UNIT PLAN

TITLE OF THIS UNIT: Understanding Life Systems

GRADE (S) LEVEL: 8_____________

LENGTH OF UNIT (# of hours or # of weeks): 2 weeks (10 periods)

AUTHORS: James Shaw & Kevin VanHaaren
All components of the unit plan are essential. Although presented in a linear fashion, the components
may be completed in any order.
Unit Description
Cells are the smallest unit of life, and each cell is a system nested within a system.
Students will continue to develop their knowledge of organisms by focusing on the
structure and function of cells in plants and animals. They will examine the implications
of this knowledge for individuals, society and the environment

OVERALL EXPECTATIONS
8s1. Assess the impact of cell biology on individuals, society, and the environment;
8s2. Investigate functions and processes of plant and animal cells;
8s3. Demonstrate an understanding of the basic structure and function of plant and animal cells and
cell processes.

SPECIFIC EXPECTATIONS

1.1. assess the role of selected technologies (e.g., the development of the electron
microscope, the ability to infuse dyes into cells, in vitro fertilization) in enhancing our
understanding of cells and cellular processes. Sample guiding questions: How have electron
microscopes helped our understanding of cells and cell processes? What are some
disadvantages of using this technology that might affect its availability or effectiveness? How
might infusing dye into cells be a useful tool for diagnosing and/or treating diseases, or for
understanding how cells work? How might the understanding of cells and cell processes help
in treating disease?;

1.2. assess the potential that our understanding of cells and cell processes has for both
beneficial and harmful effects on human health and the environment, taking different
perspectives into account (e.g., the perspectives of farmers, pesticide manufacturers, people
with life threatening illnesses). Sample issues: (a) Medical scientists can identify changes in a
cell or in chromosomes that signal the development of medical problems. But because of the
cost of the procedure, this service may not be available to everyone. (b) Scientists can develop
pest-resistant crops that reduce the need for chemical pesticides. But there are some concerns
that these crops may cross-breed with native plants and disrupt natural populations and
balances;

2.1. follow established safety procedures for handling apparatus and materials (e.g., wash
hands after preparing materials for slides) and use microscopes correctly and safely (e.g.,
carry the microscope with both hands, place it near the centre of the desk, ensure that the sun
cannot be directly focused through the instrument when sunlight is used for illumination, keep
both eyes open when viewing to avoid eye strain);

2.2. use a microscope correctly and safely to find and observe components of plant and animal
cells (e.g., using an onion slice or a prepared slide of a protist) and make accurate drawings of
their observations;

2.3. prepare dry- and wet-mount slides of a variety of objects for use with a microscope (e.g., a
piece of newspaper, a hair);

2.4. use scientific inquiry/experimentation skills (see page 12) to investigate the processes of
osmosis and diffusion. Sample guiding questions: What question will your experiments try to
answer? What do you predict might happen in your experiment? What variables might you
need to consider? What conclusions might you draw from the results of your experiment? How
closely do your predictions compare with what you actually observed in your experiments?
How might what you have learned about osmosis and diffusion be useful in daily life (e.g., how
might this help you to keep your houseplants from wilting?);

2.5. use appropriate science and technology vocabulary, including organelle, diffusion,
osmosis, cell theory, selective permeability, membrane, stage, and eyepiece, in oral and
written communication;

2.6. use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with
different audiences and for a variety of purposes (e.g., using the conventions of science, make
a labelled drawing of a cell; create a slide show to explain the results of investigations into the
processes of osmosis and diffusion);

3.1. demonstrate an understanding of the postulates of the cell theory (e.g., the cell is the
basic unit of life; all cells come from pre-existing cells; all living things are made up of one or
more cells);

3.2. identify structures and organelles in cells, including the nucleus, cell membrane, cell wall,
chloroplasts, vacuole, mitochondria, and cytoplasm, and explain the basic functions of each
(e.g., the nucleus holds all the information needed to make every cell in the body);

3.3. compare the structure and function of plant and animal cells;

3.4. explain the processes of diffusion and osmosis and their roles within a cell;

3.5. identify unicellular organisms (e.g., amoebae) and multicellular organisms (e.g.,
invertebrates [worms], vertebrates [frogs]), and compare ways in which they meet their basic
needs (e.g., nutrition, movement, gas exchange);

Lesson #
Description
Time Allotted
1
Technology Investigation
35 minutes
2
Safety Procedures
35 minutes
3
Microscopes
35 minutes
4
Inquiry - Osmosis
35 minutes
5
Osmosis & Diffusion
35 minutes
6
Cell Structures
35 minutes
7
Cell Function
35 minutes
8
Cell Theory
35 minutes
9
Science Investigation Presentations
35 minutes
10
Cells Related to Systems
35 minutes
3.6. describe the organization of cells into tissues, organs, and systems (e.g., groups of cells
with similar functions combine to make up tissues; groups of tissues with similar functions
combine to make organs; groups of organs work together as organ systems).
ACTIVITY (LESSON) TITLES (TOPICS): TIME & SEQUENCE

Unit Planning Notes

The functioning and interaction of cells in the body provide the basis for human life
and how we survive. The entire process is very complex, so it is important that
there is enough time allotted so that appropriate instruction and activities can be
given in order to better their understanding. Working on this unit for 2 weeks
should be enough time for the students to get a good grasp on the topic, without
going to in depth for their learning level.

The unit will be presented in a way so that the material will be introduced generally
and get more specific with each lesson. For example lesson 1 will highlight the role
cells play in a living organism, and as the unit goes on specific cell parts will be
introduced, and eventually the functions of each of those parts will be identified.

Evaluation will be based on students ability to demonstrate knowledge of the

parts, functions and interactions of cells ands cell parts. This will be done through
assignments and a culminating unit test.

Delivery strategies will be mostly lecture based, with the integration of a couple
visual handouts as well as an activity involving the use of the microscopes.

Will explain to the students the real world applications for knowing about the cells
and their functioning (e.g. the many health fields that require this knowledge,
knowledge for the good of ones own health

PRIOR KNOWLEDGE REQUIRED:

An awareness of life systems and their functioning

An awareness of the structure and function of the major organs in the body
An awareness of how skeletal, muscular and nervous systems work together

ASSESSMENT/EVALUATION:
Lesson:
1 - Technology Investigation
- describe the science behind various uses of technology to examine and observe scientific
investigations
2 - Safety Procedures
- understand the protocol of the scientific model conducted when conducting scientific
experiments
3 Microscopes
- work co-operatively with peers to demonstrate and understand the use and function of
microscopes and their various capabilities
4 - Inquiry Osmosis
- investigate the scientific process of osmosis
5 - Osmosis & Diffusion
- demonstrate an understanding between the differentiation of both osmosis and diffusion
Summative Assignment Possibility: Processes in The Cell Assignment osmosis/diffusion
6 - Cell Structures
- demonstrate an understanding of the basic structure and function of plant and animal cells and
cell processes
7 - Cell Function
- investigate functions and processes of plant and animal cells
- distinguish between plant and animal cells
8 - Cell Theory
- illustrate and explain that the cell is a living system that exhibits all the characteristics of life
- explain that growth and reproduction depend on cell division
Summative Assignment Possibility: Model Cell Project
9 - Science Investigation Presentations
- investigate a working system and the ways in which components of the system contribute to its
desired function
- demonstrate an understanding of different types of systems and the factors that contribute to
their safe and efficient operation
10 - Cells Related to Systems
- assess the impact of cell biology on individuals, society, and the environment
- describe examples of the interdependence of various systems of the human body
Summative Assignment Possibility: Written Assignment Impact of Cell Biology
** Rubrics would be created specifically catered to mark specific assignment

RESOURCES:
Print:
Websites: http://schools.peelschools.org/1423/Documents/Curriculum%20Package%20Grade
%208%202012-13.pdf
Technology:
Human:

Measurement Tool
SCIENCE
Strand: Understanding Life Systems: Cells
Sample Task: Show understanding of cells using lab techniques and presentation skills Sample Rubric:

Category

Level 1

Level 2

Use of
critical/creative
thinking processes,
skills, and strategies

uses critical/creative
thinking processes,
skills, and strategies
with limited effectiveness

uses critical/creative
thinking processes,
skills, and strategies
with some effectiveness

makes connections
between science,
technology, society, and
the environment with
limited effectiveness

makes connections
between science,
technology, society, and
the environment with
some effectiveness

Level 3

Level 4

uses critical/creative
thinking processes,
skills, and strategies
with considerable
effectiveness

uses critical/creative
thinking processes,
skills, and strategies with
a high degree of
effectiveness

makes connections
between science,
technology, society, and
the environment with
considerable
effectiveness

makes connections
between science,
technology, society, and
the environment with a
high degree of
effectiveness

uses conventions,
vocabulary, and
terminology of the
discipline with
considerable
effectiveness

uses conventions,
vocabulary, and
terminology of the
discipline with a high
degree of effectiveness

demonstrates
considerable

demonstrates thorough

Thinking

(e.g., analysing,
interpreting, problem
solving, evaluating, forming
and justifying conclusions
on the basis of evidence)

Application
Making connections
between science,
technology,
society, and the
environment (e.g.,
assessing the impact of
science and technology on
people, other living things,
and the environment)

Communication
Use of conventions,
vocabulary, and
terminology of the
discipline in oral,
visual, and/or
written forms (e.g.,

uses conventions,
vocabulary, and
terminology of the
discipline with limited
effectiveness

uses conventions,
vocabulary, and
terminology of the
discipline with some
effectiveness

demonstrates limited

demonstrates some

symbols, formulae,
scientific notation, SI units)

Knowledge
Understanding of
content (e.g., concepts,

ideas, theories, principles,

procedures, processes)

understanding of content

understanding of content

understanding of content

understanding of content

ACTIVITY (LESSON PLAN # 8): Title: Cell Theory

Time: 35 minutes
DESCRIPTION:
Once the students have been presented with the content, the teacher will use guided instruction to
break student into groups and commence a jigsaw type version of differentiated instruction. Students
will be provided with a blank diagram of either the plant or animal cell and asked to fill in the
appropriate information using their prior knowledge and the textbook. Students working on the
respective cell type can collaborate to fill in the information, specifically the memorization tips to
remember cell parts and functions. Once completed, students have now become the expert about
their provided cell type. Students will then partner with a student with the opposite cell type and teach
each other what theyve learnt to complete the learning goal. Lastly, students will be assessed on how
effective their guided instruction was by having to complete a worksheet prior to the end of class.

Strand:
Overall Expectations:
8s2. Investigate functions and processes of plant and animal cells;
8s3. Demonstrate an understanding of the basic structure and function of plant and animal
cells and cell processes.
Specific Expectations:
3.1. demonstrate an understanding of the postulates of the cell theory (e.g., the cell is the
basic unit of life; all cells come from pre-existing cells; all living things are made up of one or
more cells);
PLANNING NOTES:

Have PowerPoint presentation loaded and review slides prior to presenting to class. Some
slides give away answers (guided instruction) if you go too far ahead before related discussion.
Have handouts printed and ready to pass out to students ahead of time
Bring class in before dismissing students for a consolidation period. Ask students about activity
effectiveness, what parts they liked, interesting points, etc.

PRIOR KNOWLEDGE REQUIRED:

Basic knowledge and understanding of cell theory

Understanding cell processes and purposes
Visual aid corresponding cell type (plant vs animal cell)

TEACHING/LEARNING STRATEGIES

The differentiated instruction will consist of oral lesson and oral communication between
students
The Power-point presentation will be posted online for future reference
Students will present and explain their specified cell type (example: Plant cell)
Students will record their fellow peers findings to incorporate a master list of cell function

ASSESSMENT/EVALUATION:
Knowledge/Understanding: can be assessed by:
-

Understand basic functions of plant & animal cells

All students will have to know the functions of the cell parts

Inquiry can be evaluated by:

-

Labeling and Identify cell components

All students will have to label blank cell diagram

Communication can be evaluated by:

-

Successfully work and interact with classmates

Students will have to work together to create memorization tools

Application can be evaluated by:

-

Students will be teaching fellow classmates drawing upon knowledge they have acquired on
their specific cell and communicate using jigsaw type version of differentiated instruction

RESOURCES:
Print: Grade 8 Science textbook
A.V: Power point projector
Internet: Youtube video clip: http://www.youtube.com/watch?v=u54bRpbSOgs

Human: Animal cell & Plant cells handouts

ACCOMMODATIONS: (IEP students, ESL/ELD, facilities, handouts, alternate reporting options)

-

Printed copy of slide show presentation

Labeled copy of animal & plant cell provided
Work with EA/SSP to come up with memorization techniques and any other activity if
necessary