Unit 4 Cells, Tissues, Organs and Systems Suggested Time: 18 Hours CELLS, TISSUES, ORGANS AND SYSTEMS Unit Overview Introduction In previous explorations of living things, students have not encountered the cell as a basic building block and functional unit of life. At this level, these notions are explored in a rigorous fashion to ensure that students understand the cell’s critical importance to all life. These new understandings allow students to study the human organism from a holistic perspective. Students will continue to study the different body systems but not in minute detail. From activities, students should start to appreciate a correlation between healthful living and healthy systems. This is the first time that students deal with systems as an integrated whole. Focus and Context The focus of this unit of study is on decision-making. Using the context of healthy/non-healthy lifestyle choices, and how these choices affect cells, tissues, organs and systems, students should appreciate their interconnections and use them to make informed choices when it comes to their health. Science In primary students begin their study of living things by investigating the basic needs and characteristics of living things including growth Curriculum Links and changes. In elementary, students investigate the basic structure and function of several organ systems. In grade 9, students will investigate the process of cell division more closely within the context of sexual and asexual reproduction. They will also begin to learn about the cell’s genetic information. In senior high school, students might choose a course in biology in which mitosis and meiosis are described in detail and the structure and function of the female and male human reproductive systems are analysed and described. Cell theory is also addressed at this level and major organelles visible with the light and electron microscope are described and cellular processes investigated. 164 GRADE 8 SCIENCE CURRICULUM GUIDE CELLS, TISSUES, ORGANS AND SYSTEMS Curriculum Outcomes STSE Skills Knowledge Students will be expected to Students will be expected to Students will be expected to Nature of Science and Technology Initiating and Planning 304-4 illustrate and explain that the cell 109-5 describe how technologies 208-1 rephrase questions in a testable is a living system that exhibits all the develop as a systematic trial-and-error form and clearly define practical characteristics of life process that is constrained by the problems 304-5 distinguish between plant and properties of materials and the laws of 208-5 state a prediction and a hypothesis animal cells nature based on background information or an 304-6 explain that growth and 109-13 explain the importance of observed pattern of events reproduction depend on cell division choosing words that are scientifically or 208-6 design an experiment and identify 304-7 explain structural and functional technologically appropriate major variables relationships between and among cells, 110-2 distinguish between ideas used tissues, organs, and systems in the in the past and theories used today to human body Performing and Recording explain natural phenomena 304-8 relate the needs and functions of 209-1 carry out procedures controlling various cells and organs to the needs and the major variables functions of the human organism as a Relationships Between Science whole and Technology 209-2 estimate measurements 111-1 provide examples of scientific 209-3 use instruments effectively and 304-9 describe the basic factors that knowledge that have resulted in the accurately for collecting data affect the functions and efficiency of the human respiratory, circulatory, digestive, development of technologies 209-4 organize data using a format that excretory, and nervous systems 111-5 describe the science underlying is appropriate to the task or experiment 304-10 describe examples of the particular technologies designed to 209-6 use tools and apparatus safely explore natural phenomena, extend interdependence of various systems of human capabilities, or solve practical the human body problems Analyzing and Interpreting 210-2 compile and display data, by hand or computer, in a variety of formats, Social and Environmental including diagrams, flow charts, tables, Contexts of Science and bar graphs, line graphs, and scatter plots Technology 210-7 identify, and suggest explanations 112-2 describe how a community’s for, discrepancies in data needs can lead to developments in science and technology 112-10 provide examples of science- Communication and Teamwork and technology-based careers in their 211-3 work cooperatively with team province or territory members to develop and carry out a 113-8 make informed decisions about plan, and troubleshoot problems as they applications of science and technology, arise taking into account personal and social 211-4 evaluate individual and group advantages and disadvantages processes used in planning, problem 113-9 make informed decisions about solving, decision making, and applications of science and technology, completing a task taking into account environmental and social advantages and disadvantages 113-13 propose a course of action on social issues related to science and technology, taking into account human and environmental needs GRADE 8 SCIENCE CURRICULUM GUIDE 165 CELLS, TISSUES, ORGANS AND SYSTEMS Cells and Living Things Outcomes Elaborations—Strategies for Learning and Teaching Students will be expected to • discuss how early scientists This unit is intended to introduce students to the basic concepts of differentiated between living cells, tissues, organs and systems. It is important to note that these and non-living things and topics are covered in significantly greater detail in the high school compare this with modern biology. cell theory (110-2) Teachers could start this unit by creating a “Word Wall”. Choose a wall in the classroom that can be used throughout the entire unit. As new concepts are taught, new words are introduced; they are written on a card and added to the wall (choose colored paper, colored print and ensure it is large enough for students to read from all areas of the classroom). At the end of the unit, all of the key terms should be on the wall (do not include the definitions). This would help students recognize, become familiar with, and spell the key terms. • illustrate and explain that Teachers could have students begin a Mind Map (see Appendix B) for the cell is a living system this topic with “cells” at the center. Students would add detail to this that exhibits the four mind map as per mind mapping guidelines (see Appendix B). A more characteristics of life complete definition of cell will arise as later outcomes are addressed. (304-4) This is intended as a basic introduction to cell theory. Concepts such - define cell as abiogenesis and biogenesis and the development of the cell theory - state the cell theory are dealt with in Biology 2201 and do not need to be addressed here. - describe four characteristics While other characteristics of life can be discussed at this time, common to living things. teachers should limit discussion to growth, movement, stimulus/ Include: response and reproduction. Teachers should clarify that movement (i) growth refers to a change in place and/or position. For example, a plant (ii) movement demonstrates movement as it grows. (iii) response to stimuli Teachers could provide a list of various living things and have (iv) reproduction students brainstorm the characteristics that they all have in common. In this discussion, students may discover other characteristics common to living things including gas exchange and elimination of waste. Teachers could have students use samples of paramecium and amoeba to explore and investigate movement in cells. Use of the flex camera/microscope will facilitate whole group observation of cells. To illustrate the characteristic of stimulus/response, teachers could vary the amount of light to observe the organism’s response to the presence of light. 166 GRADE 8 SCIENCE CURRICULUM GUIDE CELLS, TISSUES, ORGANS AND SYSTEMS Cells and Living Things Suggested Assessment Strategies Resources http://www.ed.gov.nl.ca/edu/k12/ curriculum/documents/science/index.html Journal • Explain why early peoples may have thought that we were made up of the basic materials such as air, water and fire. (110-2) • Cells are the basic units of structure and function of all living things. Explain what this means to you. (110-2) Paper and Pencil • Why do you think ancient people had different theories and explanations regarding the make-up of our bodies than we have today? (110-2) • Why do you think ancient people had different theories and explanations regarding the make-up of our bodies than we have today. (110-2) ST pp. 391, 406 Performance • Write a poem and /or song about cells and how they exhibit characteristics of life. (110-2, 304-4) • Create a cartoon or a series of cartoons/ sketches that illustrate the basic characteristics of life. (110-2, 304-4) • Survey people in your community to determine why they think ancient people had different theories and explanations regarding ST p. 391 the make-up of our bodies than we have today. BLM 4-6 • Create a cartoon that illustrates the evolution of the cell theory. BLM 8 Activity 12 (110-2) Conventions used in Resources Column ST = Student Text TR = Teacher Resource TR AC = Assessment Checklist TR PS = Process Skills Rubric TR AR = Assessment Rubric BLM = Black Line Master BLM 8 Activity # = Additional BLMs for each grade level GRADE 8 SCIENCE CURRICULUM GUIDE 167 CELLS, TISSUES, ORGANS AND SYSTEMS The Microscope Outcomes Elaborations—Strategies for Learning and Teaching Students will be expected to • recognize that optical Teachers should ensure that students are taught the skills necessary technologies have developed to maintain and use the light microscope safely and effectively. The through systematic trial and microscope is arguably the most important tool in the biological error processes constrained by sciences.