Grade 7
Science
Unit: 07
Lesson: 01
Suggested Duration: 15 days
Science Grade 07 Unit 07 Exemplar Lesson 01: Cell Structure and Function
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
This lesson looks at the levels of organization in living things followed by an in depth study of the structure and function of cells. Several days are
devoted to studying the cells with the microscope.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by
Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or
subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
7.12
Organisms and environments. The student knows that living systems at all levels of organization demonstrate the
complementary nature of structure and function. The student is expected to:
7.12C Recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and
organisms.
7.12D Differentiate between structure and function in plant and animal cell organelles, including cell membrane,
cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole.
Supporting Standard
7.12E Compare the functions of a cell to the functions of organisms such as waste removal.
7.12F Recognize that according to cell theory all organisms are composed of cells and cells carry on similar
functions such as extracting energy from food to sustain life.
Supporting Standard
Scientific Process TEKS
7.3
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem
solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:
7.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and
experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to
encourage critical thinking by the student.
7.3B Use models to represent aspects of the natural world such as human body systems and plant and animal cells.
7.3C Identify advantages and limitations of models such as size, scale, properties, and materials.
7.3D Relate the impact of research on scientific thought and society, including the history of science and
contributions of scientists as related to the content.
7.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to
conduct science inquiry. The student is expected to:
7.4A Use appropriate tools to collect, record, and analyze information, including life science models, hand lens, stereoscopes, microscopes,
beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing
devices, hot plates, balances, thermometers, calculators, water test kits, computers, temperature and pH probes, collecting nets, insect
traps, globes, digital cameras, journals/notebooks, and other equipment as needed to teach the curriculum.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 07 Science Unit 07 PI 01
Create a cell analogy (e.g., cell to a school, factory, etc.). Relate the structure and function of the cell organelles to the structures in the analogy.
Standard(s): 7.3B , 7.3C , 7.12D
ELPS ELPS.c.1E , ELPS.c.4J
Last Updated 05/07/13
page 1 of 17 Grade 7
Science
Unit: 07
Lesson: 01
Suggested Duration: 15 days
Key Understandings
Each cell has a specific function within an organism.
— What are the functions of the cells you observed?
Plant cells differ from animal cells in structure and function.
— What are some differences between plant and animal cells?
The shape of a cell is directly related to the function of that cell.
— Do all cells have the same shape?
— Why do cells have different shapes?
— Is structure related to function?
— What are some examples of structure being related to function?
— How does the shape of a cell help the cell function?
Vocabulary of Instruction
organelle
cell
organ system
organism
nucleus
organ
mitochondria
vacuole
cell wall
cell membrane
tissue
cytoplasm
chloroplast
structure
function
Materials
colored pencils (per group)
cover slips (per group)
dry grass - Optional
eye droppers (1 per group)
hole punch (per teacher)
index cards (3”x 5”)
markers (per group)
materials to construct cell parts (various, see Advance Preparation, per pair)
microscope (1 per group)
microscope slides (per group)
paper (construction, large, 1 per group)
pond water (including living cultures of paramecia, amoeba, and euglena (see Advance Preparation)
prepared slides from a variety of organisms (see Advance Preparation, per group)
prepared slides of cells (nerve cell, muscle cells, red blood cells, guard cells, xylem and phloem in roots, etc., see Advance Preparation,
per group)
resealable plastic bags (per teacher)
scissors (per teacher)
soap (per group)
taper (per teacher)
water (per group)
wrapped box (labeled “Unknown Specimen”, see Advance Preparation, 1 per teacher)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on
the public website.
Handout: Levels of Organization Cards (see Advance Preparation, 1 per pair)
Handout: Cell Organelles (1 per student)
Handout: Cards for Cell Sorting Mat (see Advance Preparation, 1 per student and 1 class set)
Handout: Cell Sorting Mat (see Advance Preparation, 1 per student and 1 class set)
Teacher Resource: PowerPoint: Word Splash
Teacher Resource: PowerPoint: Cell Jeopardy! KEY
Handout: Cell Design (1 per student)
Handout: Cell Analogy (1 per student)
Teacher Resource: Performance Indicator Instruction KEY (1 for projection)
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page 2 of 17 Grade 7
Science
Unit: 07
Lesson: 01
Suggested Duration: 15 days
Resources
None Identified
Advance Preparation
1. Prior to Day 1, prepare a specimen box by taping any box closed and put an “Unknown Specimen” label on it. Punch holes in the top of the
box.
2. Prior to Day 2, arrange for access to student computers/Internet. Locate and preview a district approved website that allows students to virtually dissect an animal
and a plant.
3. Prior to Day 4, create a class set from the Handout: Levels of Organization Cards. You will need one set for every two students. Laminate, cut, and bag the set.
Note: There are three sets on each page.
4. Prior to Day 5, obtain prepared slides from a variety of organisms. You will need enough for groups of 2–3, if you have enough
microscopes available. Set up microscopes around the classroom.
5. Prior to Day 6:
Obtain prepared slides of cells (nerve cell, muscle cells, red blood cells, guard cells, xylem and phloem in roots, etc.)
Locate, preview, and select a district approved website to illustrate the variety of cell shapes and sizes. Arrange for projection of the sites.
6. Prior to Day 9, obtain samples of pond water, including living cultures of paramecia, amoeba, and euglena. You can increase the number of
organisms in the sample by adding dry grass to the container of water and allowing the culture to sit for a week.
7. Prior to Day 10:
Locate, review, and secure resources for student research.
Obtain various materials for the 3D cell part model (construction paper, small beans in a variety of colors and shapes, counters, yarn,
modeling clay, glitter, straws, balloons, etc.)
8. Prior to Day 12, create a set of cards and a mat from the Handouts: Cards for Cell Sorting Mat and Cell Sorting Mat. You will need a
class set with one set per student, laminated, cut, and bagged.
9. Prepare attachment(s) as necessary.
Background Information
During this unit, students will further develop the concept that all living things are composed of cells, from just one to many millions, whose details usually are visible
only through a microscope. Within cells, many of the basic functions of organisms, such as extracting energy from food and getting rid of waste, are carried out. The cells
in similar tissues and organs in other animals are similar to those in human beings, but differ somewhat from cells found in plants. It is critical that students have an
introductory understanding of the differences between structure and function and how they are related to each other.
STAAR Notes:
Student expectations 7.12D and 7.12F are both Supporting Standards, addressing cell organelles and cell functions. This is the last time students will cover this content
before the STAAR Grade 8 Science Assessment.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – What Do Living Things Do?
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Show students a box marked “Unknown Specimen” (see Advance Preparation).
Materials:
2. Inform students that this specimen was found near the school by a parent. The
parent did not know what it was, so the parent brought it in for advice.
wrapped box (labeled “Unknown Specimen”, see
Advance Preparation, 1 per teacher)
3. Explain that the specimen inside is unique. Build up an air of suspense about what
is inside the box. Inform students that you are thinking about calling in an expert
from the local university because you too have never seen anything like it before.
It might even be a new form of life! But before you call the experts, you want to be Instructional Notes:
Student generated lists will probably include items such as:
sure. It would be embarrassing to call someone in, if it is not even a living thing.
living things move; living things need oxygen; and living things
4. Divide the class into groups of 3–4.
breathe. Allow students to put these items on their original list.
5. Instruct students to work in small groups to develop a list of characteristics that the As a deeper understanding develops, encourage students to
revise the list.
specimen should have, if indeed it is a living thing.
6. Instruct each group to create a graphic organizer with the characteristics to
present to the class. Instruct students to complete the graphic organizer in their
science notebooks.
7. After each group has shared their lists, create a master list of the characteristics
of life that should be displayed throughout the semester.
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Note: This list will be used throughout this lesson and also in
Lesson 02.
Science Notebooks:
page 3 of 17 Grade 7
Science
Unit: 07
Lesson: 01
Suggested Duration: 15 days
8. Instruct students to add the title “Characteristics of Life” to their lists and revise
Students should record a list of characteristics of life in their
their own lists as needed. Do not open the box yet or give students any hints as to science notebooks.
what is inside.
9. Explain to students that this unit will focus on identifying the function and structure
of the smallest unit of life, the cell.
EXPLORE – Virtual Dissections
Suggested Days 2 and 3
1. Begin the day by reviewing the class list of characteristics of living things.
Materials:
2. Say:
Living organisms are considered “highly organized”. This means that
living organisms are made of different components working together
in a very intricate, precise way.
We are going to learn how living organisms are highly organized.
Are all living things highly organized? We will be working to explain
how they show organization.
3. Explain to students that they will be performing virtual dissections (see Advance
Preparation). During the dissections, students are to identify the parts of each
organism.
4. When students have completed the activity, they need to be able to justify their
responses to the following questions:
What did both the plant and animal have in common during the virtual
dissection?
How is a living organism a system?
What parts of the system could you identify?
How are the parts of the organisms highly organized?
index cards (3”x5”, 2 per student)
Instructional Notes:
Locate a website that allows students to virtually dissect an
animal and a plant (see Advance Preparation).
The cell is the smallest unit of structure and function in living
things. Many living things are unicellular. Multicellular organisms
are highly organized. The levels of organization include cells→
tissue→ organ→ organ system→ organism. Each level of
organization has a specific function in the organism.
Science Notebooks:
Students record all data, observations, and reflections in their
science notebooks.
5. Direct students to the virtual dissection of a plant. Instruct them to identify the
parts of the plant by drawing the parts in their science notebooks.
6. Direct students to a virtual dissection of an animal. Instruct them to identify the
parts of the animal by drawing the parts in their science notebooks.
7. Allow students time to explore the dissections.
8. If students finish early, challenge them to look at several other organisms.
9. Facilitate a discussion using the questions above.
10. Conclude each day by having students write a 3-sentence summary on an index
card. This is handed to the teacher as they leave the room (exit ticket).
EXPLAIN – Levels of Organizations
Suggested Day 4
1. Begin class by reviewing the characteristic that all living things are highly
organized.
2. Ask students to complete the following sentence stem in their science notebooks:
____________is evidence that living things are highly organized.
3. Call on several students to share their entries.
4. Distribute to each pair of students a set of cards from the Handout: Levels of
Organization Cards (see Advance Preparation) and four to five index cards.
5. Instruct students to organize the terms in a way that makes sense to them.
6. Ask students to write words on their index cards to show how the terms are
connected to each other.
7. Ask several pairs of students to share the way they grouped and connected the
cards.
8. Ask each partner group to work with another group to come to a consensus about
the best arrangement and then record it on a large piece of construction paper.
Each student in the group should take turns writing terms and connecting words
on the page. Students should create a title for the page and write each group
members’ name.
Materials:
index cards (3”x5”, 4–5 per pair)
markers (per group)
paper (construction, large, 1 per group)
Attachments:
Handout: Levels of Organization Cards (see
Advance Preparation, 1 set per pair)
Instructional Notes:
This activity is based on an ELPS strategy called “Brick and
Mortar Cards” (Zwiers, 2008). In this strategy, students are given
five “brick” cards with academic vocabulary and are instructed to
organize them in however they think they make sense. Afterward,
they have to link the cards together using language. They write
the language they are using on “mortar” cards that they then use
to tie the concepts together.
9. Once the paper is complete, instruct students to post them at the front of the
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page 4 of 17 Grade 7
Science
Unit: 07
Lesson: 01
Suggested Duration: 15 days
class. Use the posters to facilitate the discussion of the levels of organization.
Sample:
10. In the discussion, point out that in the 1830’s Schleiden and Schwann developed
the cell theory. The cell theory states that all living things are made of cells and
cells come from other cells.
11. Display the following, and ask students to write these statements in their science
notebooks:
Cells are the smallest unit of structure and function.
When cells work together to do the same function, they form tissues.
Tissues work together to form organs.
Organs work together to form organ systems.
Organ systems work together to form organisms.
The cell is the smallest unit of structure and function in living
things. Many living things are unicellular. Multicellular organisms
are highly organized. The levels of organization include cells→
tissue→ organ→ organ system→ organism. Each level of
12. Instruct students to create a three-column chart in their science notebooks. Label
the first column- Levels of Organization, the second column- Plants, and the third
column- Animals. Instruct students to list examples from the virtual dissection or
other experiences in the appropriate box.
organization has a specific function in the organism.
13. Monitor and assist students in completing the three-column chart.
Students should be able to relate several examples of tissues,
Check For Understanding:
organs, organ systems, and organisms.
14. Create a class chart, and record responses.
15. Divide the class into groups, and instruct them to go back to their class list of
characteristics for life in their science notebooks. Ask students to point out
anything that relates to living things being highly organized, beginning with the
structure of the cell. If any characteristics are not found on the list, instruct
students to revise it in their science notebooks.
Science Notebooks:
Students record concepts in their science notebooks.
16. Ask for volunteers to share their revisions with the class. Clarify any misleading
information, and ask students to revise their lists again as needed.
17. Conclude this session by reviewing the levels of organization.
EXPLORE/EXPLAIN – Using the Microscope to Observe Cells
Suggested Day 5
1. Facilitate a brief discussion in which volunteers are asked to share their
understanding of how living organisms are composed.
2. Project or post the following statement:
Materials:
microscope (1 per group)
prepared slides from a variety of organisms (see
Advance Preparation, per group)
All living organisms are composed of cells.
3. Ask students to share any comments regarding the statement. If this was not on
the list of characteristics that the class derived, add it now. Ask students to record
the statement on their notebook lists.
Safety Note:
Remind students of glass and electrical safety rules.
4. Say:
Over the next few days, our class will be completing a descriptive
investigation to learn more about the idea that all living organisms are
composed of cells.
You will be using the microscope to observe a variety of organisms. As
you observe each, you will make detailed drawings.
You will also be assessed on proper use of the microscope.
By the end of this lesson, you will be asked to properly focus a
microscope on a specimen.
5. Divide the class into groups of 2–3. Provide groups with a microscope and a
variety of prepared slides, including plant and animal specimens.
Check For Understanding:
Students have had experience with use of the microscope in Unit
02 Lesson 01. TEKS 7.4A requires students to use appropriate
tools to collect, record, and analyze information including
microscopes. Each student should be held accountable for
proper use of the microscope.
STAAR Notes:
TEKS 7.12F is a Supporting Standard in which students are to
recognize that according to the cell theory, all organisms are
6. Remind students of glass and electrical safety rules.
composed of cells (in part). It is important to provide a variety of
slides from which students can come to this conclusion.
7. Briefly review instructions for proper use of a microscope:
Instruct students to turn the coarse adjustment knob to raise the body
tube. Revolve the nosepiece until the low-power objective lens clicks
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Science Notebooks:
page 5 of 17 Grade 7
Science
Unit: 07
Lesson: 01
Suggested Duration: 15 days
into place. Adjust the diaphragm. While looking through the eyepiece,
adjust the mirror until the bright white circle of light comes on.
Instruct students to place their first slide on the stage. Center the
slide over the opening of the stage. Use the stage clips to hold the
slide in place.
Instruct students to carefully turn the coarse adjustment knob to lower
the body tube until the low power objective almost touches the slide.
Instruct students to look through the eyepiece, turning the coarse
adjustment knob very slowly until the specimen comes into focus.
Inform students to switch to the high power objective lens students
must look at the microscope from the side. Students should carefully
revolve the nosepiece until the high-power objective lens click into
place.
Explain to students to not allow the lens to touch the slide.
Students record additional statements on their list of
characteristics and make detailed drawings in their science
notebooks. Each drawing should be labeled with the
magnification used and the identification of the specimen.
8. Instruct students to make detailed drawings in their science notebooks once the
specimen is in focus. Additionally, each drawing should be labeled with the
magnification used and the identification of the specimen. You may wish to give
students a specific format in which they can structure their observations in their
notebooks.
9. Monitor student use of the microscopes.
10. After students have had an opportunity to practice use of the microscope, begin
assessing each student’s ability to properly focus the microscope on an individual
basis.
11. Instruct students to write a description of the similarities shown in each slide.
(Students should recognize that all of the slides had cells.) You may need to
direct the responses by asking guiding questions regarding students’
observations of cells.
EXPLORE/EXPLAIN – Cell Structure and Function
Suggested Days 6, 7, and 8
1. Ask:
Materials:
What did each organism slide have in common with the others?
Students should recognize that all of the organisms are composed of cells.
Were all of the cells you observed the same shape? The cells had a
variety of shapes.
Why do cells have different shapes? Accept all answers at this time. As
students work through this section, they will revise their answers.
2. Use a website of your choosing to allow students to see variation in the size and
shape of cells. Note: If you have access to student computers, you may wish to
have partner groups explore the sites.
3. Ask students to write a short reflection on their observations of the cells shown on
the websites. This can be done in their notebooks. Ask students to reflect on the
following questions:
Were all of the cells you observed the same shape? Explain your
observations. (The cells had a variety of shapes.)
Why do cells have different shapes? (Accept all answers. As students
work through this section, they will revise their answers.)
4. Begin Days 7 and 8 by asking students if the shape of a cell is directly related to
the function of that cell.
microscope (1 per group)
prepared slides of cells (nerve cell, muscle cells,
red blood cells, guard cells, xylem and phloem in
roots, etc., see Advance Preparation, per group)
Safety Note:
Remind students of glass and electrical safety rules.
Check For Understanding:
Use student reflections as informal assessments for conceptual
understanding and any misconceptions.
Instructional Note:
Use a digital microscope, if available, to project images of each
cell as it is being discussed.
STAAR Notes:
5. Say:
Today, we will continue our study of cells using the microscope. In
your science notebooks, complete detailed drawings of the cells you
observe. Make sure you are labeling your drawings with the
magnification used and identification of the type of cell.
6. Provide students with a microscope and variety of prepared slides of cells.
In part, 7.2C requires students to collect data using qualitative
means such as labeled drawings, and writings. This lesson
reinforces those skills. If student drawings are difficult to
interpret, ask them to slow down and pay attention to more of the
details.
Science Notebooks:
7. Remind students of glass and electrical safety precautions.
Students complete detailed drawings of the cells they observe in
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page 6 of 17 Grade 7
Science
Unit: 07
Lesson: 01
Suggested Duration: 15 days
8. Conclude Day 7 by asking students to write a detailed description of one of the
cells observed. In the description, they should include the shape, color, and size
of the cell. If students know what the cell does, they should include the function in
the description.
their science notebooks and complete reflections summarizing
their understandings.
9. Begin Day 8 by calling on a few students to share their notebook entries using a
document camera or other projection method, if possible. You may also allow
students to display their entry on their desk and conduct a brief gallery walk.
10. Write the terms structure and function on the board.
11. Instruct students to work with their elbow partner to define and illustrate each term
in their science notebooks.
12. When students have finished, ask for a few volunteers to share their definitions.
13. Ask:
Is the structure of something related to its function? Answers will vary,
depending on student experience.
What are some examples? (A wheel is round, so it rolls; the hoof of a horse
helps it run faster; the shape of a wing helps in flight)
14. Project the following question, and ask students to answer it in their science
notebooks.
What are the functions of the cells you observed? How does the shape
of the cell help the cell function? Answers will vary depending on the cells
observed.
15. Facilitate a discussion of student drawings and cell functions. If you have the
ability to project cell drawings or slides, it would provide visuals for students. If not,
ask students to look at their drawings as you discuss.
16. Consider the following examples:
A nerve cell has a nerve body and axons, which transmit and receive
information.
Muscle cells are long and thin. When they contract, they are able to
move bones.
Red blood cells are smooth and circular to travel through the blood
vessels easily as they carry oxygen to the cells of the body.
Guard cells are shaped to close to keep the leaf from losing water.
They open to allow water vapor to escape
17. Ask students to add any known functions next to their drawings from Days 6 and
7.
18. Project the following statement on the board:
Each cell has a specific function within an organism.
19. Ask students to write this concept in their science notebooks and cite evidence
(examples) to support the statement.
ENGAGE – Single Celled Organisms
Suggested Day 9
1. Say:
Materials:
Today, we will begin studying structures within a cell. As you observe
today’s specimens, your drawings will need to include as many parts of
each organism as you can observe.
2. Briefly review the differences between prokaryotes and eukaryotes from Grade 6
content (6.12D). Inform students they will be viewing living protists which are
eukaryotes.
3. Demonstrate how to make a prepared slide of living protists.
4. Review station procedures and safety precautions with students, including the
safe handling of glass and electrical safety rules.
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microscope (1 per group)
pond water (including living cultures of paramecia,
amoeba, and euglena (see Advance Preparation)
dry grass (small amount per teacher) - Optional
microscope slides (per group)
cover slips (per group)
eye droppers (1 per group)
soap (per group)
water (per group)
page 7 of 17 Grade 7
Science
Unit: 07
Lesson: 01
Suggested Duration: 15 days
5. Allow students to observe a variety of protists including amoeba, paramecium, and
euglena.
Safety Note:
6. Instruct students to make detailed drawings of their observations.
Remind students of glass and electrical safety rules.
7. Monitor and assist students while they conduct this activity.
Instructional Note:
8. Instruct students, after their observations, to clean the area and wash their hands
with soap and water
Be sure to allow ample time for students to clean the slides and
9. After students have observed and cleaned their area, state that protists, including
amoeba, paramecium, and euglena, are all single-celled organisms. Write the
three types of protists on the board.
10. Facilitate a class discussion in which students reflect on the specimens and
drawings in today’s lesson.
straighten the lab area.
Science Notebooks:
Students record observations and reflections in their science
notebooks.
11. After the discussion, project the following questions on the board and instruct
students to answer the questions in their science notebooks using complete
sentences.
What characteristics and functions do the protists observed have?
(Refer to the list generated at the beginning of this lesson.)
If single cells must do those (characteristics) things, how do they do
them? Answers may vary.
12. Ask for volunteers to share with class. Clarify any misconceptions and ask
students to revise or add to their reflections.
EXPLORE/EXPLAIN – Cell Organelles
Suggested Days 10, 11, 12, and 13
1. Begin the class by calling on several students to share their thoughts about how
cells carry out the functions that all living organisms must carry out. (Students
should infer that a cell has parts, which do the jobs necessary for life.)
2. Explain that cells have parts called organelles. Distribute the Handout: Cell
Organelles to each student.
3. Instruct students to work with a partner to research the structure and function of
each organelle that makes up a cell.
4. After the handout is complete, assign each partner group one cell part.
5. Explain to students that each group is to create a 3D model of the cell part, along
with information on the structure and function of the cell part to share with the
class in a gallery walk.
6. Additionally, explain to students that during the gallery walk, they will need to
describe the structure and function of the cell part.
7. Allow students time to plan and gather materials needed for their model. You may
wish to allow students to gather materials from home as well.
Materials:
materials to construct cell parts (various, see
Advance Preparation, per pair)
Attachments:
Handout: Cell Organelles (1 per student)
Handout: Cards for Cell Sorting Mat (see
Advance Preparation, 1 per student and 1 class
set)
Handout: Cell Sorting Mat ( see Advance
Preparation, 1 per student and 1 class set)
Teacher Resource: PowerPoint: Word Splash
Instructional Notes:
For enrichment differentiation, consider allowing students to
research the compounds that comprise the various cell parts.
Another option for differentiation is to have students make a
8. Begin Day 11 by allowing students to assemble the model.
9. Conduct a gallery walk in which groups move from model to model, discussing and
summarizing the function and structure of each organelle in their science
complete model of the cell, not just one cell part.
notebooks.
10. Repeat this process until students are back at their original model.
11. Assist and monitor student groups as necessary.
Note: Retain the class-generated list for use in Lesson 02 of this
unit.
12. Facilitate a class discussion in which students reflect on the structure and function
STAAR Notes:
of each organelle and the differences between plant and animal cells. (Plant cells
have many parts in common with animal cells, but they include a cell wall, giving
TEKS 7.12D includes new concepts for the students, and they
them a more rigid shape and chloroplasts. Plant cells also have larger vacuoles
are not directly taught again before the STAAR test is given in
than animal cells.)
Grade 8.
13. Ask students to record the differences between plant and animal cells in their
science notebooks.
14. At the end of the class, instruct students to reflect in their science notebooks.
In part, TEKS 7.3B requires students to use models to represent
aspects of the natural world such as plant and animal cells.
15. An example stem for the reflections could be:
I learned/discovered/heard that…
During this lesson, reinforce TEKS 6.12D (Supporting Standard)
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page 8 of 17 Grade 7
Science
Unit: 07
Lesson: 01
Suggested Duration: 15 days
16. Begin Day 12 by calling on several students to share the differences between
plant and animal cells.
that, in part, requires students to identify the basic characteristics
of organisms including prokaryotic or eukaryotic, unicellular or
multicellular, autotrophic or heterotrophic.
17. Distribute the Handout: Cell Sorting Mat and the cards from the Handout: Cards
for Cell Sorting Mat (see Advance Preparation) to each student. Direct students
to match the cell part to its function and location within the cell.
Misconception:
18. Use the Teacher Resource: PowerPoint: Word Splash to project a word splash of
terms learned in Grade 6.
Students may think that all cells are components
of many things, including carbohydrates and
proteins.
19. Briefly review each term, asking how it relates to the parts of the cell.
20. Say/Ask:
Science Notebooks:
What are the basic characteristics of organisms? Answers may vary.
Direct and guide students to the correct answers.
Not all cells contain a nucleus. The nucleus contains genetic information for
the cell. Most cells have this information.
Identify the difference between eukaryotic and prokaryotic cells. If it is
bound in a membrane, the cell is a eukaryote. If the genetic material is not
bound by a membrane, the cell is prokaryotic.
Which characteristics did our 3D cell part models represent? Answers
will vary.
What are some advantages and limitations of our models? Answers may
vary.
However, most scientists believe, some cells, like the red blood cell in
humans, do not have any genetic material.
When they first begin in the bone marrow, the cells do have a nucleus,
but as they mature, the nucleus is ejected from the cell. The genetic
material is important in reproduction of the species.
Students record similarities and differences of plant and animal
cells.
Students revise the lists in their science notebooks and record
notes and reflections.
21. Begin Day 13, by refer to the class list again, and discussing the importance of
reproduction to living things. If reproduction is not on the list, revise the list. Be
sure students also revise the list in their science notebooks.
22. Refer to the class list again, and point out that all living things need energy. Some
organisms can make their own food, others must eat. If this is not on the list,
revise the list. Be sure students also revise the list in their science notebooks.
23. Discuss the role of the chloroplast in the ability of the plant cell to make food
(autotrophic).
24. Review the process for photosynthesis (Grade 7 Unit 02 Lesson 01) using the
following questions to guide the review.
What materials are required for photosynthesis?
Which type of cell requires photosynthesis? Why?
Identify the organelle that allows for photosynthesis to be active.
Animal cells do not have chloroplasts, so they must eat food. They are
not autotrophic. What are animal cells considered? (Heterotrophic)
25. Review the process of respiration. Explain that the mitochondrion is the cell part in
charge of releasing energy from food through the process of cellular respiration.
26. Another item that should be on the list is the ability to remove wastes. At the
cellular level, wastes are removed in several ways. Some wastes are stored in
vacuoles and then excreted from the cell. Point out the contractile vacuole on a
diagram of a paramecium.
27. Continue the review with a discussion of the terms multicellular and unicellular.
(These two terms were introduced in Grade 6.) Review the levels of organization
in living things. (cells→ tissue→ organ→ organ system→ organism)
28. Conclude Day 13 by instructing students to reflect in their science notebooks
about the role of each organelle within a cell.
ELABORATE – Design a Cell
Suggested Day 14
1. Begin the day by facilitating a review of the structure and function of cells and
their parts using the Teacher Resource: PowerPoint: Cell Jeopardy! KEY.
Last Updated 05/07/13
Materials:
page 9 of 17 Grade 7
Science
Unit: 07
Lesson: 01
Suggested Duration: 15 days
2. When the game is complete, say:
colored pencils (per group)
As you know, we have been studying the structure and function of
cells.
So far, we have observed a variety of plant and animal specimens, a
variety of cells, and looked at specific cell parts.
Today, you will be designing a cell that has a specific function in an
organism.
You are to draw the cell and label its parts with a description of the
function of each cell part.
Finally, you will describe how the structure of the cell relates to the
function in the organism.
Attachments:
Teacher Resource: PowerPoint: Cell Jeopardy!
KEY
Handout: Cell Design (1 per student)
Instructional Note:
Note: Student drawings will be used during Lesson 02 of this
unit.
3. Distribute the Handout: Cell Design to students. Ask them to complete all
information.
4. If available, use a document camera to showcase several student cells. You may
also choose to have a short gallery walk to allow all student examples to be
viewed.
5. Collect student handouts to use during Lesson 02 of this unit.
EVALUATE – Performance Indicator
Suggested Day 15
Grade 07 Science Unit 07 PI 01
Materials:
Create a cell analogy (e.g., cell to a school, factory, etc.). Relate the structure and function of the
cell organelles to the structures in the analogy.
Standard(s): 7.3B , 7.3C , 7.12D
ELPS ELPS.c.1E , ELPS.c.4J
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for
information on administering the assessment.
Last Updated 05/07/13
colored pencils (per group)
Attachments:
Handout: Cell Analogy (1 per student)
Teacher Resource: Performance Indicator
Instruction KEY (1 for projection)
page 10 of 17 Grade 7
Science
Unit: 07 Lesson: 01
Levels of Organization Cards
Class Set: Print on cardstock, cut, laminate, and bag one set per pair of students. (3 sets on this page)
Cell
Cell
Cell
Tissue
Tissue
Tissue
Organ
Organ
Organ
Organ
System
Organ
System
Organ
System
Organism
Organism
Organism
©2012, TESCCC
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Grade 7
Science
Unit: 07 Lesson: 01
Cell Organelles
Use reference material to explore the parts of the cell and their functions. Write the function of each
part in the box.
Animal Cell Parts
Plant Cell Parts
Cell Membrane
Cell Membrane
Nucleus
Nucleus
Cytoplasm
Cytoplasm
Mitochondrion
Mitochondrion
Vacuole
Vacuole
Chloroplast
Cell Wall
©2012, TESCCC
10/15/12
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Grade 7
Science
Unit: 07 Lesson: 01
Cards for Cell Sorting Mat
(Cut apart and laminate for each student plus a class set.)
Cell Part
©2012, TESCCC
Function and Location
Cell membrane
Surrounds all cells, lets material
in and out of the cell, protects
the cell, and holds the cell
together
Cytoplasm
Jelly-like material inside of all
cells
Nucleus
Controls the activities of the
eukaryotic cell
Mitochondria
Site of cellular respiration in all
cells and releases energy from
food
Chloroplast
Site of photosynthesis in plant
cells
Vacuole
Storage areas in all cells and
usually larger in plant cells
Cell wall
Rigid support outside of a plant
cell
10/15/12
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Grade 7
Science
Unit: 07 Lesson: 01
Cell Sorting Mat
(Laminate for each student plus a class set)
Cell Part
Function and Location
]
©2012, TESCCC
10/15/12
page 1 of 1
Grade 7
Science
Unit: 07 Lesson: 01
Cell Design
Design a cell that has a specific function in an organism. Draw the cell, and label its parts with a
description of the function of each cell part. Then, describe how the structure of the whole cell
relates to its function in the organism.
Cell drawing—with parts labeled and identified by function
Description of the whole cell and how its structure relates to its function
Grading Rubric:
Points Available:
Points Earned
Cell drawing
20 points
Cell parts
5 points each- Maximum of 6 cell parts
Function of cell parts
5 points each- Maximum of 6 cell parts
Description of whole cell
10 points
How does cells structure relate to
function?
10 points
©2012, TESCCC
10/15/12
page 1 of 1
Grade 7
Science
Unit: 07 Lesson: 01
Cell Analogy
Demonstrate your understanding of the cell and its parts by completing an analogy.
Select one of the following systems to compare to a cell: school, factory, city, space station, human
body, or country.
Sentence Frame: A cell is like a ____(select one of the systems)____ because the __(identify a part
of the selected system)____ of the __(system)__ acts like the __(identify a cell part)__ by __(identify
the function of the system part that acts like this cell part)___.
Example: A cell is like a football game because the coach of the game in football acts like the nucleus
of the cell by controlling the actions in the game.
Each completed sentence will be worth 20 points.
1
2
3
4
5
Bonus:
©2012, TESCCC
10/15/12
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Grade 7
Science
Unit: 07 Lesson: 02
Performance Indicator Instructions KEY
Performance Indicator
Write a newspaper article declaring that spontaneous generation has been rejected. Include
"interviews" with scientists contributing to the cell theory. Use examples showing how functions
of cells compare to the functions of organisms to support the theory.
(7.3A, 7.3B; 7.12C, 7.12E, 7.12F)
5B, 5F
Materials:
paper (various types and sizes, per class)
Attachments:
Handout: Cell Analogy (previously distributed from Unit 07 Lesson 01)
Instructional Procedures:
1. Project the Performance Indicator on the board.
2. Share Performance Indicator rubric or your expectations with students prior to students beginning the
assessment.
3. Inform students that they will be assessed on their understanding that cells come from other cells by cell
reproduction and the functions of cells.
4. Explain to students that they will be writing a newspaper article declaring that spontaneous generation has
been rejected. Allow students to compose their articles on the computers and/or paper.
5. Instruct students to include "interviews" with scientists contributing to the cell theory. Use examples
showing how functions of cells compare to the functions of organisms to support the theory. Explain that if
all cells come from other cells by dividing into two, then all of the cell’s organelles are reproduced as well.
The functions of the organelles in the original cell are the same in the new cell. For example, the nucleus is
the control center of the cell, just as a coach is the control center of a team. The role of the nucleus does
not change just because a new cell is produced. There is just a new team with a new coach doing the
same thing.
6. Instruct students to review the information in their science notebooks to help them create the newspaper
article.
7. Distribute several sample newspaper articles for students to analyze (see Advance Preparation).
8. Answer any questions students may have regarding the assessment.
9. Allow students time to write the article.
10. Monitor as students write and encourage them to peer edit.
Instructional Notes:
Allow and encourage students to refer back to the analogies from Unit 07 Lesson 01.
Technology integration:
Allow students to role play the interviews for a television interview.
©2012, TESCCC
05/07/13
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