CARE
Curriculum Assessment Remediation Enrichment
Grade LEVEL 7
Science CARE Assessment #3
CURRICULUM
Body of Knowledge
Big Idea
Benchmark(s)
Life Science
14: Organization and Development of Living Organisms
SC.6.L.14.1 - Describe and identify patterns in the
hierarchical organization of organisms from atoms to
molecules and cells to tissues to organs to organ systems to
organisms.
SC.6.L.14.4 – Compare and contrast the structure and
function of major organelles of plant and animal cells,
including cell wall, cell membrane, nucleus, cytoplasm,
chloroplasts, mitochondria, and vacuoles.
Video (5 minutes) – http://www.makemegenius.com/video_play.php?id=177&type=0
 Show students this introductory video on the parts and function of animal cell for review.
Sorting Activity – (5-7 minutes)
 Create an appropriate number of cards to be used in a class grouped into four students.
 Use index cards to write words to be used in sorting activity (laminate if possible for
durability and store in Ziploc bag).
o Plant Cell
o Animal Cell
o Cell Wall
o Cell Membrane
o Nucleus
o Cytoplasm
o Chloroplasts
o Mitochondria
o and Vacuoles
 Place students in groups of three - four (3-4) and have them sort the correct organelle
under the appropriate cell (plant or animal).
 Complete a Venn Diagram by placing the organelles in the correct circle Plant or Animal
and if they share an organelle place in the overlapped portion of the circles.
 Students should then complete a paragraph summary of what they’ve learned.
Matching Activity – (5 minutes)
 Use index cards to create a matching activity.
Created by KVM 10/14
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Label on index card with each of the structures assessed (cell wall, cell membrane,
nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles)
Label on an index card each of the following functions of the structures
o Support and protection
o Controls movement of materials in/out of cell
o Controls cell activities
o Supports and protects cell organelles
o Powerhouse of cell – creates energy
o Stores food, water, etc.
o Uses energy from sun to make food for plants
Have students match the function to the correct structure.
Walk and correct student misconceptions and ask probing questions.
ASSESSMENT
Formative Assessment #4 – attached at the end of this document
Formative Assessment #4 can also be found in BEEP
REMEDIATION / RETEACH
If students missed one to three questions from assessment 3 question #1-4 then:
 Send students to this website (http://www.biologyjunction.com/homeostasis_notes_bi.htm)
and take notes on cell membrane and homeostasis
 Define Homeostasis for students so that they can understand the process of balancing out
processes.
o
o
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Definition: The tendency of an organism or a cell to regulate its internal conditions, usually by a
system of feedback controls, so as to stabilize health and functioning, regardless of the outside
changing conditions
(2) The ability of the body or a cell to seek and maintain
a condition of equilibrium or stability within its internal environment when dealing
with external changes
Play a game with students that creates the understanding that homeostasis is very similar to
being in equilibrium.
o Draw a balance on flip chart paper and have students use scenarios regarding
energy from food, eliminating waste, and reproduction that allows students to write
down what should happen if these changes were to occur in order for homeostasis
to be maintained. (See below “Cellular Homeostasis” worksheet)
o You may add as many scenarios specified to extracting energy from food, getting
rid of waste, and reproducing as identified by test item specifications.
If students missed one to three questions from assessment 3 question #5-7 then:
 Have students create a quick note guide in their science journals on Cell Theory:
 In the first Column have students write “Rationale” and in the second column “Evidence”
 Students will research in their textbooks and/or websites if computers are available
evidence that supports each part of the cell theory.
Created by KVM 10/14
If students missed one to three questions from assessment 3 question #8-10 then:
 Have students create a foldable of the structures in their science journal. (See below “Cell
Structure and Function Foldable)
 If you are unable to make copies have students label 1-2 pages in their journals across the
top left corner “Structures” and list the structures addressed in the benchmark.
 Create four (4) more columns: Plant and/or Animal Cell, Drawing, Function
 Once students have completed the information in the columns have them fold their pages
to accommodate the information and then cut the rows that identify the seven structures.
ENRICHMENT
Use the websites to create a Cell City or a Cell Factory for presentation to the class. If students
can think of any other analogy allow them to explore it as long as the analogy is applicable to
concepts.
 They can create a poster, 3D model, or interactive web presentation for display.
 Background Information for students can be found at the sites listed below.
o http://quizlet.com/410483/cell-organelles-and-their-functions-flash-cards/
o http://www.biologyjunction.com/cell_functions.htm - foldable
Teacher Resources:
Teachers use this webpage to get an idea of some correlations between the cell and city structures
allow students to make correlations on their own.
May be a group project if you wish.
http://scorescience.humboldt.k12.ca.us/fast/teachers/Internauts/teacherpage.htm or
http://sciencenetlinks.com/student-teacher-sheets/comparing-cell-factory-answer-key/
Grading:
Use a rubric to grade student work. (see attached “Science Poster Rubric” below)
Created by KVM 10/14
Structure
Cell Structure and Function Foldable
Plant or
Picture
Function
Animal Cell
Cell Wall
Cell
Membrane
Nucleus
Cytoplasm
Chloroplast
Mitochondria
Vacuole
Created by KVM 10/14
Structure
Cell Structure and Function Foldable Key
Plant or Picture
Function
Animal
Cell
Cell Wall
Plant Cell
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Support (grows tall)
Protection
allows H2O, O2, CO2 to diffuse in
& out of cell
Cell
Membrane
Plant and
Animal
Cell
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Support
Protection
Controls movement of materials
in/out of cell
Barrier between cell and its
environment
Maintains homeostasis
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Nucleus
Plant and
Animal
Cell
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Controls cell activities
Contains the hereditary material of
the cell
Cytoplasm
Plant and
Animal
Cell
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Supports and protects cell
organelles
Chloroplast
Plant Cell
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Uses energy from sun to make
food (glucose) for the plant
Process called photosynthesis
Release oxygen
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Mitochondria
Vacuole
Plant and
Animal
Cell
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Plant and
Animal
Cell
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Breaks down sugar (glucose)
molecules to release energy
Site of aerobic cellular respiration
Store food, water, metabolic &
toxic wastes
Store large amounts of food or
sugars in plants
Created by KVM 10/14
Cellular Homeostasis
Cause
Effect
Equilibrium
Temperature of the internal environment
of the cell increases by 10 degrees
Celsius.
Carbon Dioxide and Water are produced
as waste products as cell use sugars to
produce energy.
Temperature of the external environment
of the cell decreases by 1degree Celsius.
Cells die causing a lack in the number
and type of cell required to complete a
specific function.
Created by KVM 10/14
Cell Theory
Rationale
Evidence
1. All organisms are composed
of cells.
2. All cells come from pre-
existing cells
3. Cells are the basic unit of
life.
Created by KVM 10/14
Venn Diagram
Directions: Write details that tell how the subjects are different in the outer rectangles. Write details that tell
how the subjects are alike where the rectangles overlap.
Created by KVM 10/14
Rubric for Science Poster
Criteria
Organization
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1
Clutter, no
definitive sections
Not all sections
present
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Creativity
 Bland, no
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Science Content
and Literacy
 No analysis of
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
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
variability
No use of color or
diagrams
Boring to look at,
does not catch your
attention
Interest,
motivation, effort
and time obviously
absent
science topic
No explanation
No science
specific connection
No use of
resources
2
No heading, but
sectioned
Hard to follow,
requires
assistance
Missing parts
Obvious
refinement
required
Very little use of
color or pictures
but enough to
engage and hold
attention
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3
All present but
unclear
Must reread for
clarity
Some evidence of
refinement
 Some use of color,

diagrams, etc.
Will engage but will
not stimulate
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 Interesting,


 Poor explanation 
 Inaccurate
science

connection
 Misinterprets the

science
One resource for
sure

Adequate
explanation
Science connection
present but could be
developed further
More than one
resource present
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Level and
Difficulty of
Understanding
 Task difficulty not

suitable for grade
level/not related to
science (too easy)
Superficial/
irrelevant task
 Explanation

describes
minimal level of
validity
Needs serious
refinement
 Task difficulty could

be increased or
developed
Some level of
understanding shown


4
Defined sections
Clear headings
Flows nicely to
assist reader
without help
Finished product
engaging.
visually
stimulating
Aesthetically
appealing with
use of color,
diagrams
Interest,
motivation,
effort and time
obviously
present
Appropriate
Concept full and
properly
explained
Insight present
Science specific
connection made
Content is
accurate,
comprehensive
and well
supported.
Excellent use of
resources
Difficulty
appropriate for
grade level
Understanding
present and
apparent
Created by KVM 10/14