S+Horne,Daniel+Patrick

**Office: 123 Ed Center** **Office Phone: 778-2579** **Office Hours: 1pm-2pm monday** ** E-mail: daniel.horne@maine.edu **
 * Teacher: Mr. Horne**

=Summary of Unit= This Unit is about exploring the cell and how it impacts life as a whole and also on a micro scale. The students will be exposed to many real life scenarios on how important some cells can be in life and other aspects. They will participate in many labs examining cells and how cells interact with on another to give them a better understanding of how they work. They will also take part in a large project in which they must complete a research project as if they were a soon to be professional in the field.

=Establish Goals= Maine Learning Results: Science and Technology - E. The Living Environment E3: Cells Grades 9-Diploma Students describe structure and functions of cells at the intercellular and molecular level including differentiation to form systems, interactions between cells, and their environment, and the impact of cellular processes and changes on individuals.

= = =Students will understand that= • Structure and function of cells at intercellular and molecular levels • Differentiation to form systems, interactions between cells and their environment • Impact of cellular processes and changes on individuals

= = =Essential Questions= • How do cells interact at an intercellular and molecular level? • Why cells differentiate to form systems, interactions between cells and their environment? • How cells impact cells impact cellular processes and changes on individuals?

= = =Students will know= • Membranes: phospholipids, diffusion,cell junctions, osmosis • Informational material: DNA, proteins, amino acid, mitosis, meiosis • Functions: mitochondria, glucose, water, metabolism, energy, protection

= = =Students will be able to=

• Express similarities/differences between different types of cells • Evaluate relationships among DNA, proteins, and amino acids • Design diagrams explaining mitosis and meiosis • Analyze how different factors effect cells • Role-play how certain biomolecules help cells perform • Reflect how all things that happen occur in cells

**Performance Task Overview** The Students will be interns for National Geographic and are all competing for a job as a junior field researcher. The competition is to make a documentary on an animal and how cells, in the animal, determine its life. the students should look at all aspects of that animal and how cells will help it complete everyday tasks. There must be a written report on the animal showing how cells determine it lifestyle and impacts its everyday life. In addition the students must create an imovie that is made to be a documentary on the animal they have chosen. When the documentaries are finished the students must present them to a board of executives as a sort of job interview. The board members will decide which one is the best and decide who gets the job.

=Expectations=
 * **Attendance/Late Policy:** Attendance is mandatory for this class unless with an excused absence. If class is missed work from that day must be made up within three days of the day missed. This only applies to absences with a note or acceptable excuse, cutting is not an excuse and if caught you will not be able to make up any work missed and receive a zero.
 * **Academic Integrity:** Plagiarism will not be tolerated and will be dealt with according to the severity of the event. All work used as reference must be cited in all assignments, even home work.
 * **Participation:** Participation will count for **25 points** of your total grade because active participation causes you to learn. Asking questions not only helps yourself learn but will help the class learn as well.
 * **Quizzes:** Quizes will be given every friday and will be on the material covered during the week to see if you have retained the information we went over. This will ensure we spend the proper amount of time on subjects to ensure it is learned properly and can be retained for later assignments.

=Benchmarks=

•Students will be in groups and discuss what they know about cells already and what they plan to learn on the in the future. They will use this for the entire unit to come back and add weekly entries to it to show what they have learned. This will be done in the form of a podcast so that rather then just reading blog entries they will be able to listen to their entries and use that as a reference for study. **100 points**  •Students will create a diagram of the cell labeling all the components of the cell. Also some of the larger cell components, mitochondria, nucleus, rough ER, and cell membrane, will be enlarged and shown with their own separate diagrams. This will be done in a glogster so that they can create the large general cell but on the other organelles they can attach links to their own other diagrams. **50 points**  •Students will create a short video on mitosis and meiosis and how each one effects an organism. They will be expected to describe all the parts of the cell cycle for both mitosis and meiosis paying close attention to the differences between the chromosomes and how they are divided between the processes; and for meiosis the difference between male and female. **50 points**  •Students will conduct a lab on how different factors effect cells. This will demonstrate what happens to cells in real time when they are submitted to certain factors. They will experiment with basic factors such as salinity and pH and then move on to a few more extreme examples. During the lab they will take pictures of the cells and their processes and then create a comic life on what they have learned in that lab using their experience and pictures they have taken. **50 points**  •Students will explore the effects of certain bio-molecules in a cell such as, carbohydrates, lipids, proteins, and amino acids. they will look into what each of those molecuels are used for and what they do to help the cell and our bodies. They will then create another short movie on how certain bio-molecules effect cells in the body to have as a good source of reference in addition to their text books and notes. **50 points**  •Students will start their research paper on an animal they choose. They will be able to work in groups of 4 or less or by themselves. In this research project they must answer specific aspects of this animals life such as, habitat, diet, mating, and life cycle. In addition to this they must relate how cells and cell aspects play a major role in those aspects of their animals life. After the paper is completed they will be asked to create a documentary on their animal and include everything they answered in their papers, including the cell aspects. **150 points**

** •Participation: 25 Points**

** ** •Quizzes: Quizzes will be given every friday and will count for 10 points each. ** **

=Grading Scale= **A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76), **C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59). A grade of a C- is required for each individual course in the Block. Your grade for the Block will be the average of the four grades you earn from each individual course of the Block.