lesson 3.2a: cell structure and function learning target...
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Lesson 3.2a: Cell Structure and Function Learning Target: I can identify animal cell structures and explain their functions. Vocabulary: structure; function; cell membrane; cytoplasm; vacuole; mitochondrion; nucleus; chromosome; DNA; Warm Up:Complete Socrative Assessment. Copy errors and confusions. Teaching: Review LT; Vocabulary; Socrative Results Possible Misconceptions: The cell membrane is single-layered with no holes. It will absorb things that are healthy and get rid of things that are not. The nucleus controls the cell because it is in the center of the cell. Task: 1. Research and take notes on the topic by completing the guided notes sheet. **See pages 3-4 of this document. 2. "Cell Analogies" **See pages 6-7 of this document 3. “Cell Scale” **See pages 8-12 4. "Cell Model" **See pages 13-19 of this document *Pages 13-14: Project Description and Rubric *Pages 15-17: Planning Sheets *Pages 18-19: In Class Group Feedback Form 5. "Cell Division Task"**See pages 36-38 of this document Summarize: Check your answers
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Lesson 3.2b: Biological Levels of Organization Learning Target: I can explain the difference among cells, tissues, organs and systems Vocabulary: cell; tissue; organ; organ system Warm Up: Complete Socrative Assessment. Copy errors and confusions. Teaching: Review LT; Vocabulary; Socrative Results Possible Misconception: Is blood a tissue? Are 2 blood cells bigger than 1 nerve cell? Task: 1. Research and take notes on the topic by completing the guided notes sheet. **See page 5 of this document. 2. Make a model: A. Arrange the cards in order from smallest to largest. (Modification: to better manipulate and arrange the cards, copy the words on separate sheets of paper, index cards, or post-its.) B. Copy your display into your notebook adding images/symbols of each word.
3. "Levels of Biological Organization" **See pages 20-22 of this document 4. “Microscope Lab” **See pages 23-27 of this document 5. “Lock Puzzles” **See pages 28-35 of this document Summarize: Check your answers
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Learning Target: I can identify animal cell structures (__________) and explain their functions (__________). 1. Animal Cells A. Draw and label an animal cell and its parts.
B. Define/Describe the STRUCTURE AND FUNCTION of the following: Structure (what does the cell part look like): Function (what does the cell part do): Cell membrane:
Cytoplasm
Vacuole
Mitochondria
Nucleus
DNA
Chromosomes
C. Out of the cell parts in the table above, which ones are considered organelles? Explain. 2.Define Cellular Respiration: ____________________________________ **Copy and complete the following flow chart.
How do the materials needed for exercise match the materials needed for respiration? How do the products of respiration match the products of exercise? Which products would be considered "waste" products?
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3. There are three parts to Cell Theory: a. All __________ things are made of one or more cells b. The cell is the basic unit of life in which __________ occur c. ________________________________ d. What is cell division? How does cell division relate to cell theory? Where do living things come from? Living things come from other living things through reproduction. Four hundred years ago people believed that life could appear from nonliving material. For example, when people saw flies swarming around decaying meat, they concluded that flies were produced by rotting meat. The mistake that living things can arise from nonliving sources is called spontaneous generation. In the 1600s, an Italian doctor named Francesco Redi helped to disprove spontaneous generation. Redi designed a controlled experiment to show that maggots, which develop into new flies, do not arise from decaying meat. Watch the following video: http://www.sumanasinc.com/webcontent/animations/content/scientificmethod.html e. How does Redi’s experiment support cell theory?
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Learning Target: I can explain the difference among tissues, organs, and organ systems. 1. A cell's structure (shape and size) can be related to its __________ (job).
2. A ______________ is the smallest living unit of structure and function of a living thing. 3. An example of a specialized cell is a _________________ cell. 4. A tissue is made of a group of similar_________________ working together. 5. One type of tissue is ________________________ tissue.
6. An organ is made of different _______________working together to do a specific job.
7. An example of an organ is the ____________________.
8. An organ system is made of 2 or more _________________ working together to do aspecific job.
9. An example of an organ system is the ________________________ system.
10. An ___________________ is a living thing that carries out its own life activities.
11. An example of an organism is _____________________________.
12. Match the correct word from the Word List below to drawings 1-5. Word List: Organism Organ System Organ Tissue Cell
13. If an organism is compared to a school, then… organelles could be the students’ _______________, cells could be ___________________, a tissue could be a group of students, an organ might be classrooms, an organ system might be the different _________________ of the school.
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Cell Analogies Name:____________________________ Date: ________________ Class: __________ LT: I can make an analogy for cell parts to describe cell structures and/or functions. An analogy is a comparison between two things that are usually thought to be different from each other, but that have something in common. Analogies help us to understand something because they are compared to something we already know. A cell can be compared to a bakery. 1. Which cell part can be compared to the bakery walls? Explain. The bakery walls are like the _________________________ of the cell because __________________________________________________________________________________
__________________________________________________________________________________
2. Which cell part can be compared to the bakery work area? Explain. The bakery work area is like the _________________________ of the cell because __________________________________________________________________________________
__________________________________________________________________________________
3. Which cell part can be compared to the bakery manager? Explain. The bakery manager is like the _________________________ of the cell because __________________________________________________________________________________
__________________________________________________________________________________
4. Which cell part can be compared to the bakery business plan? Explain. The bakery business plan is like the ________________________ of the cell because __________________________________________________________________________________
__________________________________________________________________________________
5. Which cell part can be compared to the bakery oven? Explain. The bakery oven is like the _________________________ of the cell because __________________________________________________________________________________
__________________________________________________________________________________
6. Which cell part can be compared to the bakery refrigerator? Explain. The bakery refrigerator is like the ________________________ of the cell because __________________________________________________________________________________
__________________________________________________________________________________
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Now make your own analogy for a cell. You can compare the cell to your school or house.
A cell is like ________________________________________
The cell membrane is like the ___________________________ because
__________________________________________________________________________________
__________________________________________________________________________________
The nucleus is like the___________________________ because
__________________________________________________________________________________
__________________________________________________________________________________
The vacuoles are like the ___________________________ because
__________________________________________________________________________________
__________________________________________________________________________________
The mitochondria are like the ___________________________ because
__________________________________________________________________________________
__________________________________________________________________________________
The cytoplasm is like the ___________________________ because
__________________________________________________________________________________
__________________________________________________________________________________
Draw a picture of your cell analogy here. Be sure to label each part with the organelle name and its representation in parentheses ().
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Cell Scale LT: I can use a simulation tool to compare relative sizes of cells and molecules. 1. Sort the organisms and objects on the Scale Cards from smallest to largest (left to right). Remember to
discuss your ideas as you work! Record your ideas in your notebook.
2. The images on the cards are not all printed at the same scale. That means that we cannot tell how big objects are in relation to one another just by looking at the images. Use the SCALE TOOL to get accurate evidence about the objects’ sizes: https://apps.learning.amplify.com/scaletool/ Record the answers in your notebook.
Enrichment:
3. Microscopic things are really hard to imagine since we cannot see them with the naked eye. When life scientists study things that are too small to see, they often use a scale model. A scale model makes it easier to compare the sizes of microscopic things. Imagine dividing 1 millimeter into 1000 smaller pieces. One of those pieces is the size of a micrometer. A micrometer is 1/1000th of a millimeter.
Choose two of the following items: E.coli bacterium, red blood cell, skin cell or human egg cell. Make a Scale Model of these microorganisms, where 2 centimeters = 1 micrometer. Label the name and size of each microorganism. This means your microorganisms will be drawn at 20,000 times their actual size.
4. How might you represent a water molecule on your scale model? Imagine dividing 1 millimeter into a
million smaller pieces. One of those pieces is a nanometer! A picometer is 1/1000th of a nanometer. That that it is one millionth of a micrometer and one billionth of a millimeter.
5. Microorganisms are microscopic—they are so small that we cannot see just one or two of them with the naked eye. But, when there are millions or trillions, we can actually see them without a microscope. One way that scientists can observe microorganisms is by letting them multiply until the populations are big enough to see with the naked eye. This is called growing a culture. Research and draw a diagram to show how cultures are prepared.
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Cell Model Project Modeling Cell Structure LT: I can create a model that represents cell structures and functions. You will plan to make a model of an animal cell using household items. You are not actually making the model. You are creating a plan that would show how you would make it- like an architect would create the plan for making a building. Guidelines: ü Your diagram must be hypothetically 3-dimensional, as was shown in class. This means it would need to have height, width and depth. ü Your plan must be colored, neat and creative. ü Cell Parts Required as Representations and labeled (with arrow):
§ cell membrane § cytoplasm § nucleus
§ vacuole § mitochondrion § DNA/chromosome
ü The cell part representations must be similar to the real cell parts in their structure and function. For example, the nucleus is round in shape and controls cell activities. The nucleus representation should be spherical and should represent a control center. ü Make a key that identifies each cell-part representation. Analysis and Reflection (to be answered on a separate sheet of paper): 1. Describe the structure and function of each cell part included in your diagram. *This should be like a glossary 2. For each cell part, describe why you chose the item as a representation. *How does the item represent the cell part in terms of structure AND function? 3. What were the easiest and most challenging parts in creating your plan? Which cell part was most challenging to model? Why? Which cell part was easiest to model? Why?
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4 3 2 1 Representations All required cell parts are
properly labeled and represented in structure and function.
Most required cell parts are properly labeled and represented in structure and function.
Several required cell parts are properly labeled and represented in structure and function.
Few required cell parts are properly labeled and represented in structure and function.
Key All cell structures are neatly and correctly identified on a key with the name of each cell part and representation.
One cell part is missing/ incorrect.
Two cell parts are missing/ incorrect. The key is not neatly presented.
Three or more cell parts are missing/incorrect.
Creativity All of the graphics used in the model reflect an exceptional degree of student creativity in their creation and display.
Most of the graphics used in the model reflect student creativity in their creation and display.
Several of the graphics used in the model reflect student creativity in their creation and/or display.
Graphics used in the model reflect little student creativity in their creation and display.
Structure &
Function
Thoroughly and correctly describes the structure and function of all cell parts.
Thoroughly and correctly describes the structure and function of most cell parts.
Thoroughly and correctly describes the structure and function of several cell parts.
Thoroughly and correctly describes the structure and function of few cell parts.
Rationale Analysis
Thoroughly and correctly describes the rationale for all cell part representations in terms of structure and function.
Thoroughly and correctly describes the rationale for most cell part representations in terms of structure and function.
Thoroughly and correctly describes the rationale for several cell part representations in terms of structure and function.
Thoroughly and correctly describes the rationale for few cell part representations in terms of structure and function.
Reflection Thoroughly identifies and explains easiest and most challenging parts of creating the cell model plan.
Identifies and explains easiest and most challenging parts of creating the cell model plan.
Identifies easiest and most challenging parts of creating the cell model plan. Explanation is general.
Identifies easiest or most challenging part of creating the cell model plan. Explanation is general.
Self ✔
Peer ✔
A cell membrane is neatly presented and labeled (with arrow) on the model and key.
Structure and function of a cell membrane is thoroughly described.
The rationale for the cell membrane representation is clear in terms of structure and function. Cytoplasm is neatly presented and labeled (with arrow) on the model and key.
Structure and function of cytoplasm is thoroughly described.
The rationale for the cytoplasm representation is clear in terms of structure and function.
A nucleus is neatly presented and labeled (with arrow) on the model and key.
Structure and function of a nucleus is thoroughly described.
The rationale for the nucleus representation is clear in terms of structure and function.
A vacuole is neatly presented and labeled (with arrow) on the model and key.
Structure and function of a vacuole is thoroughly described.
The rationale for the vacuole representation is clear in terms of structure and function.
A mitochondrion is neatly presented and labeled (with arrow) on the model and key.
Structure and function of a mitochondrion is thoroughly described.
The rationale for the mitochondrion representation is clear in terms of structure and function.
DNA/chromosome is neatly presented and labeled (with arrow) on the model and key.
Structure and function of a DNA/chromosomes are thoroughly described.
The rationale for the DNA/chromosome representation is clear in terms of structure and function.
Easiest and most challenging parts are thoroughly explained with detail.
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Name: Sketch and label your model plan in the space below: Create a key that identifies what each cell part is represented by: Key cell membrane: _______________________________ cytoplasm: __________________________________ nucleus: ____________________________________ vacuole: ____________________________________ mitochondrion: ________________________________ DNA/chromosome: ________________________________
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Analysis and Reflection: 1. Describe the structure and function of each cell part (similar to a glossary):
a. The cell membrane structure: The cell membrane function:
b. The cytoplasm structure:
The cytoplasm function:
c. The nucleus structure:
The nucleus function:
d. The vacuole structure:
The vacuole function:
e. The mitochondrion structure:
The mitochondrion function:
f. DNA/chromosomes structure:
DNA/chromosomes function:
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2. For each cell part, describe why you chose the item as a representation in terms of STRUCTURE AND FUNCTION: a. I used _________________________________ to represent the cell membrane because
b. I used ____________________________________ to represent the cytoplasm because
c. I used ______________________________________ to represent the nucleus because
d. I used ______________________________________ to represent the vacuole because e. I used __________________________________ to represent the mitochondrion because
f. I used _______________________________ to represent the DNA/chromosomes because 3. What were the easiest and most challenging parts in creating your plan? -The most challenging cell part to model … -The easiest cell part to model …
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In Class Cell Model Names of Exhibit Designers: Group #________ Key cell membrane: _______________________________ cytoplasm: __________________________________ nucleus: ____________________________________ vacuole: ____________________________________ mitochondrion: ________________________________ DNA/chromosome: ________________________________
Strengths Limitations
Participation o Students have materials to make the model: (20 points) o Students act professional during the class period and were on task: (20 points)
Students explain how materials represent the cell parts in terms of structure and function
o Cell Membrane: (structure 5 points + function 5 points) o Cytoplasm: (structure 5 points + function 5 points) o Nucleus: (structure 5 points + function 5 points) o Mitochondrion: (structure 5 points + function 5 points) o Vacuole: (structure 5 points + function 5 points) o DNA/chromosomes: (structure 5 points + function 5 points)
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Name: _____________________________________________ Group Strengths Limitations
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Participation
I often contributed good ideas that were relevant to the topic and task. I came to meetings prepared. I did my share of the work.
5 4 3 2 1 I seldom contributed good ideas. Sometimes I was talking off-task. I did not come to meetings prepared. I did not do my share of the work.
Working with Others
I often compromised and cooperated. I did take initiative when needed and/or listened and respected the ideas of others.
5 4 3 2 1 I seldom compromised and cooperated. I did not take initiative when needed and/or did not listen and respect the ideas of others.
Product
My part of the task is complete and accurate. My work was submitted on time.
5 4 3 2 1 I did not complete my part of the task. The information I presented was inaccurate and/or not done correctly. It was not completed on time.
Understanding Content
I can speak about the topic and group work knowledgeably. I can sum-up the lesson.
5 4 3 2 1 I do not understand what I did in my group. I did not ask or answer questions. I cannot sum-up the lesson.
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Microscope Lab LT: I can use a microscope to observe and record characteristics and explain how a cell’s structure (_______) can be related to its _________________ (job).
"Micro" refers to tiny, "scope" refers to view or look at. Microscopes are used to make more detailed observations and measurements of objects too small for the naked eye. The compound light microscope is the most common instrument used in education today. It is an instrument containing two lenses, which magnifies, and a variety of knobs to resolve the picture. It is a rather simple piece of equipment to understand and use.
Watch the following video to learn how to use a microscope: https://www.youtube.com/watch?v=-b3Eejf4rDQ&t=107s
Pre Lab Tasks: ! a. Describe how to handle/carry a microscope. ! b. Describe the ocular and objective lenses. ! c. Describe the function of a microscope stage. ! d. Compare/contrast the coarse and fine adjustment knobs. (In your answer, explain why the fine adjustment
knob and not the coarse adjustment knob should be used with high power objective lenses.) ! e. Describe how and why light sometimes needs to be adjusted.
Procedure: 1. Turn the objective lens so that the lowest power objective (scanning) lens (eg. 4x) is clicked into position. 2. Place the microscope slide on the stage and fasten it with the stage clips. 3. Look at the stage from the side and turn the coarse focus knob so the stage moves upward. Move it up as far
as it will go without letting the slide touch the lens. 4. Now look into the eyepiece/ocular lens and use the coarse adjustment knob to bring the specimen into focus. 5. Look through the eyepiece/ocular lens and move the fine focus knob until the image becomes sharpened. 6. Adjust the diaphragm and light intensity. 7. Move the microscope slide around until the sample is in the center of the field of view.
! f. Draw, color and label what you see to scale.
8. When you have a clear image of your sample with the lowest power objective, you can change to the next objective lenses. You might need to readjust the sample into focus using the fine adjustment knob only and/or readjust the diaphragm and light intensity. Do not let the objective lens touch the slide!
! g. Draw, color and label what you see to scale.
9. When finished, lower the stage, click the low power lens into position and remove the slide.
**Use the information on the following page to help identify the cells being viewed under the microscope.
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Bone cells (osteocytes) often form cylindrical structures that consists of several parts. They are sometimes described to look like a cross section of a tree trunk. A central tube contains blood vessels and nerves. Rings of a strong matrix form from mineral salts including calcium. The mineral salts result in the hardness of the bone structure. A sperm has three main parts: 1. The head of the sperm contains the nucleus. The nucleus holds the DNA of the cell. 2. The midpiece of the sperm is packed with mitochondria. Mitochondria are organelles in cells that produce energy. Sperm use the energy in the midpiece to move. 3. The tail of the sperm moves like a propeller, around and around. This tail pushes the sperm forward trough the female reproductive tract. The neuron (nerve cell) is the basic building block of the brain and central nervous system. Neurons are specialized cells that transmit chemical and electrical signals. Neurons have several branch-like structures that extend from the cell body. These unique structures allow neurons to transmit signals in the form of electric impulses from the brain to the body and back. Red Blood Cells appear as very small round disks (mostly circular). They have a “biconcave” shape, meaning that the top and bottom of the cells concave inward (like a jelly doughnut). Under a microscope it would appear that the cells have holes, but they do not. The small size and specific shape allow each cell to squeeze through small blood vessels carrying larger amounts of oxygen. Fat cells are usually described as large, round globules (not perfect circles). They usually form tightly connected to other fat cells. These large cells that squeeze tightly together help to provide warmth/insulation.
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Name:________________________________ Date: ________________ Class: __________ Recording Observations: Slide #___________:_________________________________
_______________________________________________________________________________________________________________________________________
Recording Observations: Slide #___________:_________________________________
_______________________________________________________________________________________________________________________________________
Recording Observations: Slide #___________:_________________________________
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Conclusion/Analysis: 1. How do the cells you observed under the microscope compare in structure? 2. How could the structure of each cell relate to its function?
3 2 1 Lab Procedure Understanding
The lab is thoroughly understood. All lab procedure questions/tasks are answered/completed thoroughly and accurately.
The lab is partially understood. Most lab procedure questions/tasks are answered/completed thoroughly and accurately.
The lab is partially understood. Few lab procedure questions/tasks are answered/completed thoroughly and accurately.
Observations All observations are recorded accurately and precisely.
Most observations are recorded accurately and precisely.
Few observations are recorded accurately and precisely.
Conclusion Analysis
Conclusion/analysis questions are answered thoroughly and correctly.
Conclusion/analysis questions are answered correctly however there is a need for more detail.
Conclusion/analysis questions are answered however there are errors.
Participation I often contributed good ideas that were relevant to the topic and task. I came to meetings prepared. I did my share of the work.
4 3 2 1 I seldom contributed good ideas. Sometimes I was talking off-task. I did not come to meetings prepared. I did not do my share of the work.
Working with Others I often compromised and cooperated. I did take initiative when needed and/or listened and respected the ideas of others.
4 3 2 1 I seldom compromised and cooperated. I did not take initiative when needed and/or did not listen and respect the ideas of others.
Product My part of the task is complete and accurate. My work was submitted on time.
4 3 2 1 I did not complete my part of the task. The information I presented was inaccurate and/or not done correctly. It was not completed on time.
Understanding Content I can speak about the topic and group work knowledgeably. I can sum-up the lesson.
4 3 2 1 I do not understand what I did in my group. I did not ask or answer questions. I cannot sum-up the lesson.
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Lock Puzzle: YOUR CHALLENGE-You must quickly answer these puzzles about cells.
Digit Lock Link Below:
https://docs.google.com/forms/d/e/1FAIpQLSeo8KGnOG-WjCh_PYACgFG2CG1Afc_QDBkz8zSUKe3xxBrEIg/viewform
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Puzzle 1: Where do living things come from? Living things come from other living things through reproduc______ion. Four _____undred years ago people believed that life could appear from nonliving material. For example, when people saw flies swarming around decaying meat, they concluded that flies were produced by rotting meat. The mistake that living things can arise from nonliving sources is called spontan_____ous generati_____n. In the 1600s, an Italian doctor named Francesco ____edi helped to disprove spontaneous generation. Redi designed a controlled experiment to show that maggots, which develop into new flies, do not arise from decaying meat. He left just one jar uncovered, while covering two others. One was covered in cork, while the other was covered in gauze/cloth. The flies could not get through the cork, but the____ did reproduce on top of the gauze. This allowed Redi to show the maggots on top of the gauze, not in the jar with the cork, and on the meat with the open jar. CELL _________________. 1. All living things are made of one or more cells 2. The cell is the basic unit of life in which life activities occur 3. Cells come from cells that already exist
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Puzzle 2:
1 Water
Nucleus (B)
2 DNA
3 cell membrane
Barrier (D)
4 Nucleus
5 Oxygen
Cellular Respiration
Requirement
6 Carbon dioxide
7 A
Respiration
8 B
1 Mitochondrion
Singular
2 Mitochondria
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Puzzle 3: 1. D3,D4,C4,D2,A5,A4,C3,A12. E2,A1,D4,A5,D2,3. A5,C3,A5,D2,B2,E4,4. B3,A5,D2,A5,A4,B4,D4,A1,D2,E4
3 Cell Membrane
2 Cytoplasm
5 Nucleus
6 DNA
1 Vacuole
4 Mitochondria
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Puzzle 4:
TINHK YOU CAN SVAE YUROSELF? CALISSFY THE ORAGNELLES OT RVEELA A CDOE.
A. Nucleus B. Mitochondrion
energy 20 oval bean 40 hereditary material 50 round 35 coordinates activities 40 respiration 50
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Puzzle 5:
JLSS KPCPZPVU
https://www.youtube.com/watch?v=rgLJrvoX_qo
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Puzzle 6:
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Puzzle 7:
Use the phone dial for help! The __ __ __ __ __ __ __ __ __ __ __ __ __ is the site of cellular respiration. The __ __ __ __ __ __ __ stores minerals and waste. The __ __ __ __ __ __ __ holds hereditary material. All of the above are classified as cell __ __ __ __ __ __ __ __ __ __.
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Cell Division Task Learning Target: I can present and analyze data on cell division. Vocabulary: embryo; cell division; exponential growth
Read the following: Where do cells come from? Sometimes you accidentally bite your lip or skin your knee, but in a matter of days the wound heals. Is it magic? Or, is there another explanation? Every day, every hour, every second one of the most important events in life is going on in your body—cells are dividing. When cells divide, they make new cells. A single cell divides to make two cells and these two cells then divide to make four cells, and so on. We call this process "cell division" and "cell reproduction," because new cells are formed when old cells divide. The ability of cells to divide is unique for living organisms. Why do cells divide? Cells divide for many reasons. For example, when you skin your knee, cells divide to replace old, dead, or damaged cells. Cells also divide so living things can grow. When organisms grow, it isn't because cells are getting larger. Organisms grow because cells are dividing to produce more and more cells. In human bodies, cells divide nearly two trillion times every day. How long does it take? There are many different sorts of cells but all have roughly the same cell cycle. However, the time taken to complete it can vary enormously. The cell cycle of a fly embryo cell takes just eight minutes while a human liver cell cycle can last longer than a year. Some cells can withdraw from the cell cycle and rest before re-entering it. Many cells in growing embryos often skip the resting stages altogether. Cells that have stopped dividing, like brain cells, never re-enter the cell cycle. What about the liver? The liver helps you by taking toxins (substances in the body that are actually like poisons) out of your blood. If you ever accidentally ate something that was harmful, your liver would try to break it down and clear it out of your system. Damage to your liver may result from viruses, poor diet and toxins (from substances such as drugs and alcohol). Once damaged, your liver requires extra care. It takes about 1½ years for a liver cell to divide. Watch the video: https://www.youtube.com/watch?v=rgLJrvoX_qo
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Name:________________________________ Date: ________________ Class: __________ In the space below, draw a picture of how a single liver cell becomes four cells and title it “Liver Cell Division.” Complete a table to show how long it would take one liver cell to become more than 120 cells: Table 1: Cell Division of Liver Cells
Present Data: Use the data from Table 1 to construct a line graph (below) to show how the numbers of liver cells change over time.
o X axis Label o (Units of measure) o Constant scale
o Y axis Label o (Units of measure) o Constant scale
o Points connected with line o Title (includes information
from both axes labels) o Key (or labels) identify all
lines
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Draw a Conclusion: Agree or disagree with the following statement: Damaging liver cells is not serious because new cells will develop through cellular division. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
3 2 1 Text to Visual
Diagram and title are related to the text with no errors.
Diagram and title are related to the text with 1 error.
Diagram and title are related to the text with more than 1 error.
Data Table Tables include a title, units and numbers rounded to the nearest tenth. Data is calculated and recorded thoroughly and accurately. There are no major errors.
Most data is recorded accurately and precisely with few major errors.
Little data is recorded accurately and precisely with many major errors.
Graph The graph clearly shows the relationship between both variables (The graph accurately includes all of the following: -a title -axes labels (with units of measure) -units following constant scale -bars/lines represent correct values -a key (or labels) identify all lines/bars
The graph shows the relationship between both variables. The graph accurately includes most of the following: -a title -axes labels (with units of measure) -units following constant scale -bars/lines represent correct values -a key (or labels) identify all lines/bars
The graph partially shows the relationship between both variables. The graph accurately includes few of the following: -a title -axes labels (with units of measure) -units following constant scale -bars/lines represent correct values - a key (or labels) identify all lines/bars
Conclusion Conclusion is thorough and uses specific evidence from background text and data.
Conclusion is general and uses some evidence from background text and data.
Conclusion is general and uses some evidence from background text or data.