cells. | |

| |  |Relationships between structure & | |c.    View both plant and animal cells in the | |

| | |function |Compare the major components of plant and animal |microscope, make scientific drawings and then | |

| |It is essential for students to | |cells |compare the two. | |

| |know that even though all living | |Detect how the plant and animal cells structures |d. Make cell models (baggies for animal | |

| |organisms are made of cells that | |are similar and different |cell, deli containers for plant cells with | |

| |contain similar structures, there|It is not essential for students to |Identify the component parts of plant and animal |wall. Use small items such as macaroni to | |

| |are differences between the |know other organelles in plant and |cells |represent organelles. Green colored water for | |

| |structures of the cells of plants|animal cells or to know the chemical |Exemplify cell parts that perform specific |plant cell, colorless for animal, etc.) Have | |

| |and animals. |processes that occur within the cell |functions in either plant or animal cells |students try to stack up the animal cells, | |

| | |parts. |Illustrate plant and animal cells to indicate |then the plant cells. Students will infer that| |

| |  | |cell structures in each type of cell using |cell wall is for support, while animals have | |

| |  | |pictures, words, or diagrams |other structures such as skeletons for | |

| | | |Classify cells as either plant or animal based on|support.  | |

| | | |their cell parts | | |

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| |7-2.3 Compare the body shapes | |Check for correct classification of bacteria |a.   Classify pictures of bacteria according | Prepared sides |

| |of bacteria (spiral, coccus, and |Bacteria |pictures. |to shape and record the names of bacteria. | Microscopes |

| |bacillus) and the body structures|Spiral |  |b.   Compare and contrast moneran and protist.| Purchased Live protist |

| |that protists (euglena, |Bacillus |Check protists cutouts for correct information. | |United Streaming  |

| |paramecium, amoeba) use for food |Coccus |  |c.    Cut out the shape of each protist and | |

| |gathering and locomotion.  | |Check tree maps |write about their movements on the shape. | |

| | |Protists |Dichotomous keys |d.   Make a “protist” cartoon or horror movie.| |

| | |Euglena |Students practice drawing, labeling and | | |

| | |Flagella |describing bacteria and protists. |e.   Make a tree map  to classify protists and| |

| | |Paramecium | |one to classify bacteria | |

| | |Cilia |Tests, quizzes, and cartoon or movie | | |

| |It is essential for students to |Amoeba | |Examine slides (purchased prepared slides) of | |

| |know bacteria by their shape and |Pseudopods | |the bacteria under microscope.  | |

| |protists (euglena, paramecium, | | | | |

| |amoeba), by the way they move and|Viruses |Compare the body shapes of bacteria |Examine live specimens of Euglena, paramicum, | |

| |gather food. | |Detect differences among the shapes of bacteria |or amoeba under microscope. View locomotion on| |

| | | |(spiral, coccus, and bacillus) |United Streaming and compare. | |

| |  |NOTE TO TEACHER |Classify a bacterial cell as spiral, coccus, or |  | |

| |  |This may be a good place to introduce|bacillus | | |

| | |viruses. Even though viruses are |Compare the body structures of protists used for | | |

| | |only tested related to diseases |food gathering and locomotion | | |

| | |(7-3.4), students will need basic |Detect similarities and differences among the | | |

| | |knowledge of viruses. |structures of protists (euglena, paramecium, and | | |

| | | |amoeba) used for food obtainment and locomotion | | |

| | |It is not essential for students to |Identify a protist as a euglena, amoeba, or | | |

| | |know other types of protists or other|paramecium based on its structures for food | | |

| | |characteristics of bacteria. |gathering or locomotion | | |

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| |7-2.4 Explain how cellular |Cellular Processes |Observe pictures of mitosis |a.    Review photosynthesis and respiration |  |

| |processes (including respiration,|  |  |using Smartboard activities, and worksheets. | |

| |photosynthesis in plants, |Photosynthesis |Observe students as they act out processes |b.    Scientific Investigation-Conduct an | |

| |mitosis, and waste elimination) | |  |experiment to find out how sunlight affects | |

| |are essential to the survival of |Respiration |Observe Smartboard activities |the leaves of plants. | |

| |the organism. | |  |c.    Observe mitosis and draw pictures to | |

| |  |Waste Elimination |Quizzes |represent the process. | |

| | |  |Tests |d.    Explain how cells eliminate waste. Have | |

| |It is essential for students to |Mitosis |  |students act out the process. | |

| |know that because a cell is the | |  |e.    Explain how all are essential to the | |

| |smallest unit of life, it must | | |survival of the organism. | |

| |undergo certain cellular | |Explain how cellular processes are essential to |  | |

| |processes in order to ensure the |It is not essential for students to |the survival of the organism | | |

| |survival of the organism as a |know the stages of mitosis or |Construct a cause-and-effect model of how the | | |

| |whole. Some of the cellular |meiosis, active or passive transport,|cell processes including respiration, | | |

| |processes that are essential |or endocytosis and exocytosis. |photosynthesis in plants, mitosis, and waste | | |

| |include: | |elimination ensure the survival of the organism | | |

| | | |Compare and Illustrate the processes of | | |

| | | |photosynthesis and respiration | | |

| | | |Identify and Recall the functions of the cellular| | |

| | | |processes listed in the indicator | | |

| | | |Summarize the ways that these processes affect | | |

| | | |cellular survival | | |

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| |7-2.5 Summarize how genetic |Traits |Observe students as they review using their flip |a.    Make a flip book to learn terms |Squibbs Cells and Heredity |

| |information is passed from parent|DNA |book. |b.    Watch Squibbs Video- “Girl Your |DVD |

| |to offspring by using the terms |Heredity or inheritance |  |Phenotype’s Showing” |  |

| |genes, chromosomes, inherited | |Genetics Project |c.    Write a summary of how genetic |  |

| |traits, genotype, phenotype, |Chromosomes |  |information is passed from parents to | |

| |dominant traits, and recessive | |Dragon’s and Princess Online Project |offspring. | |

| |traits. |Genes |  |d.    Clyde and Claire Cartoon Project or | |

| |  |Allele |Warm ups and exit slips |Kootie Katchers Project- Students will use a | |

| | |Genotype |  |spinner and punnett squares to determine the | |

| | |Phenotype |  |traits of Clyde and Claire or Kooties and | |

| | | |Tests |their offspring.  They will then draw or make | |

| | |Inherited traits |Quizzes |the cartoon characters. | |

| |It is essential for students to |Dominant traits  Recessive traits. | |e.    Complete online dragon and princess and | |

| |know that offspring may have the |  | |the pea activities using knowledge of Punnett | |

| |same physical characteristics, or|It is not essential for students to |Summarize how genetic information is passed from |squares and genotypes and phenotypes. | |

| |traits, as their parents because |know the stages of meiosis, or the |parent to offspring |f.      Read about Mendel’s experiments and | |

| |genetic information (DNA) is |structure of DNA and RNA. Sex-linked|Generalize the major points about inheritance |compare them to our observations of the | |

| |passed from parent to offspring |traits, mutations, incomplete |using the terms genes, chromosomes, inherited |inherited traits of the f2 generation | |

| |during sexual reproduction. |dominance, co-dominance, polygenic |traits, genotype, phenotype, dominant traits, and|Wisconsin fast plants. | |

| | |inheritance, and genetic engineering |recessive traits |  | |

| | |are also not essential concepts for |Identify the main components of genetic | | |

| | |this indicator. |information | | |

| | | |Explain how genetic information passed from | | |

| | | |parents to offspring determines inheritance | | |

| | | |Compare genotype and phenotype or dominant and | | |

| | | |recessive traits | | |

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| |7-2.6 Use Punnett squares to |Punnett square |Use Punnett squares to predict inherited |Continuation of Clyde and Claire and their |  |

| |predict inherited monohybrid | |monohybrid traits |offspring as seen above | |

| |traits. |Purebred |Apply procedural knowledge of a Punnett square to| | |

| |  |Hybrid |determine the possible inheritance of one trait | | |

| |  |Monohybrid cross |Interpret some basic information on a Punnett | | |

| | |  |square | | |

| |It is essential for students to | |Compare allele combinations that would relate to | | |

| |know that offspring inherit the |It is not essential for students to |different genetic predictions | | |

| |genes for particular traits from |know how to use Punnett squares to |Predict the ratio or probability of traits | | |

| |their parents. |show incomplete dominance or multiple| | | |

| | |traits. Pedigree charts are also not| | | |

| |  |essential. | | | |

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| |7-2.7 Distinguish between |Environmental factors |Distinguish between inherited traits and those | | |

| |inherited traits and those | |acquired from environmental factors | | |

| |acquired from environmental | |Differentiate between traits that are inherited | | |

| |factors. | |from physical characteristics that are influenced| | |

| | | |by environmental factors | | |

| | | |Exemplify traits that would occur due to | | |

| | | |inheritance or result from environmental factors | | |

| |It is essential for students to | |Summarize major points about inherited traits and| | |

| |know that all characteristics | |traits influenced by environmental factors | | |

| |that organisms have are inherited|It is not essential for students to | | | |

| |from their parents but some can |understand how mutations or genetic | | | |

| |be influenced by environmental |engineering cause changes in | | | |

| |factors. |inherited characteristics, or causes | | | |

| | |of genetic disorders. | | | |

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