Engage: What Do You Know About Your Cells ? Enrich: My Scientist Activity Microscopes Group Quiz

• Engage: What Do You Know About Your Cells?• Enrich: My Scientist Activity• Microscopes Group Quiz• Assignment Discovery Cells• Explain: Molecules Into Structures• Explain: Movement Through Membranes• Explain: Cell Division• Elaborate: Using Technology to See Inside Cells

Entry Task• On a new sheet of paper, write your name, date, and period.

Write down, then answer the following questions using IQIA:

1. What is a goal?2. What’s the difference between an individual and a team?3. What are the goals for chapter 6?

• After you have completed your entry task, set it to the side and wait for instruction. Be prepared to share your answers.

Entry• Tear a sheet of paper in half, then fold it in half hamburger

style. On the top half of the paper write a personal goal on how you will be a better teammate today.

• Fold it in half again and put it to the side, then work again with your teammates to finish the Engage activity.

Teambuilder: Desert Survivor

Learning Target—DO NOT COPYI can explain the difference between an individual goal and a team goal.I can explain what it requires for teams to be successful in achieving their goal(s).ClassworkDesert Survivor Worksheet

Desert SurvivalGroup 1 2 3 4 5 6 7 8

Map

Salt

Parachute

Rain Coat

Mirror

Compass

Book

Flashlight

Pistol

Canteen

Knife

Exit Task• On the backside of the Entry Task sheet, write down the

following questions and respond to them using IQIA.

1. What is the difference between deciding on an individual goal versus a team goal?

2. In order for a team to become successful in achieving their goal(s), what must be in place?

Entry• Take out your entry task from your piles and answer this

statement on the bottom half of the folded paper:

• I was/was not able to achieve my goal during the engage activity because…

Engage: What Do You Know About Your Cells? Pgs. 254-255Learning Target• I can share what I know about cells in the

forms of answers, labeled diagrams, and questions.

• I can reflect on my prior knowledge of atoms and cells and show how they might be related based on their size.

ClassworkGROUP-Process & Procedure 1-9

Where might you find cells?

Are cells alive? Why or why not?

What do you think cells are made of?

Do you think it’s possible to see a cell? Why or why not?

How large do you think a cell is?

ITEMS Single Cell Many Cells Not a Cell Not Sure

Chicken Egg

Red-Disks in Blood

Water in tree bark

Amoeba

Bacterium

Human Egg

Virus

Chlorophyll

Sperm

Chloroplast

Exit Task

INIDIVIDUAL-Reflect & Connect 3a, b, & c

Exit Task• On the bottom half of the folded piece of paper reflect and

answer complete the statement below:

• I was/was not able to achieve my goal today because…

Entry Task• On a half sheet of paper:

• In what ways have you contributed to your community? How did that help your community out?

• Be prepared to share

Enrich: My Scientist Activity

Learning Targets:• I can write a biography of my scientist in the form of

a Facebook page, resume, or letter to their high school teacher.

• I can colorfully illustrate what my scientist looks like.Classwork:• Make a facebook page, write a resume, or a letter

and draw an illustration of your scientist. Due at the end of the period.

Entry Task• Using the front of the sticky note found on your table:• Write your first & last name at the top of the sticky note• Write your scientist’s name below your name• Place two facts about your scientist that you learned on the

backside (where the sticky stuff is) of the sticky note• Place your sticky note on the drawn out box on the whiteboard

that says, “Sticky Notes Here.”• Antonie van Leeuwenhoek Rudolf Virchow • Robert Hooke Louis Pasteur • Matthias Jakob Schleiden Theodor Schwann

• Turn In your Enrich: My Scientist to the inbox

Microscopes Group Quiz

Learning Target:I can demonstrate my knowledge of using and taking care of a microscope by completing a group quiz.

Each member will need a sheet of paper. Discuss-Agree-Rotate#1-Blue Ink #2-Black Ink #3-Choice #4-Pencil

Numero Uno

Number your papers from 1-11; discuss the correct piece-agree on the answer-rotate papers

Numero dos

Write out and multiplya. 4 (10)= _________ magnificationb. 10 (10)= _________ magnificationc. 10 (40)= _________ magnification

Numero TresMultiple ChoiceMake sure microscope is on ______ power!

a) Highb) Lowc) Medium

Put stage all the way ____(you focus by slowly moving stage ____)a) Up, Downb) Down, Upc) Up, Up, Down, Down, B, A, B, A, Select, Start

Check the light setting (should be_____)

a) Closedb) Openc) On

Numero Quattro

Fill in the blank1. When carrying a microscope, always use _________!2. Never use the COARSE focus when on _______ power!3. When putting the microscope away (at the end of class):

1. It should be on _____ power!2. The stage should be set all the way _______(do this with the

coarse focus knob!)3. C. The light switch should be turned _____!

4. 6 out of 7 sentences in this section ends in a ______ _____!

Assignment Discovery Cells

Learning TargetsI can share what I know and what I learned about cells using a t-table.

Click the title above to watch a YouTube video that is an overview of what was seen in class!

Entry• 1 millimeter (mm)= 1000 micrometers (µm)

• On a half sheet of paper, solve the following conversions with your elbow partner:

• 10 mm = ___ µm• 2 µ = ___ mm• .5 mm = ___ µm

• If something has a width of 4.5mm, what is its radius in mm? what is its radius in µm?

Explore: What is a Cell?Part 1a: Let’s Check Out Some CellsPgs. 256-260Learning Target:• I can properly use and take care of a microscope using a rubric.

• I can calculate total magnification, and field of width using a x4, x10, x40 lens/objective.

• I can convert millimeters (mm) into micrometers (µm)

Classwork• Read and follow Process & Procedure 1-4• Read and follow Protocol: Field of View 1-6

Entry• Share around your table in a discussion what you are looking

forward to most about spring break. Be prepared to share in class.

EyepieceMagnification

(a)

Lens/ObjectiveMagnification

(b)

TotalMagnification

(a · b)

Field ofWidth

(millimeters)

Field ofWidth

(micrometers)

Field ofView

(millimeters)

Field ofView

(Micrometers)

Explore: What is a Cell?Part 1b: Let’s Check Out Some CellsPgs. 256-262Learning Target:• I can properly use and take care of a microscope using a rubric.

• I can find, then calculate field of width and calculate field of view

• I can sketch different kinds of cells and compare their similarities and differences

Classwork• Process & Procedure 6

Entry

Take out your process & procedure steps.

Gather your materials and complete the following tasks with your table partners:Materials:MicroscopePlant & Animal Slide1. Process & Procedure step 62. Stop & Think Part 1, #1 & 2, pg. 262

Exit Task

• On a separate sheet of paper with your NAME, DATE, & PERIOD on it fill in the blanks:

• A x40 total magnification is like________, because________.• A x100 total magnification is like________, because________.• A x400 total magnification is like________, because________.

Entry

•Share with your table partners:•The best part of your spring break•The least best part of your spring break•Be prepared to share in class

Estimate the length and width of the following cells:

400x magnification40x magnification

X40 maginification is like a globe

X100 magnification is like a map of the United States

X400 magnification is like a map of Washington State with the counties.

Exit

•What are examples of places you might find cells?

•How big do you think cells are in micrometers?

Entry

• Split a sheet of paper with your elbow partner. Respond to the following questions:

•What makes up molecules?

•What do molecules make?

Explain: Molecules into Structures: Part I, pgs. 264-269Learning Target:I can explain what elements make up life.

I can explain what carbohydrates, lipids, proteins, nucleic acids are made of and their importance to life.

I can put notes together with my class about the essential elements of life and about macromolecules.

Classwork:Reading NotesFollow all the textbook’s instructions.

Exit• What elements are essential for life?

• What are the roles of carbohydrates and lipids in a cell?

Entry

On a half sheet of paper:

• What are the 6 essential elements that make up life?

• What are the 4 organic molecules that make up life?

• What are physical properties of covalent bonds? Polar covalent bonds? (Hint: Go back to Particular Properties, pg. 107)

Entry

•Take out one half sheet of paper per TABLE. Then listen for your teacher’s instruction.

Explain: Molecules Into Structures: Part II, 269-272Learning Target:I can explain the function of carbohydrates, lipids, proteins, and nucleic acids.

Classwork:Finish, “Proteins & Amino Acids”Guided NotesStop & Think 5-7

Review EntryCARBOHYDRATES LIPIDS

PROTEINS NUCLEIC ACIDS

Entry

Answer the following questions on a half sheet of paper:

1. What are cells made up of?

2. Approximately, what is the size of a cell?

3. Where can cells be found?

Explain: Molecules Into Structures: Part III, 272-277Learning Target:I can explain the difference between a prokaryote and a eukaryote.

I can compare and contrast an animal cell from a plant cell and their organelles.

I can draw, label, and describe plant and animal organelles.

Classwork:Finish Proteins & Amino AcidsRead, “A Closer Look at Cells”Reflect & Connect #3Read, “Eukaryotes”Reflect & Connect #1, 2, 4

Entry

You will receive a pen to make corrections during review.

Prepare to listen and make corrections to your Explain: Molecules into Structures activity.

Group Quiz• Take out a sheet of notebook paper.• Put your name, date, and period on it.• Read the instructions on the handout.• Do not answer the standard provided in bold print.• Seat #1: Green, Seat #2: Blue, Seat #3: Black, Seat #4: Red• Discuss, Agree, Write, Rotate papers clockwise.

Entry

Be prepared to change assigned seats.

Get to know your new neighbors by asking the question,“What was your favorite cartoon as a kid? Why?”

Be prepared to share.

Explain: Movement Through Membranes, Part 1; pgs. 281-283Learning Target:I understand and can describe the terms isotonic, hypertonic, and hypotonic.

I can explain what happens to cells when you change the external environment.

ClassworkWatch VideoRead, “Relative Concentrations of Substances”Stop & Think 1-3

Explain: Movement Through Membranes, Part 2; pgs. 282-286Learning TargetI can develop a model for how materials move through a cell’s membrane.

I can propose why some materials move through a cells membrane and others do not.

ClassworkProcess & Procedure 1-11Stop & Think 1-4

Entry

How might the size and concentration of molecules affect the movement of molecules through a cell membrane?

Explain: Movement Through Membranes, Part 2; pg. 286Learning TargetI can conduct an investigation of a cell membrane model and collect evidence.

I can review what I know about cells through watching a video

ClassworkPart 2:Process & Procedure 6-8 (we will complete 9-11 and stop & think 1-4 on Monday)

Entry

Find your cell model and complete the remaining Process & Procedure questions.

Skip procedure step 11.

Complete Stop & Think 1-4 before the end of the period.

Explain: Movement Through Membranes, Part 2; pg. 286Learning TargetI can conduct an investigation of a cell membrane model and collect evidence.

I can explain why some molecules move through a membrane and others do not.

ClassworkPart 2:Process & Procedure 9-11Stop & Think 1-4

Entry

Pop Quiz!

Explain: Movement Through Membranes, Part 3: How Cells Exchange Molecules; pg. 287-295

Learning TargetI can explain what are diffusion and osmosis.

I can explain the concept of a concentration gradient.

I can explain how cells are selectively permeable.

ClassworkProcess & Procedure 1-6Read, “Diffusion & Osmosis” Click for YouTube Video outlining concept!Read, “Transport Molecules”Reflect & Connect 1-3

EntryMultiple Choice:1. Diffusion is…

a) The random movement of molecules from a higher area of concentration to a lower area of concentration.

b) The movement of water molecules across a cell membrane.c) The concentration of molecules at various points between the high and the low areas.

2. The concentration gradient is…a) The random movement of molecules from a higher area of concentration to a lower

area of concentration.b) The movement of water molecules across a cell membrane.c) The concentration of molecules at various points between the high and the low areas.

3. Osmosis is…a) The random movement of molecules from a higher area of concentration to a lower

area of concentration.b) The movement of water molecules across a cell membrane.c) The concentration of molecules at various points between the high and the low areas.

Short Answer•What does selectively permeable mean?

•What is active transport?

Explain: Cell Division, pgs. 297-303Learning Target I can explain the cell cycle.

I can describe the process of mitosis and describe its stages.

I can explain the concept of differentiation.

ClassworkProcess & Procedure 1-3Read, “Cells Divided” Interactive Animation!Reflect & Connect 1-3

Entry

Take out a full sheet of paper and write your name, date, and period.

Elaborate: Using Technology to See Inside Cells, pgs. 305-310Learning TargetsI can explain how the light microscope has helped scientists learn more about cells.

I can explain why a single type of technology cannot provide information about all levels of an organism (molecules to a whole organism)

I can name another type of technology scientists use to know more about the world.ClassworkProcess & Procedure 1, 2Reflect & Connect 1-3