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From Cells to Tissues

Grade 10 Science, Academic, SNC2D November 27 - 29, 2017

Lesson 8

Critica l Learning

Guiding Questions

Specialized cells perform different functions for the body and the structure of these cells varies based on their functions.

Why do cells in muscle tissue differ from cells in epithelial tissue?

Groups of similarly specialized cells form tissues.

Curriculum Expectations

B2. investigate cell division, cell specialization, organs, and

 

systems in animals and plants, using research and inquiry skills, including various laborator y techniques

B2.4 investigate, using a microscope or similar instrument, specialized cells in the human body or in plants, focusing on different types of cells, and draw labelled biological diagrams to show the cells’ structural differences [PR, C]

B3. demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to systems in animals and plants

B3.2 explain the importance of cell division and cell specialization in generating new tissues and organs

Learning Goals Today we will learn

● The four main types of tissues found in animals and the three types of tissues found in plants

● How cell division and specialization is responsible for the creation and maintenance of tissues in the body

● That specialized cells and tissues are linked to perform specific functions

B3.3 explain the l inks between specialized cells, tissues, organs, and systems in plants and animals

Success Criteria

I can

 

Identify the four main types of tissues foun d in animals

Identify the three types of tissues found in plants

Explain the importance of cell division and specialization for tissues in the body

Describe how specialized cells and tissues are linked to perform specific functions

Instructional Components and Context

Terminology

Materials PowerPoint & Smart Board

Meristematic Cell

Dermal, Ground, and Vascular Tissue Epithelial, Muscle, Nervous, and Connective Tissue

Note Handout Mid - Unit Self Assessment Mitosis Reinforcement Sheet Specialized Cells Exit Cards

Comparing Tissues Lab : Glass Slides, Cover Slips, Medicine Dropper, Toothpick, Methylene Blue, Water, Biological Drawing Sheets, Blank Paper, Peer Assessment Sheet, Tissue Prepared Slides

From Cells to Tissues (Day 1)

Grade 10 Science, Academic, SNC2D November 27, 2017

Lesson 8

What Teachers Do:

What Students Do:

Minds On: Motivational Hook/Engagement/Introduction (5 - 15 min)

Time: 10 - 15 minutes

 

Mid - Unit Self Assessment:

Mid - Unit Self Assessment:

Students will be given a mid - unit self assessment sheet to complete and return during the first few minutes of class. This way I can conference with students who are struggling during the microscope lab.

Students will honestly complete their assessment and provide some strategies that will help them be successful over the last half of the unit.

Mitosis Reinforcement Sheet - this will be handed o ut in conjunction with the self - assessment for students as review. There will be time to work on it at the end of class the next day.

Action: During/Working on It (15 - 40 min)

Time: 30 minutes, 20 minutes

 

From Cells to Tissues Ppt & Note:

From Cells to Tissues Ppt & Note:

2. Learning Goals

Students will be filling in a note as we make our way through the powerpoint.

3. Last Week Recap : play following video

https://www.youtube.com/watch?v=evH0I7Coc5

 

4

There is al so a chart at the end that is to be completed once the note is finished either in class or for homework.

4 - 5. Cell Specialization

6.

Factors Affecting Specialization - temperature

sex dependence in turtles is one example

 

7.

Levels of Organization

8. Increasing Levels of Complexity 9 - 10. Plant Tissues 11 - 14. Animal Tissues

 

Comparing Cells in Tissues Lab:

Comparing Cells in Tissues Lab:

The instructions for the lab and how to make a wet mount will be displayed on the Smart Board. Students will examine their own cheek cells and compar e them with two other groups of cells within different tissues. This is the last half of their Microscope Portfolio assignment.

The goal today is for students to create their wet mount. Some will proceed to drawing them.

*Students are enc ouraged to use blank paper to make their drawings first and then transfer them to the sheets after their peer assessments*

Consolidation & Connection (5 - 15 min)

Time: 10 minutes

 

Clean Up Ensure all cheek slides are labelled with student names & stored in a cell box for tomorrow.

*lesson will continue on into the next day*

From Cells to Tissues (Day 2 & 3)

Grade 10 Science, Academic, SNC2D November 28 - 29, 2017

Lesson 8

What Teachers Do:

What Students Do:

Minds On: Motivational Hook/Engagement/Introduction (5 - 15 min)

Time: 10 minutes

 

Video review of yesterday’s lesson - 10 minute Amoeba Sisters video

[

https://www.youtube.com/watch?v=wNe6RuK0

F

fA ]

Action: During/Working on It (15 - 40 min)

Time: 50 minutes

 

Comparing Cells in Tissues Lab:

Comparing Cells in Tissues Lab:

Students will complete the rest of the lab

Students will complete the rest of the lab and their biological drawing assignment.

 

*Students are encouraged to use blank paper to make t heir drawings first and then transfer them to the sheets after their peer assessments*

Peer Assessment of Biological Drawings Once students have completed their drawings they will perform a peer assessment.

Peer Assessment:

Each person will receive a rubric and checklist to assess one of their classmate’s drawings. This sheet is to be completed and submitted with the portfolio.

Consolidation & Connection (5 - 15 min)

Time: 10 minutes

 

Specialized Cells Exit Card

Specialized Cells Exit Card Students will complete on a s crap piece of paper and submit before the end of class.

2 questions will be written on the board:

1. Why do cells in muscle tissue differ from cells in epithelial tissue?

2. Explain the importance of cell division and specialization for tissues in the body