Subject Area Science

ED 3604 – Evaluation of Student Learning Grade Level 8

Unit Assessment Plan Topic Cells and systems
Length of Unit (days) 33

Part 1: Unit Introduction

• Unit Overview
o What is the grade level, length of unit, classes each week and length per class?
Grade 7
Science,
Unit length 4 weeks, 4 times per week, 34 minute classes

o Where does the unit fit in the program of studies?

Unit B: Cells and systems (Science and Technology Emphasis)

• Rationale for the Unit

o Why is this unit taught? (What is the purpose of the unit within the course?)

Overview: Humans have always depended on plants as a source of food and fibre, and to meet a variety
of other needs. To better meet these needs, technologies have been developed for selecting and
breeding productive plant varieties and for maximizing their growth by modifying growing
environments. Long-term sustainability requires an awareness of the practices humans use and an
examination of the impacts of these practices on the larger environment.

o What core concepts/topics does it address?

The following concepts are developed in this unit and may also be addressed in other units at other
grade levels. The intended level and scope of treatment is defined by the outcomes below:

- Organisms
- Cells
- Organs
- Tissues
- Structure and function
- Systems
- Response to stimula
- Health and environmental practices

o How does it reflect attention to the experiences and perspectives of FNMI groups?

The outcomes for Science, Technology and Society (STS) and knowledge investigate plant uses; and
identify links among needs, technologies, products and impacts. Students identify uses of plants as
herbs or medicines; describe plant products, and identify plant sources on which they depend. The
Attitude/mutual respect outcome in which students will be encouraged to appreciate that scientific
understanding evolves from the interaction of ideas involving people with different views and
backgrounds (e.g., show awareness of the diversity of agricultural practices used by societies around the
world at different times through history; appreciate the role of Aboriginal knowledge in identifying
useful herbs and medicines)

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic Cells and systems
Length of Unit (days) 33

• Special Considerations
o What knowledge/skills are you assuming are in place?
Previous knowledge begins in grade 1, Topic E: Needs of Animals and Plants and Grade 4,
Topic E: Plant Growth and Changes, during which they learn about living things and what they need to
live and grow. By studying a variety of living things, students become familiar with similarities and
differences and develop skills for describing and classifying what they see. They focused on how living
things survive, what they need and how their needs are met. Student’s become aware that groups of
living things have some common needs and that different plants meet those needs in different ways.
Students also learn about their own responsibility in caring for living things. In grade Topic 6E, students
learn about trees as individual plants and as part of a forest ecosystem.

o Are there any family/community issues you are going to have to be prepared to address?
Students need to realize that attendance is very important. I have to contact parents to let them know
that we will be covering a lot of material and that in class lectures help students learn. I also know that
some students need some time with writing notes and or reading I would have to make other
arrangements with an E.A. or another teacher for the student to work on an assignment.

o How might you address individual differences?

I would have to know the students regarding their strengths and weakness; their preferred learning styles
in order to meet their needs. I would have to know the students and how they learn best. I would have
to provide a variety of learning experiences to address their needs. I would address individual differences
by matching instructional strategies to different needs. Things I could do is pair a stronger (reader)
student with a weaker student. I could assign group work. I could have oral assessments for students
with writing difficulties.

Part 2: Unit Planning Organization

o What is the overarching question that drives the unit?

What do living organisms have in common?

o What key questions can be explored within the overarching question?

How are cells organized to carry out different functions?

How do systems work together to keep organisms healthy?

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic Cells and systems
Length of Unit (days) 33

General Learning Expectations and Specific Learning Expectations

Students will:

GLE

2K1 Investigate living things and identify and apply scientific ideas used to interpret their general
structure, functions and organization

SLE’s

2Ka Investigate and describe the role of cells within living things

2K1b Interpret the healthy functions of human body systems and illustrate ways the body reacts to
internal and external stimuli

GLO

2K2 Investigate life processes and structures of plants, and interpret related characteristics and
needs of plants in a local environment

SLE’s

2K2a describe the general structure and functions of seed plants (e.g., describe the roots, stem,
leaves and flower of a common local plant)

2K2B investigate and interpret variations in plant structure, and relate these to different ways that
plants are adapted to their environment (e.g., distinguish between plants with shallow spreading
roots and those with deep taproots; describe and interpret differences in flower form and in the
timing of flower production)

2K2c investigate and interpret variations in needs of different plants and their tolerance for different
growing conditions (e.g., tolerance for drought, soil salinization or short growing seasons)

2K2d describe the processes of diffusion, osmosis, conduction of fluids, transpiration,

photosynthesis and gas exchange in plants [Note: This item requires a general understanding of the
processes; it does not require knowledge of the specific biochemistry of these processes.]

2K2e describe life cycles of seed plants, and identify example methods used to ensure their
germination, growth and reproduction (e.g., describe propagation of plants from seeds and
vegetative techniques, such as cuttings; conduct a germination study; describe the use of beehives
to support pollination)

Attitude Outcomes
Interest in Science
EDUC 3604 – Unit Assessment Plan Template
 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic Cells and systems
Length of Unit (days) 33

Students will be encouraged to:

2A1 Show interest in science-related questions and issues, and pursue personal interests and career
possibilities within science-related fields (e.g., observe plants in the local community, and ask
questions about plants with unusual characteristics; pursue a hobby related to the study of living
things; express an interest in science-related/technology-related careers)

Mutual Respect

Students will be encouraged to:

Appreciate that scientific understanding evolves from the interaction of ideas involving people with
different views and backgrounds (e.g., show awareness of the diversity of agricultural practices used
by societies around the world at different times through history; appreciate the role of Aboriginal
knowledge in identifying useful herbs and medicines)

WEEK 1 Monday Tuesday Wednesday Thursday Friday

Lesson Title Part 1 Part 1 Part 2 Part 2 Part 2

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic Cells and systems
Length of Unit (days) 33

Topic 1 Characteristics Levels of Microscope: Inquiry Inquiry

of living things organization in Funtions and investigation proper use
organisms history using a and care of a
microscope microscope

Key What is the What is the Will there How do we

Questions smallest living most always be produce
thing? important enough plants product from
characteristics to support the plants?
What of an needs of the
characteristics organism? human
do plants have population for
with humans? food & fibre?
Or what What are the
characteristics conditions for
do animals have
growing
with humans?
healthy plants?

GLO’s 2K1 2K1 2K1 2K1 2K1

SLO’s 2K1a, 2K1b 2K1a, 2K1b, 2K1a, 2K1b 2K1a, 2K1b, 2K1a, 2K1b
2S1, 2S1a 2S1e

Assessment Exit Slip, Formative Formative Formative Topic 1

students will Assessment assessment Assessment review, pg
write down checklist. Questioning, questioning, 103 Qs 1-8
what they Walk about walk about are assigned
learned on (Recording homework
characteristics analyzing and Web Search, Students will from
of plants vs interpreting) Website: Kainai record previous
Plants. Select 5 experiment
humans and or class.
humans vs plants & into science log
animals research where due end of day Summative
they grow? on Friday.
characteristics Characteristics, Assessment
of living things uses/medicinal Assessment
10 question
w/s uses. Enter checklist
multiple
into science choice Quiz
log. Logs are

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic Cells and systems
Length of Unit (days) 33

handed in
every Friday

Activities Assigned Assigned Web Search: Assigned Review the

readings from readings pg Kainai Plants & readings for home work
textbook pgs 100-102, (for complete the today pg 100- question on
(94-99). questions) activity on pg 101, In class Topic 1, in
Complete the 99, Herbal “Investiga-tion class
W/s 8.2.2a and
science w.s Remedies Qs 1 2-B” pg 102, discussion,
8.2.1a & 8.2.2b &2 (experiment) than do the
functions and Optional do quiz.
“Growing
structures. topic 1 review Conditions for
pg 102 Healthy Plants”

Materials Textbook- Textbook, Website: kainai Science Focus 7 Science

Science Focus 8: plants. Lap Textbook, Focus 7
Science, w.s 8.2.2a & tops, thumb tact, Textbook
Technology 8.2.2b graduated
Science focus 7
Society; cylinder, ruler,
McGraw-Hill Textbook seeds sprouted
Ryerson Ltd., between layers
Science Focus of moist paper
Video Series towel, paper
cups, potting
https://www.da
soil, water
ilymotion.com/
video/x3cy11f

WEEK 2 Monday Tuesday Wednesday Thursday Friday

Lesson Title Roots Root Crops Stems & their Leaves & Plants in
function? moving water Alberta
in plants

Topic 2 Structures & Structure & Structure & Structure & Structure &
Adaptations Adaptations Adaptations Adaptations Adaptations

Key What What What Explain the What are the

Questions techniques do techniques do techniques do process of special
we use to grow we use to grow photo- conditions

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic Cells and systems
Length of Unit (days) 33

plants for food we use to grow plants for food synthesis? for growing
& fibre? What is plants & fibre? What What is crops in
the plants is the function respiration? Alberta?
structure of a For food &
of the stem?
dandelion? fibre? What is
the function of
the root?

GLO’s 2K2 2K2 2K2 2K1 2K1

SLO’s 2K2a, 2K2b, 2K2a, 2K2b, 2K1a, 2K1b, 2K1a, 2K1b, 2K1a, 2K1b,
2K2c 2K2d 2k2d 2K2d 2K2c

Assessment Mid FA Formative Formative Formative Topic 2

observation & assessment assessment assessment review Qs
questioning observation & observation & observation & assigned
during activity. questioning questioning questioning home work
during acitivity. during acitivity. during acitivity. from the
Science Log Science Log Science Log Science Log previous
Assessment Assessment Assessment Assessment class.
Checklist. Checklist Checklist Checklist
Summative

Assessment

10 Q

Quiz

Activities Required Required Required Required Investiga-

Reading top of reading reading reading tion 2D,
pg 104, assignment Pg assignment pg assignment pg pg113, Food
complete the 105-106, 107-109, 110-111, & Fibre
word connect & Complete the Plants in
enter into your Find Out Complete the Complete Alberta.
Find Out Investigation Library or
notebook. Activity
Activity “Celery 2C, “Design a Internet
Complete the “Getting to the Super Search due
Find Out Root of Plant for its
-highway” pg Monday, can
Activity Roots”pg 106, Habitat”, pg work on this
“Digging into enter into 108, enter into 112, enter into after quiz
Dandelions” pg science log science Science log
104 and enter
log

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic Cells and systems
Length of Unit (days) 33

into your
science log.

Materials Textbook, Textbook, Textbook, Textbook, Textbook,

Science water, blue science log, quizzes, lap
notebook, food coloring, Poster paper, tops, science
Science log, carrot (with Blue or red pencils, art
log
trowel, leaves intact), materials
Food Coloring,
dandelion with 250 mL beaker,
roots, leaves table knife, 50 mL beaker,
stems & flower, scale, science celery stock
ruler, log with leaves,
magnifying water,
glass, scissors magnifying
glass or
microscope

WEEK 3 Monday Tuesday Wednesday Thursday Friday

Lesson Title New Genes & Seed Plant Pollination Seed Dispersal Topic 3
Types of Plant Reproduction from Seed to Review
Reproduction Fruit

Topic 3 Plant Plant Plant Plant Plant Repro-

Reproduction & Reproduction Reproduction Reproduction duction &
Breeding & Breeding & Breeding & Breeding Breeding

Key How can we How can we How does What are some How can we
Questions grow plants grow plants pollination ways that grow plants
without without happen? What seeds are without
harming the harming the conditions do dispersed? harming the
environment? environment? you think a What Is environ-
Why is there seed needs to germination? ment?
Why is genetic such a variety be able to How does seed
modification among grow? germination
controversial? flowers? vary with
environment-al
changes?

GLO’s 2K4 2K4 2K4 2K4 2K4

SLO’s 2K4a, 2K4c 2K4c 2K2a, 2K2b 2K4a, 2k1b 2K1a, 2K1b

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic Cells and systems
Length of Unit (days) 33

Assessment Formative Formative Formative Formative Formative

Assessment, Assessment, Assessment, Assessment Assessment
Think pair share worksheet Exit Slip – what Exit Slip – Questioning:
“ Why is “Parts of a did you find What Did You pg 130, Qs 1-
genetic Flower”, out? Qs 1 &2 Find Out? Qs 1 5, topic
modification complete the pg 125 & 2, 3rd Q on review Qs
controversial” science Log video. (groups of 3)
discuss with a assessment in class with
partner and Checklist teacher
present your
findings to the Summative:
Wrap-up
class
topic using
your
textbook
complete pg
131. Hand
questions in
on Monday

Activities Previously Previously Assigned Assigned In class

assigned assigned required activity:
required required readings pg Required Topic 3
reading pg 115 - reading pg 120- 124-125: readings pg Review, in
119, in class 123: Cones, Pollination & 127-128. groups of 3
Science Focus
activity Flowers, Parts From Seed to answer Qs 1-
“Internet of a Flower. 7, Video series: 5. We will go
Fruit.
connect” Pg Complete the “Speeding up over the
117, (Genetic worksheet Complete the Germination”. questions
Modification), “Parts of a “Find Out together,
Activity – Complete “Find
go to website Flower”. Out Activity- whole class
and then to Complete the Inside Seeds” discussion
Helping Plants
Science “Find Out Grow”, pg 130
Resources, then Activity – Role
to Science of the Flower”,
Focus 7 pg 123 & enter
into your
science log

Materials Website: Textbook, Textbook, Textbook, Textbook,

www.school.mc Worksheet, dried lima Science Video
Science log, A beans, water, Series:

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic Cells and systems
Length of Unit (days) 33

grawhill.ca/reso flower, dark- jar or a glass, Speeding up Science

urces colored paper, magnifying Germination. notebook
pencil, glass, Exit Slips
magnifying Find Out
glass, paper Activity
materials: large
sheets of
paper, felt
pens, Exit Slips

Stage 1 – Desired Results

Established Goals – GLO(s):

General outcome 8. Nature of Science Emphasis

Understandings: Essential Questions:

Students will understand that…

SLOs:  How can we make sense of the vast diversity of

living things?
 What do living things have in common?
 what variations do we find in the structure and
 apply the concept of system in
function of living things?
describing familiar organisms and
analyzing their general structure and
function
 illustrate and explain how different
organisms have similar functions that
are met in a variety of ways (e.g.,
recognize food gathering as a common
function of animals, and note a variety
of food-gathering structures)
 describe the role of cells within living
things

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic Cells and systems
Length of Unit (days) 33

Prior understandings… Students will be able to…

In Grade 7 students learned about Plants for food and fiber.

Grade 8 students have developed the general knowledge of
plants. In grade 8 they go into more in depth to learn about Understand and identify what living organism’s have in
plants and its structures.
common.

Identify how cells are organized and carry out diferente

funtions.
Where does this lead?
Recognize how systems work together to keep organisms
healthy.

Grade 8 students will learn the importance of cells

and systems to help them with grade nine where
students will start learning about the diversity of
chemical change.

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic Cells and systems
Length of Unit (days) 33

Stage 2 – Assessment Evidence

Pre-Assessment

K-W-L Chart- Students will fill out a KWL chart before the Unit starts and after the unit ends.

Quizzes, Tests, Assignments Performance Tasks, Projects

This unit has seven topics.

Part 1 Topic 1,2,3 Part 1 test Lab and inquiry investigations.

Part 2 topic 4,5 Part 2 test

Part 3 topic 6,7 Part three test

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic Cells and systems
Length of Unit (days) 33

Other Evidence (observations, work samples, Student self-assessment

dialogues)

With the Kwl chart and one on one conversations of student

growth plus communications between assignments. Students
will see the development of their growth and also feel
Circulate and observe students understanding of accomplished with the work that they do.
topic worksheets.

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic Cells and systems
Length of Unit (days) 33

Assessments

Daily pre Daily Performance

Title Pre-assessment Exit slips quizzes Unit test
assessment checklists tasks

Learning Outcomes Type Formative Formative Formative Formative Formative summative

(Formative/Summative)
formative

0%
Weighting 0% 0% 10% 15% 45% 30%

Fluid movement in cells worksheet x x x x x x x

Pictures of cells, plant, animal. x x x x x x x

Diagrams of the microscope x x x x x x x

Body systems worksheet. x x x x x x

Viewing cells worksheet x x x x x x

Cell specialization in cells x x x x x x

 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic Cells and systems
Length of Unit (days) 33

Body systems in humans x x x x x

Circulatory, respiratory & digestive

x x x x x
system.
 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic Cells and systems
Length of Unit (days) 33

Assessment Tool Overview

Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning

Students will fill out the KWL chart to

Pre-assessment evaluate and or assess what they know
√ √
before the unit starts about cells and
systems.

Students will fill out exit slips once a week to

assess prior knowledge of what they are
learning. Exit slips will involve the two
Exit slips through
buffalo’s and a wish. The wish students have √
out
will be put in a jar and at the end of the unit
teacher will draw out a slip and grant one
wish.

Worksheet one will be a question and

Assignment 1 √
answer based on fluid movement in cells.

Assignment 2 is based on children’s

knowledge and understanding of plant and
Assignment 2 animal cells. They will demonstrate √
understanding of plant and animal cells by
naming the structures.

Students will name and label parts of the

Assignment 3 microscope to demonstrate their √
understanding of the microscopes functions.

Assignment four is about the body system

and its functions they will be assessed
Assignment 4 through knowing the system and how √
important each system is to the human
body.
 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic Cells and systems
Length of Unit (days) 33

Unit test Cells and Unit test will be given to the students after
  
systems topic 1 through 7 has been covered.