From Molecules to Organisms
Learning Targets
Target 1: LS1-1 Conduct an investigation to provide evidence that living things are made of cells; either one cells; either one cell or many different numbers & types of cells.
Target 2: LS1-2 Develop & use a model to describe the function of a cell as a whole & ways parts of cells contribute to the function.
Target 3: LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of cells.
Target 4: LS1-8 Gather and synthesize information that sensory receptors respond to, stimuli by sending messages to the brain for immediate behavior, or storage as memories.
Target 5: LS3-2 Develop & use a model to describe why asexual reproduction results in offspring with identical genetic information & sexual reproduction results in offspring with genetic variation.
Science Court - Living Things Episode
Learning Targets
Target 1: LS1-1 Conduct an investigation to provide evidence that living things are made of cells; either one cells; either one cell or many different numbers & types of cells.
Target 2: LS1-2 Develop & use a model to describe the function of a cell as a whole & ways parts of cells contribute to the function.
Target 3: LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of cells.
Target 4: LS1-8 Gather and synthesize information that sensory receptors respond to, stimuli by sending messages to the brain for immediate behavior, or storage as memories.
Target 5: LS3-2 Develop & use a model to describe why asexual reproduction results in offspring with identical genetic information & sexual reproduction results in offspring with genetic variation.
Science Court - Living Things Episode
Phenomena...Fingernail Regrowth Video
Show video and have group discussion over it...questions that come to mind
Cool article read too!!!
QUEST 1: Target 1: LS1-1 Conduct an investigation to provide evidence that living things are made of cells; either one cells; either one cell or many different numbers & types of cells.
*Important prior knowledge to be discussed/reviewed...Characteristics of living things (Characteristics of Living Things: Living things use energy, Living things respond to their environment, Living things reproduce, Living things adapt to their environment, Living things grow and develop, Living things are made of cells, Living things get rid of waste along with take in and use nutrients)
1. Investigation Set Up - Collect 5 living items (hair, skin sample, plant cell, and 5 nonliving (plastic, glass, scissors, items. Students will create a t-chart and place the items under 2 categories of their choice. These categories are unknown at this point, we want them to determine the categories of living/nonliving...this is the goal! Each item needs to be examined under a microscope, and what is seen in the microscope needs to be in tier notebooks.
2. After diagramming students will determine their two category groups, and classify each item under the chosen categories along with a description of why they classified each item where they did. What was their "evidence" for placing each item where they did.
DCI that should come out of this activity...Living things are composed of cells and nonliving things are not.
QUEST 2: Target 1: LS1-1 Conduct an investigation to provide evidence that living things are made of cells; either one cells; either one cell or many different numbers & types of cells.
1. Investigation Set Up - Collect 2-3 singular cellular items (yeast, protists, paramecium) and 2-3 multi-cellular items (elodea, duck weed). Students will create a t-chart and place the items under 2 categories of their choice. These categories are unknown at this point, we want them to determine the categories of singular cellular/multi cellular...this is the goal! Each item needs to be examined under a microscope, and what is seen in the microscope needs to be in their notebooks.
2. After diagramming students will determine their two category groups, and classify each item under the chosen categories along with a description of why they classified each item where they did. What was their "evidence" for placing each item where they did.
DCI that should come out of this activity...Living things are either singular cellular or multi-cellular.
1. Investigation Set Up - Collect 2-3 singular cellular items (yeast, protists, paramecium) and 2-3 multi-cellular items (elodea, duck weed). Students will create a t-chart and place the items under 2 categories of their choice. These categories are unknown at this point, we want them to determine the categories of singular cellular/multi cellular...this is the goal! Each item needs to be examined under a microscope, and what is seen in the microscope needs to be in their notebooks.
2. After diagramming students will determine their two category groups, and classify each item under the chosen categories along with a description of why they classified each item where they did. What was their "evidence" for placing each item where they did.
DCI that should come out of this activity...Living things are either singular cellular or multi-cellular.
QUEST 3: Target 2: LS1-2 Develop & use a model to describe the function of a cell as a whole & ways parts of cells contribute to the function.
DCI...Cells function as a whole or its parts (organelles).
1) Diagramming of plant and animal cells in student notebooks. Identification and description of cell parts.
DCI...Cells function as a whole or its parts (organelles).
1) Diagramming of plant and animal cells in student notebooks. Identification and description of cell parts.
QUEST 4: Target 2: LS1-2 Develop & use a model to describe the function of a cell as a whole & ways parts of cells contribute to the function.
Cell School Project: Create a google slide with pictures, or a drawing of our OMS Cell. Pictures need to be taken or drawn for each of the important parts of your plant or animal cell. Each picture or drawing needs to be labeled with the cell part and a description about how the part of the school building relates to the function within a plant or animal cell.
Required Cell Parts (PLANT) - cell wall, cell membrane, chloroplast, mitochondrion, nucleus.
PROJECT IMAGES
Cell School Project: Create a google slide with pictures, or a drawing of our OMS Cell. Pictures need to be taken or drawn for each of the important parts of your plant or animal cell. Each picture or drawing needs to be labeled with the cell part and a description about how the part of the school building relates to the function within a plant or animal cell.
Required Cell Parts (PLANT) - cell wall, cell membrane, chloroplast, mitochondrion, nucleus.
PROJECT IMAGES
QUEST 5: Target 3: LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of cells.
DCI's...Cells form tissues, tissues form organs, and organs from organ systems...specialized for body functions.
1) Diagram using a flow chart a muscle cell - muscle tissue - organ (heart) - organ system (circulatory) - organisms
2) The local museum has selected your class to create an interactive student exhibit where students can come and learn about each part of the human body, including the nervous system, respiratory system, circulatory system, and digestive system. Your team’s task is to create a web site to inform other students about the importance and function of one of these body systems.
Divide students into small groups and assign each group one of the six body systems:
Body Systems Games
Levels of Organization of Living Things - great info.
Levels of Organization Online Matching Game
Divide students into small groups and assign each group one of the six body systems:
- Digestive
- Circulatory
- Respiratory
- Skeletal
- Muscular
- Nervous System
- What is the name of your body system?
- Where is the system located?
- What is the role of the system?
- What organs make up this body system?
- What are the main functions of this human body system?
- What is each organ’s function in the body system?
- How do the organs perform these functions?
- What problems/diseases can affect this system?
- What can you do to keep this system healthy?
Body Systems Games
Levels of Organization of Living Things - great info.
Levels of Organization Online Matching Game
QUEST 6: LS1-8 Gather and synthesize information that sensory receptors respond to, stimuli by sending messages to the brain for immediate behavior, or storage as memories.
DCI's...How do groups of cells work together for a specific purpose? Subsystems are groups of cells that work together to form tissues and organs that are specialized in function. Sensory receptors respond to stimuli by sending messages to the brain for behavior or memories. Each sensory receptor responds to different stimuli.
Investigation Set Up - Collect the 5 different types of items listed here: something cold, hot, sharp (not to sharp), soft, and gooey. Make sure these items are covered prior to the students getting to class. Have one student put on a blind fold. The blind folded student will be subjected to the 5 objects by touch. The group members who are not blind folded will guide the blind folded students to touch each different item when prompted. The group will record the response to each stimuli by the blind folded student. Following this investigation you will help students diagram each situation experienced by the blind folded student. Discuss the investigation findings.
DCI's...How do groups of cells work together for a specific purpose? Subsystems are groups of cells that work together to form tissues and organs that are specialized in function. Sensory receptors respond to stimuli by sending messages to the brain for behavior or memories. Each sensory receptor responds to different stimuli.
Investigation Set Up - Collect the 5 different types of items listed here: something cold, hot, sharp (not to sharp), soft, and gooey. Make sure these items are covered prior to the students getting to class. Have one student put on a blind fold. The blind folded student will be subjected to the 5 objects by touch. The group members who are not blind folded will guide the blind folded students to touch each different item when prompted. The group will record the response to each stimuli by the blind folded student. Following this investigation you will help students diagram each situation experienced by the blind folded student. Discuss the investigation findings.
QUEST 7: LS3-2 Develop & use a model to describe why asexual reproduction results in offspring with identical genetic information & sexual reproduction results in offspring with genetic variation.
DCI's...How do grou
1. Reproduction Investigation! Stations/Room Walkabout where students travel from poster to poster to read about different organisms and record research on their reproductive strategies.
2. Learn Genetics - Great infographic (very cool graphic for an online activity also)
Checkpoint #4
PBL - Health Fair at the Elementary, Experts Skype with kids on different body systems
DCI's...How do grou
1. Reproduction Investigation! Stations/Room Walkabout where students travel from poster to poster to read about different organisms and record research on their reproductive strategies.
2. Learn Genetics - Great infographic (very cool graphic for an online activity also)
Checkpoint #4
PBL - Health Fair at the Elementary, Experts Skype with kids on different body systems
Resources:
Visit the site Power Science (login: oskaloosa3 password: gpaea) to learn more about living and nonliving things. Read or listen to the video and then test your skills with the quest below.
Visit the site Power Science (login: oskaloosa3 password: gpaea) to learn more about living and nonliving things. Read or listen to the video and then test your skills with the quest below.