OVERVIEW OF LESSONS

Subject/Topic: Understanding Life Systems - Cells Grade: 8

1. Cells are the basis of life
2. Cells organize into tissues, tissues into organs, organs into organ systems,
Big Ideas and organ systems into organisms.
3. Systems are interdependent

Lesson 1: Cell Lesson 2: Compare Lesson 3: Lesson 4: Lab Lesson 5: Identify

Theory structure and Identifying Investigation – Unicellular
function of plant structures and Plant/animal cells /Multicellular
and animal cell organelles organisms
3. Understand Basic 3. Understand Basic 3. Understand Basic 2. Developing 3. Understand Basic
Concepts Concepts Concepts Investigation and Concepts
Specific Communication
Expectations Skills
3. Understanding
Basic Concepts
3.1 demonstrate an 3.3 compare the 3.2 identify structures 2.1 follow established 3.5 identify
understanding of the structure and function and organelles in safety procedures for unicellular organisms
postulates of the cell of plant and animal cells, including the handling apparatus and multicellular
theory cells nucleus, cell and materials organisms and
membrane, cell wall, 2.2 use a microscope compare
Learning Goal(s) chloroplasts, vacuole, correctly and safely ways in which they
mitochondria, and to find and observe meet their basic
By the end of the
cytoplasm, and components of plant needs.
lesson, students will be
explain the basic and animal cells
able to
functions of each 3.3 compare the
structure and function
of plant and animal
cells
Success Criteria I recognize that the I can identify the I can identify I can safely follow I can identify
cell is the basic unit differences between structures and lab procedures while unicellular organisms
“I can” of life; all cells come plant and animal cells organelles in cells, (e.g., amoebae)
using a microscope
 from pre-existing and explaint the basic accordingly. and multicellular
cells; all living things function of each organisms (e.g.,
are made up of one or I can use a invertebrates
more cells microscope to [worms], vertebrates
compare the structure [frogs]), and compare
of a animal/plant cell ways in which they
while recording my meet their basic
observations using needs (e.g., nutrition,
scientific knowledge movement, gas
exchange)
Teaching and Minds On: “Graffiti” Minds On: Take a Minds On: Cell Minds On: Nature Minds On: Review
Learning cell activity. Students few minutes and song- Sail walk with class to KAHOOT regarding
Strategies are to create a small record (Awolnation) collect objects used what we have learned
poster on what they two separate things: for plant cell so far in the unit (cell
see a cell as based 1.What you already Active Learning: microscope lab theory, plant animal
upon prior know about cells; Review from cell, structures, and
knowledge. 2.What questions you yesterdays lesson. Active Learning: organelles)
have about cells Ask question “what is working in groups of
Active Learning: the difference 3 students will rotate Active Learning:
PPT on cellular Active Learning: between plant and from station to station PPT lesson on
theory. Identify the PPT on cells. Include animal cells?” have around the class unicellular and
principles of cell relevant examples students fill answers investigating various multicellular
theory. Include a lot and images. Ex. Skin in on the SMART cells under the organisms. Use
of images and cell, plant cell, board on Venn microscope while variety of images and
cellular diagrams. muscle, brain, etc diagram. PPT. on illustrating and videos throughout
Students are to follow structures on recording lesson.
along and complete a Consolidation: organelles students observations. Stations
fill-in-the-blank Students are to including pictures will include; Consolidation: Have
worksheet which complete a Frayer and videos. Using microscope, glass students use VR
highlights the model style handout online resources or slide, tape, q-tips, etc. (virtual reality)
important topics. for a plant and animal textbooks, students record observations headsets and videos
cell. Model must are to complete a and answer representing
Consolidation: Take labeling activity of a discussion questions. multi/unicellular
include; definition,
up the worksheet. plant and animal cell. organisms. Students
example, facts, non-
Have students Consolidation: Exit- Consolidation: are the record
volunteer to share example. Using whiteboard or findings and drawing
ticket. Describe one
what terms/phrases SMART board, images of what they
 they recorded. structure/organelle create a table where see while comparing
and state the students will record the two.
function. their observations.
We will discuss the
findings as a class.
Each group will have
the opportunity to
assure their findings
are accurate.
Demonstration of FOR: The “graffiti” FOR: The minds-on FOR: Ask class if FOR: Ensure FOR: Review
Learning and assignment will give activity will allow me they have any students are aware of KAHOOT quiz is a
Assessment me an understand of again to gain an questions from lab safety procedures good informal
what they remember understanding of yesterdays lesson. If assessment tool
from grade 7 what students not, post two AS: Asking students which will help me
remember from the questions on board questions throughout gauge how much
AS: Ask students previous year and and ask students to the investigation. information students
questions throughout what they hope to write answer with Students are are retaining
the PPT lesson. Use learn. partner or volunteer following their throughout the unit.
think-pair-share to share. directions and
approach. Walk AS: Asking students procedures from the AS: Asking students
around and take note questions throughout AS: Asking students lab. questions throughout
of answers on the lesson. Use think- questions throughout the lesson/ VR
worksheet. pair-share approach the lesson. Use think- OF: Students will activity. Use think-
pair-share approach. hand in their lab pair-share approach.
OF: Taking up the OF: Assessing the Identify any booklets which will
worksheet students answers on questions throughout contain results and OF: Students will
the frayer model the labeling discussion questions hand in their VR
comparing assignment. from lab. booklet which
plant/animal cells contains observations
OF: Students are to and images from the
hand in labeling activity.
assignment. This
activity will ensure
they can identify
structures and
organelles.
 Exit ticket

-Have students hand -Make note of who -Make note of who -Make note of who -use KAHOOT quiz
in their graffiti continually answers answers questions answers questions results
posters questions -collect labeling during lab -collect VR
Tracking/
-Record marks from -Collect frayer model assignment -collect label assignment
Documentation of student worksheet and record marks -collect exit ticket to booklets for a mark -Record who answers
Learning ensure students are questions during
understand the lesson
material
http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf
Resources KAHOOT
Online resources

Culminating Task
 Cells Summative Assessment
As you (hopefully) now know, cells are the basic units of all life. But, we didn't always think that way, did we? No, it took courageous
scientists hundreds of years to make the important discoveries that we now take for granted. For this task, you are going to assume the
role of one of those intrepid scientists! You need to show the world the glory of modern cell theory, explain the science, and sell your
theory to a group of grumpy, unintelligent, and smelly early scientists. 

Learning Goal: to demonstrate an understanding of the basic structure and function of plant and animal cells and cell processes.

Success criteria:
 Use appropriate science vocabulary such as organelle, cell theory, cell wall, etc. (5 marks)
 Identify structures, organelles, and their function within the cell: ie. Nucleus, chloroplast, etc. (10 marks)
 Compare the structure and function of plant and animal cells (5 marks)
 Identify some unicellular and multicellular organisms (5 marks)
 Outline and discuss cell theory and its importance to society (5 marks)
 Presentation, regardless of option, should be clear, concise, detailed, and visually interesting (10 marks)

Total marks = 40

Since everyone has different talents and excels at different things, there will be a few different ways to complete this task.

Option #1: Poster

 You will create a poster on Bristol board detailing and outlining the typical animal and plant cell. Your poster will include all
of the above success criteria, as well as a hand-drawn diagram of both cell types, neatly coloured and labeled.

Option #2: Dramatic Presentation

  You will create props relevant to a discussion on cells, and perform a 7-10 minute presentation convincing the audience that
cell science is important! You will do this by PowerPoint, Prezi, handout, etc, and by including all of the above success
criteria. This presentation can be done as a normal presentation, or you may feel free to include dramatic and audience-
engaging ideas.

Option #3: 3-D Cell Model

 You will create a three-dimensional cut-away model of either a plant or animal cell. Your model must include all organelles
and structures of your chosen cell, as well as labels describing the function of each. You will also be required to include a short
write-up which includes a comparison of plant and animal cells, an outline of the importance of cell theory, and your
metaphor/simile, as well as any other piece of success criteria listed above.

Option #4: Musical Presentation

 You will create a song that highlights the many parts of plant and animal cells, and how they are both unique. Your song will
be a full-length recording studio style song, 3-5 minutes. Background music, vocals and effects are highly encouraged! You
will be required to also make an album cover and digital file of the recording. 

You will NOT be given enough time to complete this task entirely in class. It is an expectation that you work on this task at home as
well as at school.
 Self and Teacher Evaluation Tool
NAME:
Self and Teacher Evaluation
Expectations/Success Criteria Self Assessment Teacher Assessment
/ /

Use of appropriate vocabulary

/5 /5
Effectively identify structures,
organelles, and their function /10 /10
within the cell
Accurately compares the
structure and function of plant /5 /5
and animal cells
Identified Multi-cellular/Uni-
cellular organisms /5 /5
Ability to outline and discuss cell
theory and its importance to
society /5 /5
Presentation, regardless of
option, is clear, concise, detailed,
and visually interesting /10 /10
Total /40
 Accounting for Learner Diversity

 Fill-in-the-blank worksheets for students to follow along rather than having to take notes the entire time
 PPT presentations ALWAYS include images/graphics of relevant information for visual learners
 PPT will ALWAYS inlude videos for visual/auditory learners
 PPT and other resources will be posted on online forum such as google classroom or edsby
 THINK-PAIR-SHARE approach enables all students to particpate in discussion
 Constantly differentiate instruction throughout lessons
 Lab investiagtion allows for hands-on learning
 While students work on assignments I continually monitor the classroom and answer any questions
 Leverage digital throughout my lessons (laptops, VR headsets, ipods)
 Students have the opportunity to work in groups
 Students have the opportunity to select a culminating task option in which they feel comfortable creating

Vocabulary

Cell theory Cell wall Nucleus Plant cell Animal cell Multi-cellular
Uni-cellular Chloroplasts Microtubule Centriole Actin Plasma Membrane
Lysosomes Golgi apparatus Cytosol Mitochondria Vacuole Smooth
Endoplasmic
Reticulum
Chromatin Intermediate Rough Ribosomes Peroxisome Microscope
filament Endoplasmic
Reticulum
Slides Variable Zoom Prokaryotic cells Nuclear envelope Microfilament Eukaryotic cell