Life Science: Cells and Systems

By Marian Busfield HCOS teacher

Life Science Cells and SystemsbyHCOS Marian Buseldis licensed under aCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

 ...the LORD God formed the man from the dust of the ground and breathed into his nostrils the breath of life, and the man became a living being. Genesis 2:7 ~ For you created my inmost being; you knit me together in my mother's womb. Psalm 119:3 ~ Your hands made me and formed me; give me understanding to learn your commands. Psalm 119:73 ~ Know you not that you are the temple of God, and that the Spirit of God dwells in you? 1Corinthians 3:16 ~ As you do not know the path of the wind, or how the body is formed in a mother's womb, so you cannot understand the work of God, the Maker of all things. Ecclesiastes 11:5
Welcome to the Cells and Systems Unit Study. As you complete this unit you will cover the learning outcomes for Life Science for grade 8. Here are a few pointers to get you started: Following the title for each lesson you will find: A green box like this one to tell you what learning outcomes you are covering. A blue box like this one will guide you through a prayer to start the lesson. A red box like this one will guide you through the options for that lesson. Read the instructions carefully because you are not required to do everything offered. However, as you go please remember that the more you explore the more you will learn. Experiments and projects are a requirement of the learning outcomes, and they are also fun!! You may want to touch base with your support teacher to ensure you understand what is required for you to obtain the grade you want. It is unlikely that watching a BrainPop video and completing the quiz for each lesson will be sufficient to demonstrate a thorough understanding of the topic. Passwords for BrainPop and Discovery Education can be obtained from your support teacher. I would include them here, but they change every year. There are also answer keys for the activities at each of these sites.

Okay!! Lets get started

Learning Outcomes Covered Throughout the Entire Unit

A8 demonstrate competence in the use of technologies specific to investigative procedures and research prociently use the internet as a research tool

Learning Outcome When you Choose to do an Experiment as a Part of the Lesson

A1 A2 A6 demonstrate safe procedures perform experiments using the scientific method demonstrate ethical, responsible, cooperative behaviour

There may also be other outcomes covered in subject areas such as Language Arts, PE, and Health and Career depending upon what you choose to complete for your assignments and how much you choose to report to your Support Teacher. **

Unit Introduction
Prayer: Lord, I thank you that I have the opportunity to learn more about the intricacy of your creation, of the tender detail that went into creating me. I pray that you bless me in this unit, draw me closer, grant me revelation, and create a true heart of worship within me. Waken me each day with ears to listen like one being taught.
Todays lesson will give you a beginning understanding of what you will be learning about throughout this unit. Please complete both 1 and 2. 1. Bill Nye on Cells 2. As you watch the movie complete the worksheet you will find on the next page. The answers are located at the end of the unit. No peaking!!

Bill Nye Cells Video Worksheet Created by Behr: Directions: Before the video starts, read the questions. If you know any of the answers, :ill them in. As the video plays, con:irm your answers and :ill in the ones you didnt know. Each answer will be used one time. The questions are in the same order as the video. Questions 1. ________All plants and animals are made of __________________. 2. _______Humans are more like animals such as rabbits than plants because _______________ 3. _______ Humans are made of ____________________________ (number) cells. 4. _______ Organisms like rabbits have many different kinds of cells to do different ________ 5. _______ Cells are ____________ bricks because they are piled up to make something, but they are ______________ because cells are __________ and bricks are not. 6. _______ ___________ is when more cells are made than die. Alive or not? (Write the correct classi:ication next to each item shown in the video.) Part 1 Part 2 _____________ Family ____________ potato _____________ Volcano ____________ potato chips _____________ Sponge cake ____________ gym socks _____________ Sea sponge Consider the Following: How is a cell like a room in a house? 7. ________A rooms wall is like a _________________ or _____________ because it surrounds the cell 8. _______ A table in a room is like a ______________________ 9. _______ A :ireplace is like a ______________________ because it provides energy 10. _______ ___________________ is the process of one cell becoming two cells 11. _______ _________________ are the road map for cells and tell the cells what to do 12. ______ ___________ is our bodys fastest growing organ because we shed millions of these cells every day 13. ______ Genes are made of _______________ 14. ______ Humans have ______ pairs of chromosomes (46 total) 15. ______ Name one large single cell that is very easy to see. 16. ______ Red blood cells are red because the ____________ in the cell mixes with the _______________ we breathe in. 17. ______ _________________ attack viruses to keep us from getting sick. 18. ______ _________________ is how cells exchange chemicals with the environment and other cells. 19. ______ The only type of human cell that is never replaced is _______________________ 20. ______ One of the characteristics of being ___________ is being made of cells. Answer Bank A. we are made of animal cells B. skin C. osmosis D. alive E. iron, oxygen F. cells G. 23 H. mitochondria I. growth J. egg K. DNA L. cell wall, cell membrane M. jobs N. nerve cell O. genes P. like, different, alive Q. nucleus R. 100 trillion S. white blood cells T. mitosis

Lesson 1 6 Cells
Lesson 1 Cell Theory A3 represent and interpret information in graphic form convey information, using appropriate units as applicable in diagrams B1 demonstrate knowledge of the characteristics of living things identify various characteristics of living things (e.g., require energy, respond to the environment, perform gas exchange, excrete waste, reproduce) relate characteristics of living things to viruses, bacteria, plants, and animals B2 relate the main features and properties of cells to their functions summarize cell theory (e.g., recognize that all living things are composed of cells, and all cells Prayer: Thank you for this day, this lesson, and the abilities you have given me. I ask that you would ll me anew with your Holy Spirit that I might glorify you as I study.

Please complete 1, 3 and 4. Select activities from 2 that will provide you with greater depth of understanding.

According to the cell theory, proposed over 150 years ago:

Cell Theory

All living things are composed of cells. All cells come from pre-existing cells. 1. Log into Discovery Education and watch Cells: The Basic Units of Life. On the right of the video, at the top of the column, which identifies the video segments, are two tabs. Choose the Related Activities tab to find vocab sheets, cell diagram printouts, a crossword puzzle and a quiz. Select activities, which would most benefit your learning. 2. Complete Characteristics of Living Things Graphic Organizer below 3. Go to Cells Alive. Review the plant and animal cells and to understand the parts of the cell. 4. Supplementary Site: Life Systems

CHARACTERISTICS OF LIVING THINGS

NAME: ____________________________________ DATE: _______________________

Cell theory

All living things are composed of one or more cells. All new cells arise only from cells that already exist

In the chart below give examples identify a living thing and a non-living thing that has that trait. Note: you may nd it tricky to nd examples of non-living things with these traits. All living things ... Living Thing Non-living thing ...are composed of cells.

...grow, reproduce, and produce offspring like themselves. ... respond to their environment.

... require energy to survive.

... produce wastes.

... have a lifespan.

Lesson 2 Through the Looking Glass (Microscopes) A8 demonstrate competence in the use of technologies specific to investigative procedures and research select and carefully use appropriate technologies, including microscope Prayer: Lord I thank you for this day, for this place and this time. I thank you that I live in Canada where education is available, affordable and I have the freedom to homeschool and invite you into my studies. Choose from 1 or 2, then complete 3 and 4. 1) BrainPop Go to Microscopes. Watch movie, complete experiment, read the FYI sections, and complete the Activity, which is labeling the microscope. 2) Read the following: History of the Microscope Read the timeline of the Microscope Learn about the parts of the microscope How a Microscope Works (and how to make one!) ... more info on how microscopes work Study the diagram of the microscope and then fill in the diagram 3) See the following images: Lots of cool (or creepy - depending upon your perspective) photos To find out some of the ways we use microscopes go to this link and press Applications in the bar on the top. 4) What about the SEM (Scanning Electron Microscope)? Check out this link. Explore the images and if you have a microscope there are some activities listed under Teacher Resources, which you might enjoy.

Lesson 3 Parts of the Cell A3 represent and interpret information in graphic form convey information, using appropriate units as applicable in diagrams (e.g., of a cell) B2 relate the main features and properties of cells to their functions recognize and name parts of a cell using a microscope B2 relate the main features and properties of cells to their functions describe the structure and function of cell organelles (e.g., cell membrane, nucleus, cytoplasm, mitochondrion, cell wall, chloroplast, vacuole, ribosome) Prayer: Lord, I thank you for this day, my teachers, my family, friends and all others who support me. I pray that you bless: my family who have sacrificed that I may be at home and dedicate my education to you, the leaders at HCOS who care so much for me, my salvation, my discipleship and my calling, the hands that created this lesson for me, my support teacher who will assess my work, and my hands as I seek to honour You with my studies.

Complete 1, then choose from 2 or 3.

1) Watch video on organelles in the cytoplasm 2) Read Parts of a Cell Go down the right side of the page inside the yellow box. A) Print off and complete both the Animal and Plant Cell coloring pages. B) Complete any of the puzzles which you feel would benefit your learning. 3) Go to BrainPop Watch Movie, read FYI, complete the Activity section in which you label the cell parts and print it. Select from any of the other activities which you feel will benefit your learning. **There is a game at the BrainPop link that you might like to check out even if you prefer to use the other websites**

Lesson 4 Diffusion and Osmosis A1 demonstrate safe procedures A2 perform experiments using the scientific method B2 relate the main features and properties of cells to their functions relate the concepts of osmosis and diffusion to transport of materials across cell membranes Prayer: Lord, I thank you for this day; please bless it to my use. Please guide me in all of my ways. This lesson requires you to complete all of the options. Diffusion and osmosis are concepts that many students find confusing so I have included a variety of activities to really reinforce understanding. Please visit both of the interactive sites below: 1) Notes on diffusion and osmosis 2) More notes on diffusion and osmosis (Sorry this website needs to be cut and paste for some reason) Dont forget to watch the PowerPoint!! http://leavingbio.net/OSMOSIS%20AND%20DIFFUSION.htm#osex 3) Complete this diffusion lab Scroll to the bottom of this page and watch the animations to observe osmosis 4) Complete the Crossword Quiz and Crossword Key Diffusion and Osmosis are easily confused, check out the following for review of concepts Answer Key Lessons 5 and 6 Creating a Cell Model A4 use models to explain how systems operate construct a variety of models (e.g., a cell) Prayer: Lord, Create in me a new heart, and renew a right Spirit within in me. Guard my mind, heart, soul and spirit unto Your will, Your use and Your call. This project is a popular one for most students. If you are unable to use jello for some reason then use different materials: pizza, an omelet, or paper! Use your imagination and dont forget to take a picture for your portfolio. 1) For review try testing your knowledge of cell parts using this game:

2) Project on the Cell: Create an edible cell using fruit and jello. Use the rest of Lesson 5 to plan how to make your cell, and lesson 6 to create it. JELLO CELLS AUTHOR: Kate Hayne, Soroco Junior High, Oak Creek, Colorado.
OVERVIEW: Cells as 3D objects is a difficult concept for students to grasp as all diagrams and cells under the microscope appear as 2D objects. This activity allows the students to build 3D cell models and so have a concrete example to help them to develop this concept. OBJECTIVE(s): Students will be able to: 1. Describe the cell as a 3D object rather than the 2D object they are accustomed to observing. 2. Describe the appearance and location within the cell of the various cell organelles. 3. Compare and contrast their 3D plant cell and their 3D animal cell. 4. Compare and contrast 3D plant and animal "tissues" RESOURCES/MATERIALS: Materials: Plastic sacks, twist ties, jello, gelatin and boiling water as well as large mixing bowls and spoons, plastic "tupperware" sandwich containers, canned fruits, paper and writing implement. ACTIVITIES: 1. Select 2 plastic sacks. They will put one plastic sack in a small square "tupperware" container so that the plastic sack completely lines the container and the extra sits outside the container. The other sack should be open on the desk. 2. Put similar amounts lemon gelatin into the two sacks so that the container will be close to full. Then fruits representing required cell organelles should be put into the gelatin: plums to represent nuclei, mandarin oranges to represent mitochondria, grapes to represent chloroplasts etc. The plastic sacks represent cell membranes while the plastic container represents a cell wall. 3. The "cells" should then be closed using twist ties and refrigerated to set (several hours or until next day). 4. The completed cells can be compared for structural and overall shape differences, stacked to form "tissues" showing the difference between plant and animal tissue and then eaten and remembered for many years!

Lesson 7 - Tissues

B3 explain the relationship between cells, tissues, organs, and organ systems define the terms tissue, organ, and organ system, distinguish between cells, tissues, organs, and organ systems based on structure and function. Prayer: Lord, You are Spirit and we are called to worship in spirit and truth. Your word declares that we are to offer our bodies as living sacrifices, holy and pleasing to You as our spiritual act of worship. As I turn my day over to your direction through my diligent efforts in study, the work to which You presently call me, I ask that you receive this as my act of worship this day and that You would bless me in it. Please complete 1, 2 and 4. Number 3 is optional, but it will help to reinforce your learning. 1) Review the PowerPoint on cells, tissues and organs: 2) Read notes on cells, tissues and organs: Notes - #1 Notes - #2 Notes - #3 Notes - #4 Notes - #5 3) Play game in which viruses attack tissues 4) Draw a picture of each type of tissue: epithelial, muscle, nervous and connective.

Lesson 8 13 Organ Systems

Lesson 8 - All Body Systems B3 explain the relationship between cells, tissues, organs, and organ systems describe how organ systems work together to obtain and transport nutrients, remove wastes, and exchange gases Prayer: Lord, please teach me to guard my heart for your kingdom, as it is the wellspring of my life. Open my eyes to the miracle of your creation. In lesson 8 you will look at all human organ systems in order to get an overview and see how they are all interconnected. Do both in 1 and choose one activity from 2. 1) PowerPoint on body systems Videos on all body systems 2)Complete Body System Challenge found here: OR Check off the each system that each organ interacts with.

Circulatory Digestive Heart Lungs Kidney Liver Bowels Small Intestine Artery Aorta Esophagus Stomach White Blood Cells Bladder

Immune

Circulatory

Excretory

Lesson 9 Circulatory System B3 explain the relationship between cells, tissues, organs, and organ systems identify the main components of the human organ systems (e.g., respiratory, circulatory, digestive, and excretory systems) Lord, it is by your blood we are healed, saved, and cleansed. I thank you for the love you have for me, and that you have plans to benefit me and not to harm me. I pray that this day you would enable me to walk in your way that I may know the blessing of walking with you. In lessons 9-12 you will look at each system individually. Select from the resources that engage you the most. For each system watch one video and/or complete a reading, and then complete an accompanying. Complete 1, and then select from the resources in 2 to learn about and then complete an activity or two on this system. Complete Heartbeat and Healthy Heart activities at this site. Bill Nye videos Circulatory System Circulatory System Part 2 Circulatory System Part 3 Blood, Circulation and Atoms BrainPop Circulatory System Circulatory System Crossword Gizmo Circulatory System Discovery Education Human Body Systems: The Circulatory System Games: Rags to Riches: The Circulatory System Human Circulatory System: Matching, Concentration, Flashcards etc. Lesson 10 - Digestive System B3 explain the relationship between cells, tissues, organs, and organ systems identify the main components of the human organ systems (e.g., respiratory, circulatory, digestive, and excretory systems) Lord, I ask that you guide me in making healthy choices for my food and in my eating. I thank you for your provision and ask that you bless all that you have provided to my use.

Choose one or more movies and activities from these resources.

Discovery Video Human Body Systems: The Digestive System Quiz Digestive System Quiz BrainPop The Digestive System Lesson 11 - Excretory System B3 explain the relationship between cells, tissues, organs, and organ systems identify the main components of the human organ systems (e.g., respiratory, circulatory, digestive, and excretory systems) Lord I am in awe of your creativity, that you have created us in a way that allows us to be cleansed inside and out for our benefit that we may enjoy a long and healthy life. Choose one or more movies and activities from these resources. Discovery Education Human Body Systems: The Excretory System Quiz Quiz on the Excretory System BrainPop The Urinary System Lesson 12 - Nervous System B3 explain the relationship between cells, tissues, organs, and organ systems identify the main components of the human organ systems (e.g., respiratory, circulatory, digestive, and excretory systems) Lord, I come today and ask for my family, friends, leaders, and neighbours that you would grant us the peace which transcends all understanding, and that you will guard our hearts and our minds in Christ Jesus. Choose one or more movies and activities from these resources. Discovery Education Human Body Systems: The Nervous System Quiz Quiz on the Nervous System BrainPop The Nervous System

Lesson 13 - Respiratory System B3 explain the relationship between cells, tissues, organs, and organ systems identify the main components of the human organ systems (e.g., respiratory, circulatory, digestive, and excretory systems) Lord I declare that according to your word that it is the Spirit of God that has made me, and the breath of the Amighty that gives me life. Praise you Lord, and I give thanks. Choose one or more movies and activities from these resources. Bill Nye Respiration Video Kidshealth activities one and two BrainPop Respiratory System

Lessons 14- 17 The Immune System

Lesson 14 - Immune System B4 explain the functioning of the immune system, and the roles of the primary, secondary, and tertiary defence systems identify components of the primary defence systems, including skin, tears, ear wax, saliva, gastric juice, cilia, mucus identify phagocytic white blood cells as the major component of the secondary defence system identify white blood cells that produce antibodies as the major component of the tertiary defence system describe how each of the defence system components works (e.g., skin prevents bacteria from entering the body, phagocytic white blood cells engulf and destroy viruses and bacteria, and white blood cells produce antibodies that combine with antigens) Lord according to your word I pray that in all respects my family and I may prosper and be in good health, just as my soul prospers. Amen. Watch 1) and 2) and do at least one activity from either site or one of your own. 1) Discovery Education Immune System 2) Brain Pop Immune System 3) Read FYI with all of the sections for more information 4) Choose an activity.

Lesson 15 Boogers

B4 explain the functioning of the immune system, and the roles of the primary, secondary, and tertiary defence systems identify components of the primary defence systems, including skin, tears, ear wax, saliva, gastric juice, cilia, mucus Lord, I thank you this day that I have fresh air to breathe, clean water to drink, and food to eat. I thank you that all these things help me to stay healthy. I ask you to teach me to be a good steward of my health. Watch the BrainPop and do at least one activity from BrainPop or one of your own. 1) Brain Pop 2) Read FYI with all of the sections for more information 3) Choose an activity Lesson 16 Viruses and Bacteria B4 explain the functioning of the immune system, and the roles of the primary, secondary, and tertiary defence systems describe factors that can have a negative effect on body systems, including pathogens (e.g., E. coli, influenza viruses, HIV) and toxins (e.g., botulism)

Your word says, No evil will befall you, Nor will any plague come near your tent. I know that as we seek to walk in your ways we have nothing to fear, for greater are you than he who would come against us. Thank you Lord. Complete each one.. 1) Flu Attack: How a virus invades the body 2) Brain Pop: Viruses 3) Brain Pop: Bacteria 4) Read FYI with all of the sections for more information 5) Choose an activity. Lesson 17 Antibiotic Resistance and Vaccines

B4 explain the functioning of the immune system, and the roles of the primary, secondary, and tertiary defence systems describe factors that can have a negative effect on body systems, including pathogens (e.g., E. coli, influenza viruses, HIV) and toxins (e.g., botulism) Lord your word directs us to care for one another, and I would praise you and thank you for all of those individuals upon whose hearts you have placed the burden of seeking new cures and treatments for our minds and bodies. You are the Teacher, and I thank you that you taught them that we might be blessed. I pray today for those I know who are seeking health. I pray your healing touch upon them, peace, and that they would know your sustaining power. Complete each one. 1) Brain Pop: Antibiotic Resistance 2) Brain Pop: Vaccines 3) Read FYI with all of the sections for more information 4) Choose an activity

Final Project
Cells, Tissues, Organs and Systems Project
A3 represent and interpret information in graphic form convey information, using appropriate units as applicable in diagrams (e.g., of a cell, of systems) A4 use models to explain how systems operate construct a variety of models (e.g., a cell, the eye, wave components) describe the relationships between components of the model and what it represents A5 demonstrate scientific literacy identify the main points in a science-related article or illustration describe the qualities of the scientifically literate person, such as awareness of assumptions (their own and authors) A8 demonstrate competence in the use of technologies specific to investigative procedures and research

Lord, thank you for all that I have learned through this study. Please help me to organize and prepare this project well that I may finish this part of the race well.
1) Select a project from A) B) or C) below and complete it on one of these systems: Skeletal system Nervous system Circulatory system Digestive system Respiratory system Muscular system 2) Do the research using the sources you have been exploring throughout the unit or others that you find. Use your activities as your notes. 3) Present Your Project to Others. Give a 10 minute presentation using the drawing as a visual. The presentation should include information on the system, its function and its importance within the body. Presenters should identify and point out the major organs and tissues of the system, briefly outline the function of each and identify a disease which could be detrimental to at least one of the systems. 4) Self-Assessment A) Visual Display On a 6-foot length of paper have someone draw your outline. This will serve as the outline for your illustration of one of the major human organ systems. Locate the organs and tissues that comprise your groups organ system. Note their physical appearance and location within the body. Draw, Label and colour the major organs and tissues of your system onto the outline youve traced. B) Written Report Write a report for the assigned system. The report should include: Include an explanation of what your organ system is and what its function is within the body Identify and define the major organs and tissues of your system. Explain the role of each one and why it is important to the system. How do the organs and tissues depend on each other? Explain how your system is dependent upon other organ systems within the body and/or how other systems are dependent upon your system. Identify some diseases or disorders that affect your system and how these affect the entire organism (some information you might want to include is a brief description of the types of cells that make up certain tissues within your system C) Choose a project of your own design.

Presentation Reflection
Name _________________________ Date ____________________ Directions: Circle the face that shows your answer How well did I prepare?

Not much

Some

Well

How do I feel about my presentation?

Not good

Okay

Good

What did I learn about myself?

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

What can I do better next time?

__________________________________________________________ __________________________________________________________ __________________________________________________________

Answer Keys
1)BrainPop Activities: Create your own free Educators Account and you will have access to all of their answer keys. 2) Bill Nye Cells Video Worksheet Answer Key 1. F Part 1 Alive Not Not Alive 2. A Part 2 Alive Not Not 3. R 4. M 5. P 6. I

Consider the Following: 7. L 14. G 8. Q 15. J 9. H 16. E 10. T 17.S 11. O 18. C 12. B 19. N 13. K 20. D

3) Human Body Basics Review http://sciencespot.net/Media/hlthhumbdypuzz.pdf 1. Unicellular 2. Nerve 7. System 8. Muscle 13. Muscular 14. Connective 18. Skeletal 19. Respiratory 22. Endocrine23. Circulatory 3.Digestive 4. Organism 5. Multicellular 6. Multicellular 9. Organ 10. Excretory 11. Tissue 12. Sun 15.Cells 16Homeostasis 17. Epithelial 20 Reproductive 21. Integumentary 24. Immune

Bibliography:

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