MIDDLE SCHOOL SCIENCE INSTRUCTIONAL GUIDE
th
7 Grade Theme: Our World: The Seen and Unseen
UNIT 7-Va
Unit Question:
What Are the Unseen Building Blocks of Our Body?
Focus Question: What Are Cells?
GLCE and Depth of Knowledge (DOK) Level
Key Concepts
L.OL.07.21 Recognize that all organism are composed of cells (single
What are cells?, What is the cell theory?, Types of living things:
cell organisms, multicellular organisms). (1)
plants, animals, cell, microscope, cell theory,
L.OL.07.22 Explain how cell make up different body tissues, organs,
organelle, cell wall, cell membrane, nucleus, cytoplasm, mitochondria,
and organ systems. (1)
endoplasmic reticulum, ribosome, Golgi body, chloroplast, vacuole,
L.OL.07.24 Recognize that cell function in a similar way in all
lysosome
organisms (1)
Cross Curricular Connections:
ELA: Writing Explanations; Math: Making and interpreting data from charts and graphs (p. 29 and 60);
Thinking Maps Templates:
(http://www.bookladymel.com/thinkingmaps.htm) or (http://maps.org)/
Career Pathways-Prentice Hall Science Explorer Cells and Heredity-Talking with Wilfredo Colon p.C3
Multicultural Contributors information
April-June
Weeks 31-37
1.
2.
TEACHING OBJECTIVES AND RESOURCES
Determine prior knowledge/student understanding of GLCE. (Pre-Assessment Item(s))
Recognize that all organisms are composed of cells (single cell organisms, multicellular organisms).
 Text: Prentice Hall Science Explorer Cells and Heredity pp. 6-10,
Is Seeing Believing? (Discover Activity) p.6
 Transparency-C1
 All in One Teaching Resource: Discovering Cells (Review and Reinforce) p. 52.
 Technology Resources:
*Alternate lesson: LETUS-Communicable Disease-Lesson 5 (What is a Cell)?
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5.
Describe the similarity and difference between animal and plant cell
 Text: Prentice Hall Science Explorer Cells and Heredity p. 20-21
 All in One Teaching Resource: Use Target Reading Skills (Guided Reading and Study) p. 58.
 Transparency-C3, C4, C5
 Technology Resources:
Active Art-Plant and Animal Cells (PHSchool.com /Web Code:cep-3012)
http://www.cellsalive.com/ -Interactive tour of the Plant, Animal and Bacterial Cell
Free PowerPoint Presentations http://science.pppst.com/cells.html - Introduction to the Cell, Plant and Animal Cell, Cell Theory, etc.
http://sun.menloschool.org/~cweaver/cells/- Reinforcement of animal and plant cell terms
http://www.explorelearning.com/index.cfm (Cells) Free 30 Day Trial for online simulations that power inquiry and understanding
http://www.brainpop.com/ (Cells) Free 30 Day Trail for Movie Clip and Quiz
Explain how cells make up different body tissues, organs, and organ systems.
 Text: Prentice Hall Science Explorer Cells and Heredity, pp. 16-22.
 How Large Are Cells” (Skills Lab)-“ p.16
 Transparency-C27
 All in One Teaching Resource: Looking inside the cells (Guided Reading and Study) p. 58-60
Looking Inside Cells (Review and Reinforce) p. 61, Modeling Cell Structures (Enrich) p. 61
 Technology Resources:
Video-Discovery School: Video Explorations, “Cell Structure and Function”
PowerPoint Presentations - http://science.pppst.com/cells.html- Cell Structure and Function
Recognize that cells function in a similar way in all organisms.
 Text: Prentice Hall Science Explorer Cells and Heredity, p7, p. 20-23
 Thinking Map: Use Double Bubble Thinking Map to compare the functions of animal and plant cell.
 Graphic Organizer-Flowchart on the cell primary goal
 Technology Resources: http://www.beyondbooks.com/lif71/4a.asp (A Busy Factory)
SAMPLE BELLWORK/DO NOW
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What do you know about cells?
Name the three main parts of a cell?
Does an adult have bigger cells than a baby? OR Does and
elephant have bigger cells than a mouse? OR Does an
evergreen tree have bigger cells than a tulip?
Compare and Contrast the two kinds of cells: Eukaryotic
and Prokaryotic
Why are cells often compared to a factory?
List the three parts of the Cell Theory
Place some diagrams of specialized cells on the overhead
and have the students write what they think the cell’s
specialized function is and why?
SAMPLE ASSESSMENTS
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Text: Prentice Hall Cells and Heredity, p.13, Section 1 Assessment,
number 1a and 1b
Text: Prentice Hall Cells and Heredity, p. 24 Section 2 Assessment
Text: Prentice Hall Cells and Heredity, p. 62 Section 3 Assessment
Create a Foldable or Graphic Organizer or Thinking Map comparing
three types of cells.
Create a model or diagram of the two types of cell-Animal and Plant.
CPS (quick 5 question review, T/F, multiple choice, verbal, exam
view)
3-2-1 Write:
3 things I understand well about cell structure
and function
2 things I don’t understand
1 thing I have a question about
Have students write an explanation for the following focus questions
using claim, evidence and reasoning: How are cells similar?
Writing in Science p. C3
MIDDLE SCHOOL SCIENCE INSTRUCTIONAL GUIDE
th
7 Grade Theme: Our World: The Seen and Unseen
UNIT 7-Vb
Unit Question:
What Are the Unseen Building Blocks of Our Body?
Focus Question: How Are Cells Specialized?
GLCE and Depth of Knowledge (DOK) Level
Key Concepts
L.OL.07.23 Describe how cells in all multicellular organisms are
What are elements and compounds? What are the main kinds of
specialized to take in nutrients, which they use to provide energy for organic molecules in living things?, osmosis, selectively permeable,
the work that cells do and to make the materials that a cell or
diffusion, passive, active transport, cell division
organisms needs. (2)
L.OL.07.32 Examine how through cell division, cells can become
specialized for specific functions. (1)
Cross Curricular Connections:
ELA: Writing Explanations; Math: Making and interpreting data from charts and graphs (p. 29),
Thinking Maps Templates:
(http://www.bookladymel.com/thinkingmaps.htm) or (http://maps.org)/
April-June
TEACHING OBJECTIVES AND RESOURCES
Weeks 31-37
6. Describe how cells in all multicellular organisms are specialized to take in nutrients, which they use to provide energy for the
work that cells do and to make the materials that a cells or organism needs.
 Text: Prentice Hall Science Explorer Cells and Heredity, p. 23-24,
 Transparency: C 11
 Technology Resources: http://www.explorelearning.com/index.cfm-Cells (Free 30 Day Trial)
Students can watch Osmosis Jones Movie as the complete the worksheet which follows the movie in
order
http://www.mysciencebox.org/files/osmosis_jones.pdf
7.
Active Art-The Cell Cycle activity (Web Code:cep-3023)
Examine how through cell division, cells can become specialized for specific functions
Text: Prentice Hall Science Explorer Cells and Heredity, pp. 56
8.
Describe osmosis role in cells
 Text: Prentice Hall Science Explorer Cells and Heredity pp. 32-37
 Thinking Map:Compare and Contract (Passive transport and Active Transport)
 Transparency –C8, C9, C 10
 All in One Teaching Resource: The Cell In Its Environment (Guided Reading and Study) p. 74-75
The Cell In Its Environment (Review and Reinforce) p. 76
Facilitated Diffusion (Enrich) p. 77
 Lab Zone: Egg-Speriment With a Cell
 Technology Resources:
http://www.authorstream.com/presentation/rangerblue-71924-diffusion-osmosis-ii-education-ppt-powerpoint/
www.science-class.net/PowerPoints/Diffusion_osmosis.ppt
SAMPLE BELLWORK/DO NOW
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During the division of Meiosis why do cells become
specialized for specific functions.
What is the difference between osmosis and diffusion
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SAMPLE ASSESSMENTS
Section 4 Assessment p. 37
Have students write an explanation for the following focus
questions using claim, evidence and reasoning: How are cells
specialized?
MIDDLE SCHOOL SCIENCE INSTRUCTIONAL GUIDE
7th Grade Theme: Our World: The Seen and Unseen
UNIT 7-Vc
Unit Question:
What Are the Unseen Building Blocks of Our Body?
Focus Question: How Are Plants Specially Organized?
GLCE and Depth of Knowledge (DOK) Level
Key Concepts
L.OL.07.61 Recognize the need for light to provide energy for the
Photosynthesis (process and products of food production and transport),
production of carbohydrates, proteins and fats. (2)
chemical compounds in cells, plant storage organs (i.e. potato, onion,
P.EN.07.43 Explain how light energy is transferred to chemical energy starch storage in plants grown under different conditions,
through the process of photosynthesis. (2)
autotroph, heterotrophy, pigment, chlorophyll, stomata, respiration,
L.OL.07.63 Describe evidence that plants make, use and store food. (3) fermentation,Mitosis, Meisosis, Cell cycle, interphase, replication,
L.OL.07.31 Describe growth and development in terms of increase of mitosis, chromosome, cytokinesis, Specialized functions of cellscell number and/or cell size. (1)
reproduction, photosynthesis, transport movement, and disease fighting
L.OL.07.62 Explain that carbon dioxide and water are used to produce and key concepts on p. 16, carbohydrate, lipid, protein
carbohydrates, proteins, and fats. (2)
Cross Curricular Connections:
ELA: Writing Explanations; Math: Making and interpreting data from charts and graphs (p. 29);
Thinking Maps Templates:
(http://www.bookladymel.com/thinkingmaps.htm) or (http://maps.org)/
April-June
Weeks 31-37
TEACHING OBJECTIVES AND RESOURCES
9. Recognize the need for light to provide energy for the production of carbohydrates, proteins and fats in plants.
 Text: Prentice Hall Science Explorer Cells and Heredity pp. 27-28, 45
 Transparency –C 11
 All in One Teaching Resource: Cell processes and energy (Guided Reading and Study) p. 112,
Enrich p. 115
 Technology Resources:
Science Explorer Video Explorations-cell processes and energy
http://www.explorelearning.com/index.cfm?method=cResource.dspResourcesForCourse&CourseID=303
(Heredity and genetics) Free 30 Day Trial for online simulations that power inquiry and understanding
http://www.brainpop.com/ (Photosynthesis) Free 30 Day Trail for Movie Clip and Quiz
10. Explain how light energy is transferred to chemical energy through the process of photosynthesis.
 Text: Prentice Hall Science Explorer Cells and Heredity, pp. 46.
 Transparency – C13 , C 14
 All in One Teaching Resource: Cell processes and energy (Guided Reading and Study) p. 112,
Enrich p. 115
 Technology Resources:
Active Art- PHSchool.com (Web Code:cep-1042)
11. Describe evidence that plants make, use and store food.
 Text: Prentice Hall Science Explorer Cells and Heredity pp. 47
 Transparency –C12
 Lab Zone: Prentice Hall Science Explorer Cells and Heredity -Looking at Pigment p. 47
 All in One Teaching Resource: Chlorophyll and the color of light (Review and Reinforce) p. 114
 Technology Resources:
Active Art-The Cell Cycle activity (Web Code:cep-3023)
12. Explain that carbon dioxide and water are used to produce carbohydrates, proteins, and fats
 Text: Prentice Hall Science Explorer Cells and Heredity, pp. 48
What is a Product of Respiration? (Discover Activity ) p. 49; Measuring Carbon Dioxide (Teacher Demo) p. 51
 Targeted Print: Color Transparency –C 19
13. Define Respiration and explain the difference between respiration and photosynthesis.
 Text: Prentice Hall Science Explorer Cells and Heredity, pp. 49-53.
 Transparency – C15 , C 16, C 16, C 17, C 23
 All in One Teaching Resource: Respiration (Guided Reading), pp.127-130, Respiration-(Review and Reinforce) p. 121
14. Describe growth and development in terms of increase of cell number and/or cell size.
 Text: Prentice Hall Science Explorer Cells and Heredity pp. 55-56
 Thinking Map (Sequencing Map for the Cell Cycle p. 55)
 Transparency –C18, C 19
 All in One Teaching Resource: Discover Activity-What Are the Yeast Cells Doing?
Modeling Mitosis (Try this activity) p. 56
 Technology Resources:
Active Art-The Cell Cycle activity (Web Code:cep-3023)
PowerPoint Presentations- http://www.pbs.org/wgbh/nova/baby/divide.html# (How Cells Divide: Mitosis vs. Meiosis)
http://www.explorelearning.com/index.cfm?method=cResource.dspResourcesForCourse&CourseID=303
(Heredity and genetics) Free 30 Day Trial for online simulations that power inquiry and understanding
http://www.brainpop.com/ (Heredity) Free 30 Day Trail for Movie Clip and Quiz
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SAMPLE BELLWORK/DO NOW
What do plants need to grow?
Explain how light energy is transferred to chemical
energy through the process of photosynthesis
Describe how plants make and store food.
Explain the events that occur during photosynthesis.
Hint: Use the chemical equation for photosynthesis to
help.
What do you predict would happen to a plant that did
not receive any light? Describe how cell grow and
develop during Mitosis?
Place the main phases of Mitosis in its correct order:
Telophase, Interphase, Anaphase, Prophase, and
Metaphase
During what phase of mitosis does cytokinesis begin?
Explain the difference between Mitosis and Meiosis
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SAMPLE ASSESSMENTS
Text: Prentice Hall Cells and Heredity: Section 1 Assessment
p.48
Writing in Science p. 48
Create a Foldable for two stages of photosynthesis
Sequencing Chart for steps in Photosynthesis
CPS (quick 5 question review, T/F, multiple choice, verbal,
examview)
Have students write an explanation for the following focus
questions using claim, evidence and reasoning: How are cells
similar?
Text: Prentice Hall Cells and Heredity: Section 3 Assessment
p.62-1a, 1b, 1c
Writing in Science p. 62
Create a Foldable for mitosis and meiosis
CPS (quick 5 question review, T/F, multiple choice, verbal,
examview)
Design and conduct a scientific investigation that demonstrates
the role of mitosis and meiosis in a plant or animal cell
MIDDLE SCHOOL SCIENCE INSTRUCTIONAL GUIDE
th
7 Grade Theme: Our World: The Seen and Unseen
UNIT 7-Vd
Unit Question:
What Are the Unseen Building Blocks of Our Body?
Focus Question: How Do Living Things Reproduce?
GLCE and Depth of Knowledge (DOK) Level
L.HE.07.21 Compare how characteristics of living things are passed
on through generations, both asexually and sexually. (2)
L.HE.07.22 Compare and contrast the advantages and disadvantages
of sexual vs. asexual. (2)
Key Concepts
Hereditary information, Traits-inherited, acquired, Data on heredity
(such as identical twin studies, effects of introduced toxins, effects of
controlled selection and breeding, Reproductive cells-egg, sperm,
gametes. chromosome, gene, heredity, trait, genetics, fertilization,
purebred, gene, alleles, dominant allele, recessive allele, hybrid,
asexual reproduction, sexual reproduction
Cross Curricular Connections:
ELA: Writing Explanations; Math: Making and interpreting data from charts and graphs Prentice Hall Science Explorer Cells and Heredity
p. 88, How to calculate percentage. p. 85
Thinking Maps Templates:
(http://www.bookladymel.com/thinkingmaps.htm) or (http://maps.org)/
April-June
Weeks 31-37
TEACHING OBJECTIVES AND RESOURCES
15. Compare how characteristics of living things are passed on through generations, both asexually and sexually.
 Text: Prentice Hall Science Explorer Cells and Heredity pp. 76-81
 Transparency –C 26, C 33
 Science Explorer Video Explorations, “Genetics: The Science of Heredity ”
 Lab Zone: Heredity Lab
 All in One Teaching Resource: Guided Reading, pp.1175-177, Skills lab 180, Enrich 198.
Compare how characteristics of living things are passed on through generations, both asexually and sexually (continued).
Technology Resources:
Active Art-The Cell Cycle activity (Web Code:cep-3023)
Laser Disc-Science Sleuth “The Ballad of Bobby Ray”
PowerPoint Presentations- http://science.pppst.com/dna.html
http://www.genetics.gsk.com/kids/factoids_kids/
(Recognize that genetic information is passed from parent to offspring during reproduction).
http://www.usoe.k12.ut.us/curr/science/sciber00/7th/genetics/sciber/genetic2.htm
(Are you my mommy?-Heredity Lesson Plan for Teachers)
http://www.explorelearning.com/index.cfm?method=cResource.dspResourcesForCourse&CourseID=303
(Heredity and genetics) Free 30 Day Trial for online simulations that power inquiry and understanding
http://www.brainpop.com/ (Heredity) Free 30 Day Trail for Movie Clip and Quiz
16. Compare and contrast the advantages and disadvantages of sexual vs. asexual.
 Text: Prentice Hall Science Explorer Cells and Heredity, pp. 110-11, 116, 123-127, 138-147
 Transparency C 40
Graphic Organizer- Compare and contrast the advantages and disadvantages of sexual vs. asexual.
 Lab Zone: Acquired Traits Lab, Natural Selection Lab
 Technology Resources:
PowerPoint Presentations- http://science.pppst.com/dna.html
SCiLinks-www.SciLinks.org-(web code:scn-0341)
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SAMPLE BELLWORK/DO NOW
Using what you know about cell structure, predict the
location of hereditary materials within the cell.
Which of the following are examples of sexual reproduction
and which are asexual forms? (a bacterium divides into two
bacteria, a bear cub is born to a mother bear, a bee pollinates
an apple blossom, a pine sapling is growing from a seed)
Greogor Mendel made many discoveries about genetics
working with pea plants. He found that a round shape was a
dominant trait and a wrinkled shape was a recessive trait.
What offspring would you expect from a cross of two
wrinkled pea producing plants? Answer-All offspring would
produce wrinkled peas.
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SAMPLE ASSESSMENTS
Write an explanation: Describe how the characteristics of living
things are passed on through generations.
Create a Foldable for mitosis and meiosis
CPS (quick 5 question review, T/F, multiple choice, verbal,
examview)
Section 3 Assessment p. 96, number 2a-c
Make a Venn diagram of sexual vs. asexual reproduction
Compare and contrast the advantages and disadvantages of
sexual vs. asexual
Have students write an explanation for the following focus
questions using claim, evidence and reasoning: How do living
things reproduce?