Life Science

Cells and Diseases

Grade 7

Claire Berg12/5/2011

Cells and Diseases - 2 Week Unit

The science of cells is a part of every person’s life whether or not they are aware of it. Science touches life in positive and negative ways and cells are the basic unit of life. What we know and understand can also affect the way we respond to the nature of science. Standards give all students an opportunity to view a broad look of science in many forms. In the 7th grade, students are to have a basic understanding of cells, how they function and how disease affects our organs and system including infectious and non-infectious diseases. Learning about cells and how they function is essential in understanding how diseases occur and in finding ways to treat and cure diseases. Science is ever changing and evolving as new discoveries are made every day, proving the importance of scientists and continuing research.

Students often ask questions relating to things happening around them and many times it is related to science. I noticed a wide range of student curiosity about cells and problems with cells and especially disease during my practicum. I have spoken with several kids who have been personally affected or have known someone affected by a number of different diseases, cancer, heart disease and diabetes. As educators I feel we need to address their concerns and here is an awesome opportunity to have content that correlates directly with student’s lives and with what they are curious about at the moment. Students will learn about cells and diseases though inquiry, discussions, labs, and research. Most students will not make the connection between the importance of cell research and how it relates to disease on their own. Educators have to provide the links and resources for them to be able to inquire and gain knowledge. It is the perfect time to engage and develop an understanding of the topics students are interested in which have a direct effect on students and the people around us and in the world today.

Another goal of mine is for students to realize the importance of continuing research to gain knowledge about cells and diseases. Disease will affect almost everyone at some point in their lifetime. Whether it is your own body, someone you know or with whom you may come in contact. Each student will delve into a cell related disease of their choice and work with a partner on a research project and present it to the class during this unit. By giving students the seed and foundation that may inspire them to go into an area of science we may in turn receive a cure for a life threating disease in the future. As an educator I feel we need to also nurture the growth of the seed and encourage a deeper awareness of the importance that scientific research is for our survival.

SC Standards Addressed

Standard 7-2 Students will demonstrate and understanding of the structures and functions 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, cell membrane, nucleus, chloroplasts, mitochondria, and vacuoles.7-2.2 Compare the major components of plant and animal cells.

Standard 7-3 The student will demonstrate an understanding of the functions and interconnections of the major human body systems, including the breakdown in structure or function that disease causes.

7-3.4 Explain the effects of disease on the major organs and body systems (including infectious diseases such as colds and flu, AIDS, and athlete’s foot and noninfectious diseases such as diabetes, Parkinson’s, and skin cancer).

This 2 week unit on cells and disease develops an understanding of cell function and that cells are basic unit of all living things. Students will be able to explain cell components in animals and plants. They will be able to compare and contrast plant and animal cells. Students will also make the connection between cells and their relationship to organs and body systems. Students will learn through inquiry, that are many different types of cells and that we are made up of trillions of cells and disease can affect cells and cause issues with our organs and organ systems.

Objectives

1) Summarize the structure and function of a plant cell and an animal cell.2) Explain the components of a plant and animal cell including: the cell wall, cell

membrane, nucleus, chloroplasts, mitochondria, and vacuoles.3) Compare and contrast the structure and the organelles of a plant cell and an animal cell.4) Identify the differences between a healthy cell and a diseased cell.5) Explain the difference between an infectious disease and a non-infectious disease 6) Become familiar with a disease they are interested in7) Explain the effects of disease on the major organs and body systems

Instructional StrategiesInquiry –To develop student’ interest and understanding.Journaling Interactive Science Notebooks (ISN) – For recording, review and studyingInteractive media – Active Inspire and promethean board activates – computer based labGroup work & COOP learning – Working together and assisting other studentsDifferentiated Instruction – To help students who need assistance.Activities – Engage and develop content knowledge though inquiryLabs – Concrete interactive instructionResearch – Will include inquiry through technology and use of critical thinkingLimited Choice –

Assessments

Informal assessments will be used throughout the unit by observing students on task, questioning, interactive science journals, whole class discussions, sharing of thoughts, interactive labs on cells, activities. The teacher will assess during all classes as stated in the lesson plans.

Formal assessments will be in the form of activities, journaling in the ISNs (Interactive Science Notebooks), research project on diseases, interactive labs and a quiz on cells. These are noted on the lesson plans.

Place Based Unit

Demographics

Ralph Chandler Middle School a new middle school that feels home grown and is located in Simpsonville, SC and with-in a sub-burb of Greenville. It is home to mainly middle class and low income families who are predominantly causation (90% causation 7% black 3% other). Many families have land and or farms, much of the households contain blue collar families educated through high school some with college and university degrees. Families are important – sporting events and hunting are ranked high. Simpsonville is an old mill town and farming community. Agriculture is important – cows – corn – hay and horses. A number of families in the community have been affected by disease whether they are life threating or not it is important to the well-being of the students to be aware of what is happening around them. Cells and Diseases are anywhere and everywhere. All individuals will come into contact with life and disease at home, or any place in the world. Heart disease, cancer and diabetes are some of the more common diseases found in the area.

Rationale

Knowing about the people and the area you are in is important when teaching science because science affects every person’s life in some manner or other. Knowing who you are teaching can help to understand how the subject matter may affect the lives of the students and the community in which they live in a positive or negative way. Striving to see how one can teach to benefit the student’s and the community they live in is a personal goal of mine. Science can be applied to real life scenarios in multiple ways. In teaching about the basic unit of life we can begin a better understanding about the world around us.

Place

Why I feel this is an important topic at our school has to do with a number of things including students who have been affected by disease in one way or another. There is a student that has had to undergo surgery to remove tumors. Many of the students know that he had surgery this summer and are concerned about the student. We also have a couple of students that have had a parent diagnosed with cancer. Some have survived and others have not. These are real issues in this community and around the world. Teaching about topics that relate to students personal lives gives students a greater desire to learn. It creates more of an understanding and realization that people are helping others through. When you work with content that touches close to “home” you create more of an investment and that will help develop student’s interest. The Cells and Disease Unit I have created takes this into consideration. Learning that the smallest unit of life and its components can cause havoc to human life though disease is quite a connection for students to make. I believe if we teach information that students can relate to we have a greater chance of them retaining the knowledge and building upon it in the future. Students will gain an understanding of different diseases and how they affect cells in a body during this unit and will be able to relate it to their lives at some point in their lifetime.

Development of the Unit Topic through K -12

Beginning in Kindergarten students learn about life (cells are the basic unit of life), including plants and animals. They also learn about parts of the body at this age. Learning how things grow, develop and functions, along with structures and basic needs. As students move into first grade they learn about organs and growth. In second grade students build on growth and life cycles which leads to a better understanding of the structures, characteristics, and adaptations of organisms. Cells are mentioned for the first time in the 5th grade. Students learn that a cell is the smallest unit of life and begin to identify its major structures (including cell membrane, cytoplasm, nucleus, and vacuoles). This brings us to 7th grade where a more in depth study of cells takes place. Students connect cells to the structures of the body – organs and organ systems. They will also address what can happen to cells do to disease. This is the basis for students before entering high school. Students will be required to take biology in or around the 10th grade when the basis of cells and disease they learned in 7th grade will be built upon though a more in depth study. This is culmination of the study of cells and disease in South Carolina’s K-12 science schooling.

S.C. Standards Cells and Diseases Timeline

Standard K-2: The student will demonstrate an understanding of the characteristics of organism sK -2.2 Identify examples of organisms and non-living things.K-2.5 Recognize that all organisms go through stages of growth and change called life cycles.

Standard K-3 – The student will demonstrate an

understanding of the distinct structures of human body and the different functions they serve.K-3.2 Identify the functions of the sensory organs (including the eyes, nose, ears, tongue, and skin).

Standard 1-2 The student will demonstrate an understanding of the special characteristics and needs of plants that allow them to survive in their own distinct environments.1-2.1Recall he basic needs of plants for energy and growth.

Standard 2-2 The student will demonstrate an understanding of the needs and characteristics of animals as they interact in their own distinct environments.2-2.5 - Illustrate the various life cycles of animals (including birth and the stages of development).

Standard 3-2 The student will demonstrate an understanding of the structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats3-2.1 Illustrate the life cycles of seed plants and various animals and summarize how they grow and are adapted to conditions within their habitats.

Standard 5-2 The student will demonstrate an understanding of relationships among biotic and abiotic factors within terrestrial and aquatic ecosystems.5-2.1 Recall the cell as the smallest unit of life and identify its major structures (including cell membrane, cytoplasm, nucleus, and vacuole).

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).7-2.2Compare the major components of plant and animal cells.Standard 7-3 The student will demonstrate an understanding of the functions and interconnections of the major human body systems, including the breakdown in structure or function that disease causes.7-3.4 Explain the effects of disease on the major organs and body systems (including infectious diseases such as colds and flu, AIDS, and athlete’s foot and noninfectious diseases such as diabetes, Parkinson’s, and skin cancer).

Standard B-2 The student will demonstrate an understanding of the structure and function of cells and their organelles. B-2.1Recall the three major tenets of cell theory (all living things are composed one or more cells; cells are the basic units of structure and function in living things; and all presently existing B-2.2 Summarize the structures and functions of organelles found in a eukaryotic cell (including the nucleus, mitochondria, chloroplasts, lysosomes, vacuoles, ribosomes, endoplasmic reticulum [ER], Golgi apparatus, cilia, flagella, cell membrane, nuclear membrane, cell wall, and cytoplasm).Standard B-4 The student will demonstrate an understanding of the molecular basis of heredity.B-4.2 Summarize the relationship among DNA, genes, and chromosomes.B-4.8Compare the consequences of mutations in body cells with those in gametes.

Kindergarten

1 st Grade

2 nd Grade

3 rd Grade

4 th Grade

5 th Grade

6 th Grade

7 th Grade

8 th Grade

9 th Grade (Phys. Science)

10 th Grade (Biology)

11 th Grade (Chemistry)12 th Grade (Physics)

Pacing Guide on Lesson Plans

Appendix A

Resources

Cells are Us. (2001). Cells are Us. Retrieved Nov. 10, 2011,from, W. R. Klemm, Texas A&M University http://peer.tamu.edu/curriculum_modules/cell_biology/index.htm)Cells are Us is a teacher resource. It contains units on levels of cell organization, interaction with the outside world and other such instructions that can be downloaded and used in the class room. This is a great resource for interactive instruction.

Cell Research Journal (2011) Cell Research, Vol. 21, No12, 2011. Retrieved from, http://www.cell-research.com/index.asp

This journal has many articles on current cell research. This month’s articles were about stem cells and other advancements such ad oxidation repair, understanding cell components. Some of the articles are free and many give an over view of their content. It is a good resource for students to see how cell components play a role in discovering treatments.

Discovery. (2011). Discovery Channel. Retrieved Nov. 10, 2011. from, com http://dsc.discovery.com/ The discovery site has an abundance of useful information, pictures and videos that relate to science. Great short videos on cells and diseases. It covers cell reproduction to stem cell research for diseases.

Critical Inquiry Journal Articles. Meningococcal Disease: The Basics (2003).retrieved Nov. 29, 2011 from, http://web.jjay.cuny.edu/awinson/readings.htm & http://www.nytimes.com/2003/02/11/health/11MBOX.html?tntemail1=&pagewanted=print&position=top The critical inquiry journal articles cover many health issues. The one selected is about vaccination for meningococcal disease is on the list at many universities. It gives the need for teens to vaccinate before going to certain colleges and tells the risks, preventions and symptoms for the disease.

Kids Health. (2011). TeensHealth. Retrieved. Nov.21, 2011, from http://kidshealth.org/teen/diseases_conditions

Health stories of teens that have had different types of diseases. It is also site information on other health issues. The site is excellent for parents, teens and kids’ alike. One can find articles on health issues along with written personal accounts and videos.

NeoK12. (2011). Cell Structures. Retrieved Nov.10, 2011, from, http://www.neok12.com/Cell-Structures.htm This site has educational videos on cells along with presentations, quizzes and games. The site also offers pictures of cells for educational use. Cell structures give information on the basics of cells, diagrams that are interactive and vocabulary games.

Psych Central. (2011). Using skin-cell research to probe cellular basis of autism. Retrieved Nov. 12, 2011, from, http://psychcentral.com/news/2011/11/28/using-skin-cell-research-to-probe-cellular-basis-of-autism/31942.htmlThis article is about emerging cell research. It focuses on stem cells and how different cells grow and mutate. They have developed a way to convert stem cells into neurons.

SC Dept. of Education. (2010). Grades K-8 Academic Standards. Retrieved 11/18, 2010, fromhttps://www.ed.sc.gov/apps/cso/standards/supdocs_k8.cfm.South Carolina standards K – 12 can be found and utilized at this site. Support guides are also available as resources on this site. This site is essential for teachers in SC.

SCDHEC. (2011). South Carolina Health Atlas. Retrieved. Nov.12, 2011, from http://www.scdhec.gov/co/phsis/biostatistics/an_pubs/ATLAS.pdf Information on health concerns in the area can be found on this site. Biostatistics for Cancer, Heart Disease, Diabetes, HIV and AIDS can also be found here. The site is a good resource when looking for death rates from certain diseases and the demographics in SC.

Science Toy Box. (2011). The Virtual Cell. Retrieved Nov.12, 2011, form http://www.sciencetoybox.com/cells.htm This site offers links to many cell resources including: microscopic images, and interactive slide shows that offer educational information. The virtual cell slide show is good for detailed information about cell components.

Slavin, Robert E. (2009). Educational Psychology, 9th Edition. Upper Saddle River, NJ:Pearson Education Inc.Slavin’s textbook provides instruction for teachers about educational theories. It provides methods of assessment and instruction. Learning styles and classroom management can also be found in Ed. Psychology. Slavin’s book also offers information about teaching styles such as scaffolding.

World Health Organization. (2011). Health Topics. Retrieved. Nov.10, 2011, from http://www.who.int/en/

WHO contains information on diseases and other health topics. It offers in-depth information on who, what why and where disease occur. One can also find some statistics on certain diseases like Sickle Cell Anemia http://www.who.int/en/

Cells and Diseases - Structure and Function of CellsGrade 7 Lesson for Day 1 & 2Claire Berg 2 - 50 min sessions Date: 12/5/11 Appendix B & C

South Carolina Standards

7-2 Students will demonstrate and understanding of the structures and functions of cells, cellular reproduction and heredity. (Life Science)

7-2.1 Summarize the structures and functions of the major components of plant and animal cells Including: the cell wall, cell membrane, nucleus, chloroplasts, mitochondria, and vacuoles.7-2.2 Compare the major components of plant and animal cells.

The Central Idea : Students will be able to summarize the structure and function of a plant cell and an animal cell.

(Prerequisite knowledge/info: Students previously learned about cells in 5th grade, focusing on the following parts: cell membrane, cytoplasm, nucleus, and vacuole. Students have not studied mitochondria, chloroplasts, or cell walls. This will be new information for students. Students need to know that cells make up all living things. It is essential for students to know that a cell is the smallest unit of life that conducts all life functions.)

Engage:

Evaluate:

Day 1 Intro to Cells YOU Tube video on Intro to Cells –visual inquiry

To pique the curiosity and start the inquiry on cells, the class will watch a (cftberg under biology) What are we made of? (3 min)To see what students know students will make at least three observations and/or parts of the cell and cell functions they remember from 4th, 5th & 6th grade about the video on the white boards at their tables.The class will review and go over the observations, teacher will facilitate.(10 min)Allows teacher to assess what they already know

Explore : Animal Cell & Plant Cell Envelopes - Appendix B - Activity #1 inquiry, group work

To Explore the make- up of an animal and plant cells - 2 envelopes will be given to each lab table* the envelope will either have AC or PC marked on them. Inside the envelope will be paper representations of either the components to an animal cell (AC envelope) and components to a plant

Evaluate:

Explore :

cell (PC envelope), labels with the names of the cells and cells parts/organelles and definitions. Instructions will be given by the teacher as they go through the Cell Activity #1:

During this time the teacher will walk around and observe the students. (Nucleus should be in the center, cell membrane and cell wall on the outside etc.)

After 5 min the teacher will ask what the diagrams are and if there were differences and similarities b/w the two diagrams? They should notice that many each there are two different parts in the plant cell and that the shapes are different

The teacher will move on to with the activity:–Hints will be given on the promethean board to help you with the labeling and definitions. (scaffolding)(10 – 15 min)Teacher can assess students cognitive skills

Explain:

Explore and Explain:

Evaluate:

Students will explain their activity – group workOne lab group will explain their diagram. As the students are explaining the teacher will place the parts and labels they are described on the board with her larger, color coded examples of the same items.

Questions: Who agrees – stand up - does everyone agree? If not, another group will be able to explain theirs…

As they are identified a list of the definitions/functions will be shown on the promethean board. The teacher will assist and explain functions as they are correctly labeled – addressing any misinformation.(10 - 15 min)

Next the students will write the definitions/functions of the organelles, color code and draw example of each organelle into their ISN*.

Differentiation – a sheet with cell components, definitions, functions and picture will be given to those who need it – there will be a colored coded and non-colored coded sheet for students to cut and glue into their ISN – for those that can’t cut pieces will be precut for them to color/glue into their ISN.(15 min)Homework – Finish for home work and teach 5 cell components to a friend or parent, share tomorrow for the starter.

Day 2 Review The teacher will select a few students to share their story about teaching the 5 components to

a friend or parent. Continue with a review on the vocabulary – cell components – 1 piece of candy form the candy jar for correct answers.

(10 min) Cells are Us – Appendix C - Activity #2 Inquiry White boards and markers will be handed out - 1 to each table - As a class the students will work through questions posed to them from Structure Activity -

the students will compare the school building with a cell. The students will be given 1 min to talk with their lab partner write their answers on the board.

Teacher will facilitate and assist when necessary.

(Cells are Us , http://peer.tamu.edu/curriculum_modules/cell_biology/index.htm)(15 min)

Elaborate : The instructor will inform the students that that is how cells were named and introduce Cell Biologists and have a mini discussion about the research they did.

Cell biologists or cytologists - Robert Hooke (saw and named cells), Melvin Calvin (photosynthesis)The students will be asked if we still need cell research. Yes, No and Why?The students will list some reasons why on the white boards.

Universities that study cells today- Universities that do research on cells – Harvard, Clemson, Duke, Univ. of Minnesota, Stanford, Texas Heart Institute, Tulane Univ., Univ. of Miami, Univ. of Wisconsin, Univ. of Pennsylvania plus many more) (5 min)

Explore & Evaluate: Cell Foldable - Appendix C

At their table will be blank sheets of paper under their table box. The instructor will demonstrate how to make a foldable on a plant and animal cell and

remind them that a diagram of a plant cell and animal cell can be found in their science books. Instructions attached to unit.

The students will work at their desks creating, drawing, labeling, coloring their own plant and animal cell foldable, which will be then glued into their science notebooks.

The instructor will continue to observe, answer questions and assess while the students are working on their and read any corrected summaries.They will be given until the end of class to work on the foldable and will continue the following day.

Cell foldable will be a minor assessment grade, students will use their *ISN’s to study for their major assessment the end of the unit – test on 7.2-1, 2-2, 2-4(20 min)

Adapted from: http://www.miamisci.org/ph/lpintro5e.html* ISN – Interactive Science Notebook*Lab tables or lab partners will have been assigned at the beginning of each 9 weeks - (“study buddy” – differentiated instruction). Changes may be made by the teacher with lab partners when necessary.)

Cells and Diseases - Structure and Function of CellsGrade 7 Lesson for Day 3Claire Berg 1 - 50 min sessions Date: 12/5/11 Appendix D

South Carolina Standards

7-2 Students will demonstrate and understanding of the structures and functions of cells, cellular reproduction and heredity. (Life Science)

7-2.1 Summarize the structures and functions of the major components of plant and animal cells including: the cell wall, cell membrane, nucleus, chloroplasts, mitochondria, and vacuoles.7-2.2 Compare the major components of plant and animal cells.

The Central Idea:

Students will be able to summarize the structure and function of a plant cell and an animal cell.

Students will be able to compare and contrast a plant cell and an animal cell.

(Prerequisite knowledge/info: Students previously learned about cells in 5th grade, focusing on the following parts: cell membrane, cytoplasm, nucleus, and vacuole. Students have not studied mitochondria, chloroplasts, or cell walls. This will be new information for students. Students need to know that cells make up all living things. It is essential for students to know that a cell is the smallest unit of life that conducts all life functions.)

Engage : Day 3 Video - visual

#1 Discovery videos on cells. Intro to Cells Discovery Education – Robert Hooke -http://dsc.discovery.com/videos/assignment-discovery-shorts-eukaryotic-cells.htm(3 min)

Explore &Engage Microscopes - tangibleThe students will now use the microscopes to view prepared plant and animal cell slides.

On a blank sheet of paper divided into 4 parts - each students will draw, color and label what they see for each type (one cell in each section – this viewing will use 2 sections)

(10 min)

Elaborate: Microscope - Appendix D - Activity # 3The students will return to the microscopes and make two of their own slides of cells using pond water and their own cheek cells. (15 min)

Explain : Summarize - writtenThe students will write a summary in their ISNs compare and contrast plant and animal cells, including cell components.Differentiation: Make a word web diagram for a plant and animal cell and their components – word web provided with unfilled bubbles.(10 min)

Evaluate : Finish Cell Foldable(10 min)

Ticket–Out-The-DoorEach lab group will develop a question about a cell and write on a slip of paper for their ticket-out –the-door one will be chosen for a test question on unit test.Differentiation: Students will write down something thing they liked about cells and or using the microscopes. (2 min)

Cells and Diseases - Structure and Function of CellsGrade 7 Lesson for Day 4Claire Berg 1 - 50 min session Date: 12/5/11 Appendix E

South Carolina Standards

7-2 Students will demonstrate and understanding of the structures and functions of cells, cellular

reproduction and heredity. (Life Science)7-2.1 Summarize the structures and functions of the major components of plant and animal cells including: the cell wall, cell membrane, nucleus, chloroplasts, mitochondria, and vacuoles.7-2.2 Compare the major components of plant and animal cells.

The Central Idea: Students will be able to summarize the structure and function of a plant cell and an animal cell.

Students will be able to compare and contrast a plant cell and an animal cell.

(Prerequisite knowledge/info: Students previously learned about cells in 5th grade, focusing on the following parts: cell membrane, cytoplasm, nucleus, and vacuole. Students have not studied mitochondria, chloroplasts, or cell walls. This will be new information for students. Students need to know that cells make up all living things. It is essential for students to know that a cell is the smallest unit of life that conducts all life functions.)

Engage: Day 4 Cell Song

You tube - Bill Nye the Science Guy - "Cellular Haze"(You tube_cftberg – Biology)(2 min)

Explore & Elaborate

Lab – Appendix EGelatin Cell Lab

The teacher will ask the class to review lab procedures and reminded that all labs are assessed for a minor grade.

Students will follow the instructions on the board to set up their lab stations. (Edible cell lab instructions – word doc. attached)Clean work space.During the lab the teacher will walk around the room and assess students and assist when needed.(20 min)

Explain: Lab write upFull lab write up on separate piece of paper.Instructions for write up on promethean board:Names of partnersDateMaterials: list & correlate to candyProcedure for both cells (plant and animal)What thought of the activityPersonal evaluation and partner evaluation(20 min)

Evaluate: Quiz on cell components – Appendix E(10 min)

Edible Cell Lab write ups will be a minor assessment grade - lab procedure will be included. Students will turn in cell drawings from the microscope for a minor assessment grade. Participation grade Quiz on 5th day for formative assessment.

End of the unit test - major formal assessment grade

Adapted from: http://www.miamisci.org/ph/lpintro5e.html

Cells and Diseases - DiseasesGrade 7 Lesson for Day 5Claire Berg 1 - 50 min session Date: 12/5/11 Appendix F

South Carolina Standards Standard 7-3:The student will demonstrate an understanding of the functions and interconnections of

the major human body systems, including the breakdown in structure or function that disease causes. (Life Science)

7-3.5 Explain the effects of disease on the major organs and body systems (including infectious diseases such as colds and flu, AIDS, and athlete’s foot and noninfectious diseases such as diabetes, Parkinson’s, and skin cancer).

Prior knowledge standards -7-3.2 and 7-3.3 from the previous week, which cover the major human body systems, their functions and interconnections.

The Central Idea: Students will understand the connection b/w cells and diseases and begin learning the effects of the diseases on organs, body systems.

Engage Day 5 Short video on a cell attacking pathogen

You Tube - World's Wildest Microscopic Police Chase!(You Tube_cftberg – biology)(2 min)

Explore:

Evaluate:

Intro to Diseases Photos of 3 – 4 diseased cells will be on the promethean board without labels will be shown

in Promethean board while microscopes are being used. Appendix F Microscopes - Inquiry

Microscopes will be set up with diseased cell and healthy cell slides 2 of each. Each student will be given a blank sheet of paper

Instructions will be given by the teacher: Divide a blank sheet of paper into 4 sections Observe slides and will draw then list differences between the cells viewed on a blank sheet

of paper.The teacher will walk around observe and assist students during this time and assess the knowledge of a healthy cell along with the use of lab time and procedures.(10 min)

Explain & Explore : Explanation of observationsStudents will share their drawings and give the explanations of their drawings.What differences did they observe, why were there differences?

Evaluate:

Open discussion about diseases leading into the discussion with the student’s diseases from the question. Naming diseases, people they know who have diseases, what they think or know about different diseases. Diseases affect cell function, organs and systems in the body.

(15 min)Teacher will informally assess what the students about the link b/w diseases and what they do to cells, organs and body systems.

Elaborate : Personal Teen Stories – Marco, DJ, and Jen2-3 short videos from teens that have or have had cancer and diabetes.http://kidshealth.org/teen/diseases_conditions/#cat20154

(10 - 15 min)or Active Inspire – promethean (if available) Lifestyle diseases– focus on Heart Disease

(10 - 15 min)

Homework Read: Meningococcal Disease: The Basics – article - appendix F

WHO – World Health OrganizationsStudents will watch a video about WHO. Explaining who they are and what they do with disease research. (http://www.who.int/en/)

Adapted from: http://www.miamisci.org/ph/lpintro5e.html

*Lab tables or lab partners will have been assigned at the beginning of each 9 weeks. Changes may be made by the teacher with lab partners when necessary.)

Cells and Diseases - DiseasesGrade 7 Lesson for Day 6 & 7Claire Berg 2 - 50 min sessions Date: 11/20/11

South Carolina Standards Standard 7-3:The student will demonstrate an understanding of the functions and interconnections of

the major human body systems, including the breakdown in structure or function that disease causes. (Life Science)

7-3.6 Explain the effects of disease on the major organs and body systems (including infectious diseases such as colds and flu, AIDS, and athlete’s foot and noninfectious diseases such as diabetes, Parkinson’s, and skin cancer).

Prior knowledge standards -7-3.2 and 7-3.3 from the previous week, which cover the major human body systems, their functions and interconnections.

The Central Idea:The students will be able to carry out a scientific investigation with teacher guidance.

Engage : Day 6 Is or Is Not and Review of diseases

A list of diseases will be on the promethean board – the students will take turns at the board writing if a disease is infectious or non-infectious and inherited or not inherited.

Once all the diseases are filled in the class will review together the list and if the choice is correct

(20 min)

Explore : Diseases and the Body – Investigation The students will be divided into groups of 2 = 12 total groups - COOP

And group will be given a “patient” and will perform a scientific investigation on a patient with a disease. They will go through the process of scientific inquiry as they determine what type of disease their patient has due to their symptoms and looking at the cells under a microscope.Following the scientific method generating questions, following and explaining their procedures and critique the investigation.

Students will use their *ISNs to record their findings – write up like previous lab Symptom slips will be provided by the teacher and randomly drawn out of a bag.

(30 min)Explain Day 7

DiagnosisThe groups will informally present the diagnosis of their patient and explain their diagnosis to the rest of the class. (3-5 min each – 100 min total due to transition time)(50 min)Day 8

Continue with Diagnosis’(50 min)

Evaluate: EvaluationsStudents will evaluate themselves on their investigations.(10 min)

Formal Assessment of scientific investigation and diagnosis will be formally assessed for a minor grade.

Elaborate:Day 9 Appendix G

Field Trip to Clemson Research lab Tour and School lab M-4 The Mystery of the Romanovs (computer lab; limited to 24 students) - use forensic

and DNA evidence to find out what happened to the Romanov's

Day 10***Unit Test could be given today or the class can keep moving through and finish with a

research project for the final and major grade as shown below.Cells and Diseases - Diseases

Grade 7 Lesson for Day 10 - 15 Claire Berg 5 - 50 min sessions Date: 12/5/11 Appendix H

South Carolina Standard 7-3:The student will demonstrate an understanding of the functions and interconnections of

Standards the major human body systems, including the breakdown in structure or function that disease causes.(Life Science)7-3.7 Explain the effects of disease on the major organs and body systems (including infectious

diseases such as colds and flu, AIDS, and athlete’s foot and noninfectious diseases such as diabetes, Parkinson’s, and skin cancer).

Prior knowledge standards -7-3.2 and 7-3.3 from the previous week, which cover the major human body systems, their functions and interconnections.

The Central Idea: Students will understand and be able to explain the differences b/w infectious and non-infectious diseases and how disease affects the organs and body systems though research.

Engage : Day 10 Explanation of symposium project and presentation - Appendix H Begin researching at home for homework – use project guide. Examples of projects from the year before will be available to view.

Explore : Disease Symposium Students will choose a disease to research and present to the class – partial in-class project.

Instructions attached.Examples of the project in the classroom. The project will be given and explained. Students will be given some class time to work on the projects.

Students will be given 3 days to research topic in class and will work on project for homework.

Explain : PresentationsStudents will follow guide lines for symposium presentationsAppendix G

Elaborate : Attendance at Symposium on DiseaseAn itinerary of the order of presentations will be on the board – students will have been given a copy prior to presentation day.Students who are not presenting will “participate” in the presentations as if they were at a real symposium. A break will be given ½ ways through presentations and refreshments will be served. Parents will be invited to attend the symposium.

Evaluate : Evaluate Peers Teacher informal and formal evaluation

Students will fill out evaluation of their peers during the symposium –Informal assessment on staying “on task” during class time.Formal assessment following guide lines given.

Adapted from: http://www.miamisci.org/ph/lpintro5e.html* ISN – Interactive Science Notebook*Lab tables or lab partners will have been assigned at the beginning of each 9 weeks - (“study buddy” – differentiated instruction). Changes may be made by the teacher with lab partners when necessary.)

Appendix B

Animal and Plant Cell1. Take out 2 pieces of paper and place them on lab table – mark on AC and one

PC2. Each lab group will receive 2 large envelopes form the teacher – one marked

with AC and one with PC.3. Open up one envelope and remove the plastic bag (cell parts)4. Open the bag and remove the cell parts, with your lab partner look them over

and arrange them on your paper – (match envelope parts marked AC, to paper marked AC or PC envelope to PC paper)

5. Stop and Discuss student arrangements of parts6. Do the same steps above with the other envelope.7. Inside the large envelopes will be a small envelope marked to match the

envelope they are in.8. Open the small envelope and take out the labels & definitions – with your lab

partner try to match them with the pieces you arranged on your sheet of paper

9. Discuss the definitions of the cell components and definitions

Pictures to post on Promethean board during activity

plantcell.jpg chloroplasts.jpg

teamcarterlces.com

Animal cell

_4102-23634.jpg elodea_cells.jpg NeuronCovertiny.jpg

tealsdelite.wordpress.com

Appendix C

Compare School Building with Cells

"Levels of organization" for function are less obvious than those for structure, but are very important for living organisms.Structure: Think about the levels of organization in your school building. Schools have many different structures. Let students use cognitive thinking skills to come up with examples of structures in a building.

For example:

an outside wall around the entire building (like a membrane outside a cell)

floors in your building, each organized into rooms and maybe the room is organized into different centers or tables (like organelles)

1. How are cells and schools alike? 2. Why might a school building be a bad example?3. What could you make that would show how a cell looks and works?

Function: Is cell function is like a soccer team? What are some components of a soccer team?

Examples: The coaches teach the players. The player's play the game as well as they can. Schedules are arranged for the times and places of the games. Some people act as referees for the games. Perhaps others act as sponsors, providing money for uniforms and travel. Functions of a cell can be organized in a similar way.

4. Can you identify the various functions associated within a sports league or club you have been involved with? How would you put these functions into various levels of organization? (For example, national organization, regional organization, city group, individual player, positions, goal, out of bounds lines).

5. What are some of the functions of organelles in a cell? 

Cells are Us. http://peer.tamu.edu/curriculum_modules/cell_biology/index.htm) Click: Levels of Organization - click: Activities

Appendix C

Cell Foldable

Sign your name and date Divide the front in 2 draw and color a diagram of an animal cell in the left

section and plant cell in the right section each component will be labeled with a number. Color codes the cells – vacuoles in both cells same color etc.

Do not write which cell it is – you should know by looking and it will be in the key under flap.

Key – Divide the inside of the foldable in 2 also. Number and write the components & definitions in order to match your

diagram. Make sure they are under the correct diagram - (animal components under animal diagram).

Example – some numbers are missing

^Fold on line ^ Animal Cell

1. lysosome – clean up3. chromosome (DNA) – makes energy 5. vacuole 6. mitochondria 7. ribosome 8. nucleolus 9. nucleus (nuclear membrane) 11. plasma membrane 12. cytoplasm

Note: All are organelles except the cytoplasm.

Plant Cell

1.nucleus 2. nucleolus 3. plasma membrane 4. cytoplasm 5. cell wall 6. vacuole 7. chloroplast8.lysosome9.chromosome (DNA)10. mitochondria11. ribosome

anicell.jpg & plcell.jpghobart.k12.in.us

Appendix D

Directions for “Levels of Organization” Observing Levels of Organization

Materials:pond water2 slideseye droppermicroscope (preferably one per group) cheek cells (using a popsicle stick the students will lightly scrape the inside of their cheek)assignment journal sheet to record observations(antibacterial soap for clean-up)

1. Place one drop of pond water onto clean slide. 2. View pond water sample under microscope.3. Record observations on journal sheet.4. Remove pond water sample from microscope. 5. record observations. 6. Place cheek cells on clean slide. (Be sure that it is a small amount, so that

light will be showing through the tissue. If slice is too thick, you will not be able to see the detail in the sample.)

7. Place cheek cells sample under microscope and record observations.8. Remove cheek tissue sample. 9. Clean all slides and work area.

IMPORTANT: After handling pond water/cheek tissue be sure to wash hands with antibacterial soap to prevent infection/illness from pond bacteria or animal tissue.

Cells are Us. http://peer.tamu.edu/curriculum_modules/cell_biology/index.htm) Click: Interacting With the Outside World - click: Activities

Appendix ETeacher Instructions for Building an Edible Cell

Getting ready:

A. Making the "cytoplasm"--Make gelatin choose a light colored flavor (lime/strawberry).-Every 6oz package will make 4 or 5 "cells". Add some unflavored gelatin to the mix to make it a little stiffer (regular gelatin may fall apart).-Pour the gelatin mixture into 4 oz. clear plastic cups, until they are about two-thirds full. Put them into a refrigerator to set. The gelatin cups will last a long time, so this can be done well in advance if necessary.B. Gathering the "organelles":Collect other food materials to represent the organelles that will be studied. (Ask students to bring in if necessary.)Try to choose food items that would look similar in shape and size to the real thing.(Post components on the board on day of lab.)

Cell Component Suggested Materials

Cytoplasm GelatinLysosomes 6 – 10 NerdsRibosomes 1 teaspoon of round cake

sprinklesMitochondria 3 purple Mike & Ike candiesVacuoles 3 small, colored marsh mellowsLarge vacuole 1 large marshmallowNucleus 1 gobstopperCell wall Green fruit roll upChloroplast 3 green Mike & Ike candiesCell Membrane Blue fruit roll up

Wanda Hamilton edited by Claire Berg

Appendix E Edible Cell Lab Review lab procedures and conduct and read material chart and

organelle representation chart on the board. The teacher to call your lab table to gather materials Begin lab at your lab station following directions

Clean up your lab area when finished - wash and put supplies away

You will have 15 -20 min for this lab – a timer will ring after 13 min signaling time to clean stations

Lab write up in ISN

1. Collect Materials: Each table please chooses 1 lab partner to gather supplies and 1 lab partner to pick up an instruction sheet.

Each Lab table:1 tray for all your building materials2 plates 1 plastic knife 2 spoons2 gelatin cups (1 for a plant cell & 1 for an animal cell)Each candy item listed – (in cup)1 instruction sheet

D. Lab directions: (clean hands and work area)

1. Extract the gelatin from the plastic cup and put it on the paper plate. You may need to run the knife around the very outside edge of the gelatin to loosen it.

2. You and your lab partner choose which cell you are going to make – 1 plant cell and 1animal cell.

3. Carefully using the spoon or knife make spaces and place the other cell parts in the cell. Use the organelle chart and place the “organelles” as close to the location they would be in the cell (especially the nucleus).

4. If the cell feels soft, you can put the parts back into the plastic cup; turn it over onto the paper plate. Then carefully remove the plastic cup.

Clean work area and hands were washed before beginning the lab then You may now enjoy your cell!

6. CLEAN work area and supplies: tray, plates, knives, and spoons – leave supplies on the tray at your station.

7. Lab write-up in ISNWanda Hamilton edited by Claire Berg

Appendix E

Cell Component Quiz

1. ____lysosome A. control center2. ____cytoplasm B. contains chlorophyll 3. ____ ribosome C. makes energy 4. ____cell wall D. makes protein5. ____nucleus E. let’s things in and out of the cell6. ____ plasma/cell membrane F. cleans up waste7. ____ vacuole G. gives structure & protection to a plant

cell8. ____ chloroplast H. found inside the nucleus9. ____ chromosome (DNA) I. jellylike fluid that organelles float in10. ____ mitochondria J. stores water and fluids

Appendix FBrain Cancer Cell 

Breast Cancer cell

Cancer cell being attacked by the immune system - white blood cells3 photos - http://www.alternative-cancer.net/Cell_photos.htm

Appendix F

This copy is for your personal, noncommercial use only. You can order presentation-ready copies for distribution to your colleagues, clients

or customers, please click here or use the "Reprints" tool that appears next to any article. Visit www.nytreprints.com for samples and

additional information. Order a reprint of this article now. »

February 11, 2003

Meningococcal Disease: The BasicsBecause of concerns over meningococcal disease, five states — Maryland, Virginia, Connecticut, Florida and Pennsylvania — have laws requiring college freshmen to be vaccinated or sign waivers. Another nine states have laws requiring colleges to inform incoming freshmen about the disease and the vaccine.

PREVENTION Aside from being vaccinated, children and teenagers should be advised not to share drinks, water bottles, cigarettes, utensils, lipstick and other saliva conduits with other people, even if they appear to be healthy.

RISK The risk seems to be highest in the weeks that lie just ahead — in the latter part of winter and in the early spring.

The other risk factors involve living in a crowded facility, like a dormitory, having a cold or flu, active or passive smoking, drinking alcohol and having a deficient immune system.

SYMPTOMS Meningococcal meningitis is easier to catch, and its symptoms often include a very bad headache, a stiff neck, pain that accompanies movement of the neck, sensitivity to light and a moderate fever.

Meningococcemia, the more deadly disease, is also more difficult to diagnose because symptoms commonly mimic those of the flu. They include a moderate fever, nausea, vomiting and extreme pain in the muscles, particularly those in the legs.

The one telltale symptom is a purple rash. The spots can be as small as the head of a pin or as large as a quarter. Anyone having such a rash is urged to seek medical attention immediately.

http://www.nytimes.com/2003/02/11/health/11MBOX.html?tntemail1=&pagewanted=print&position=top

Appendix G

Clemson

School Laboratory Field TripsNOTE: Labs are scheduled to run between 9:30am and 1:30pm.  Click the purple links for a description of each lab. 

Middle Schools - Grades 6, 7, 8

M-4 The Mystery of the Romanovs (computer lab; limited to 24 students) - use forensic and DNA evidence to find out what happened to the Romanov's

Appendix H

Disease SymposiumWhat is it?A symposium is a meeting where participants give oral presentations on subjects revolving around a common theme. Our mini-symposium is based on the theme of diseases. A group of 4 students will select one disease from the list, research information on the disease, and prepare and deliver a comprehensive, concise, and complete oral presentation to the class.

Each presentation must be at least three minutes to 3-5 minutes in length.A time for questioning will follow each presentation.

You are expected to be an expert on the disorder you choose, you must deliver your talk without reading it. You will be given an index card on which you may jot down some lead notes. Only one side of the card may be used. You will have it only as a reminder of what you are going to say and statements you don’t want to forget. You may also include any difficult-to-spell terms that you wish to write on the board. The index card will be passed in as soon as your talk is over.

What must be included in the presentation? IntroductionCausesDescription SymptomsTreatmentPrevention Detections of the disease Creativity

The questions listed are designed to provoke thought and to help you determine what is significant and what is not. Use them to research your disease and learn about the disease.

They are not to be answered individually as a question and answer session – but need to be addressed if it relates to your disease.

Creativity: You have a choice of a visual and/or auditory display for your present your information – media (video, song, power point, poster, display, model, pictures, charts, objects, demonstrations, handouts etc.)

The presentation should follow the outline below.

o Introduction o What is the name of the disorder? o Are there any other names by which it is commonly known?

o Cause of the disease

o Is the disease inherited, environmental, or is there no known cause?o Is the disease infectious or non-infectious?o Are there preventions? (Life-style or other)

o Clinical description of the disorder o What are the features of the disease? o How does it affect the victim? (symptoms)o What is it like to have the disease? o How would you describe the disease to someone else?o What are the problems externally, internally, psychologically,

associated with the disease. o Is the disorder physically limiting? o Is it life-threatening? o Is it fatal? o Is it found more commonly in certain groups of people - age group,

ethnic or religious group or male or female?o Is it more prevalent in a certain area (country)?o Numbers of people affected?

o Treatment o Can anything be done for the disorder? o Can the symptoms or results of the disorder be treated? o What are the treatments? Is there a cure?o Is there any gene therapy for the disorder?

o Detection o Can the disorder be detected before its symptoms appear? (latent) If

so, how?o Is there any way to detect a carrier of the disorder? If so, how?

Grading Rubric: You will receive a letter grade from A to F. The following factors will be used to

determine the grade: You will need to display all of the following to the best of your ability.

1. Accuracy – Presentation has accurate information. Presenter shows understanding of information. Questions addressed accurately. (30 pts.)

2. Follow directions – Presentation within time frame. (3 – 7 min) Note cards were used but not read and turned in. Required information is there – as listed above. (25 pts.)

3. Delivery - Presentation was spoken clearly and class was able to understand. Good eye contact with the class. Positive, enthusiastic presentation. (20 pts.)

4. Creativity: Good use of presentation aids. (25 pts.)

Selection of Diseases for Presentation:

1. Sickle-Cell Anemia 2. Blood Cancers 3. Thalassemia 4. Pneumonia5. Cardiovascular Disease6. Cholera7. HIV/AIDS8. Muscular Sclerosis9. Diabetes 10.Cystic Fibrosis 11.Alzheimer’s Disease 12.Tay Sachs Disease 13.Skin Cancer14.Malaria15.Duchenne Muscular Dystrophy16.Huntington's Disease 17.Tetanus18.Hepatitis19.Burkitt lymphoma 20.Immune deficiency diseases (Boy in the bubble) 21.Spina Bifida/Anencephaly22.Measles 23.Meningitis

Dr. Cassie Quigley edited by Claire Berg