Cells- Exercises/Evaluation (1:00-1:35 PM)

Exercises will be written on the board for students to answer in their exercise books.  The exercises, which are based on previous lessons, are completed in class and graded.

• Discuss answers last 5 minutes (1:30-1:35), after collecting exercise books

 

Q1)  What would happen to plants if their cells did not have cell walls?

1 pt.   A1)  The plant would be too soft to stand.  The cell wall gives cells a firm shape.

 

Q2)  Chloroplasts absorb ________ in order to produce food for plant cells. 

1pt.    A2)  sunlight

 

Q3)  __________, the parts of a cell, each have specific and unique functions.

1 pt.   A3)  Organelles

 

Q4a)  What organelle was most visible when you viewed the plant and onion cells under a microscope?

Q4b)  Refer to your notes, and sketch what you saw when you looked at either the plant cell or the onion cell under the microscope. Remember to draw only what you saw.  A cluster of 5 to 10 cells is enough.  

1 pt.   A4a)  The cell wall was most visible. 

We also discussed cell membrane (very close to the cell wall and indistinguishable and less visible), and the cytoplasm (assumed because it is the liquid that fills the cell, and space was visible in the cell)

2 pts.  A4b)  The drawing should show cell walls but no nuclei because nuclei were not visible.  Students may have darkened areas within or between cells, but not in a pattern or in every cell, because light could not pass through spots where the cell was not thin or where dirt or other matter collected between the slides. 

 

Q5)  Explain one purpose of the nucleus.

1 pt.   A5)  The nucleus is the control center of the cell. 

It also contains chemical information to make new cells.

 

Q6)  Fill in the table with the organelles present.  Write each organelle only once.  [cell membrane, cell wall, chloroplast, cytoplasm, nucleus, vacuole]      

Plant Cell Only	Both Plant and Animal Cells	Animal Cell Only

3 pts.  A6)

Plant Cell Only	Both Plant and Animal Cells	Animal Cell Only
Cell wall Chloroplast Vacuole	Cell Membrane Cytoplasm Nucleus

 

10 points total

Living Things (1:35-2:00 PM)

2b Matter 1, pp. 16-17 text; p. 4 syllabus: 1.2.4, 1.2.5

 

This portion of the lesson will likely not be completed due to the cell exercises that would have been completed on Monday (holiday), but we will complete as much as we can in the time frame. 

 

• Objectives:
• Students will distinguish between living things (organisms) and non-living things   1.2.4
• All objects are living or non-living.
• All living things (organisms) can do all 7 life activities:     grow, move,     reproduce,     respire (breathe),     excrete,     feed, sense (feel) things
• Students will outline differences between plants and animals   1.2.5
• 2 examples of living things (organisms): plants (produce own food), animals (take in food from outside)

 

• Previous knowledge:
• All living things are made from cells
• Functions of specific cell organelles
•  Differences between plant and animal cells, including differences in organelles present in each 
• View of plant and onion slides under a microscope.
• Photosynthesis in plants

 

•  Teacher/Learner Activities:
• In 2 minutes, write as many living and non-living things as you can in columns in your in your notes.  IGNORE WHAT I AM WRITING ON THE BOARD IN THE MEANTIME.
• On the board, write the 7 life activities:
• Can it grow?
• Can it move?
• Can it reproduce?
• Does it respire (breathe)? 
• Does it excrete (get rid of waste)?
• Does it feed (need energy)?
• Can it sense (feel) things?
• Discuss:  To be living, things must be able to do all 7 life activities on the board.  Think about each one carefully.  Take 4 minutes (2 minutes per person) to verify as much of your “living” list as you can with the person behind you.  (I will pair up the rows so students know who should turn around.)
• Raise your hand if you disagree with your partner and move on to the next one in the meantime.

 

• . . . Teacher/Learner Activities:
• Make a table on the board and discuss.  Students will copy the table in their notes. 

             

All Matter (All Objects) must be living or non-living

Living Things (Organisms)	Non-living things
Can perform all 7 life activities: [growing, moving, reproducing, respiring (breathing), excreting, feeding, sensing (feeling) things] 2 examples:  Plants- Produce own food Animals- Take in food from outside	Cannot perform all 7 life activities

 

• Ask students what they were not sure of in their lists of living and non-living things that they discussed with a partner.  Discuss why it is living or non-living. 
• Examples could be as follows: yeast, palm tree, oyster, empty seashell, car, etc.
• Briefly discuss differences between these plants and animals in terms of feeding, movement, and the other 5 life activities.

 

• List as many differences as you can between plants and animals.

Plants	Animals
Cells have more organelles than animal cells (cell wall, chloroplast, vacuole) Make own food by photosynthesis Do not move from place but move in place (tree leaves turn toward the sun to absorb sunlight for photosynthesis) Grow out of the ground Usually green Etc.	Take in food from outside, including plants and animals Cannot make own food Can move from place to place Do not grow out of the ground Many different colours, besides green, exist May rely on plants for food (FOOD CHAIN) Without plants, animals that eat plants (herbivores) would starve If animals that eat plants starve, then animals that eat those animals would starve, and so on.  Etc.

 

 

 

 

• Core Points:

• All things are living (organisms) or non-living and can be distinguished by whether or not they can do all 7 life activities:  growing, moving, reproducing, respiring (breathing), excreting, feeding, sensing (feeling) things
• Plants (produce own food) and animals (take in food from outside) are both examples of living things but have many differences.

 

• Evaluation/ Closure:     
• Alternate between calling on students who raise their hands and calling on the others at random. 
• Name 1 of the 7 life activities, until all 7 are named. 
• Name 1 difference between plants and animals, until at least 3 good answers are given, including food and movement.
• Give a couple examples of plants and animals