Grade 8 - Cells and Systems

Instructor: Megan McHale March 2 - 6

Stage 1: Desired Results

General 2.K.1 - Investigate living things; and identify and apply scientific ideas used to
Learning interpret their general structure, function, and organization
Outcome(s)

Specific 2.K.1.a - Investigate and describe example scientific studies of the characteristics of
Learning living things (e.g., investigate and describe an ongoing study of a locally-found
Outcome(s) organism)
2.K.1.b - Apply the concept of system in describing familiar organisms and analyzing
their general structure and function
2.K.1.c - 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)

Learning Students will:

Objective(s) 1. Identify different forms of living organisms and explain the functions
required for life
2. Recognize that different structures are required for living organisms to carry
out similar functions

Daily Essential 1. What is needed for all living organisms to function and survive?
Question(s) 2. What structures do various living organisms have that allow them to carry
out these functions?

Stage 2: Assessment Evidence

Summative N/A Formative - Small group and class discussions
Assessment Assessment - Cut-and-paste concept map
- Exit slip

Stage 3: Learning Experience

Tech to Set up slideshow Resources - Cut-and-paste
Do to Bring concept map
- Playing cards
- Sticky notes

Time Content/Description Notes

Total Lesson Time - Unit B - Cells and Systems

32 minutes Topic 1 (part 1) - Functions and Structures
Grade 8 - Cells and Systems
Instructor: Megan McHale March 2 - 6

Lesson Start Time: March 2nd, 2020

Period 1 - 8:25am
Period 5 - 12:24pm
Period 6 - 1:41pm

5 minutes Introductory Discussion Can write student answers

● Give all students a playing card; they will separate on board to refer to at end
into groups based on the number of their card of lesson
(i.e., all 1s together, all 5s together). In their - No right or wrong
groups, they can brainstorm the following answers; just
questions: brainstorming
○ What are some examples of living - Any ideas that are
things/organisms? not on the right
○ What are some things that all living things track may be
need/have/do? clarified
● Refocus students and have brief whole class throughout the
discussion lesson
○ Each group will provide at least one idea
to each of the questions (one example of
a living thing, one thing that all living
things need to live)
○ Encourage students to provide answers
different than those already said, but it is
okay if they can not think of anymore.

10 minutes Topic 1 Slideshow Topic 1 Lecture Notes -

● Students may sit back in their original seats and I https://docs.google.com/pr
will hand out the foldable note sheet and provide esentation/d/1Ee-MZ9itNPa
instruction before beginning the lesson: iWV7sIw2leTJp4gomqjlzefzf
○ In the center region of the solid border cw6iXc4/edit?usp=sharing
sheet, write “Living Organisms”
○ Under each term on the dotted line Foldable Notesheet -
sheet, students will write down the https://docs.google.com/do
definition/explanation for each that will cument/d/1h3dClk0bAMky7
be shown and discussed in the slideshow icb-b0rZkbAyPbwC5163REs8
○ Remaining information will be filled in 2o9OjM/edit?usp=sharing
during student work time - this will be
explained after the slideshow
● Go through ‘Topic 1 Slideshow’ (slides 1-11)
○ Review the five different functions that
living organisms must carry out to survive
○ Review the structures required to carry
out these functions throughout various
organisms
○ Students will follow along and write
definitions/explanations under each
corresponding concept
Grade 8 - Cells and Systems
Instructor: Megan McHale March 2 - 6

● Provide students with instruction and

demonstration for cut-and-paste foldable:
○ Information that will be written in each
section of the solid line shape
■ An example for how both a
specific plant and animal carry
out each function (i.e., under
energy: a bear gains energy from
eating small animals and plants;
a sunflower gains energy from
sunlight, water, and carbon
dioxide)
■ Can go through one section
together as a class so students
know what information is
expected
○ How to properly cut and glue it together

15 minutes Student Work Time *This interactive note sheet

● Using chromebooks, students may research will solidify new learning
various living organisms to fill in the remainder of and understandings, as well
their notesheet as provide reference for
○ If there are not enough chromebooks in future assignments/study
the classroom, student may borrow from purposes
other classrooms, or work together with
one partner and share the resource
● When filled in entirely, students may cut their
individual sections out from the dotted line page
and glue to the corresponding section on the solid
line page; this can then be glued into their science
notebooks with the title Functions of Living
Organisms

2 minutes Wrap Up and Clean Up

● Refocus students and hand out one sticky note per
person
○ Have students put away all materials
(ensure that if the concept map is not
fully assembled, the pieces are stored
together so not to get misplaced;
students may finish next class if
necessary)
○ To assess their understanding of today’s
lesson, pose the following question to
students to answer on exit slip:
■ Describe how one living
organism you learned about
Grade 8 - Cells and Systems
Instructor: Megan McHale March 2 - 6

today gains energy for survival.

Does this organism have any
special structures or adaptations
that help them acquire energy
sources? (i.e., specially designed
teeth/beak/claws

Reflections and
Follow Up
Grade 8 - Cells and Systems
Instructor: Megan McHale March 2 - 6

Stage 1: Desired Results

General 2.K.1 - Investigate living things; and identify and apply scientific ideas used to
Learning interpret their general structure, function, and organization
Outcome(s)

Specific 2.K.1.b - Apply the concept of system in describing familiar organisms and analyzing
Learning their general structure and function
Outcome(s) 2.K.1.c - 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)
2.K.2.a - describe the role of cells as a basic unit of life

Learning Students will:

Objective(s) 1. Understand the levels of organization within living organisms from simplest
to most complex
2. Recognize how various components of systems relate to each other in
structure and function

Daily Essential 1. How are the various components of living organisms organized from the
Question(s) simplest structure to the most complex structure

Stage 2: Assessment Evidence

Summative N/A Formative - Student activity - arranging
Assessment Assessment themselves into levels of
organization
- Exit slip

Stage 3: Learning Experience

Tech to Slideshow Resources - Levels of organization cut
and glue activity
Do to Bring - Levels of organization
activity cards
- Sticky notes

Time Content/Description Notes

Total Lesson Time - Unit B - Cells and Systems

70 minutes Topic 1 (part 2) - Levels of Organization
Lesson Start Time: March 3rd, 2020
Period 1 - 8:25am
Period 5 - 12:24pm
Grade 8 - Cells and Systems
Instructor: Megan McHale March 2 - 6

15 minutes Finish Living Organisms Foldable Chromebooks will not be

- Have students retrieve their science notebooks used for this portion of the
Period 1 - Start this and the materials from last class, along with class; instead brainstorm
at 8:30am scissors and glue for each table group with partners
Period 5 - start this - Provide a demonstration on how to cut the the
at 12:29pm pieces of the foldable out and explain how to glue If students can not finish
each section to the corresponding are on the this activity in the allocated
other sheet of paper time, they will complete
- Students will work quietly with their table groups the cutting and gluing
to finish filling in examples of how living organisms during health (period 1) or
carry out their 5 main functions (i.e., Growth - a CHAT (period 5)
human starts as a baby, grows into a toddler, child,
teenager, then adult; a tree starts as a seed, grows
into a seedling, and eventually grows into an adult
tree)
- Provide an explanation that examples
may be brief and point form; think about
a plant/animal of their choosing and how
that organism carries out each function
- After demonstration, students will have
10-12 minutes to complete
Once complete, students will keep their science notebooks
out (along with the scissors and glue) for the next activity

25 minutes Levels of organization slides and interactive notes

- Before the lesson begins, students will have five https://docs.google.com/pr
Period 1 - start this minutes to cut out activity squares as directed by esentation/d/1NIgoS4aYR1
at 8:45am teacher. There will be a timer on the screen and KDNRN02GqHqLsq4tAQ3UH
Period 5 - start this they must be done by the end of the five minute lPlhkI6s8CN8/edit#slide=id.
at 12:44pm period g70e1cb73f7_0_91
- Instruct students that they will be gluing the
appropriate term, image, and definition to a row
on the handout with the blank squares
- Ensure to explain that they must glue
these items in the instructed order (i.e.,
cell, tissue, organ, organism) so to have
the interactive sheet representing levels
of organization from simplest structure to
most complex.
- Cell Slide
- Explain what a cell is (basic unit of every
system)
- Provide examples of different cell types
(i.e., blood cell, plant cell, muscle cell,
etc.)
- Unicellular organisms vs. multicellular
organisms
Grade 8 - Cells and Systems
Instructor: Megan McHale March 2 - 6

- At this point, students will have 2 minutes

to glue the 3 squares corresponding to
cells in the order dictated on the
notesheet
- Tissue Slide
- Explain that tissues are composed of
groupings of cells that function similarly
- Provide examples of various tissue types
(i.e., heart tissue, muscle tissue,
connective tissue, nervous tissue,
epithelial tissue, specialized plant tissues
that provide support for various parts of
the plant, i.e., stem)
- At this point, students will have 2 minutes
to glue the 3 squares corresponding to
cells in the order dictated on the
notesheet
- Organs Slide
- Explain that organs are composed of two
or more types of tissues that work
together to carry out a specific function
- Examples (heart, lungs, liver, kidney,
stomach)
- At this point, students will have 2 minutes
to glue the 3 squares corresponding to
cells in the order dictated on the
notesheet
- Systems Slide
- Explain that a system is composed of a
group of organisms that perform a
particular task
- Examples (circulatory system, digestive
system, nervous system)
- At this point, students will have 2 minutes
to glue the 3 squares corresponding to
cells in the order dictated on the
notesheet
- Organism Slide
- Explain that an organism is a living thing -
animals function by several organ systems
working together
- Examples (humans, animals, plants)
- At this point, students will have 2 minutes
to glue the 3 squares corresponding to
cells in the order dictated on the
notesheet
Grade 8 - Cells and Systems
Instructor: Megan McHale March 2 - 6

5 minutes for “Find Your Level of Organization” Activity The purpose of this activity
instruction - Each student will randomly be given a structure is to provide a movement
15 minutes for (may be a specific cell, tissue, organ, or organ break, while also practicing
activity system) newly learned concepts
- They will then move around the room and find the
Period 1 - start this corresponding structures that relate to theirs The various structures that
at 9:10am - (i.e., if they hold a card that has a brain on it, they will be cut out individually
Period 5 - start this know that this is an organ and should try to find and handed out to students:
at 1:09pm the cell (neuron), tissue (nervous tissue), and https://www.troup.org/user
system (nervous system) that goes along with their files/929/My%20Files/Scien
structure) ce/MS%20Science/7th%20S
- When a group of four finds what they think is the cience/Organization%20of%
proper organization group, they will stand in a line 20Living%20Things/EQ1Lev
from simplest structure to most complex els/levels_organization_exa
- I.e., from left to right, the person holding mples.pdf?id=7280
the cell card will stand on the far left, with
the tissue person standing next them, the
organ, and finally organ system on the far
right)
- Standing in a line, the group will hold up
their hands and I will come to check if
they have the order right, if not, I will
have them reorder. If one of the
structures is incorrect, I will have that
person continue to move around and find
the correct system
- If students are able to do this activity quickly, we
will re-randomize the cards, and they may try
again with another organization system
- If students seem to be struggling, I will provide
hints to help out

5 minutes Transition and Activity Review

- Have students return to desks and place their
Period 1 - start this activity cards in a pile on one desk in the pod (I will
at 9:30am come collect these)
Period 5 - start this - Take a few minutes to briefly go over each of the
at 1:29pm systems that were involved in the activity

3 minutes Exit Slip

- On a sticky note, students will answer the
Period 1 - start this following exit question:
at 9:35 - What are the five levels of organization?
Period 5 - start this Order them from simplest to most
at 1:34 complex.
Grade 8 - Cells and Systems
Instructor: Megan McHale March 2 - 6

Reflections and
Follow Up
Grade 8 - Cells and Systems
Instructor: Megan McHale March 2 - 6

Stage 1: Desired Results

General Science
Learning Skills Outcome 2: Performing and Recording
Outcome(s) Conduct investigations into the relationships between and among observations, and
gather and record qualitative and quantitative data
Skills Outcome 4: Communication and Teamwork
Work collaboratively on problems; and use appropriate language and formats to
communicate ideas, procedures, and results
Attitude Outcome 1: Collaboration
Work collaboratively in carrying out investigations and in generating and evaluating
ideas
Math
Number:
Develop number sense.

Specific Science
Learning - use instruments—including microscopes—effectively and accurately for
Outcome(s) collecting data (e.g., use a microscope to produce a clear image of cells)
Math
6. Demonstrate an understanding of multiplying and dividing positive fractions and
mixed numbers, concretely, pictorially, and symbolically

Learning Students will:

Objective(s) 1. Identify and understand the parts of a microscope and handling/use
procedures
2. Solve questions of multiplying proper fractions using various methods

Daily Essential 1. Why are microscopes significant within the scientific world?
Question(s) 2. How can you solve problems involving the multiplication of two proper
fractions both pictorially and by using a rule?

Stage 2: Assessment Evidence

Summative N/A Formative - Journal entry
Assessment Assessment - Worksheet
- Discussions

Stage 3: Learning Experience

Tech to Slides Resources - Microscope worksheet

Do to Bring
Grade 8 - Cells and Systems
Instructor: Megan McHale March 2 - 6

Time Content/Description Notes

Total Lesson Time - Unit B - Cells and Systems

70 minutes Topic 2 (part 1) - Cell Theory and Introduction to
Microscopes
Fraction Operations
Topic 6.3 - Multiplying Proper Fractions
March 6th, 2020 ·

20 minutes Introductory Activities and Lesson Slides -

● Pose the following question to students: What are https://docs.google.com/p
Period 1 - 8:30am some of the reasons that we need microscopes? resentation/d/1Z19o815LU
Period 5 - 12:30pm What do we use them for? jt7x73tqFGhQNlB_y3mSFoX
○ Give students 2 minutes to turn to their Xvbhyz3wKEA/edit#slide=id
shoulder partner (or in small table .g70ffb2d8dd_0_206
groups) to discuss the the question
○ While students are discussing, hand out
their journals for the next activity History and Uses of
○ As I walk around, I will listen to Microscopes -
conversations and encourage students https://www.youtube.com
who are on the right track to share some /watch?v=Ue-86MDmjns
of their answers during discussion
○ Refocus students and briefly go through Introduction to Cells -
some of the ideas that have been https://www.youtube.com
brainstormed /watch?v=gFuEo2ccTPA
● Provide the instruction that while we watch
‘History and Uses of Microscopes’ video, I want Cell Scale -
students to pay attention and write down 3 https://learn.genetics.utah
interesting points or things they did not know .edu/content/cells/scale/
beforehand about microscopes
○ After the video, ask if there are key points
that we were able to pick out of the video
● Briefly go through slides explaining some of the
history and main functions of microscopes
○ Students do not have to take notes during
this time
○ Bring up the term cell and explain the
importance of being able to visualize cells
by using microscopes
● Watch ‘Introduction to Cells’ video so students can
begin to understand some of the many types of
cells and parts of daily life that we understand due
to microscopes
● Finally, follow the ‘Cell Scale’ link so students can
visualize the extreme size scale from a coffee bean,
all the way down to some of the smallest things
that are visualized using microscopes (i.e., blood
Grade 8 - Cells and Systems
Instructor: Megan McHale March 2 - 6

cells, water molecule, etc.)

20 minutes Textbook Worksheet

● Instruct one person from each table grouping to
Period 1 - 8:50am collect textbooks for their table (1-2 per group)
Period 5 - 12:50pm ○ While this is happening, go around and
hand out the microscope worksheet
● Provide instruction that in their groups (or with
the person they are sharing a textbook with) they
will read through pages 106-109 and fill in the
parts of the microscope, as well as fill in the blanks
provided regarding microscope handling and use
procedures
○ Before they begin, explain to students
that we will be in the lab during Monday’s
class actually using microscopes. To do
this however, they must have this
worksheet completed. If they do not do it
in class, they will have to complete it on
their own time over the weekend and
must be handed in to me at the beginning
of class on Monday. Those that are not
finished will have to complete the
worksheet while everyone else is using
the microscopes
○ There are 3 parts of the microscope that
are not depicted in the textbook (5, 6,
and 11). I will provide the answers for
these so students can copy them onto
their sheets

3 minutes Transition - Science to Math

● At the end of the allocated work time, instruct
Period 1 - 9:10am students to store their worksheets in their binders,
Period 5 - 1:10pm so not to get lost and retrieve their math notebook
so we can switch over to the next part of the class
(math)
● As students are switching out their materials, hand
out blank sheets of paper and instruct them to
retrieve two different coloured writing utensils if
possible

15 minutes Multiplying Proper Fractions - Paper Folding/Area

Modelling
Period 1 - 9:13am ● Go through the example 1/2 x 2/3 using the paper
Period 5 - 1:13pm folding method
○ I will instruct on how to fold and shade by
Grade 8 - Cells and Systems
Instructor: Megan McHale March 2 - 6

drawing the example on the board; this

will allow students to better follow along
○ Explain how the answer to the problem
can be visualized in this way
● In their science notebooks, students will copy
down the title Multiplying Proper Fractions and
the rule of: double shaded sections = numerator
and total number of sections = denominator
○ Provide 3 more examples that students
can work through using this method; we
will go through the first one together on
the board and the other two will be done
in their table groups
○ As they are working, I will walk around to
check understanding and draw the two
examples on the board; we can then
briefly review the answers for each
example so everyone has the correct
product written in their notebooks

10 minutes Multiplying Proper Fractions with a Rule

● Ask students if they can see the connection
Period 1 - 9:28am between the multiplication statement between
Period 5 - 1:28pm proper fractions and the answer that comes from
that question
○ Give them a moment to think aloud to
those closest to them and then refocus
and go through the rule together
○ Have them write the rule in their
notebook below the previous entry
(numerator x numerator and
denominator x denominator)
● Provide 1-2 examples that they may try in order to
check this rule; we will come back to this at the
beginning of the next class

Reflections and
Follow Up