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UbD Unit - Grade 7

Unit Cover Page

Unit Title: Cells and Heredity Grade Level: 7th

Subject/Topic: Life Science/Cell structure, Bacteria, Protists, Cellular Processes,


Key Words: Key Concepts (Vocabulary)

Cell Structure: cell wall, the cell membrane, the nucleus, chloroplasts,
mitochondria, vacuoles, cytoplasm
Bacteria: spiral, coccus, bacillus
Protists: euglena, paramecium, amoeba, cilia, flagella, pseudopods
Cellular Processes: respiration, photosynthesis, elimination, metabolism, mitosis,
Genetics: genes, chromosomes, inherited traits, genotype, phenotype, dominant
traits, recessive traits
Designed by: Diane Downey & Connie McMorris Time Frame: 8-9
School District: Newberry County School: Newberry Middle
Brief Summary of Unit (including curricular context and unit goals):
In this unit, students explore the characteristics of living things and relate this to the Cell
Theory. They explore how the invention of the microscope made it possible for people to
discover and learn about cells and perform investigations to identify and describe the
structures and roles of organelles in animal and plant cells. Students describe and explain
the many basic cellular processes, such as extracting energy from food and getting rid of
waste. Students construct 3-D models of cells that can be used as an assessment of their
understanding of cellular structures and function. Students investigate how organisms
inherit traits from their parents and learn why some offspring resemble their parents
while others do not. Students explore and explain variations among living things. They
investigate the continuity of traits from one generation to another. Students also develop
an understanding of the diversity of cell structures (bacteria) and diverse living things
(protists). As a culminating activity, students create a cell travel brochure to show their
understanding of cell organelles and processes within those organelles.
Unit Design Status: Completed template pages – Stages 1, 2, and 3

Completed blueprint for each performance task Completed rubrics

Directions to students Materials and resources listed

Suggested accommodations Suggested Extensions

Status: Initial Draft (date:      ) Revised draft (date:      )

Peer Reviewed Content reviewed Field Tested Validated Anchored

Stage 1- Identify Desired Results
Established Goals:
Standard 7-2:The student will demonstrate an understanding of the structure and
function of cells, cellular reproduction, and heredity.
7-2.1 Summarize the structures and functions of the major components of plant
and animal cells (including the cell wall, the cell membrane, the nucleus,
chloroplasts, mitochondria, and vacuoles).
7-2.2 Compare the major components of plant and animal cells.
7-2.3 Compare the body shapes of bacteria (spiral, coccus, and bacillus) and the
body structures that protists (euglena, paramecium, amoeba) use for food gathering
and locomotion.
7-2.4 Explain how cellular processes (including respiration, photosynthesis in
plants, mitosis, and waste elimination) are essential to the survival of the organism.
7-2.5 Summarize how genetic information is passed from parent to offspring by
using the terms genes, chromosomes, inherited traits, genotype, phenotype,
dominant traits, and recessive traits.
7-2.6 Use Punnett squares to predict inherited monohybrid traits.
7-2.7 Distinguish between inherited traits and those acquired from environmental

What essential questions will be considered? What understandings are desired?

 What are the major structures Students will understand that…
and functions of plant and animal  The major cell structures are: cell
cells? wall, cell membrane, nucleus,
chloroplasts, mitochondria,
 What are the similarities and cytoplasm, and vacuoles.
differences between the  The cell wall protects the cell and
components of plant and animal gives it shape. The cell membrane
cells? regulates interactions between the
cell and the environment. The
 What are the three shapes of nucleus directs all cell activity.
bacteria and how do they differ? Chloroplasts make the plant food.
Mitochondria release energy.
 What are the differences between Cytoplasm is the gel-like fluid
the structures that protists use for inside of a cell in which the other
movement and food gathering organelles are embedded. Vacuoles
(flagella, pseudopods, cilia) ? store water, waste products, food, &
other cellular materials.
 What are the cellular processes  Plant and animal cells both have
that are essential to the survival cell membranes, nucleus,
of an organism and why are these mitochondria and vacuoles while
processes essential? only plant cells have cell walls and
 Bacteria's three shapes are: spiral,

 How is genetic information coccus, and bacillus.
passed from parent to offspring?  Protists are grouped by the way
they move and obtain food.
 What comparison can be made (pseudopods, cilia , and flagella )
between a genotype and a  Cellular processes, including
phenotype? respiration, photosynthesis, mitosis,
metabolism, and waste elimination,
 What comparison can be made are necessary for survival of an
between dominant and recessive organism. Without these processes,
traits? organisms will die.
 Genetic information is passed from
 What is the purpose of a Punnett parent to offspring in the cell
square and how is it used? nucleus (DNA).
 Phenotype is how an organism
 What characteristics of looks and behaves while genotype
organisms are inherited from is genetic makeup that may not be
parents and what characteristics physically expressed.
are influenced by environmental
 Dominant genes are the ones that
cover up recessive genes.
 The Punnett square is a tool to
predict the outcome of crosses and
how to use it.
 Characteristics inherited from
parents include eye & hair color,
body shape, and height. Tendencies
for certain diseases can also be
inherited, but may be further
influenced by environmental
factors. Examples of environmental
factors that can affect traits of
organisms include diet, medical
care, living conditions, and

What key knowledge and skills will students acquire as a result of this unit?
Students will know…. Students will be able to…
Key terms/Concepts  Describe major structures and
 Cell Structure: cell wall, the cell functions of plant and animal cells.
mem-brane, the nucleus, cytoplasm  Compare the body shapes of
chloroplasts, mitochondria, vacuoles bacteria (spiral, coccus, and
 Bacteria: spiral, coccus, bacillus bacillus)
 Protists: euglena, para-mecium,  Compare the body structures that
amoeba, cilia, flagella, pseudo-pods protists use for food gathering and

 Cellular Processes: respiration,  Explain how cellular processes are
photo-synthesis, elimination, essential to the survival of the
metabolism, mitosis organism.
 Genetics: genes, chromosomes,  Summarize how genetic information
inherited traits, genotype, is passed from parent to offspring
phenotype, dominant traits,  Use Punnett squares to predict
recessive traits inherited traits.
 Structures and functions of major  Distinguish between inherited traits
components of plant and animal and those acquired from
cells environmental factors.
 The relationship between cellular
reproduction and heredity.

Stage 2- Determine Acceptable Evidence

What evidence will show that students understand?

Performance Tasks:
Illustrate and label structures and the structures' functions of plant and animal cells -
Students create and label a 3-D model of a plant cell in groups and create and label an
animal cell individually for homework.

Differentiate between structures used for movement and food obtainment of protists -
Sketch and label the three types of organisms.

Feeding Paramecia -Watch paramecia ingest yeast cells. View and sketch protists found in
a drop of pond water.

Demonstrate that DNA is in both plant and animal cells with the DNA Isolation Lab -
separate DNA from strawberries.

Detect differences between the shape of bacteria - Classify given pictures of bacterial cells
as spirillus, coccus or bacillus.

What other evidence needs to be collected in light of Stage 1 Desired Results?

Other Evidence

Portfolios - Complete with student work samples from each lesson covered.
Physical models - Models of plant and animal cells - Use student-created rubric.
Quizzes/test - The Cell Theory, cell organelles, protists

Student Self-Assessment and Reflection:

1. Students reflect on what they would do differently for the portfolio assignment.
2. Self-assess the cell models using the rubric.
3. Use the rubric to critique cell brochures before turning them in.

Stage 2- Determine Acceptable Evidence (continued)

Assessment Task Blueprint

What understandings or goals will be assessed through this task?
Students will demonstrate an understanding      
of cell structure and function as they relate
to survival of the organism.

What criteria are implied in the standards and What qualities must student work demonstrate to
understandings regardless of the task specifics? signify that standards were met?
 Critique conclusions  Neatness
 Generate questions  Accuracy of information
 Sequential organization of information
in brochure

Through what authentic performance task will students demonstrate understanding?

Task Overview: Create a brochure based on the title “Travel Through the Cell”.
Students are to create a brochure that motivates visitors to visit their Cell Park. The brochure must
include various rides and games as well as restaurants and restroom areas. It must also guide the
visitors to varied “FUN ZONES” with colorfully described descriptions of the ZONES.

What student products and performances will provide evidence of desired

Students will create a travel brochure that Check list to indicate what to include in the
embeds the job of each cell organelle as brochure.
visitors travel through the organelles.

By what criteria will student products and performances be evaluated?

 Clear definitions are provided  Design - quality of the attractiveness of
 Illustrations are clear and precise the brochure
 Brochures turned in on time  Creativity - originality and wit
 Accuracy in describing organelles  Individual assessment
and their functions

Stage 3- Plan Learning Experiences

What sequence of teaching and learning experiences will equip students to engage with, develop, and
demonstrate the desired understandings? Use the following sheet to list the key teaching and learning
activities in sequence. Code each entry with the appropriate initials of the WHERETO elements.

1. Entry question - After looking at views of both plant and animal cells, ask students: What is
the largest cell? (Answer: an egg. Break one into a bowl and explain.)H
2. Introduce EQs and discuss the culminating unit performance tasks (Cell travel brochure
with descriptive images of what is to be seen at their Cell Park) W
3. Key vocabulary terms are introduced as needed along with various learning activities and
performance tasks. Students read and discuss relevant selections from the Science text to
support learning activities and tasks. As an ongoing activity, students create daily portfolio
entries to illustrate concepts covered in the lesson. The portfolio entries may be in the actual
portfolio or start-up activity organizer lessons. E
4. Present concept lesson on using the microscope to see organelles within cells and one-
celled organisms. Students compare cell organelles based on what they see in the microscope
and in pictures of cells. Video(s) on the invention of and using the microscope. E
5. Introduce the "Cell Theory" and discuss invention of the first microscopes and sightings of
the first cells. H
6. Use a microscope correctly. E
7. Compare and contrast plant and animal cells. Work in groups to create 3D cell model of
plant cells.
8. Assign the animal cell model as an individual project. (Use rubrics as a guide for the final
work.) Display the group projects in the hallway before assigning the individual cells to
clarify requirements. E
9. Show and discuss "The Living Cell" from Stream line video link. H
10. Students create their own Cell-ebrity Square questions as shown in the video. E2
11. Give a short quiz on use of the microscope and cell organelles. E
12. Review and discuss the purpose of a brochure. Look at a sample brochure. R
13. Students work in cooperative groups to determine how cell organelles are like parts of a
factory. Teacher acts as a coach using open response questions to facilitate understanding. E
14. Teacher facilitates an oral discussion of students' responses to #8 as misconceptions are
addressed. E, E2
15. Each student is to create a travel brochure that embeds the job of each cell organelle as
visitors travel through the organelles. Students will complete this project at home and refer to
the class-designed rubric provided by the teacher. E, T
16. Students exchange brochures in class and critique each other’s, make revisions, return for
final grading. R, E2
17. Use questions generated in #10 as a class review. (E)
18. Conclude the unit with student self-assessment of their own portfolio contents. E2, T

14. Students view and sketch organisms found in a 13. Students work in 12. Quiz - Parts of a microscope/magnification.
drop of pond water. groups to view cell sam-
ples under a microscope.

27. Cellibrity Square game continues with new contestants.26. Students present cell models, explaining what they used for 3D effect.
Consider the WHERETO elements.

34. Final cell brochure presentations

Stage 3- Plan Learning Experiences (continued)

11. Students work in groups to view cell samples 10. Model how to deter- 9. Concept lesson - Using
under a microscope. mine the magnification of a microscope. The first
a microscope. microscopes, Seeing cells.

25. Use Cellibrity Square questions to play in class. 24. Students present cell models, explaining what they used for 3D effect.

33. Class time to work on brochures32. Cell brochure presentations

acher shows exam-ples of 3D cell models. Facilitate a class rubric to be used later.7. Students explain organelles as they add 6. Model Cytoplasm 5. Introduce key terms .
to the cytoplasm. (Mini-lab p.40)

quare questions as shown in the video. 22. Show and discuss "The Living Cell" from Stream line video link. 21. Section 1 Review - Students label animal cell organelles.

31. Students work in class to put together their own port-folio using their previous work on this unit.

4. Create a foldable Study3. Discuss expectations for
Organizer (See p. 37) the cell brochure as a
culminating activity.

ral discussion with teacher as facilitator. (Address any misconceptions)19. Students work in cooperative groups to explain 18. Assign individual animal cell models (due
how specific cell organelles may be compared to a Thurs/Fri).

. Student groups are to create and present a cell travel brochure using a given rubric. Students will complete this project at home, but may stay after school if necessary.
(Due Thurs/Fri)

2. Introduce EQ and key 1. Hook question - What is
vocabulary. the largest human cell?
(Break open an egg into a
bowl) Explain.

17. Display group projects in the hallway.16. Work in groups to create 3D models of plant 15. Introduce the cell theory and compare and
cells based on the class-created rubric. contrast plant and animal cells.

29. Discussion of rubric.28. Teacher shows sample student-made travel brochures.