Science
SCI.III.1.2
th
Grade: 7
This benchmark is currently being taught in the 7 grade Health Class. It is the responsibility of the
7th grade science teacher to be sure this is taught. Should the Health Class be changed, this
benchmark will be taught in 7th grade science.
Strand III:
Using Scientific Knowledge in Life Science
Standard 1:
Cells - All students will apply and understanding of cells to the functioning of
multicellular organisms, including how cells grow, develop and reproduce
Benchmark 2:
Explain why and how selected specialized cells are needed by plants and
animals.
Constructing and Reflecting Benchmarks:
SCI.I.1.1 - Generate scientific questions about the world based on observation.
• Generate questions about microorganisms and various human cells observed under a microscope.
SCI.I.1.3 - Use tools and equipment appropriate to scientific investigations.
SCI.I.1.5 - Use sources of information in support of scientific investigations.
SCI.II.1.1 - Evaluate the strengths and weaknesses of claims, arguments, or data.
• Provide evidence that all parts of living things are composed of cells.
• Evaluate the claims of various medical treatments that rely on strengthening the disease-fighting response of
specialized cells in the human body.
Vocabulary / Key Concepts
Specialized functions of cells:
• reproduction
• movement
• disease-fighting
• photosynthesis
• transport
Context
Specialized animal cells:
• red blood cells
• white blood cells
• muscle cells
• bone cells
• nerve cells
• egg/sperm cells
Specialized plant cells:
• root cells
• leaf cells
• stem cells
Knowledge and Skills
Students will explain that plants and animals are
made of specialized cells which make up different
tissues, organs and organ systems. Each organ or
organ system is made up of specialized cells that
carry out the functions of that organ or system.
Examples:
• Reproduction: egg and sperm carry instructions
for creating a new organism
• Disease fighting: white blood cells fight disease
• Movement: muscles and bones are specialized
for
movement and rigidity
• Photosynthesis: occurs in plant cells
Resources
Coloma Resources:
Resources being used in Health Class:
Prentice Hall Science Explorer Series:
Cells & Heredity
Other Resources:
• The Franklin Institute Online – Anatomy
and Physiology
•
Plant and Fungi characteristics – lab
•
Michigan Teacher Network Resources
•
Scope Unit - Cell Theory and Biological
Organization
•
Cells Alive – online photos and information
about a variety of cells
•
San Diego State – Biology Lessons for MS
and HS Teachers - Cells – includes
masters and labs. Nice.
•
Teacher’s Domain – sign up – its free and
awesome! Excellent video clips and
interactives on many subjects – see cellular
in Life Science 6-8. OUTSTANDING!
•
Magnificent Microworld Adventures – AIMS
Videoconferences Available
For more information, see
www.remc11.k12.mi.us/dl or call Janine Lim
471-7725x101 or email jlim@remc11.k12.mi.us
III.1.MS.2 Explain why and how selected
specialized cells are needed by plants and
animals.
Photosynthesis from Camden Children's
Garden
Instruction
Assessment
Focus Question: Why do plants and animals need
specialized cells?
Working in small groups, students will examine a
common small plant, such as a marigold. Looking at the
plant, students will draw the entire plant and label the
three basic organs (leaf, stem, and roots). Next to each
organ, the students will:
Students will select an organism and one of its
specialized cells to research. They will prepare
a summary of their research, including
information about its structure (visual
representation) and function (written summary)
that could be used on a class web site.
•
•
Describe the function or purpose of each part
Predict and draw what the cells might look like in each
part
Students will continue investigating plant cells by:
•
•
•
Collecting actual cell samples
Examining cell samples to determine their functions
Analyzing the similarities and differences between their
predicted and actual drawings
Given a diagram of a human and a list of specialized
cells, students will:
•
•
describe the function/purpose of each cell
draw what the cells might look like and label their location
Students will continue investigating animal cells by:
•
•
viewing prepared slides
analyzing the similarities/differences between their
predicted and actual drawings
Students will expand their knowledge of animal cells by:
•
•
researching ways cells are specialized in animals and
why animals also have a need for specialized cells
selecting one specialized cell and preparing a
presentation for the class to explain its structure and
function
(Give students rubric before activity.)
Scoring Rubric
Criteria: Accuracy of visual representation
Apprentice Shows a sketchy visual of a cell. Basic
Displays a visual of a cell structure.
Meets Designs an accurate visual of specialized
cells.
Exceeds Designs a detailed, comprehensive
visual(s) of several specialized cells.
Criteria: Completeness of description
Apprentice Provides a vague description of cell
function.
Basic Describes briefly the cell’s function.
Meets Describes the function(s) accurately of the
specialized cell.
Exceeds Describes in detail the function(s) of
several specialized cells.
Criteria: Correctness of format
Apprentice Explains with inappropriate vocabulary
or grammar.
Basic Explains with partially correct vocabulary
and grammar.
Meets Explains with appropriate vocabulary and
grammar.
Exceeds Explains with extended vocabulary and
exceptional grammar.
Teacher Notes:
See III.2.MS.4 Systems and processes functioning to provide/remove materials to/from cells
“All living things are composed of cells, from just one to many millions, whose details usually are visible only through a
microscope. Different body tissues and organs are made up of different kinds of cells. The cells in similar tissues and
organs in other animals are similar to those in human beings but differ somewhat from cells found in plants. ” (BSL)
“Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing more cells. This
requires that they take in nutrients, which they use to provide energy for the work that cells do. Specialized cells perform
specialized functions in multicellular organisms. Groups of specialized cells cooperate to form a tissue, such as a muscle.
Different tissues are in turn grouped together to form larger functional units, called organs. Each type of cell, tissue, and
organ has a distinct structure and set of functions that serve the organism as a whole. ” (NSES)
The structures within cells are introduced in the corresponding high school benchmarks (III.1.HS.2). Middle school
students are not required to differentiate between plant cells and animal cells in terms of their inner structure, or explain
how various structures within cells help them carry out their functions (also III.1.HS.2). Rather, they are supposed to
become familiar with a variety of animal cells and plant cells, and explain how each of those cells is needed by the
organism. (JCISD)