Backward-Design-Cells - Template Original

Grade8Science
CellsofLife
By:PaulaHrycenko
UnderstandingbyDesignUnitPlanningSheet
STAGEONE:DesiredResults(ContentStandards/GEs)
Big Idea: What is the impact of cell biology on individuals, society, and the environment?
EnduringUnderstanding
EssentialQuestion(s)overarchingandtopical)
Cells are the basis of life. (Overall expectations 2

and 3)
Cells organize into tissues, tissues into organs,
organs into organ systems, and organ systems
into organisms. (Overall expectations 2 and 3)
Healthy cells contribute to healthy organisms.
(Overall expectations 1 and 2)
Systems are interdependent. (Overall expectations
1 and 3)
Astheresultofthisunit,Studentswillknow
(concepts)
that our understanding of cells and cell

processes has for both beneficial and harmful
effects on human health and the environment
role of selected technologies in enhancing our
understanding of cells and cellular processes
the basic structure and function of plant and
animal cells and cell processes.
the postulates of the cell theory
the organization of cells into tissues organs,
and systems
the processes of diffusion and osmosis and
their roles within a cell
How have electron microscopes helped our

understanding of cells and cell processes?
How might the understanding of cells and cell
processes help in treating disease?
How might what you have learned about osmosis
and diffusion be useful in daily life?
How do scientists develop, execute, and report
experiments
What are the structure and functions of plant and
animal cells?
Astheresultofthisunit,Studentswillbeableto
(skills)
follow established safety procedures for

handling apparatus and materials and use
microscopes correctly and safely
to find and observe components of plant and
animal cells and make accurate drawings of
their observations
prepare dry- and wet-mount slides of a variety
of objects for use with a microscope
use scientific inquiry/experimentation skills to
investigate the processes of osmosis and
diffusion
identify structures and organelles in cells,
compare the structure and function of plant
and animal cells
identify unicellular organisms and multi-cellular
organisms and compare ways in which they
meet their basic needs (e.g., nutrition, movement,
gas exchange)
STAGETWO:AssessmentEvidence(reflectstandards/GESandrelevanttoessentialquestions)
PerformanceTaskDescription
Goal:Explain that each group will design a segment in a science
show which will address one of the expectations. Ask students to

name science shows that they have watched and enjoyed. They
might suggest Bill Nye the Science Guy and Beakmans
World. The will convey information in an entertaining manner,
for example, humour, costumes, interesting demonstrations,
lively hosts, lots of visual materials, audience participation, and
acting out concepts rather than telling.
OtherEvidence
Summative
Test
ScienceShowPresentation
MindMap
Portfolio
Formative:
Buildacellmodel
CellsofLife
Grade8Science
Role:StudentswillbeStaroftheiroriginalScienceshow
Audience/Situation:Theywillpresenttotheirclasswhiletheirshow
willbevideotaped.
Product:Studentswillcreateapresentationthatwillbevideotaped
ReflectStandard:Studentswilldemonstrateunderstandofcellular
structureandfunctionthroughthisproject.
By:PaulaHrycenko
Completemicroscopequiz
LabeledDiagrams
LabReport
VennDiagram
ComparisonChart
Plant/AnimalCell
Exitslips
Observations
STAGE3:TheLearningPlan
Activity
Description
Assessment
WHERETO
Accommodations,
tailoring, hook
Unit Introduction
Intro Topic, Go over and explain culminating

task, learning goals and big ideas. Show
video of unicellular organisms. Students
brainstorm what they know about Essential
questions using Carousel activity.
Prior assessment
Charts- can be
added to
throughout the
unit in different
colours
Living Things
Brainstorm characteristics of living

things. How do we know something
is alive? Compare characteristics if
unicellular to multi on worksheet
The Microscope
Ewwash your hands!....
They will identify

the function of
parts of the
microscope.
Once the students have familiarized

themselves with the use and care of the
microscope, they can explore the world of
protozoa first-hand by studying a pond
sample. Students should be encouraged to
make careful, detailed observations when
completing their diagrams.
Labelled diagram
for the portfolio.
The fundamental differences between plant

and animal cells will become clear after
students observe plant cells, onion skin cells,
Complete
comparison chart :
Plant vs Animal
Characteristics of
The microscope makes it possible for

students to view the details of cells which are
invisible to the naked eye. This activity will
introduce them to the proper
Video, Interaction,
Cooperative
learning
Graphic
organizer,
Interactive
Visuals
Student choice of
viewing objects
care and operation of the compound

microscope.
Exploring a Pond
Sample- multi-cellular
organisms.
Plant vs. Animal Cells
Investigation
Partner work
R
Inquiry/ reflection
Grade8Science
CellsofLife
and human epithelial cells.
By:PaulaHrycenko
cells
Demonstration
Observations of set
up and use of
microscope
Graphic organizer
Ability to create
slides
Organelles and Their
Functions
Quiz and journal
Cells, Tissues, and

Organs
Students will explore the organelles of a cell

in more depth by assembling a puzzle, filling
in a chart describing their functions.
Designing and
building an edible
three-dimensional
cell. Take digital
photograph, label
using computer.
Add to portfolio
Students write quiz. Write a journal entry of

how microscopes have enhanced our
understanding of the cells and their functions
Journal entry
Quiz
Reflective
Students will view a variety of slides of

human cells and tissues. They will discuss
the relationship between cells, tissues,
organs, and systems. Students will work in
groups to research a topic based on the Grade
8 Expectations regarding how knowledge
about cells, tissues, and organs can be related
to the world outside the classroom.
Presentation
Visual Spatial
Group work
Choice of topic and

product
Peer interaction
Ex. Cancer treatment, spinal cord injuries,

food production, infectious diseases,
pesticides, chemicals we use everyday
Osmosis, Diffusion,
and ActiveTransport
Presentation of Cells,
Tissues, Organs, and
Systems Projects
Osmosis, diffusion, and active transport are

explored in this activity. Students will gain an
understanding of these concepts through a
demonstration, and by designing and carrying
out an investigation.
Investigation and
Lab Report
The students have prepared segments in a

science show to teach their peers about one
of the Expectations relating of the content of
the Cells, Tissues, Organs, and Systems
unit to the world outside the school. This
Rubric, Success
Criteria
Investigation
Inquiry
Lab Report
supports, guide,
templates,
T
CellsofLife
Grade8Science
By:PaulaHrycenko
activity enables students to share their ideas

with each other.
Culminating Task
Develop your Theme
Park
Unit Summary
Organizing Your
Science Portfolio
The creation of mind maps has been proven

to be an effective way for all students to
organize and synthesize large amounts of
knowledge. The method involves organizing
information in categories and showing the
connections between these ideas.
Mind Map
Reflective
The students have prepared many pieces of

work during this unit. They will select and
organize a variety of items for their Cells,
Tissues, Organs, and Systems portfolio. This
activity gives students time to reflect upon
their own work. It can also
Portfolio checklist
Reflective
Rubric
Organization
Synthesizing
Conference
be a useful tool in the assessment process.
KEYVocabulary/Termsinthisunit:
Organelle
Diffusion
Osmosis
Selective permeability
stage, eyepiece and parts of
a microscope
membrane
nucleus
cell membrane
cell wall
cell theory
chloroplasts
vacuole
mitochondria
cytoplasm
amoebae
KeyResources:
TDSB. (2000) Science and Technology Resource Pack Grade 8: Life Systems: Cells, Tissues, Organs, and
Systems, Nov 2012 http://sccao.oise.utoronto.ca/tdsb/ResourcePackUnits/8DCellsFinalProofed.PDF
Sullivan, J. (2012). Cells Alive interactive website http://www.cellsalive.com/howbig.htm and
http://www.cellsalive.com/cells/cell_model.htm, Nov 2012.
Sandner, L et al. (2008). Investigating Science & Technology 8. 2008. Pearson Education Canada. Canada

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How have electron microscopes helped our understanding of cells and cell processes?

How have electron microscopes helped our understanding of cells and cell processes?

How might the understanding of cells and cell processes help in treating disease?

How might the understanding of cells and cell processes help in treating disease?

Grade8Science

Cells are the basis of life. (Overall expectations 2

that our understanding of cells and cell

How have electron microscopes helped our

follow established safety procedures for

show which will address one of the expectations. Ask students to

Intro Topic, Go over and explain culminating

Brainstorm characteristics of living

Ewwash your hands!....

They will identify

Once the students have familiarized

The fundamental differences between plant

The microscope makes it possible for

care and operation of the compound

Plant vs. Animal Cells

Quiz and journal

Cells, Tissues, and

Students will explore the organelles of a cell

Students write quiz. Write a journal entry of

Students will view a variety of slides of

Choice of topic and

Ex. Cancer treatment, spinal cord injuries,

Osmosis, diffusion, and active transport are

The students have prepared segments in a

activity enables students to share their ideas

The creation of mind maps has been proven

The students have prepared many pieces of

be a useful tool in the assessment process.

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