Instructor - Megan McHale Professional Semester II March 2 - April 8, 2020

Grade 8 Science - Unit B: Cells and Systems

Rationale:
The following unit was designed to be incorporated into a Grade 8 Science class with an overall focus on Unit B: Cells and
Systems. The purpose of this unit within the curriculum is to introduce key terms, concepts, and knowledge that will be built upon
within more advanced science classes (i.e., Science 10, Biology 20/30). As this is an introduction for students to this type of material,
it is important to focus on the key terms, essential questions, and learning/skill/attitude outcomes. The guiding questions for this unit
serve as an influence for instructional and assessment practices in order to best meet the needs of student learning and
understanding.
The goal of this unit is to spark intrigue into the life/biological sciences and provide a basis for deeper knowledge and
understandings. It allows students to consider the varying structures of living organisms, along with the functions required for life
processes. There is opportunity for students to relate to the learning material, as they are being exposed to concepts that directly
relate to them (and their life processes), along with all of the living organisms around them and throughout the world. As humans, it is
important to be aware of the various components that make up living things and to compare and contrast the structures and functions
of various mechanisms and systems.
Within this unit, students will be summatively assessed on their ability to recognize, analyze, and make observations of
various parts of life (i.e., cells, organisms, tissues, etc.). They will be exposed to some of these aspects by using microscopes - in
which case they will make pictorial and written observations. Additionally, students will model their understanding of cell organelles by
creating connections between the cell parts and real-life structures in their “Cell City Project”. Students will have the opportunity to
conduct predictions, observations, and analyses throughout a multi-day lab demonstration of osmosis. There will also be an
assessment opportunity that will determine student understanding of the structures, functions, and disorders that coincide the five key
body systems; this will be demonstrated through creation of a poster, brochure, or slide presentation. Finally, student learning of the
seven topics within this unit will be assessed summatively through a Unit Exam that will consist of both selected and extended
response questions.
Instructor - Megan McHale Professional Semester II March 2 - April 8, 2020

Each lesson throughout this unit is guided by daily essential questions that are based on the more overarching and focusing
questions of the unit. These are to guide daily instruction and assessments in order to ensure that curricular guidelines and outcomes
are being followed. These questions are directly linked to the learning outcomes within each lesson and provide a mark for what
needs to be achieved each day.
Various teaching, learning, and assessment modalities will be implemented to engage and meet the needs of all students of
varying abilities. This will include instruction, discussion based learning, collaborative efforts, videos, interactive notetaking, and
creative expression within projects. The range of assessments will allow students to express their understanding in a variety of ways
and provide multiple opportunities for success.

Overview:

Focusing/Key Questions:
- How can we make sense of the vast diversity of living things?
- What do living things have in common - from the smallest to the largest - and what do we find in the structure and function of
living things?

General Outcomes for Science, Technology, and Society (STS) and Knowledge:
1. Investigate living things; and identify and apply scientific ideas used to interpret their general structure, function, and
organization
2. Investigate and describe the role of cells and living things
3. Interpret the healthy function of human body systems, and illustrate ways the body reacts to internal and external stimuli
4. Describe areas of scientific investigation leading to new knowledge about body systems and to new medical applications
Skills Outcomes:
1. Initiating and Planning - Ask questions about the relationships between and among observable variables, and plan
investigations to address those questions
2. Performing and Recording - Conduct investigations into the relationships between and among observations, and gather and
record qualitative and quantitative data
3. Analyzing and Interpreting - Analyze qualitative and quantitative data, and develop and assess possible explanations
 Instructor - Megan McHale Professional Semester II March 2 - April 8, 2020

4. Communication and Teamwork - Work collaboratively on problems; and use appropriate language and formats to
communicate ideas, procedures, and results
Attitude Outcomes:
1. Interest in Science - Show interest in science-related questions and issues, and pursue personal interests and career
possibilities within science-related fields
2. Mutual Respect - Appreciate that scientific understanding evolves from the interaction of ideas involving people with different
views and backgrounds
3. Scientific Inquiry - Seek and apply evidence when evaluating alternative approaches to investigations, problems, and issues
4. Collaboration - Work collaboratively in carrying out investigations and in generating and evaluating ideas
5. Stewardship - Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a
sustainable environment
6. Safety - Show concern for safety in planning, carrying out, and reviewing activities

Unit Plan Timeline:

Class # Topic POS: STS POS: POS: Assessments

*Denotes Daily Essential and Skills Attitud Resources Activities Test / (F)=Formative
specific daily Question(s) Knowledg Outcom e Homework (S)=Summative
e es Outco
topic
Outcomes mes

1 Topic 1 - What is needed for all 2.K.1.a 2.S.2.d Teacher Information Website: ● Students will have the opportunity to (F)
Living living organisms to https://www.sciencelearn.org. discuss and brainstorm the characteristics Living Systems
March Organisms 2.K.1.b 2.S.4.b nz/resources/14-characteristi attributed to a ‘living thing’, along with Interactive Notes - Cut
survive?
2nd (part 1) cs-of-living-things some examples of living things and Paste Folding
*Functions 2.K.1.c Function of various bird beak ● Go through slideshow explaining the five Concept Map
70min and What structures do structures - functions that all living things have in
Structures various living https://www.dkfindout.com/us common
organisms have that /animals-and-nature/birds/typ ○ Explain that organisms have
allow them to carry out es-beak/ different structures to help carry
these functions? out these functions
● Students will complete a foldable
interactive notebook page outlining the
the five functions, along with plant/animal
examples for each

2 Topic 1 - How are the various 2.K.1.b 2.S.2.d Organization of the Body - ● Lesson and interactive notes - go through (F)
Living components of living Reference Site: slides highlighting the five levels of Exit Slip - What are the
March Organisms organisms organized 2.K.1.c https://www.troup.org/userfile organization for living things. Students will five levels of
 Instructor - Megan McHale Professional Semester II March 2 - April 8, 2020

4th (part 2) from the simplest 2.S.4.b s/929/My%20Files/Science/M cut and paste terms, definitions, and organization? Organize
*Levels of structure to the most 2.K.2.a S%20Science/7th%20Science pictures as we go along them from simplest to
70min organization complex structure /Organization%20of%20Livin ● ‘Find Your Level of Organization’ Activity - most complex
g%20Things/EQ1Levels/level each student will be given a different
s_organization_examples.pdf structure (cell, tissue, organ, or system)
?id=7280 that relate to a different level of
organization within a specific body
system. Students will walk around and
find the 3 other structures that line up with
theirs
● Provide an overview of the six different
systems involved in the activity
● Exit slip - have students answer the
provided question on a sticky note before
leaving the class

3 Topic 2 - Why are microscopes 2.S.2.a 2.A.2 History and Uses of ● “History and Uses of Microscopes Video” Microscope (F)
Microscopes significant within the Microscopes Video - - watch and pick out 2-3 keys points; write parts and Journal Entry - watch
March and Cells scientific world? 2.S.2.b https://www.youtube.com/wat down in journal handling ‘History and Uses of
6th (part 1) ch?v=Ue-86MDmjns ● Short lesson providing overview of the procedures Microscopes’ Video
*Introduction 2.S.2.c Introduction to Cells Video - history and uses of microscopes Worksheet and pick out 2-3 things
50min to https://www.youtube.com/wat throughout our world - due at the not previously known
microscopes: 2.S.4.c ch?v=gFuEo2ccTPA ● Watch “Introduction to Cells” Video and beginning about microscopes
components, Cell Scale Website - scroll through the “Cell Scale” Website to of next (F)
handling and https://learn.genetics.utah.ed introduce and spark interest in the topic of class, Microscope Parts and
uses u/content/cells/scale/ cells before the Handling Worksheet
● Students are required to complete the lab
microscope parts and handling
procedures worksheet using their
textbooks - this is to familiarize
themselves with general microscope
information before the lab during the next
class

4 Topic 2 - Why are microscopes 2.S.2.a 2.A.2 How to Prepare a Wet Mount - ● Watch video - How to Prepare a Wet Lab (F)
Microscopes significant within the Video Mount Slide Handout - Observation of
March and Cells scientific world? 2.S.2.b https://www.youtube.com/wat ● Provide students with instructions, lab due at the students - microscope
9th (part 2) ch?v=RfaSyfDBQzU handout, and separate into lab groups end of class handling, collaborative
Topic 2 - 2.S.2.c ● In the lab: work, ability to visualize
70min Microscopes ○ Students will look at prepared slides and create a wet
and Cells 2.S.4.c slides of amoeba and mount
(part 2) paramecium; they will sketch
*Microscopes what they see and write down (S)
and preparing observations under microscope Lab Procedures and
a wet mount powers of 40x, 100x, and 400x Observations Handout
○ Students will make a wet mount
 Instructor - Megan McHale Professional Semester II March 2 - April 8, 2020

slide using a letter ‘e’ cut out of

a newspaper; observations will
be made based on the guiding
questions provided on lab
handout
● If there is time: complete a wrap up
discussion about what was observed and
the differences based on different
microscope lens powers and what differed
based on varying movements and
adjustments

5 Topic 3 - The How do unicellular 2.K.2.a Unicellular vs. Multicellular ● Student brainstorm (F)
Cell and Its organisms (as living Organisms - ○ In small groups, students will Student Brainstorm -
March Structures things) carry out the 2.K.2.b https://www.youtube.com/wat brainstorm any similarities or similarities and
12th (part 1) ch?v=1hrkwJ_HuR0 differences they may already differences between
same functions as
*Unicellular 2.K.2.c know or infer about unicellular unicellular and
70 vs. multicellular and multicellular organisms multicellular organisms
mins Multicellular organisms? ● Watch video about the difference between
Organisms unicellular and multicellular organisms
and ● Go through a brief lesson outlining some
Introduction of these key differences, along with any
to Plant and similarities. Provide examples for each
Animal Cells ○ Students will fill in interactive
notes as we do this
● Movement break - “Task Master”
○ Students stand up and push in
their chairs
○ Series of tasks, complete them
as quickly as possible
○ When done each task, raise
hand
○ Example tasks - touch 10
chairs, not in a row; touch
elbows with 8 classmates;
Highfive 6 classmates (different
than before); etc.
● Start lesson and interactive notes on the
parts of both plant and animal cells

6 Topic 3 - The What are the two 2.K.2.b 2.S.2.c Cell City Assignment and ● Venn Diagram Review Activity - In groups Cell City (F)
Cell and Its organelles that only Rubric - of 3-4 students will make a venn diagram Project - Venn Diagram -
March Structures plant cells have? Why 2.K.2.c 2.S.2.d https://docs.google.com/docu to compare and contrast unicellular and Due March Unicellular vs.
16th (part 2) ment/d/14EHo143PIg_Rsinlhc multicellular organisms to review last 24th Multicellular
do they need these
*Plant and gn9mEwQswzNW37ShTX4Bk class lesson (Provide a piece of white
70mins Animal Cells: but animal cells do X1FM/edit paper to each group for this activity) (F)
 Instructor - Megan McHale Professional Semester II March 2 - April 8, 2020

Cell Parts not? ● Plant and Animal Cell Lesson - if they Cell Organelle Jigsaw
have not already, have students glue Activity/Interactive
interactive notes into their science Notes
notebooks; fill in the 7 terms in the
provided blanks given on each cell (S)
diagram Cell City Project - Start
● Cell Organelle Jigsaw Activity
○ Using the same groupings as
before, provide each group with
one of the 7 cell organelles that
they will become an ‘expert’ on
using information from the
textbook
○ Each person in the group will
record information of their
organelle into interactive notes
and ensure they know enough
about this component to ‘teach’
it to their peers in the next part
of the activity
○ One person from each group
will move clockwise to the next
group, where the ‘experts’ of
that group will provide them
with information about their
designated organelle;
concurrently, the person moving
around will give the experts at
each grouping the information
regarding the organelle that
they had originally become
experts on
○ This will continue until the
person that has been moving
around is back in their original
group
● Introduce “Cell City” Project
○ Each student will have to create
a ‘city’ based on a plant cell
that includes the 7 organelles
learned about in class. Each
organelle will be represented as
a structure within their city (i.e.,
cell membrane = city
border/gate with limited entry)
○ Along with a drawing (or model)
 Instructor - Megan McHale Professional Semester II March 2 - April 8, 2020

of their city, students will

provide a brief writeup
explaining why each structure
is represented as it is
○ Provide work time during this
class for this project

7 Topic 4 - What is the 2.K.1.a 2.S.1.b Around the Cell Game - ● “Around the Cell Game” - using a (F)
Fluid significance of each https://www.teacherspayteac provided recording sheet, students will ‘Around the Cell’ Game
March Movement in organelle within plant 2.K.2.d 2.S.1.c hers.com/Product/Around-the each start with one question - Recording Sheet
18th Cells (part 1) and animal cells? -Cell-Game-Animal-and-Plant- prompt/definition. They will have to move
*Membrane 2.K.2.e Cells-I-Have-Who-Has-Class- around the room and find the answer (F)
70mins Permeability What is the reason for Game-46743 posted on one of various task cards Write down initial data
and osmosis? Why should around the room. The answer card will and hypothesis for egg
Introduction fresh flowers be Egg Osmosis Experiment - provide them with a different prompt, lab
to Diffusion, placed in water? https://www.sciencekiddo.co leading them to find another answer. This
Osmosis, and m/eggsperiment/ will continue until all answer space on the (F)
Transpiration recording sheet have been filled in Pick out key points
Diffusion and Osmosis Video ● Lesson Stations: Separate students into regarding osmosis,
(0:00-3:35) - groups and have each group start at one diffusion, and
https://www.youtube.com/wat of the following stations (~10 minutes per transpiration from
ch?v=PRi6uHDKeW4 station) ‘video station’
Gummy Bear Osmosis (2:17) ○ Start ‘Osmosis Egg Lab
- Demonstration’ - place eggs in
https://www.youtube.com/wat vinegar in jars (at least 5-6
ch?v=Eg3k9Tz8qaA incase some break); have
Transpiration Video (3:55) - students record initial materials,
https://www.youtube.com/wat hypothesis, and procedures on
ch?v=Kv_0udatlh8 provided data sheet (take initial
egg weight)
Interactive Notes - ○ Diffusion, Osmosis, and
https://www.teacherspayteac Transpiration Videos - watch
hers.com/Product/Diffusion-a and record key points in
nd-Osmosis-Sketch-Notes-Ac science notebooks
tivities-PPT-3586556 ○ Cut and glue interactive notes
into science notebooks; fill in
Osmosis Lab Handout - information about permeability
https://docs.google.com/docu and
ment/d/1g467fiPKFxW9NyhCi diffusion/osmosis/transpiration
t11HlT-SCwZUqZZN07iSMaxR ○ Work on cell city project
FI/edit?usp=sharing

8 Topic 5- Cell Why would the shells 2.K.2.c 2.S.2.d Specialized Cells Video ● Make observations of eggs that were left ‘Cell City’ (F)
Specialization from the eggs left in (0:00-1:29; 5:00-8:40) - in vinegar. Take a new weight for the egg. Project Due Observations and
March and vinegar dissolve? 2.K.2.e 2.S.3.a https://www.youtube.com/wat Predict what will happen when they are predictions for egg lab
25th Organization Will the weight of the ch?v=wNe6RuK0FfA placed in various solutions (record on Start -
 Instructor - Megan McHale Professional Semester II March 2 - April 8, 2020

(part 1) egg change when 2.K.3.b 2.S.4.a data sheet) - i.e., water, corn syrup, sprite ‘Human (F)
70mins Topic 6 - placed in different Edquest information page - ● Lesson - Body Exit slip - Describe and
Body solutions? 2.K.3.c http://www.edquest.ca/compo ○ Review cells (unicellular and Systems’ provide a real-life
Systems in nent/content/article/181/ multicellular organisms) Project - example for permeable,
Humans (part Are all five body ○ Introduce specialized cells and Due March semi-permeable, and
1) systems necessary for how these organize to form 30th impermeable
life functions? What tissues, organs, and systems
are the structures and ● Introduce the five body systems we will (S)
functions involved be focusing on during the next class ‘Cell City’ Project Due
within each body ● Start ‘Human Body Systems’ Project
system? ○ Students will create a poster, (S)
brochure, or slideshow that will ‘Human Body Systems’
explore how these 5 systems Project
function within the human body
○ Must include the importance of
each system, how it works, the
organs that contribute to it, and
disorders associated with those
systems (system disorders will
be introduced during class #10
and #11)
○ Provide work time during this
class for students to begin
researching and putting
together materials for their
project

9 Topic 5- Cell How do various Specialized Cells Virtual Lab ● Record observations for egg lab/weigh Lab (F)
Specialization specialized cells differ (can be used for absent eggs - what happened to each egg placed Observatio Observations and
March and in students to make in different solutions? Predict why this ns Handout predictions for egg lab
27th Organization structure/appearance? observations) - happened. What will happen when we - due at the
(part 2) Does this relate to https://www.newpathonline.c place each egg back into only water end of class (F)
70mins their function within om/free-curriculum-resources samples? Entry Slip - Why is it
the body at all? /virtual_lab/Specialized_Cells/ ● Lab - Students will sketch and make important for cells in
4/11/2048 observations of a variety of prepared your body to be
slides of different body cells (i.e., muscle specialized?
Lab #3 Observations Handout cells, bone cells, etc.
https://docs.google.com/docu (S)
ment/d/1tOJI4e7PeYJf9I5Dh2j Specialized Cells Lab -
uDPxv3FJ45pWD2AwJQOOf0 Observations Handout
-g/edit?usp=sharing

10 Topic 6 - Are all five body 2.K.1.b 2.S.3.b 2.A.2 Topics 4-6 Google Forms ● Topics 4-6 Google Forms Quiz: first 10-15 ‘Egg (S)
Body systems necessary for Quiz - minutes of class (multiple choice only) Osmosis ‘Egg Osmosis Lab’
March Systems in life functions? What 2.K.2.e 2.S.3.c https://docs.google.com/form ● Cut and glue interactive notes into Lab’ - Final Final Assignment Due;
31st Humans (part are the structures and s/d/1mbW9LFwfNgpheavcO1 science notebooks Assignment (what process occurred
 Instructor - Megan McHale Professional Semester II March 2 - April 8, 2020

2) functions involved 2.K.3.a SjLaUjIQmu6Yu_P7hX5O7vb ● Body System Stations: each station will due throughout this lab?
70mins Topic 7 - within each body MA/edit?usp=sharing have textbooks and teacher-provided What were the effects
Body system? 2.K.3.b information resources that students will Topics 4-6 of different solutions on
Systems and Guide for interactive notes use to fill in their interactive notes Google the egg and why)
Your Health What are some of the 2.K.3.d (cut and paste) - ○ The digestive system Forms Quiz
disorders that can http://www.edquest.ca/pdf/bo ○ The respiratory system (S)
have an impact on the 2.K.4.a dysystems.pdf ○ The circulatory system Give Topics 4-6 Google
functioning of these ○ The excretory system students Forms Quiz
systems and overall Teacher Information Site - ○ Sensory awareness system study guide
body health? Can we http://msrgrade8science.wee ● Lesson material - how these systems for unit
do anything to avoid bly.com/lesson-1---introductio connect and contribute to a healthy body exam (Unit
these disorders? n-to-body-systems.html and disorders that these systems are at Exam -
risk for April 7)
Resource for Human Body ● Provide work time for ‘human body
Disorders - systems’ project
https://kidshealth.org/en/kids/
health-problems/

11 Topic 6 - How do the structures, 2.K.3.b 2.S.3.a 2.A.2 Body Systems Escape Room ● Body Systems Escape Room Activity ‘Human (S)
Body functions, and Activity - ○ Activity revolves around the five Body ‘Human Body Systems’
April Systems in disorders of each body 2.K.4.b 2.S.3.d 2.A.3 https://www.teacherspayteac body systems, along with the Systems’ Project Due
2nd Humans (part system relate? hers.com/Product/Body-Syst functions, structures, and Project Due
3) 2.K.4.c 2.A.5 ems-Escape-Room-3849378 disorders associated with them (F)
70 Topic 7 - ○ Using provided escape room Body Systems Escape
mins Body packages, students (in small Room Activity
Systems and groups) will have a designated
Your Health amount of time to work through
and ‘escape’ each activity
● Final work time for body systems project -
due at the end of class

12 Unit Review - Cells and Systems - Editable Cells and Systems ● Cells and Systems - Unit Review Review/pre (F)
*Review Whole Unit Review Crossword Puzzle - ○ Assign groups to students paration for Cells and Systems
April activities/stati Period https://wordmint.com/puzzles (approx. five students per Unit Test Review Stations
6th ons for unit *All topics (1-7) /2267762 group) (next class)
exam ● Each group will start at a different station
70 Organelle Task Cards that will help them review for the unit
mins (template for editing) - exam during the next class. After ~15mins
https://www.ccusd93.org/site/ at each station, group will rotate to the
handlers/filedownload.ashx? next, with a total of five stations
moduleinstanceid=16058&dat ● Provide brief directions for each station,
aid=12034&FileName=Plantan but also ensure that there is a printed
dAnimalCellOrganellesandFu version of instructions at each station
nctionTaskCards.pdf ● Possible review stations:
○ Silent study
Organization of the Body - ○ Cell organelles - Task cards;
 Instructor - Megan McHale Professional Semester II March 2 - April 8, 2020

Reference Site: match the organelle to its

https://www.troup.org/userfile function
s/929/My%20Files/Science/M ○ Levels of organization - order
S%20Science/7th%20Science the cells, tissues, organs, and
/Organization%20of%20Livin systems from simplest to most
g%20Things/EQ1Levels/level complex for each body system
s_organization_examples.pdf provided
?id=7280 ○ Cells and Systems crossword
puzzle

13 Cells and Cells and Systems - ● Students will have the full period to (S)
Systems Unit Unit Exam complete their unit exam - composed of a Cells and Systems -
April Exam *All topics (1-7) variety of selected and extended Unit Exam
7th response questions
● ‘Early finishers’ will have the option to
70mins read silently, draw, work on other
homework, or choose from a number of
“just for fun” activities provided by the
teacher while other students finish

14 Review and Unit Exam Reflection ● Hand back marked exams (F)
Reflection of *All topics (1-7) ● End of unit activity - cell cookies? Watch Cells and Systems Unit
April Marked Unit “Osmosis Jones” movie? Reflection
8th Exam ● In small groups (5-6) at a time, spend ~12
minutes going through their marked
70 exams and have them complete a
mins reflection sheet (What did I do well on?
How could I improve my responses?)
● Final wrap up - Thank the students for
welcoming me into their class over the
past six weeks
Instructor - Megan McHale Professional Semester II March 2 - April 8, 2020

Summative Assessment Overview:

(Assessment Documents are Linked Within the Table)

No. Assignment - Due Date -

1 Lab #1: introduction to microscopes and creating a wet mount handout; March 9, 2020
sketches and written observations
Lab Handout (side A) - https://drive.google.com/file/d/10KHO3-U2qskT0GZ9vYJVWs2kYXTZKN4g/view
Lab Handout (side B) - https://drive.google.com/file/d/1KjatizpzAu8363pyNaR6Pm3vhc3qTXl5/view

2 Cell City Project March 24, 2020

3 Lab #2: egg osmosis demonstration; completing a data sheet of March 27, 2020
observations and analysis

4 Lab #3: specialized body cells; sketches, written observations, and relevant March 27, 2020
questions

5 Topics 4-6 Google Forms Quiz March 31, 2020

6 Human Body Systems Project April 2, 2020

7 Cells and Systems - Unit Test April 7, 2020