Grade 8 Science: Topic B Cells and Systems

Nature of Science Emphasis

Jodie Boersma

Grade 8 Science: Topic B Cells and Systems

(Nature of Science Emphasis)

Table of Contents:

Focusing Questions……………………………………………………………………………………………………. 3

Key Concepts…………………………………………………………………………………………………………….. 3

Graphic Organizer……………………………………………………………………………………………………… 3

Unit Summary……………………………………………………………………………………………………………. 4

Unit Rationale……………………………………………………………………………………………………………. 4

Learning Outcomes……………………………………………………………………………………………………. 4

Summative Assessment Plan……………………………………………………………………………………… 8

Unit Schedule…………………………………………………………………………………………………………….. 10

Resources………………………………………………………………………………………………………………….. 11

Focusing Questions:

What types of cells do we find in the world?

How do different cells compare? What is the function of body systems? What happens when there is a dysfunction of an organ or organ system?

Key Concepts:

organisms , cells, organs, tissues, structure and function, systems, response to stimuli, health and environmental factors

Unit Summary/Overview:

Cells & Systems

Investigate Living Things

Scientific studies of living things

Describe organisms and analyze general

structure and function

Different organisms have similar structures

Role of Cells

As the basic unit of life

Single and multi-celled organisms

Plant and animal cells

Diffusion and osmosis

Body Systems

Respiration, circulation, digestion,

dxcretion, sensory awareness

Role of organs and tissues

How cells contribute to a healthy body

Changes in body function

Research & Application

Research on cells, organs and body

systems

Research and improvements in

health

What affects functioning of body

systems?

In this unit on cells and systems, students learn that scientific research is a source where we can learn what is being discovered about living things. They investigate the functioning of living organisms. They learn that cells are the basic unit of life and that they form tissues which form organs which form body systems. They learn that there are many different cells and even about some organisms which are unicellular. They learn how some body systems function and investigate what happens when there is a dysfunction in that body system. Finally, students investigate research, which lead to improvements in health.

Rationale:

This unit is designed to foster an interest in scientific research, how the body functions, and the relationship between the two. It will encourage positive attitudes about science as students complete hands-on lab activities to reinforce the content that they are learning. It is vital that students learn about science in a hands-on way in middle school as this is a time in life where they could learn to despise science if all it is, is writing notes and answering questions. Science is about discovery, asking questions, and investigating. In this unit, students will create their own research questions and hypotheses. They will utilize the microscope to assist them in discovering the basic unit of life, the cell. Investigating real-life research will help students to know that there is life application to the things they are learning. Research is an important part of science and a positive, questioning attitude will be developed towards it. Overall, this unit is focused on hands-on scientific discovery and research into the findings of real-life scientists. Hands-on lab activities and real-life application will foster a positive attitude towards science and the scientific process.

Learning Outcomes:

Outcomes for Science, Technology and Society (STS) and Knowledge

Students will:1. Investigate living things; and identify and apply scientific ideas used to interpret their general structure, function and organization

• investigate and describe example scientific studies of the characteristics of living things (e.g.,investigate and describe an ongoing scientific study of a locally-found organism)• apply the concept of system in describing familiar organisms and analyzing their general structure and function• illustrate and explain how different organisms have similar functions that are met in a variety of ways (e.g., recognize food gathering as a common function of animals, and note a variety offood-gathering structures)

2. Investigate and describe the role of cells within living things• describe the role of cells as a basic unit of life• analyze similarities and differences between single-celled and multicelled organisms (e.g.,

compare, in general terms, an amoeba and a grizzly bear, a single-celled alga and a poplar tree)• distinguish between plant and animal cells (e.g., distinguish between cell walls and cellmembranes)• describe the movement of gases and liquids into and out of cells during diffusion and osmosis,based on concentration differences [Note: This outcome requires a general understanding ofprocesses, not a detailed analysis of mechanisms.]• examine plant and animal structures; and identify contributing roles of cells, tissues and organs

3. Interpret the healthy function of human body systems, and illustrate ways the body reacts to internaland external stimuli

• describe, in general terms, body systems for respiration, circulation, digestion, excretion andsensory awareness (e.g., describe how blood is circulated throughout the body to carry oxygenand nutrients to the body’s various tissues and organs)• describe, in general terms, the role of individual organs and tissues in supporting the healthyfunctioning of the human body (e.g., the role of lungs in exchanging oxygen and carbon dioxide,the role of bronchia in providing a passageway for air)• describe ways in which various types of cells contribute to the healthy functioning of the human body (e.g., describe the roles of individual cells in nerves, muscle, blood, skin and bone)• describe changes in body functions in response to changing conditions (e.g., changes in heartrate in response to exercise, change in metabolism in response to lower temperature, reflexresponses to stimuli)

4. Describe areas of scientific investigation leading to new knowledge about body systems and to newmedical applications

• identify examples of research into functions and dysfunctions of human cells, organs or bodysystems• describe ways in which research about cells, organs and systems has brought about improvements in human health and nutrition (e.g., development of medicines; immunization procedures; diets based on the needs of organs, such as the heart)• investigate and describe factors that affect the healthy function of the human respiratory,circulatory and digestive systems (e.g., investigate the effect of illness, aging or air quality on thefunction of the respiratory system)

Skill Outcomes (focus on scientific inquiry)

Initiating and Planning

Students will:Ask questions about the relationships between and among observable variables, and planinvestigations to address those questions

• identify questions to investigate (e.g., identify questions that arise from their own observations of plant and animal diversity)• rephrase questions in a testable form (e.g., rephrase a question, such as: “Why this structure?”to become questions, such as: “How is this structure used by the organism?”, “How would theorganism be affected if this structure were absent or did not function?” or “What similarstructures do we find in other organisms?”)• formulate operational definitions of major variables and other aspects of their investigations (e.g., define body systems in terms of the functions they perform)

Performing and Recording

Students will:Conduct investigations into the relationships between and among observations, and gather and recordqualitative and quantitative data

• use instruments—including microscopes—effectively and accurately for collecting data (e.g., use a microscope to produce a clear image of cells)• estimate measurements (e.g., estimate the size of an object viewed under a microscope)

• observe and record data, and produce simple line drawings (e.g., draw cells and organisms)• organize data, using a format that is appropriate to the task or experiment (e.g., compare thestructure and function of two or more organisms, using charts and drawings)

Analyzing and Interpreting

Students will:Analyze qualitative and quantitative data, and develop and assess possible explanations

• identify strengths and weaknesses of different methods of collecting and displaying data (e.g.,compare methods of measuring heart rate)• identify and suggest explanations for discrepancies in data (e.g., explain variations in the heartrate and blood pressure of the same individual at different times during the day)• compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs and line graphs (e.g., prepare charts that compare structures of differentorganisms)• identify new questions and problems that arise from what was learned

Communication and Teamwork

Students will:Work collaboratively on problems; and use appropriate language and formats to communicate ideas,procedures and results

• receive, understand and act on the ideas of others (e.g., adopt and use an agreed procedure for preparing diagrams and charts)• communicate questions, ideas, intentions, plans and results, using lists, notes in point form,sentences, data tables, graphs, drawings, oral language and other means• work cooperatively with team members to develop and carry out a plan (e.g., prepare a classpresentation on the digestive system, including a model constructed by the group)• evaluate individual and group processes used in planning, problem solving, decision making and completing a task (e.g., evaluate processes used in completing a cooperative group project)

Attitude Outcomes

Interest in Science

Students will be encouraged to:

Show interest in science-related questions and issues, and pursue personal interests and career possibilities within science-related fields (e.g., select and explore media on topics related to the diversity of living things and the maintenance of health; express interest in science-related/technology-related careers that contribute to the welfare of living things)

Mutual Respect

Students will be encouraged to:

Appreciate that scientific understanding evolves from the interaction of ideas involving people withdifferent views and backgrounds (e.g., recognize that a wide range of people working in different fields have contributed to scientific and medical knowledge)

Scientific Inquiry

Students will be encouraged to:Seek and apply evidence when evaluating alternative approaches to investigations, problems andissues (e.g., consider a wide variety of possible interpretations of their observations of animalstructures and functions; critically evaluate inferences and conclusions, basing their arguments onfact rather than opinion)

Collaboration

Students will be encouraged to:Work collaboratively in carrying out investigations and in generating and evaluating ideas (e.g.,assume responsibility for their share of work in preparing for investigations and in gathering andrecording evidence; consider alternative ideas and approaches suggested by members of the group;share the responsibility for difficulties encountered in an activity)

Stewardship

Students will be encouraged to:Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and asustainable environment (e.g., show interest in the health of individuals in their family andcommunity; assume personal responsibility for the impact of their actions on the health of others andfor the welfare and survival of other living things)

Safety

Students will be encouraged to:Show concern for safety in planning, carrying out and reviewing activities (e.g., wear proper safetyattire, without having to be reminded; follow appropriate safety procedures in handling biologicalmaterial; clean their work area during and after an activity; ensure the proper disposal of materials)

Unit Summative Assessment Plan

Learning Outcomes Assessments1. Topic Quizzes (3x5%=15%)

2. Lab Write-Up: Measuring Osmosis (15%)

3. Cell Model Project (15%)

4. Topic 4 Guided Notes 15%)

5. Unit Test (40%)

1.Students will investigate living things; and identify and apply scientific ideas used to interpret their general structure, function, and organization

investigate and describe… apply the concept… illustrate and explain…

XXX

XXX

2.Students will investigate and describe the role of cells within living things

describe the role… analyze similarities and

differences… distinguish between… describe the movement… examine plant and animal…

XX

XXX

X X

X

XXXXXX

3.Students will interpret the healthy function of human body systems, and illustrate ways the body reacts to internal and external stimuli

describe in general terms, body systems…

describe in general terms, the role of individual…

describe ways in which… describe changes in body

functions…

X

X

XX

X

X

XX

4.Students will describe areas of scientific investigation leading to new knowledge about body systems and to new medical applications

identify examples of research…

describe ways in which research…

investigate and describe factors…

XX

X

Initiating and PlanningStudents will ask questions about the

relationships between and among observable variables, and plan investigations to address those questions

identify questions to investigate

rephrase questions in testable form

formulate operational definitions…

Performing and RecordingStudents will conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

use instruments – including microscopes - …

estimate measurements observe and record data… organize data, using a

format…

Analyzing and InterpretingStudents will analyze qualitative and quantitative data, and develop and assess possible explanations

identify strengths and weaknesses…

identify and suggest explanations…

compile and display data… identify new questions and

problems…

Communication and TeamworkStudents will work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures, and results

receive, understand, and act on…

communicate questions, ideas, intentions…

work cooperatively with

X

X

X

X

XXX

X

X

XX

X

X

X

X

X

X

X

X

team members to… evaluate individual and

group processes…

Unit Schedule

Monday Tuesday Wednesday Thursday Friday28

Lesson 1: Intro to Cells and Systems

29 30

Lesson 2: Characteristics of living things

31 1Lesson 3: Structure and Function

4

Lesson 4: Organs and Organ Systems

5 6

Lesson 5: The Microscope Extends the Sense of Sight

7 8

*PD DAY*

11

*NO SCHOOL*

12 13Lesson 6: The Cell is the Basic Unit of Life

14 15Lesson 7: The Cell is the Basic Unit of Life

18Lesson 8: Single-Celled vs Multi-Celled OrganismsLesson 9: How Substances Move into and out of Cells

19 20Lesson 10: Effects of Different Solutions on Cells Inquiry Activity page 117

21 22Lesson 11: Cells Can Combine to Form Tissues and Organs

25Lesson 12: Create a Model Cell

26 27Lesson 13: The Digestive System

28 29Lesson 14: Topic 2 Quiz and Respiratory System

2

*PD DAY*

3 4Lesson 15: Circulatory SystemLesson 16: Excretory System

5 6Lesson 17: Sensory Systems

9Lesson 18: Topic 4 Guided Notes

10 11Lesson 19: Topic 3 Quiz and Unit Review

12 13Lesson 20: Unit Review

16Lesson 21: Unit Exam

17 18Flex Day

19 20Flex Day

Resources:

Booth, C., et al. Science in Action 8. (2001). Toronto: Pearson Education Canada Inc.o Textbook and Teacher Resource Binder

Bosak, Susan. Science Is… (2000). Markham: Scholastic Canada and Whitchurch-Stouffville: The Communication Project.

Edwards, L., et al. Science Focus 8. (2000). *******: McGraw-Hill Ryerson Limited.o Textbook and Teacher Resource Binder

Steve Spangler Science Experimentso http://www.stevespanglerscience.com/experiment/candy-neuron o http://www.stevespanglerscience.com/experiment/components-of-blood

Access Learning videos: accesslearning.com

Lesson Summaries

Lesson 1: Unit Introduction (80 mins)Lesson Overview Intro:

Welcome students to class. Tell them that today we are going to be starting a new unit on cells and systems.

Jigsaw Activity: What comes to mind when you hear the words cells and systems? Students in their groups of four will have a sheet of manilatag. On there they will write the question above and then as a group they will write down everything that comes to mind when they think of cells and systems. We will post these in the classroom and then add to them at the end of the unit.

Body: I will describe to students how they will be evaluated in this unit. They will

have assignments, title page, definitions, topic quizzes and a final test. The title page must have a picture from each topic (1.0 – 4.0).

I will describe the title page: must have a picture and word from each topic with a page number for reference – something to help you remember what the topic was about when you go back and look at it.

Definitions: hand out five index cards to students and a clip to keep them in. On the each index card students will write down a vocabulary term on one side and the definition on the other side. Remind students not to lose these because they will use them throughout the unit and I will be collecting them at the end of the unit.

As an introduction to the topics of the unit I will show students the Bill Nye video on cells. I will hand out to students a guided notes sheet to record on while they are watching the video.

Conclusion: Students will work on their definitions and title pages.

Learning Outcomes 2. Investigate and describe the role of cells within living things• describe the role of cells as a basic unit of life• analyze similarities and differences between single-celled and multicelled organisms (e.g.,compare, in general terms, an amoeba and a grizzly bear, a single-celled alga and a poplar tree)• distinguish between plant and animal cells (e.g., distinguish between cell walls and cell

membranes)• describe the movement of gases and liquids into and out of cells during diffusion and osmosis,based on concentration differences [Note: This outcome requires a general understanding ofprocesses, not a detailed analysis of mechanisms.]• examine plant and animal structures; and identify contributing roles of cells, tissues and organs

Culminating Activity Bill Nye video, title page, index card definitionsAssessment/Evaluation Index card definitions, title pageMaterials/Resources Markers, access learning bill nye on cells, index cardsDifferentiation/Modification

Lesson 2: Characteristics of Living Things (80 mins)Lesson Overview Intro:

Show students the video about the characteristics of living things. After we have watched the movie, I will explain that all living things have some common characteristics. These things are that all living things have cells, all need a source of energy, all respond to their environments, all grow and develop, reproduce and adapt to their environment. Some scientists say there are 7 characteristics, but most generally agree on those six. These 6 things help us to know whether something is living or non-living. Non-living things may have some of these characteristics, but they certainly won’t have all of them (ex. clouds grow in size).

Students will be divided into 6 groups (4 groups of 3 and 2 group of 2 = 16).

Students will move into their groups. They will each receive a characteristic of a living thing that they must investigate in their textbooks (pages 85-88) and make a small poster out of (description of what it is and an example) – they will title their poster with their characteristic of living things (cells, energy, responding to the environment, growth and development, reproduction, and adaptations). They will then present their poster to the class.

Body: After students have presented, I will tell them about spontaneous

generation: a long time ago people believed that the air contained a “special factor” that caused life to start. They thought that living things could come from non-living things. I’m going to show you two videos of experiments that two scientists performed to show that living things cannot arise from non-living things. Show videos of spontaneous generation and Redi experiment.

Conclusion: As a conclusion to this class, show the students the national geographic

video on the hairy frogfish. Before starting the video have students pay attention to what kinds of living things they are seeing in the video.

After watching the video ask students what living things they saw in the video. Using what you know about the characteristics of living things, how do you know that these things are living?

Extra time?! Do the conclusion activity again but with the national geographic video on the bears in Alaska.

Learning Outcomes 1. Investigate living things; and identify and apply scientific ideas used to interpret their general structure, function and organization

• investigate and describe example scientific studies of the characteristics of living things (e.g.,investigate and describe an ongoing scientific study of a locally-found organism)• apply the concept of system in describing familiar organisms and analyzing their general structure and function• illustrate and explain how different organisms have similar functions that are met in a variety of ways (e.g., recognize food gathering as a common function of animals, and note a variety of food-gathering structures)

Assessment/Evaluation Questioning, posters, conclusion reviewMaterials/Resources Characteristics of living things: http://www.youtube.com/watch?v=TcqsPaOvLN0,

spontaneous generation video (play up to 1:42): http://www.youtube.com/watch?v=63IoOLXmzKg, redi experiment video: http://www.youtube.com/watch?v=WzbHOY5fGqc, National Geographic video on bears in Alaska eating whale: http://channel.nationalgeographic.com/channel/secret-life-of-predators/videos/a-whale-tale/?videoDetect=t%252Ct, Hairy frogfish national geographic video http://channel.nationalgeographic.com/channel/secret-life-of-predators/videos/hairy-situation/

Differentiation/Modification

Lesson 3: Structure and FunctionLesson Overview Intro:

Tell students that as an introduction to this class we are going to be watching today a video about something a scientist is studying. One of the goals of our unit is to investigate and describe examples of scientific studies of the characteristics of living things.

Watch the 2 national geographic video on dolphins. After watching the movies, ask students what the scientist is studying. Why is he studying these things?

What kind of structures do the dolphins have that help them to hunt? What did he say the dolphins in Shark Bay can’t do? They have a structure but it does not work in that context so they adapted to their environment and are doing something else to hunt.

Living things have structures (body parts) which help keep them alive. Some of the things animals do are to exchange gases, move, and gather food. Plants don’t move like animals do, but they do exchange gases and gather nutrients.

Each structure is used for a specific function – it carries out a specific task. For example, barnacles have a special structure (cirri) which enables them to feed on plankton! Watch the barnacles feeding video.

Body: After watching the video ask students what the six characteristics of living

things are (cells, energy, responding to the environment, growth and development, reproduction).

After asking the above, have students list a number of functions an organism must perform in order to survive. For example, movement, food gathering, breathing. Make a table and place the functions in the first column. Choose three organisms (plant and animal) and place them in columns beside the organisms. Then write down which structures those organisms have to help them perform each function (ex. on page 89 of text). Give students 5-10 minutes to complete their table. Afterwards, have students share some of the things that they wrote down.

As you can see, all organisms have common things they need to do in order to survive, but they have developed different structures for doing similar functions.

For example: eating – barnacles have their rake like structure, we have mouths, birds have bills.

For example: breathing – gills, lungs, spiracles (on insects), skin. Sometimes the difference in structure is only slight. For example, finches

on the Galapagos Islands off the west coast of South America have 13 closely related species of finches. Have students look at page 92 of textbook and decide which species of finch eats what (listed in the paragraph above the picture). Why do you think that type would eat that food.

Conclusion: Students will work on Check and Reflect questions on page 92 #1-4.

Learning Outcomes 1. Investigate living things; and identify and apply scientific ideas used to interpret their general structure, function and organization

• investigate and describe example scientific studies of the characteristics of living things (e.g.,investigate and describe an ongoing scientific study of a locally-found organism)• apply the concept of system in describing familiar organisms and analyzing their general structure and function• illustrate and explain how different organisms have similar functions that are met in a variety of ways (e.g., recognize food gathering as a common function of animals, and note a variety of food-gathering structures)

Assessment/Evaluation Table of structures and functions,Materials/Resources Dolphin national geographic video:

http://video.nationalgeographic.com/video/specials/in-the-field-specials/dolphin-tool-patterson-yeg/ and http://video.nationalgeographic.com/video/specials/in-the-field-specials/patterson-dolphin-health/, barnacles feeding http://www.youtube.com/watch?v=g52voVS0foU,

Differentiation/Modification

Lesson 4: Organs and Organ Systems (80 mins)Lesson Overview Intro:

Homework check: Check and Reflect page 92. As an introduction to organs and organ systems, show students the short

YouTube video showing 7 body systems. After watching the video, tell students that organs (such as your heart,

lungs, brain and kidneys) are all part of organ systems in your body. These organs come together in an organ system to work together to perform a certain task or function. We are going to look at 8 body systems – there are more, but we are just going to look at these 8.

Body: Divide students into pairs. Assign each pair one of the systems (listed on

pages 93-96 of textbook). This pair will create a small poster using the information that is in the box on pages 93-96. Have students use the words and draw a diagram to help remember. Students will then present their poster to the class (15 mins to create, 15 mins to present). Tell students that we will be learning more about these systems in topic 3. But today we are just seeing a small overview.

Conclusion: As a conclusion students will work on the section review on page 97 #1-6 Tell students that the topic 1 quiz will be a week from today.

Extra time?! Give students time to work on title pages and definition sheets.Learning Outcomes 1. Investigate living things; and identify and apply scientific ideas used to interpret

their general structure, function and organization• investigate and describe example scientific studies of the characteristics of living things (e.g.,investigate and describe an ongoing scientific study of a locally-found organism)• apply the concept of system in describing familiar organisms and analyzing their general structure and function• illustrate and explain how different organisms have similar functions that are met in a variety of ways (e.g., recognize food gathering as a common function of animals, and note a variety of food-gathering structures)

Assessment/Evaluation Posters, presentation, discussion, questioningMaterials/Resources 7 body systems YouTube video: http://www.youtube.com/watch?v=CN5KSmDBEKI,

small poster paper, markersDifferentiation/Modification

Lesson 5: The Microscope Extends the Sense of Sight (80 mins)Lesson Overview Intro:

Homework Check: Topic 1 Review page 97 Tell students that today we are going to be learning about microscopes.

The invention of the microscope allowed scientists to view the most basic element of life, the cell. Let’s watch a video about one of the earliest microscopes (show video – history of microscope).

A microscope magnifies (or enlarges) the images of small objects. This magnification gives a clear, defined image that the human eye can see.

We are going to be using microscopes, but before we do, let’s create a chart that summarizes the proper care and handling of our microscopes. (see page 100 of text for starting points on ideas). Remind students that you will expect them to handle their microscope in the way we have discussed.

Body: Hand out the “Parts of a Microscope” handout. Tell students that we will

be watching a little movie about the parts of a microscope and how to use one. Show YouTube video on how to use a compound light microscope.

After the movie is over, have students look at page 101 and add anything to their table that they have missed.

Have students 2 at a time go and get a microscope – have them set out at the beginning of class. Students will look at them and try using one.

Conclusion: On the back of their handout, students will sketch the microscope and

label the different parts of the microscope (if they need a hint they can look at pages 100 – 101).

Extra time?! Have students work on title pages and definition cards.Learning Outcomes 2. Investigate and describe the role of cells within living things

• describe the role of cells as a basic unit of life• analyze similarities and differences between single-celled and multicelled organisms (e.g.,compare, in general terms, an amoeba and a grizzly bear, a single-celled alga and a poplar tree)• distinguish between plant and animal cells (e.g., distinguish between cell walls and cellmembranes)• describe the movement of gases and liquids into and out of cells during diffusion and osmosis,based on concentration differences [Note: This outcome requires a general understanding ofprocesses, not a detailed analysis of mechanisms.]• examine plant and animal structures; and identify contributing roles of cells, tissues and organs

Assessment/Evaluation Topic 1 review, microscope table,Materials/Resources History of microscope video: http://www.youtube.com/watch?v=XgW1HiV9SJs,

microscopic world: http://www.youtube.com/watch?v=Q3B3OnTVvmg, how to use a compound microscope: http://www.youtube.com/watch?v=ZYNThPzh03c, microscopes handout, microscopes, slides

Differentiation/Modification

Lesson 6: Using the Microscope (80 mins)Lesson Overview Intro:

Tell students that today we will be working with the microscopes. We will

be learning how to prepare slides for viewing through our microscopes. First – you need to know that all living things are made up of cells. You

can see many cells with the classroom microscope but how much you can see depends on the type of microscope, the power of the lenses, and the quality of the prepared slides. If you look at slides of plant and animal cells you will most likely be able to locate the cell membrane, cell wall, cytoplasm, nucleus and vacuoles (see page 103 of text for how to identify them).

As an introductory activity, students will observe slides (ideally plant and animal cells). They will practice drawing what they see on their slides. I will group students into pairs and they will take turns adjusting the microscope and drawing what they see. I will demonstrate drawing a diagram of what is seen under the microscope.

Body: Students will learn how to prepare slides. I will tell students that in order

to learn more about organisms they must learn how to prepare their own slides.

As a class we will read through pages 106 and 107. After reading through the above pages, students will complete the Give it a

Try Activity on page 107 where they prepare a slide of a magazine clipping and an onion skin.

Students will complete the activity and hand it in to me.Conclusion

As a conclusion to the class students will clean up their space and put away the slides.

I will then show the Cells Rap Video to show students what the organelles do in the cell and to introduce what we will be discussing next class.

Learning Outcomes 2. Investigate and describe the role of cells within living things• describe the role of cells as a basic unit of life• analyze similarities and differences between single-celled and multicelled organisms (e.g., compare, in general terms, an amoeba and a grizzly bear, a single-celled alga and a poplar tree)• distinguish between plant and animal cells (e.g., distinguish between cell walls and cell membranes)• describe the movement of gases and liquids into and out of cells during diffusion and osmosis, based on concentration differences [Note: This outcome requires a general understanding of processes, not a detailed analysis of mechanisms.]• examine plant and animal structures; and identify contributing roles of cells, tissues and organs

Assessment/Evaluation Answers to Give it a Try Activity on page 107Materials/Resources Slides, magazines, onion section, eye droppers, microscopes, tweezers, cells cells

rap YouTube: http://www.youtube.com/watch?v=-zafJKbMPA8Differentiation/Modification

Lesson 7: The Cell is the Basic Unit of Life (80 mins)Lesson Overview Intro:

Topic 1 Quiz As an introduction to cells, we will watch the Intro to Cells YouTube video. After watching the movie, I will explain to the students that the cell is the

basic unit of life. All living things are made up of cells – they are the smallest known functioning units of life. They are incredibly complex. Cells come together to form tissue and tissue comes together to form organs and organs come together to form organ systems. This is how cells, tissues and organs are related.

Tell students that last class we looked at cells using the microscope. We could see a couple of the organelles with our microscopes, but many we can’t see without using a stronger microscope.

Have students open textbook to page 108 and follow along as we read through page 108 table of cell structures and functions.

Body: I will then pull up the diagram of plant vs animal cells and we will compare. Students will then create a foldable book of the structures and functions of

plant and animal cell organelles. The flaps of the book will have the structure and when you open the flap it will have the function (create an exemplar for students to see).

Conclusion: Students will work on flap book. If students finish the above they can work on their definition index cards and

title pages.Learning Outcomes 2. Investigate and describe the role of cells within living things

• describe the role of cells as a basic unit of life• analyze similarities and differences between single-celled and multicelled organisms (e.g., compare, in general terms, an amoeba and a grizzly bear, a single-celled alga and a poplar tree)• distinguish between plant and animal cells (e.g., distinguish between cell walls and cell membranes)• describe the movement of gases and liquids into and out of cells during diffusion and osmosis, based on concentration differences [Note: This outcome requires a general understanding of processes, not a detailed analysis of mechanisms.]• examine plant and animal structures; and identify contributing roles of cells, tissues and organs

Assessment/Evaluation Foldable, title page, index cardsMaterials/Resources Intro to cells video: http://www.youtube.com/watch?v=gFuEo2ccTPA, plant vs animal

cells: http://www.plantenergy.uwa.edu.au/education/Plant%20vs%20animal%20cell%20graphic.jpg, construction paper

Differentiation/Modification

Lesson 8: Single-Celled vs Multi-Celled Organisms (80 mins)Lesson Overview Intro:

Welcome students to class. Tell them today we are going to be talking about single-celled vs multi-

celled organisms. What do you think the difference is? (multicellular are made up of two or more cells, unicellular are made up of only a single cell).

Unicellular organisms are organisms that are made of only one cell. The smallest one that scientists have identified so far are mycoplasma. Most micro-organisms are uni-cellular.

Show students the video of the diatom in action. Diatoms are single celled organisms that contain chloroplasts just like multi-celled plants. They live in oceans, lakes, and moist soil and are part of the food chain. Even though single-celled organisms are made of only one cell they still fulfill the requirements of a living organism – they eat, move, react to stimuli, get rid of waste and reproduce.

One of the largest unicellular organisms is so big that you can see it with the naked eye! It’s called acetabularia and is a member of the plant-like algae family. Show the video of the acetabularia.

Common unicellular organisms are amoeba and paramecium. Amoeba: unicellular and live in water. They move around using foot-like

projections called pseudopods. They extend a pseudopod and the cytoplasm goes into it. They also use the pseudopods to capture food. This creates a vacuole and then the food in the vacuole is digested and absorbed into the cytoplasm.

Paramecium: move swiftly through the freshwater in which they live. They are covered in cilia (hair-like structures) which move back and forth like oars. Cilia help them to gather food. They have an oral groove that is lined with cilia which sweep food to the bottom of the groove, food enters the cytoplasm and is digested.

Show students the videos of how a paramecium and amoeba eats.Body:

Students will observe unicellular organisms. They will complete the inquiry activity on pages 112-113. *Two weeks prior to this activity make a pond-water solution by putting a handful of grass in a 500 mL beaker and letting it sit for two weeks replacing the water as necessary. You could also collect a jar of lake/pond water to bring. *It would be fun the day before to go on a pond-water safari and collect pond water, grass, snow, etc. samples and then view them under the microscopes the following day. Students will need to prepare wet-slides following the procedure on page 106-107.

You will need the materials listed on page 112 for the activity. After students have worked through the procedure of the inquiry activity,

have them complete #6-8 for their lab report.Conclusion:

Students will hand in their lab report for formative assessment. Exit slip: how are single-celled and multicelled organisms similar and

different?Learning Outcomes 2. Investigate and describe the role of cells within living things

• describe the role of cells as a basic unit of life• analyze similarities and differences between single-celled and multicelled organisms (e.g., compare, in general terms, an amoeba and a grizzly bear, a single-celled alga and a poplar tree)• distinguish between plant and animal cells (e.g., distinguish between cell walls and cell membranes)• describe the movement of gases and liquids into and out of cells during diffusion and osmosis, based on concentration differences [Note: This outcome requires a general understanding of processes, not a detailed analysis of mechanisms.]

• examine plant and animal structures; and identify contributing roles of cells, tissues and organs

Assessment/Evaluation Exit slip, inquiry activityMaterials/Resources Diatoms in action video: http://www.youtube.com/watch?v=JYB5529hDPI, image of

acetabularia http://www.botanicalgarden.ubc.ca/potd/acetabularia_sp.jpg, amoeba eating paramecium http://www.youtube.com/watch?v=pvOz4V699gk, paramecium eating http://www.youtube.com/watch?v=sn3MTYNe8mM

Differentiation/Modification

Lesson 9: How Substances Move into and out of Cells (80 mins)Lesson Overview Intro:

Demo: Give it a Try activity on page 115 of text (drop a drop of food colouring into a full beaker of water and have students make sketches of what the drop looks like as soon as it’s dropped into the water, after 20 s, 60 s, 10 min).

Tell students that they just observed the process of diffusion. Tell students that today we are going to be talking about the cell membrane. It is a

structure that allows a cell to bring water, gases and food inside itself. It also allows for the removal of waste products from inside itself.

Many substances move through the cell membrane through diffusion. After seeing the demo, what do you think diffusion is?

Body: Bring up the process of diffusion image. Diffusion is the movement of particles from

an area where there are more of them to an area where there are less of them (high concentration to low concentration – have students tell you what concentration means). It is a balancing process that continues until the concentration of particles is the same everywhere.

Particles of many substances move into and out of cells through diffusion. The cell membrane is like a filter.

Demo: Place a coffee filter on top of a beaker. Place coffee grinds on the filter. Have students note that the grinds do not pass through the filter. Pour water over the grinds and the filter. Water particles absorbed into the water from the grinds pass through the filter but the grinds themselves do not. This filter is selectively permeable or semi-permeable which means it allows only certain sizes of particles to

pass through. (or use a tea bag for the demo!) The cell membrane is a semi-permeable membrane. It only allows certain sizes and

types of particles to pass through. Oxygen is small enough to pass through (bring up image of oxygen diffusion into cells). It passes through because the concentration of oxygen is higher outside the cell than inside and remember with diffusion: high concentration to low concentration.

Water is another substance that can pass through the cell membrane. If the water concentration inside is too low then water comes in, if the water concentration inside is too high then water diffuses out. Water is so important to a cells survival that scientists gave the process of diffusion of water through a semi-permeable membrane a special name called osmosis. The water particles move from high concentration to low concentration.

Osmosis can have a large effect on cells. Bring up the osmosis image and describe how that cell is become swelled when there’s too much water, shrunk when there’s not enough.

Show osmosis video.Conclusion:

Hand out an index card and have students on one side write diffusion and on the other write the definition with an example. Hand out another index card and they will do the same with osmosis.

Extra Time?! Check and Reflect page 119 #1-2 (3-5 if more time), definitions and title pagesLearning Outcomes

2. Investigate and describe the role of cells within living things• describe the role of cells as a basic unit of life• analyze similarities and differences between single-celled and multicelled organisms (e.g., compare, in general terms, an amoeba and a grizzly bear, a single-celled alga and a poplar tree)• distinguish between plant and animal cells (e.g., distinguish between cell walls and cell membranes)• describe the movement of gases and liquids into and out of cells during diffusion and osmosis, based on concentration differences [Note: This outcome requires a general understanding of processes, not a detailed analysis of mechanisms.]

• examine plant and animal structures; and identify contributing roles of cells, tissues and organs

Assessment/Evaluation

Discussion, index cards, questioning, check and reflect

Materials/Resources

Beaker, water, food colouring, filter paper, ground coffee, (optional: tea bag), Process of diffusion image: http://images.tutorvista.com/content/biomembranes/diffusion-process.jpeg, diffusion of oxygen into the cell image: http://missbzscience.wikispaces.com/file/view/sx5429b3.gif/229916444/sx5429b3.gif, semi permeable membrane and diffusion image: http://www.somesmart.com/wiki/uploads/Irreverence/Diffusion.jpg, semi-permeable membrane image: http://i.ytimg.com/vi/Ya9Vg46ZBPA/0.jpg, osmosis image: http://3.bp.blogspot.com/-c6YJMZgEWAU/UTOwtCwgVKI/AAAAAAAATyw/JsyGV5F0b9E/s1600/Difusi%C3%B3n+de+agua+a+trav%C3%A9s+de+la+membrana,+osmosis.png, osmosis video: http://www.youtube.com/watch?v=nBrziJ21By0

Differentiation/

Modification

Lesson 10: Effects of Different Solutions on Cells Inquiry Activity page 117Lesson Overview Intro:

Students will investigate how a saltwater solution and pure water affect the appearance of a cell.

Body: Place students into group of 4. Randomly assign lab roles (use the sanchez

class template if necessary). Students will conduct that inquiry activity on page 117 of the textbook.

Conclusion: Students will write a lab report, title, question, hypothesis, materials,

procedure, observations, analyzing/interpreting, conclusion. They will hand in this lab report for marks.

Learning Outcomes 2. Investigate and describe the role of cells within living things• describe the role of cells as a basic unit of life• analyze similarities and differences between single-celled and multicelled organisms (e.g., compare, in general terms, an amoeba and a grizzly bear, a single-celled alga and a poplar tree)• distinguish between plant and animal cells (e.g., distinguish between cell walls and cell membranes)• describe the movement of gases and liquids into and out of cells during diffusion and osmosis, based on concentration differences [Note: This outcome requires a general understanding of processes, not a detailed analysis of mechanisms.] • examine plant and animal structures; and identify contributing roles of cells, tissues and organs

Assessment/Evaluation Lab reportMaterials/Resources Onion, microscopes, glass slides, cover slips, saltwater solution, eye dropper, paper

towel, distilled waterDifferentiation/Modification

Lesson 11: Cells Can Combine to Form Tissues and Organs (80 mins)Lesson Overview Intro:

Today we will be learning some new things about cells. Unicellular organisms are small because if they were any larger it would take too long for the processes of diffusion and osmosis. So when they get too big, they divide. This process is called binary fission. Show the amoeba dividing video.

Our body cells divide this way too. This is how our skin cells are replaced. Not only do cells reproduce, but multicellular organisms have specialized

cells. They are built for special functions. Cells with similar functions group together to form tissues. Almost all of your organs are made up of different combinations of these four types of tissues – connective, epithelial, nervous and muscle tissue (refer to picture on page 122 of

text). Watch the specialized cells video.

Body: Plant cells are also organized into tissues. Plants only have three tissue

types though, photosynthetic/storage, protective and transport. These tissues are organized into three organs: leaves, roots, stems. Unlike animal cells though the plant organs are not organized into organ systems (refer to picture on page 123 of text).

Conclusion: Students will work through the section review (page 125 #1-6). A week

from today we will have the topic 2 quiz.Extra time?! Start the Create Your Own Cell Project

Learning Outcomes 2. Investigate and describe the role of cells within living things• describe the role of cells as a basic unit of life• analyze similarities and differences between single-celled and multicelled organisms (e.g., compare, in general terms, an amoeba and a grizzly bear, a single-celled alga and a poplar tree)• distinguish between plant and animal cells (e.g., distinguish between cell walls and cell membranes)• describe the movement of gases and liquids into and out of cells during diffusion and osmosis, based on concentration differences [Note: This outcome requires a general understanding of processes, not a detailed analysis of mechanisms.] • examine plant and animal structures; and identify contributing roles of cells, tissues and organs

Assessment/Evaluation Section reviewMaterials/Resources Amoeba dividing video: http://www.youtube.com/watch?v=L17q3BQOyfs,

specialized cells video: http://www.youtube.com/watch?v=I8uXewS9dJU,Differentiation/Modification

Lesson 12: Create a Model Cell (80 mins)Lesson Overview Intro:

I will introduce the cell project to students. They will be creating a model of a cell. I will hand out the project handout and as a class we will read through the project. Tell students that they will have this class to work on the project and it will be due 1.5 weeks from today (5 classes away). Tell them not to lose their handout as they will need to hand it in with their project.

Body: Students will work on their cell model

Conclusion: Remind students of when the project is due. They will have to work on it

at home a little bit because there will not be enough class time to finish the project.

Learning Outcomes 2. Investigate and describe the role of cells within living things• describe the role of cells as a basic unit of life

• distinguish between plant and animal cells (e.g., distinguish between cell walls and cell membranes)

• examine plant and animal structures; and identify contributing roles of cells, tissues and organs

Assessment/Evaluation Cell model projectMaterials/Resources Project handouts (in appendix)Differentiation/Modification

Lesson 13: The Digestive System (80 mins)Lesson Overview Intro:

Tell students that we are going to start discussing different systems in the body. Today we will be learning about the digestive system.

Placemat Activity: in the middle of each group of four, place a large sheet of poster paper and four markers. Have 1 student divide the paper into four sections with a square in the middle. Everyone has a place to write and no one else can write in their space. Tell students that we are going to be watching a clip of magic school bus in the digestive system. Assign each student A, B, C, or D. A’s job is to listen for the names of the organs. B – pay attention to the order of the system from start to finish. C – what does each organ do? D – listen for additional interesting information. After you have assigned a role to each student, watch the 15 minute movie.

After watching the movie, have students talk with their classmates in a round robin discussion sharing what they wrote down. If any group members have additional information to add, then do so.

After discussing as a group, summarize your information in the square in the middle.

Students will then walk around the room and read what other groups have written in their summary box on the placemat and add to theirs as needed.

Body: There are a couple types of digestion, mechanical and chemical. Mechanical

is the physical breakdown of food into very small pieces which chemical is the breakdown of larger particles into smaller particles through enzymes.

Describe to student what is food’s path through the digestive system? (start with mouth and work through to the large intestine – reviewing pages 128 – 130 of textbook).

Students will work on check and reflect questions 1-6 on page 131.Conclusion:

5 minutes before class is done - Exit slip: on a sticky note have students write what happens to a cheeseburger when you eat it. Give as much detail as possible.

Extra time!? Give students a little bit of time to work on their cell model projects.Learning Outcomes 3. Interpret the healthy function of human body systems, and illustrate ways the

body reacts to internal and external stimuli• describe, in general terms, body systems for respiration, circulation, digestion, excretion and sensory awareness (e.g., describe how blood is

circulated throughout the body to carry oxygen and nutrients to the body’s various tissues and organs)• describe, in general terms, the role of individual organs and tissues in supporting the healthy functioning of the human body (e.g., the role of lungs in exchanging oxygen and carbon dioxide, the role of bronchia in providing a passageway for air)• describe ways in which various types of cells contribute to the healthy functioning of the human body (e.g., describe the roles of individual cells in nerves, muscle, blood, skin and bone)• describe changes in body functions in response to changing conditions (e.g., changes in heart rate in response to exercise, change in metabolism in response to lower temperature, reflex responses to stimuli)

Assessment/Evaluation Check and reflect questions, placemat activityMaterials/Resources Diagram of villi and microvilli:

https://ib-biology2010-12.wikispaces.com/file/view/villi_in_sm._intestine/173325835/villi_in_sm._intestine, Digestive system diagram: http://upload.wikimedia.org/wikipedia/commons/c/c5/Digestive_system_diagram_en.svg, Magic school bus digestive system clip: http://www.youtube.com/watch?v=OW2u6oYF9Iw ,

Differentiation/Modification

Lesson 14: Topic 2 Quiz and Respiratory SystemLesson Overview Intro:

Review the section review from topic 2 Topic 2 quiz What’s in Your Breath?! Demo page 132 of textbook. Place 10 mL of water

and a few drops of bromothymol blue to each of two test tubes – label the first test tube A and the second B. Have a student come up and gently blow 5 big breaths into the liquid of test tube A, and have students observe changes. Bromothymol Blue reacts with carbon dioxide. Ask students why it was important to include test tube B in the experiment.

Body: Show students the respiratory system video. Have them write down (while

watching) what happens in the process as air comes into the body down through the trachea, into the lungs and bronchioles and into the blood.

After the video, review with students what is breathing, and the gas exchange process (pages 133-134 of text).

Conclusion: Have students draw a diagram of an alveolus and label it (page 134). Once

they are done that, have students draw a flowchart showing the process of respiration including the major organs and tissues involved and their functions.

Extra time?! Have students create a 6 second vine video describing the process of respiration. Have them upload their video to the computer and then watch in class.

Learning Outcomes 3. Interpret the healthy function of human body systems, and illustrate ways the body reacts to internal and external stimuli

• describe, in general terms, body systems for respiration, circulation, digestion, excretion and sensory awareness (e.g., describe how blood is circulated throughout the body to carry oxygen and nutrients to the body’s various tissues and organs)• describe, in general terms, the role of individual organs and tissues in supporting the healthy functioning of the human body (e.g., the role of lungs in exchanging oxygen and carbon dioxide, the role of bronchia in providing a passageway for air)• describe ways in which various types of cells contribute to the healthy functioning of the human body (e.g., describe the roles of individual cells in nerves, muscle, blood, skin and bone)• describe changes in body functions in response to changing conditions (e.g., changes in heart rate in response to exercise, change in metabolism in response to lower temperature, reflex responses to stimuli)

Assessment/Evaluation Diagram and flowchart notes, topic 2 quizMaterials/Resources Respiratory system video: http://www.youtube.com/watch?v=hc1YtXc_84A,

respiratory system video: http://kidshealth.org/kid/closet/movies/RSmovie.htmlDifferentiation/Modification

Lesson 15: Circulatory SystemLesson Overview Intro:

Today we will be discussing the circulatory system. As an introduction to the circulatory system, show students the kids

health video. As they are watching, have them list 5 pieces of information about the circulatory system.

Have students do a pair share with their 5 pieces of information. After students share, bring up the online kids health activity. Label the

heart accordingly. Remind students of the atria, ventricles, arteries and veins.

Direct students to look at the images on page 137 of the textbook and discuss.

Discuss what capillaries are and that they have two adaptations for exchanging gas and nutrients – made up of special epithelial tissue that is only one cell thick, they are very narrow so that blood cells pass through in single file – this helps increase the rate of gas exchange between the blood and cells.

Pull up the amazing animal heart facts website and show students.Body:

The components of blood Steve Spangler activity. Check and reflect page 140 #1-5

Conclusion: Inside Outside circle closure activity – have students share 3 things they

learned about the circulatory system.

Learning Outcomes 3. Interpret the healthy function of human body systems, and illustrate ways the

body reacts to internal and external stimuli• describe, in general terms, body systems for respiration, circulation, digestion, excretion and sensory awareness (e.g., describe how blood is circulated throughout the body to carry oxygen and nutrients to the body’s various tissues and organs)• describe, in general terms, the role of individual organs and tissues in supporting the healthy functioning of the human body (e.g., the role of lungs in exchanging oxygen and carbon dioxide, the role of bronchia in providing a passageway for air)• describe ways in which various types of cells contribute to the healthy functioning of the human body (e.g., describe the roles of individual cells in nerves, muscle, blood, skin and bone)• describe changes in body functions in response to changing conditions (e.g., changes in heart rate in response to exercise, change in metabolism in response to lower temperature, reflex responses to stimuli)

Assessment/EvaluationMaterials/Resources Steve spangler components of blood activity:

http://www.stevespanglerscience.com/lab/experiments/components-of-blood, how the heart works video kids health: http://kidshealth.org/kid/closet/movies/CSmovie.html http://www.youtube.com/watch?v=oHMmtqKgs50, http://www.youtube.com/watch?v=EA2DY0tjpFI, how the body works fill in activity online http://kidshealth.org/kid/htbw/_bfs_CSactivity.html, amazing animal heart facts http://blog.nwf.org/2013/02/amazing-animal-hearts/,

Differentiation/Modification

Lesson 16: Excretory SystemLesson Overview Intro:

To begin the class I will show the students the urinary system video. They will write down what the different parts of the urinary system are and at the end of the video write down how it works.

The organs in the urinary system are part of the excretory system – the system that gets rid of the waste in our bodies. What kind of waste? Excess liquid, the waste products from cells such as ammonia (from breaking down proteins), water and salt.

The liver is part of both the digestive and excretory system. It takes the toxic ammonia out of the bloodstream and converts it into the less toxic substance called urea. The liver releases this into the bloodstream to be excreted.

The kidneys are the main organ of excretion – about 180 L of blood pass through the kidneys each day and you produce about 1.5 L of urine each day. The kidneys keep the proper amount of water in your blood. Nephrons, which are in the kidneys, are the filters that the blood passes through to get rid of waste.

Your skin also gets rid of waste – there are many tiny sweat glands right below the surface. They keep you cool, but also remove excess salt from your blood.

Urine can be used to reveal diseases, which is why doctors have you pee in a cup when you go for a check-up. For example, people with diabetes will often

have glucose in their urine. If someone’s kidneys don’t work properly then they usually undergo a process

regularly called dialysis. It removes all of the waste from the blood that a normal kidney would. The individual’s blood flows into special tubing inside the machine, the tubing is surrounded by fluid and wastes from the blood diffuse out of the tubing and into the fluid. The blood then flows back into the person. This usually takes 4-6 hours to fully clean the blood.

Body: Today we are going to be lab technicians. A lab technician is a person who

works in a laboratory and performs tests. We are going to perform a test on “urine” to find out whether three patients have diabetes or kidney disease.

Have students go into groups of 3. Each member will have a role – project manager keeps group on task and reads the procedure to the group and assists the materials handler as necessary, materials handler performs the experiment and the recorder records observations and helps keep the group on task.

Students will open their texts to page 144. They will write their hypothesis. The materials handler will collect the materials and students will conduct the

experiment.Conclusion:

Students will write a formal lab report, including all of the bold headings on page 144 as the required sections of their report.

Extra time?! Check and reflect page 145 #1-5Topic 3 Quiz a week from today

Learning Outcomes 3. Interpret the healthy function of human body systems, and illustrate ways the body reacts to internal and external stimuli

• describe, in general terms, body systems for respiration, circulation, digestion, excretion and sensory awareness (e.g., describe how blood is circulated throughout the body to carry oxygen and nutrients to the body’s various tissues and organs)• describe, in general terms, the role of individual organs and tissues in supporting the healthy functioning of the human body (e.g., the role of lungs in exchanging oxygen and carbon dioxide, the role of bronchia in providing a passageway for air)• describe ways in which various types of cells contribute to the healthy functioning of the human body (e.g., describe the roles of individual cells in nerves, muscle, blood, skin and bone)• describe changes in body functions in response to changing conditions (e.g., changes in heart rate in response to exercise, change in metabolism in response to lower temperature, reflex responses to stimuli)

Assessment/Evaluation Urinary system vieo: http://kidshealth.org/kid/closet/movies/USmovie.html?tracking=59983_E, **ahead of time you need to prepare the glucose and protein solutions

Materials/Resources

Lesson 17: Sensory SystemLesson Overview Intro:

Students will hand in their cell model projects. I will begin the class by telling students that today we will be looking at

sensory systems. The sensory systems use things called nerves to send information to the brain about things we are sensing around us. Some sensory systems are the eyes, ears, nose, touch and taste.

Today you will be working in a pair to learn about these.Body:

Students will work through learning centers about the eyes, ears, nose, touch and taste. They can write notes on the handouts as they watch videos about each thing.

Conclusion: Students will perform the Inquiry Activity on page 150 of the textbook

This is the end of topic 3.Learning Outcomes 3. Interpret the healthy function of human body systems, and illustrate ways the

body reacts to internal and external stimuli• describe, in general terms, body systems for respiration, circulation, digestion, excretion and sensory awareness (e.g., describe how blood is circulated throughout the body to carry oxygen and nutrients to the body’s various tissues and organs)• describe, in general terms, the role of individual organs and tissues in supporting the healthy functioning of the human body (e.g., the role of lungs in exchanging oxygen and carbon dioxide, the role of bronchia in providing a passageway for air)• describe ways in which various types of cells contribute to the healthy functioning of the human body (e.g., describe the roles of individual cells in nerves, muscle, blood, skin and bone)

• describe changes in body functions in response to changing conditions (e.g., changes in heart rate in response to exercise, change in metabolism in response to lower temperature, reflex responses to stimuli)

Assessment/Evaluation Discussion, notes, inquiry activityMaterials/Resources Learning center instruction sheet on the SMART board, laptops, learning center

notes handoutDifferentiation/Modification

Lesson 18: Scientific Investigation Leads to New Knowledge About Body Systems and New Medical ApplicationsLesson Overview Intro:

I will introduce the lesson to students by asking them the questions at the top of page 155 of the textbook. I will then tell them that 50% of them would have died still if they had gone to the hospital and were living in the mid-1800’s. Many doctors were helpless to treat patients for some illnesses and injuries. As doctors began trying and doing new things, new knowledge was gained and led to medical discoveries. Today you are going to look at some of those.

Body: Students will complete the guided notes for topic 4. They will work individually.

Conclusion: Students will hand in the topic 4 guided notes. I will mark them and record on

them where students need to add information.Extra time!? Do the Inquiry Activity on page 157 of the text – tracking down disease (or you could start with this as a grabber activity in the intro! That would be fun. Requires prep ahead of time outlined in TRM).

Learning Outcomes 4. Describe areas of scientific investigation leading to new knowledge about body systems and to new medical applications

• identify examples of research into functions and dysfunctions of human cells, organs or body systems• describe ways in which research about cells, organs and systems has brought about improvements in human health and nutrition (e.g. development of medicines; immunization procedures; diets based on the needs of organs, such as the heart)• investigate and describe factors that affect the healthy function of the human respiratory, circulatory and digestive systems (e.g., investigate the effect of illness, aging or air quality on the function of the respiratory system)

Assessment/Evaluation Topic 4 guided notesMaterials/Resources Topic 4 guided notes handout

Lesson 19: Topic 3 Quiz and Unit ReviewLesson Overview Intro:

Students will write the topic 3 quiz.Body:

Students will have time to finish their definition sheets and title pages.Conclusion:

Students will be dismissedLearning Outcomes Overview of all

Assessment/EvaluationMaterials/Resources

Lesson 20: Unit ReviewLesson Overview As a class we will play the Cells and Systems jeopardy game. This will be a review of the

entire unit.Learning Outcomes Overview of all

Assessment/Evaluation Questioning, discussionMaterials/Resources Cells and systems jeopardy game

Lesson 21: Unit ExamLesson Overview Students will write their unit exam. Once they are finished they will read quietly.Learning Outcomes All

Assessment/Evaluation Unit examMaterials/Resources Unit exam

Appendix

Parts of a Compound MicroscopePart Function Handling Hints

1. Eyepiece

2. Coarse Adjustment Knob

3. Fine Adjustment Knob

4. Revolving Nosepiece

5. Objective Lenses

6. Stage

7. Stage Clips

8. Diaphragm

9. Lamp

10. Arm

11. Base

Name: Date:

Create A CellThis is a project where you will be creating your own model of a plant or animal cell! You can use whatever building materials you feel would help you best build a cell. Follow the instructions below and check off in the box when you have completed each step.

1. Choose which type of cell you are going to create – plant or animal.2. Check out page 109 of your textbook, figure 2.15. This is a good place to start looking

at how to model your cell. 3. Build your cell! It must include the following organelles

a. Nucleusb. Mitochondriac. Cell Membraned. Vacuolese. Cytoplasmf. Cell Wall (if you chose the plant cell)g. Chloroplasts (if you chose the plant cell)

** If you want to research what other organelles are inside cells and include those, then go ahead! That would be great!

4. Make your cell look nice! Colour or paint it for example. 5. Label your organelles on your cell.6. After you’re done making your cell, get out a sheet of paper. Make a list of each

organelle you included in your model and write down what the function of that organelle. You will be handing this in with your model.

a. Make sure your list is neatly printed or typed.7. On the same sheet of paper, include two paragraphs. One that describes the similarities

and of plant cells and animal cells, and one that describes the differences between plant and animal cells.. Include as many similarities, differences and details you can!

8. Double check your project. Make sure you have included everything you need to.

Science 8 Cell Model RubricExcellent4

Good3

Satisfactory2

Needs Improvement1

Incomplete0

The cell model includes the structures of the nucleus, mitochondria, cell membrane, vacuoles, cytoplasm, cell wall (if applicable), chloroplasts (if applicable).The cell model has the included organelles clearly labelled.The cell model is neat, organized, and nicely presented.The student has included a list describing the organelles and their functions.The student has included a detailed paragraph that describes the similarities between plant and animal cells.The student has included a detailed paragraph that describes the similarities between plant and animal cells.

Total /24

Science 8 Cell Model Self ReflectionSomething I thought I did really well for this project is…

Something I think I could have improved is…

What I learned from working on this project is…

Science 8 Cell Model Self FeedbackSomething I think would make this assignment better is…

Something I think was really great about this project is…

What’s Going on in Your Body?!Have you ever wondered what exactly goes on inside your body?! Well through this

project, you’re about to find out! You have learned about cells, but we know cells combine to form tissues and tissues form organs and organs work in an organized body system. You have the job of finding out and teaching your classmates about a body system. To teach your classmates, you will be creating a 5-10 minute video which you will edit and post on YouTube. On the date that the videos are due we will be watching them in class! (Popcorn may even be involved ;) ).

1. You are in a group and your group has a topic to present:a. Kirsty, Vanessa I., Brooklyn – Digestive System (starts at page 127)b. Kyle, Isabelle, Shalyn, Kevin – Circulatory System (starts at page 135)c. Daisy, Shaelee, Nicole – Nervous System (starts at page 146)d. Nicolas, Lexi, Vanessa B. – Excretory System (starts at page 141)e. Morgan, Tasha, Teigan – Respiratory System (starts at page 132)

2. Your presentation needs to include the following⃝` Create an account on YouTube – do not use your own names or

birthdays! Use your school email address.⃝` Your video must be edited and published on YouTube.⃝` Include a video clip, experiment, some interesting element in your video

(or do your video in an interesting, creative way such as news reporting…).⃝` All of the vocabulary terms in your section must be addressed in your

video.⃝` Describe the body system which you have been assigned – make sure

you’re using the correct vocabulary.

Sensory Systems NotesGo to the following website: http://kidshealth.org/kid/htbw/. This site has videos on each of the sensory systems that you will be looking at today.

While watching the video pay attention to how that system works. Make some notes about how the system works.

1. Eyes

2. Ears

3. Nose

4. Tongue

5. Skin

6. What does the brain have to do with all of these systems?

Topic 4 Guided NotesScientific Investigation Leads to New Knowledge About Body

Systems and New Medical ApplicationsName: Date:

Working individually, find the answers to the following questions in topic 4.0 of your textbook. These are to be handed in at the end of class.

1. What is smallpox? 2. What happened when Edward Jenner noticed an interesting coincidence about cowpox? Make

sure you use the word vaccine in your answer.3. Who discovered “germs”?4. Pasteur’s discovery led to another discovery in medicine. What was it?5. What is scurvy? How was it cured?6. What are some factors that affect the health of your cells and body systems?7. How does smoking affect the respiratory system?8. What are some diseases that are related to smoking?9. What is atherosclerosis? How does it affect the circulatory system?10. What are stomach ulcers? How do they affect the digestive system?