G6 Science Unit 1 - Cells and Body Systems 24/25 Student PDF

Micro Biology- Cells TROUBLESHOOTING/PROCEDURES: LATE WORK (CLASS OR HW) 1) IF ON PAPER, YOU SHOW IT TO ME FIRST (NOT DURING CLASS OR BREAKS) 2) THEN YOU EMAIL ME TO TELL ME AND SPECIFY WHICH WORK YOU SHOWED ME AND WHEN (IF IT’S AN EDPUZZLE, JUST EMAIL ME WITH A SCREENSHOT - NO NEED TO...

Micro Biology- Cells TROUBLESHOOTING/PROCEDURES: LATE WORK (CLASS OR HW) 1) IF ON PAPER, YOU SHOW IT TO ME FIRST (NOT DURING CLASS OR BREAKS) 2) THEN YOU EMAIL ME TO TELL ME AND SPECIFY WHICH WORK YOU SHOWED ME AND WHEN (IF IT’S AN EDPUZZLE, JUST EMAIL ME WITH A SCREENSHOT - NO NEED TO SHOW IT TO ME FIRST) 3) THE SUBJECT LINE MUST SAY: LATE WORK/6-5 (YOUR SECTION CODE) SUBMITTING PAPER TO MY TEACHER 1) YOUR PAPER MUST INCLUDE FIRST NAME, THE FIRST LETTER OF YOUR FAMILY NAME AND YOUR CLASS CODE 2) THIS IS WRITTEN ON THE FRONT PAGE AT THE TOP I HAVE A QUESTION ABOUT HOMEWORK 1) CHECK THE SLIDESHOW 2) CONTACT 3 FRIENDS 3) IF NOBODY CAN ANSWER YOUR QUESTION THEN YOU CAN TRY EMAILING YOUR TEACHER AND IF SHE IS AVAILABLE SHE WILL ANSWER YOU BACK. IF NOT AVAILABLE, SPEAK TO HER THE NEXT MORNING. EDPUZZLE IS NOT WORKING 1) RESTART YOUR COMPUTER 2) IF THAT DIDN’T WORK, CHANGE TO ANOTHER DEVICE YOU HAVE IN YOUR HOUSE 3) IF THAT DIDN’T WORK, SEE YOUR TEACHER THE NEXT DAY SO YOU HAVE TIME TO TROUBLESHOOT TOGETHER 4) ALWAYS DO YOUR SCIENCE HOMEWORK THE DAY IT IS ASSIGNED SO YOU WILL HAVE THE EXTRA DAY TO TROUBLESHOOT IF NEEDED 2 Standards MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. MS-LS1-3. Use arguments supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. MS-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. 3 Sunday, Aug 25/Monday Aug 26 1) Join my Google Classroom 2) Some Classroom expectations reminders 3) notebook/binder 4) Evidence!!! Convince the Judge! 5) Exploration through observation and research: Which of these cells is the animal cell? Which one is the plant cell and which is the animal cell? Let’s prove it! Link to the recording sheet (example to do together is provided on the original document) Make clear observations about each cell. Then you will research online to figure out which cell seems to have the characteristics you observed to figure out which type of cell each it is. We will share at the end to see who could come up with convincing evidence from their observations/research. We will start this today but will not have time to complete. Bring it back next class. It is not Homework Home learning: No HW today if you completed the ONE row that I assigned for you to try on your own in class Cell one Cell two findings Cell one has green parts Cell two does not have those I found out that some cells have green oval parts and that are somewhat circular green parts they are called chloroplasts. They are used to or oval shapes produce energy from sunlight and are found only in plant cells. P A This cell has a This cell does not Cells with large pouches inside belong to large opening or have that pouch plants. That pouch is called a vacuole and pouch that takes up they are mostly filled with water most of the cell P A This cell has a thick This cell has a thin The thick outer layer is called a wall. It outer layer outer layer gives the cell protection and provides P A structure. Only plant cells have walls. This cell seems to This cell’s outer layer Cells that have circular sides are animal have flat sides is more circular cells. P A Which of the cells is an animal cell? Evidence says that cell #2 is the animal cell Tuesday, August 27th/Wednesday 28th *The activity from last class will be completed at another time (we will go over the chart and you will check your answers) *Today: Microscope inquiry activity *Go over expectations/group activity *Put away your paper in your binder at the end of class. Today’s Inquiry - The Parts and Functions of a Microscope HW: By next class, everyone must complete the worksheet about identifying parts of the microscope (search up any parts you don’t know). Key will be posted Sept 3rd. After that I will no longer accept submissions for this HW August 29/Sept 1 Reminders * - You MUST have a notebook and a binder for this class (along with planner, device and pencil or erasable pen) - You must come to school with a fully charged device and preferably bring the charger to school. - Hw is only submitted during YOUR science block and goes in the correct tray Today: - Pre assessment - Complete cell activity - Exploring with the microscope HW: EdPuzzle video Cell Parts and Functions (screenshot as a back up when done - see my example on the next slide). No need to submit screenshot unless I ask you specifically. Example of an appropriate screenshot Make sure ALL the screen is showing (video name all the way down to the line with ‘water drops’) The video below is to be used ONLY if EdPuzzle didn’t work for you. If EdPuzzle did not work for you, you must see me tomorrow so we can trouble shoot together. 13 Monday Sept 2nd/Tuesday 3rd *Check EdPuzzle Hw *Can you open the slideshow? *Explain briefly behavior and assessment tracking document *Correct parts of microscope hw (slide 10) *complete cell comparison activity (slide 7) *Microscope exploration/name game (last 10 -15 mins?) HW: Make a simple model of a plant cell (paper provided) and complete the chart (in simple terms - your words). If you did not have your paper in class about the cell investigation activity, you need to use the slide #7 at home and copy a minimum of one more evidence into the chart. September 4th/5th *Submit HW - model and functions chart *Correct HW (go over a couple more organelles, the way cells vary in shape, composition, and the difference between prokaryotic and Eukaryotic cells) *Play Quizlet with a partner *Play the Game Blooket to practice (cell parts and functions) *HW: EdPuzzle - Amoeba Sisters (will come to you through your email again at the end of the school day…remember to let the video completely finish and click ‘submit’). FORMATIVE ON Sept 12 (groups 1,2,4) Sept 15 (groups 7,8,9): CELL PARTS AND FUNCTIONS REMINDER *AS STATED IN CLASS SEVERAL TIMES… UNLESS I SAY OTHERWISE, SCIENCE HOMEWORK IS ALWAYS DUE AT THE BEGINNING OF THE NEXT CLASS. *EXCEPTION: EDPUZZLES HAVE A TIME OF SUBMISSION OF 8:30AM ON THE DAY YOUR ASSIGNMENT IS DUE. All living things have cells 17 Looking at parts of cells and their functions 18 Cell Diversity 20 Note that some cell parts have multiple functions but for grade 6 we will focus only on some of those functions. Here are a few!  NUCLEUS The nucleus is an organelle that contains the cell’s genetic information, DNA. It serves as the command center of the cell. Both plant and animal cells have a nucleus. 22 Cell Membrane The cell membrane is a thin but tough wall surrounding the cell. It allows useful substances to enter the cell. But it blocks the entry of harmful substances. The membrane also forces out waste products. 23 Cell Wall The cell wall provides support/structure and protection. It is around plant cells but not animal cells 24  Mitochondrion Mitochondria generate the energy the cell needs to perform its functions. They do this by converting the food (glucose) into energy that can be used. They are commonly known as the “powerhouse” of the cell and are in both plants and animal cells 25 Introducing the Mitochondria Cellular Respiration OPTIONAL 26  Ribosomes Ribosomes create proteins necessary for the cell to function. They float through the cytoplasm or are attached to the rough endoplasmic reticulum (ER). They are in both animal and plant cells 27 Vacuoles Vacuoles are storage bubbles found in cells. They are found in both animal and plant cells but are much larger in plant cells. In plant cells they store mostly water and in animal cells they can store nutrients, chemicals and waste. 28  Chloroplasts They convert energy from the Sun, water and carbon dioxide to make food for the plant. This process is called photosynthesis. These are only found in the plant cells.  Cytoplasm It holds the parts of the cell in their place and helps to protect parts from damage. It is found in both animal and plant cells Some of the main differences between animal and plant cells 31  Complete the online Quizlet activity. Quizlet is a great study https://quizlet.com/434635920/label -cell-organelles-diagram/ tool as well. If it asks to set up an account, you will need to ask your parents to put in their email address OR first try just getting out and going back in again as this often fixes the problem MODEL (key for HW) Of course yours won’t look exactly the same but as long as you identified all the requested parts and were careful about size representation and shape/design for some parts (ex: tell the difference between chloroplasts and mitochondria by adding the details) then it’s great! Ask yourself: Is my model neat? Does it contain all the information needed? Does it communicate that information clearly and effectively to someone else? September 8/9  Review as needed - Game FORMATIVE ASSESSMENT THURSDAY/SUNDAY FOR NOW, FOCUS ONLY ON THE ORGANELLES THAT WERE INCLUDED IN YOUR HW ABOUT THE MODEL OF THE PLANT CELL SOME PEOPLE LIKE TO REVIEW USING FLASHCARDS. YOU CAN FIND SOME ONLINE AT QUIZLET (LINK ON SLIDE 32) OR YOU CAN MAKE YOUR OWN ON PAPER. QUIZLET ALSO HAS A MATCHING GAME Check this out! *Demonstration with Egg (membrane vs wall) *What do you think will happen by next class? Let’s explore a specific part and function of the cell CELL MEMBRANE 38  We need to understand the structure of the membrane and its function but will not be spending time on all the terminology in grade 6 so don’t be bothered by all the highly scientific terms just focus on the process/job The 2 videos below are just optional Overview of organelles and their functions This was one of your EdPuzzle videos….it is here in case you would like to watch it again. 40 Homework: 1)EdPuzzle 2)Study for Formative Assessment (Thursday this week for groups 1,2,4 and Sunday for groups 7-9). Remember to focus on the cell parts and functions that were on your homework about drawing a model. Other parts are not expected to know at this time. Temporary back up video in case your EdPuzzle didn’t work (but has no questions) September 10/11 *A talk about homework completion and submission (some need catching up)/check HW * Assessment: when? About what? Recommendation: Everyone should use the monthly calendar in their planner to record all their assessments rather than just in the weekly section. *Let’s check out what happened to our egg! The egg grew bigger because the membrane allowed water molecules to seep through. This is what happens with the cell membranes of animals and plants as well. They let in the amount of water that is needed for the cell to function properly. *Let’s go over the Troubleshooting/procedures that are expected for this class for late work, email questions, EdPuzzle issues (see slide 2 in this slideshow as needed when not sure). *Let’s go over a new routine that all middle school science classes will be doing this year. We will learn about science topics and science vocabulary through regular reading of scientific articles (you get to choose which ones you like!). Guidelines provided in GC as well as on paper and placed in binders. HW: Study for your formative assessment (groups 1-4 this Thursday and groups 7-9 on Sunday) September 12/15 *Go over homework report to parents *You have until next school day to make up any missed work (last reminder) *Assessments: class set-up, can/can’t do, expectations *Formative Assessment (everyone gets more time than what should be required for a student who knows the material well - if you don’t finish, it’s not that your ‘ran out of time’, it’s an indicator that your knowledge and/or understanding is not yet solid enough so more review will be needed) HW: NO HW for students who submitted every HW assignment so far. Everyone else, you must complete the missed assignments (last reminder). September 16/17 *Next slide (let’s look at different types of questions you could be asked on assessments) *Go over formative together and take picture to share with your parents. The written communication question was not assessed…it was only for me to see where you seem to be starting with this skill. *Refer to the example of a written answer and the required parts for a complete answer (pay attention to the color coding) slide 46 *Cell functions, Cell wall vs Cell membrane notes - handout (we are not doing the practice questions today and they are not for HW) *Making connections (complete the chart) Let’s look at examples of different types of assessment questions you could be asked to answer and talk about what a ‘complete’ answer looks like. 1. Multiple Choice (rarely): What is the main function of the cell wall? ○ A) To let anything enter the cell ○ B) To protect and provide structure ○ C) To store energy ○ D) To make proteins 2. Short Answer: Describe how the cell membrane’s structure helps it to be a good gatekeeper for the cell. 3. Compare and Contrast: List one similarity and one difference between the cell wall and cell membrane. 4. Explain: Why is it important for plant cells to have a cell wall? What could happen if it didn’t? Short answer question that was on the formative assessment: Why do plant cells require a wall but animal cells don’t. NOTE: A complete answer would talk about BOTH the plant cell and the animal cell AND explain WHY for both. Check out an example below and compare that to what you answered on the formative - can you see where you did well and where you could improve? Sample of a complete answer: Plant cells need a wall for protection and structure. In order for a plant to grow upwards, its cells’ structure needs to be able to sustain pressure. This is needed to grow towards the sunlight which they need for making their food. Animal need a more flexible structure because we have a need to move around and adopt different positions, not just stay upright in one spot all the time. This is why we have a skeletal structure Notice that the focus was on structure for both parts of the answer in this case. An answer related specifically to protection instead of structure would have been fine as well as long as it talks about BOTH and explains the WHY for both as well. *Making connections (cell functions) 1) Make a chart in your notebook with 4 columns. The first column is for the name of the cell parts we are focusing on and the other 3 columns will be labeled as ‘city’, ‘house or factory’ (your choice) and the last one is ‘functions’. Watch the ‘city’ video and choose one of the other 2 videos to watch and to start making connections (keep your notes point form). Refer to the example provided on the board as a model). Link to a video - connections to a city Link to a video - connections to a house (also look at diagram on next slide) Link to a video - connections to a factory (also look at diagram on following slide HW: Share formative picture w/parents and complete your chart (for both videos). Your chart should look like this (number of rows will depend on the number of organelles in the video). You may focus/record only on the ones we have been working on in class only or you may choose to practice them all - your choice Organelle City Factory (or house) Function Your choice Ex: nucleus Mayor’s office Boss They all give orders connections to a city The video may suggest different options to represent the various organelles than what is on this image. connections to a house The video may suggest different options to represent the various organelles than what is on the model so choose what you prefer connections to a factory September 18/19 1) Hw will be checked next class (chart for making connections city/cell…) 2) Our next activity was a group assignment but since some classes will be online for a class this week, we will push that to next week 3) Introduction to cell organization and Body Systems (a group of organs and tissues that work together to perform important jobs for the body.) *Oral - What do you know? (white boards/chat) *Kahoot - go over the basics again with this game (you can play solo at home too) *Let’s play Blooket!! Here’s one that you can play solo if you wish 4) Gathering information/Research assignment (complete the chart) HW: Complete the Cell chart from last class if not already done and complete today’s chart on body systems. Remember this must be in your own words!!! CELL ORGANIZATION CELL → TISSUE → ORGAN → BODY SYSTEMS EX: BRAIN CELL → BRAIN TISSUE → BRAIN → NERVOUS SYSTEM MUSCLE CELL → MUSCLE TISSUE → HEART → CIRCULATORY SYSTEM 53  September 24 (day C)/25 (day D) **check hw (both charts should be completed - cell functions vs city’s jobs as well as parts and functions of the body systems) **Go over the questions from the packet (cell wall and cell membrane) and also this link for the key **Using the city chart, groups begin to create a model of a plant cell and label the parts and the functions (mentor charts/examples presented). To finish next class (sub for day A group) HW : *SIGN AND COMPLETE REFLECTION/ACTION PLAN OF THE HOMEWORK REPORT BY NEXT CLASS * Complete the questions in the packet and be ready to look at those together in class next Monday/Tuesday NOTE: 1) Cells FORMATIVE NEXT Wed (2)/Thurs(3) (on YOUR science day). 2) Cells SUMMATIVE (Oct 9th/10th). 3) BE AWARE there will be NO multiple choice questions on the summative, you must be able to identify and explain rather than just ‘recognize’ at that point. QUESTION #1 FROM PACKET - EXAMPLE OF A COMPLETE ANSWER Example of a DEVELOPED understanding: This is one example of a complete answer where you covered both parts of the function but not in great details. For DEEP, further detail would be required A plant’s cell wall is the outer layer and it is rigid/tough (structure) so that it can offer support and protection (function) The reason it needs to be tough is because the plant needs support to grow upwards towards the Sun. (NOW SAY WHY THAT MATTERS)... The tough outer layer allows it to sustain increasing pressure as it grows upwards so the cell won’t burst. Another reason it needs to be tough is because the plant needs protection from the environment. (NOW SAY WHY THAT MATTERS)...Things like strong winds and accidental hits from people/animal passing by could damage it if it were not built with a tough outer layer. Follow a format of defining, then giving the reason(s) and then adding they why and/or examples - this will give you a very complete answer. September 26 (day A)/29 (day B) *Complete the group cell model *Submit to the teacher (make sure it is neat, complete and is your best work) *If time: Read a scientific article and complete a reflection on the provided sheet (from the other day) - remember: quality writing matters HW: Study for your formative assessment (Wednesday/Thursday). Summative assessment 9th/10th (on your science day…check your schedule). This summative will include everything we did since end of August so review your material really well and come to class ready to ask questions or clarifications. September 30/Oct 1st Review of information to prepare for assessments *Review notes (cell functions and contribution to overall cell) *Review notes and questions (cell wall and membrane structure/function relationship) *Guidelines *Self-assessment and partner assessment of TTG HW: *Sign Hw reports if not already done. *Study for assessment using all the tools provided (The summary notes I provided above is a good start but make sure you go through the videos and other materials on the slide show as well.  Organelle Functions and their contributions to the cell as a whole Organelle Function Contribution to the whole cell mitochondria Produces energy from the food we eat through a Cellular respiration process called: Chloroplasts Gathers energy from the Sun to make food through Photosynthesis a process called: Cell membrane Chooses what goes in and out of the cell in order to Homeostasis achieve balance. This is called Cell wall Provides structure and protection for the cell. This *Indirectly supports allows the plant to grow upwards and not burst Photosynthesis because of the pressure. This allows the plant to reach towards the sky to support the process called: Nucleus Gives every organelle specific instructions so they Control center (all can complete their functions processes are organized) THESE DETAILS OF THE PRIMARY FUNCTIONS ARE OPTIONAL (SLIDES 61 TO 65) - The primary functions of a cell are: Metabolism: Cells carry out various chemical reactions to obtain and use energy, make new molecules, and break down waste products. Growth and reproduction: Cells grow in size, divide, and copy their genetic material to produce new cells, allowing organisms to grow, develop, and reproduce. Responsiveness: Cells can detect and respond to changes in their internal and external environments, allowing organisms to adapt and survive. Here are some examples: Plant Cells and Light: When a plant is placed near a window, the cells in its leaves can detect sunlight. As a result, the plant bends and grows toward the light. The plant does this to get more sunlight for photosynthesis, which helps it make food. Human Skin Cells and Temperature: When it's cold outside, the cells in your skin can sense the drop in temperature. In response, they cause the tiny muscles around hair follicles to contract, making your hair stand up (goosebumps). This is an effort to trap more heat close to the body and keep you warm. White Blood Cells and Germs: White blood cells in our body can detect harmful bacteria or viruses. When they sense these invaders, they move toward them and try to destroy them. This is how our immune system works to protect us from getting sick. Transport: Cells transport materials, such as nutrients, gases and waste, across their membranes and throughout the organism. Genetic information storage and expression: Cells contain genetic material that stores the instructions for the cell's structure and function, and this genetic information is expressed to produce the necessary proteins and molecules. 1. Eye Color in Humans: Your DNA has instructions for making proteins that decide your eye color. If the instructions say to make more of a certain protein, you might have brown eyes. If there is less of that protein, you might have blue or green eyes. 2. Plants Making Food: Plants have DNA that tells their cells how to make proteins needed for photosynthesis. This process allows the plant to turn sunlight into food. For example, the DNA has instructions for making chlorophyll, the green pigment in leaves that helps capture sunlight. 3. Bacteria Surviving Medicines: Some bacteria have DNA that tells them how to protect themselves against antibiotics, which are medicines that kill bacteria. This DNA might give the bacteria the ability to make proteins that fight off the medicine, helping them survive even when antibiotics are used. These examples show that DNA inside cells contains important instructions, like a guide, that tells cells how to build and fix themselves, which is crucial for all living things. Blank slides for future lessons Slides For later (disregard)