Unit Plan

Objectives

In this unit students will identify the characteristics shared by all living things. They will describe the cell as a system and carry out a laboratory investigation in which they use a microscope to identify unicellular and multicellular organisms. Students will:

  1. identify characteristics of all living things and the resources they need.
  2. compare unicellular and multicellular organisms.
  3. identify cell components and their functions.
  4. use a microscope appropriately.
  5. classify unicellular organisms in freshwater ecosystems.

Essential Questions

Related Unit and Lesson Plans

Related Materials & Resources

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Formative Assessment

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    Multiple Choice Items:

    1. Which statement best describes the role of cells in plants and animals?

    A

    Plant and animal cells are each capable of carrying out all life functions.

    B

    Plant and animal cells work together to carry out life functions.

    C

    Plant and animal cells are made up of similar tissues.

    D

    Plant and animal cells each function as an entire organism.

    2. Which structure is the basic building block of all living organisms?

    A

    cell

    B

    organ

    C

    tissue

    D

    organ system

    3. Which cellular structure can be referred to as the control center of the cell?

    A

    mitochondria

    B

    cell wall

    C

    atom

    D

    nucleus

    4. Which cellular structure is responsible for breaking food particles down to make energy?

    A

    lysosome

    B

    mitochondria

    C

    chloroplast

    D

    vacuole

    5. Which plant structure is not found in animal cells?

    A

    cell membrane

    B

    cytoplasm

    C

    chloroplast

    D

    nucleus

    6. Which type of protist organism creates movement by means of many hair-like structures?

    A

    Flagellate

    B

    Ciliate

    C

    Amoeba

    D

    Algae

    7. Which microscope structure increases or decreases the focus?

    A

    objective lens

    B

    compound lens

    C

    compound-objective lens

    D

    objective-compound lens

    8. How is a cell like a microscope?

    A

    They both have a part called the nucleus.

    B

    They were both discovered in the 1600s.

    C

    They are both systems made up of many parts.

    D

    They are both tools that we use in science.

    9. Which type of living cell lacks a nucleus?

    A

    Eukaryotic

    B

    Animal

    C

    Plant

    D

    Prokaryotic

    Multiple Choice Answer Key:

    1. B

    2. A

    3. D

    4. B

    5. C

    6. B

    7. A

    8. C

    9. D

     

    Short-answer Items:

    10. Place the following structures in order from smallest to largest by writing a number next to each (1 = the smallest and 5 = largest).
    _____ ORGANISM
    _____ CELL
    _____ ORGAN
    _____ TISSUE
    _____ ORGAN SYSTEM
    11. How can a microscope help us learn about organisms in pond water?

    Short-answer key and Scoring Rubric:

    10. Place the following structures in order from smallest to largest by writing a number next to each (1 = smallest and 5 = largest).
    ___5__ ORGANISM
    ___1__ CELL
    ___3__ ORGAN
    ___2__ TISSUE
    ___4__ ORGAN SYSTEM
    11. How can a microscope help us learn about organisms in pond water?

    Points

    Description

    2

    Student correctly explained both of the following points:
    1. Microscopes can help us learn about organisms in pond water because they extend our human ability to see tiny organisms.
    2. They allow us to see individual cells and their parts, and to learn how microscopic organisms carry out life functions (e.g., movement, obtaining food).

    1

    1. Student correctly explained one of the above points but not both.

    0

    1. Student correctly explained neither of the above points.

    Performance Assessment:

    Note: Prior to the assessment, set up four microscopes, each with a wet mound slide of a different protist. Protist specimens should include algae (volvox or diatom), a flagellate, a ciliate, and an amoeboid. Numbers of lab stations can be adjusted to accommodate available specimens.

    Protists can be obtained in the following ways:

    • Locating and focusing in on a specimen in a pond water sample

    If microscopes are not available, three microscope slide pictures of common organisms that students identified during the Lesson 3 lab can be set out in place of the microscope (see Microscope Slide Pictures on the following page).

    Tell students, “While you are taking the multiple-choice and short-answer sections of this test, I will call four students up at a time to take the laboratory section of this test. Each of you will perform the following at one of the four microscope lab stations:

    • Operate the microscope appropriately, focusing on the specimen found in the slide under the second highest magnification lens.

    • Identify the name of the organism.

    • Identify how this organism moves.

    • Identify whether the organism has prokaryotic or eukaryotic cells, and describe its characteristics.”

     

    Microscope Slide Pictures

    pa-bacteriums.PNG

    Source: www.linkpublishing.com/micro_pond.gif

    Performance Assessment Student Worksheet

     

    Directions: At your microscope station, use the microscope correctly to focus on the specimen on the slide. You will be graded on how you use the microscope as well as your answers to the four questions below.

     

    1. What is the name of the organism: algae, diatom, euglena, flagellate, ciliate (paramecium), or amoeba?

     

     

     

    1. How does this organism move: cilia, flagella, pseudopod, or is it immobile?

     

     

    1. Does the organism have prokaryotic or eukaryotic cells?

     

     

     

    1. Name two organelles that can be found in the cell or cells of the organism, and describe the function of each organelle.

     

    A:

     

     

    B:

     

     

    Performance Assessment Scoring Rubric:

    Points

    Description

    5

    1. Student handles and operates the microscope appropriately, both the coarse and fine adjustment knob. Specimen is clear and easily recognizable.
    2. Student identifies the correct protist (algae, diatom, euglena, flagellate, ciliate (paramecium), or amoeba).
    3. Student correctly identifies the organism as
    • Immobile: stationary or doesn’t move.
    • Ciliate: moves by rhythmic contractions of many tiny hairs called cilia.
    • Flagellate: moves by whip-like contractions of one or a couple long hair-like structures called flagella.
    1. Student identifies the cell or cells making up this organism as eukaryotic, possessing a nucleus, being more complex, and including several membrane-bound organelles with different functions.
    2. Student correctly identifies the names and functions of two organelles that can be found in the cell or cells of the organism.

    4

    1. The student completes four of the requirements.

    3

    1. The student completes three of the requirements.

    2

    1. The student completes two of the requirements.

    1

    1. The student completes one of the requirements.

    0

    1. The student demonstrates lack of understanding or does not attempt to complete the assessment.

     

DRAFT 11/18/2010
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