Unit: The Structure and Function of Cells General Task The Animated World of Cellular Processes Subject Area: Life Science
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1 The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Unit: The Structure and Function of Cells General Task The Animated World of Cellular Processes Subject Area: Life Science Grade: 7 Standards (Content and Characteristics): S7L2: Students will describe the structure and functions of cells, tissues, organs, and organ systems. a. Explain that cells take in nutrients in order to grow and divide and make needed materials. S7CS5: Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing. Enduring Understanding: Cells take in nutrients to grow, divide and make needed materials. Essential Questions: How do cells get the energy and nutrients they need? How do they get rid of waste? ADMINISTRATION PROCEDURES Pre-Assessment: Students will take a short quiz matching cellular processes with their correct definitions. Match the following definitions with their correct processes. 1. Water moving from an area of high concentration to an area of low concentration. 2. Passing of a material through a protein doorway from an area of low concentration to an area of high concentration. 3. The process by which the cell membrane envelops material that is too large to pass through the membrane and then pinches of inside the cell 4. Passing of a material through a protein doorway from an area of high concentration to an area of low concentration. 5. The process by which the cell membrane removes material that is too large to pass through the membrane by surrounding by a membrane within the cell and then expelling it by pushing it out of the cell. July 26, 2007 Page 1 of 7
2 Word Bank Passive Transport Osmosis Endocytosis Active Passport Exocytosis Outcome / Performance Expectations: General Teacher Instructions: Materials Needed: Safety Precautions: Students will be able to correctly identify and explain the different cellular processes used to transport nutrients in and out of the cell by definition and diagram. Students will make flip books animating the processes of active and passive transport, endocytosis and exocytosis and osmosis. White copy paper, colored pencils or markers, alligator clips, paper clips or stapler, active and passive transport diagram templates, endocytosis and exocytosis diagram templates (see pages for copying) Scissors and staplers can be a risk for cuts. Task with Student Directions: Resources: Homework / Extension: Instructional Task Accommodations for ELL Students: Students will create a step-by-step representation of the cellular processes passive transport and endocytosis. Students will break down the cellular processes of active transport and endocytosis into 12 separate scenes. Students will then draw each of these twelve scenes on 4x6 index cards. Each card will then be placed in order. It is very important that the scenes are in correct order. Diagrams are attached for help and may be used with students with disabilities. Once completed, students will then place the drawings in order and clip them together using an alligator clip, paper clip or stapler. Students will then flip through the clipped papers to see the animation of each process. Flipping through the sheets forward will demonstrate one process and flipping it the opposite way will demonstrate the opposite process. Students could also make a multimedia presentation or a movie that demonstrates each process. Textbook, United Streaming video clips, additional informative and illustrated books about cellular processes Students will take their final project home to share with parents. Students will be given extended time to complete assignment. Provide a sample of a finished product (SEE BELOW) Students will be paired with other students. July 26, 2007 Page 2 of 7
3 Instructional Task Accommodations for Students with Specific Disabilities: Instructional Task Accommodations for Gifted Students: Students will be given extended time to complete assignment. Provide a sample of a finished product (SEE BELOW) Students will be paired with other students. Students will be given the premade pieces of their flip book that are numbered so they can put them in correct order. Students will use their own ideas to create an analogy for one of the cellular processes and make their own animated cartoon using the analogy. July 26, 2007 Page 3 of 7
4 Passive Transport July 26, 2007 Page 4 of 7
5 Active Transport 12 July 26, 2007 Page 5 of 7
6 Endocytosis July 26, 2007 Page 6 of 7
7 Exocytosis 12 July 26, 2007 Page 7 of 7
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