Curriculum Page

 

Standards Based Unit of Study Template

Unit Planning Template 

Teacher(s)       ___Alexandria Henning______________________________________________________________________ 

Subject(s)/Course(s):_____Science_____________________Grade/Level____9________________

 UnitTopic/Focus:___________Cell_________________________________________________________________________ 

Integration with other content areas (if applicable)________________________________________________________  Estimated time for implementation:_____________Four Days__________________________________________________ Standards Visit the KDE Website for quick access to the Academic Expectations, Program of Studies, and Core Content for Assessment 4.1. The Combined Curriculum Document makes it easier to copy and paste the standards you are addressing into your standards-based unit of study and lessons plans. (See Combined Curriculum Documents and others): 

Program of Studies: UnderstandingsProgram of Studies:Skills and ConceptsRelated Core Content
SC-H-UD-U-1Students will understand that the many body cells in an individual can be very different from one another even though they are all descended from a single cell and thus have essentially identical genetic instructions. Different parts of the instructions are used in different types of cells. SC-H-UD-S-1Students will analyze the parts within a cell responsible for particular processes and create analogous models for those processes SC-H-UD-S-2Students will identify a variety of specialized cell types and describe how these differentiated cells contribute to the function of an individual organism as a whole.SC-HS-3.4.2Students will understand that most cell functions involve chemical reactions. Food molecules taken into cells react to provide the chemical constituents needed to synthesize other molecules. Both breakdown and synthesis are made possible by a large set of protein catalysts, called enzymes. The breakdown of some of the food molecules enables the cell to store energy in specific chemicals that are used to carry out the many functions of the cell SC-HS-3.4.4Students will understand that plant cells contain chloroplasts, the site of photosynthesis. Plants and many microorganisms (e.g., Euglena) use solar energy to combine molecules of carbon dioxide and water into complex, energy-rich organic compounds and release oxygen to the
  
Essential Question: What is a cell?
  1. What are the functions of the organelles in a cell?
  2. What different type of cells are there?
  3. What are the differences between plant cells and animal cells?
  4. What type of research is currently be done with cells?

Culminating Activity/Assessment, A product or performance that:           

Students will explain tissue engineering, its benefits and risks as well as choice their own viewpoint and explain.  Students will be given the websites needed to research the “tissue engineering” topic.  They will be asked to show their work either through a written paper or visual, but will be asked to present both. This will assess their knowledge at the end of this unit on cells by applying to the real world of science.  

Resources / Technology:

  •  audio, computers, internet access, Smart Board, paper, colored pencils, PowerPoint
 Outline of Daily Plans            

Day __1___    of     __4__ day lesson.

 Lesson Detail:  Introduction to the Cell  

1.   Objectives

  • Students will identify the components of the cell and describe their corresponding functions. 
  • Students will identify the differences between animal cells and plant cells. 
 

2.    Connection to Content Standards:

 SC-HS-3.4.2 Students will understand that most cell functions involve chemical reactions. Food molecules taken into cells react to provide the chemical constituents needed to synthesize other molecules. Both breakdown and synthesis are made possible by a large set of protein catalysts, called enzymes. The breakdown of some of the food molecules enables the cell to store energy in specific chemicals that are used to carry out the many functions of the cell.

SC-HS-3.4.4Students will understand that plant cells contain chloroplasts, the site of photosynthesis. Plants and many microorganisms (e.g., Euglena) use solar energy to combine molecules of carbon dioxide and water into complex, energy-rich organic compounds and release oxygen to the

 

3.    Instructional delivery

  •  
    • We will discuss the cell as a class through lecture and using our textbooks
    • A video (http://videos.howstuffworks.com/hsw/6009-understanding-cells-the-organelles-video.htm) will be shown to give a visual of the cell.
    • The students will be broken into two groups. One group will be given a animal cell worksheet and the other group will be given a plant cell worksheet.  The students will use their notes and book to identify the structures on the worksheet and give a detailed description of their functions. Once the groups are finished, they will present to the class their findings.  
    • As a class, the students will create a Venn Diagram on the Smart Board that depicts the differences and similarities between the animal cell and plant cell.
 

4.    Resources

·   Computer, Internet, SmartBoard 
 

5.   Wrap-up/Student Reflection

·   Students will complete an end of the day reflection on listing one of the components of the cell and a detailed description of its function.
 

6. Additional lesson notes

  

  Resources/Technology: Think about practical issues and materials needed for lesson implementation. (check all that apply) 

Assistive tools: text readers, auto summary, etc. Communication tools: blogs, wikis, pod casts, e-mail, web page, etc.
xInteractive technology: Smart boards, Quick Response Systems, etc. Research online: encyclopedias, KY Virtual Library, etc.
xProductivity tools: web sites, PowerPoint, spreadsheets, word process, graphic organizers, concept mapping, etc.xDigital Imagery:  digital camera, clip art, movie clips, etc
 Content Resource:  web sites (Marco Polo, KET EncyloMedia, Web Quests, virtual museums), content software resources, supplemental resources on CD, blogs, etc. Equipment: TV, tape recorder, CD/DVD player, videos, MP3 Players, video cameras, educational software, etc.
 Other:

Day __2___    of     __4__ day lesson. 

Lesson Detail: 

1.    Objectives

·         Students will create their own model of the cell and its components.         
 

2.    Connection to Content Standards:

SC-H-UD-S-1Students will analyze the parts within a cell responsible for particular processes and create analogous models for those processes.
 

3.    Instructional delivery  

·   Students will be provided with a sheet of instructions to create their own edible cell.  They will also be given all the materials needed set up on stations.
 

4.    Resources

·   SmartBoard,
 

5.   Wrap-up/Student Reflection (See Appendix H)

·   Students will complete their model of the cell and turn in a sheet with a key to which candy represents to which structure in the cell.
 

6. Additional lesson notes

  

 Resources/Technology: Think about practical issues and materials needed for lesson implementation. (check all that apply) 

Assistive tools: text readers, auto summary, etc. Communication tools: blogs, wikis, pod casts, e-mail, web page, etc.
xInteractive technology: Smart boards, Quick Response Systems, etc. Research online: encyclopedias, KY Virtual Library, etc.
xProductivity tools: web sites, PowerPoint, spreadsheets, word process, graphic organizers, concept mapping, etc.xDigital Imagery:  digital camera, clip art, movie clips, etc
 Content Resource:  web sites (Marco Polo, KET EncyloMedia, Web Quests, virtual museums), content software resources, supplemental resources on CD, blogs, etc. Equipment: TV, tape recorder, CD/DVD player, videos, MP3 Players, video cameras, educational software, etc.
 Other:

Day __3 & 4___    of     __4__ day lesson. 

Lesson Detail:  Research 

1.    Objectives

a. Students will explain “tissue engineering” and support one argument through a well-researched presentation. 
 

2.    Activating prior knowledge/Connections to previous instruction:

Apply to the students prior knowledge of cells and connecting to current research in science.
 

3.    Instructional delivery

·   Presentation of objectives and expectations of the project.·   Students will work in groups to research “tissue engineering” and determine their position on the topic.·   Research websites will be given for them to use.·   Students will create within their groups a PowerPoint Presentation on their position.·   Students will present their PowerPoint to the class and will be recorded.  
 

4.    Resources

·   PowerPoint, Internet, Computers 
 

5.   Wrap-up/Student Reflection

·   Students reflection will be their PowerPoint presentation.
 

6. Additional lesson notes

  

 Resources/Technology: Think about practical issues and materials needed for lesson implementation. (check all that apply) 

Assistive tools: text readers, auto summary, etc. Communication tools: blogs, wikis, pod casts, e-mail, web page, etc.
xInteractive technology: Smart boards, Quick Response Systems, etc.xResearch online: encyclopedias, KY Virtual Library, etc.
xProductivity tools: web sites, PowerPoint, spreadsheets, word process, graphic organizers, concept mapping, etc.xDigital Imagery:  digital camera, clip art, movie clips, etc
xContent Resource:  web sites (Marco Polo, KET EncyloMedia, Web Quests, virtual museums), content software resources, supplemental resources on CD, blogs, etc.xEquipment: TV, tape recorder, CD/DVD player, videos, MP3 Players, video cameras, educational software, etc.
 Other: