LS1+(7-8)+-+2


 * Students demonstrate understanding of structure and function-survival requirements by…**

2a __explaining how the cell, as the basic unit of life, has the same survival needs as an organism__ (i.e., obtain energy, grow, eliminate waste, reproduce, provide for defense).



GSE LS1 (7-8)-2a
==**Assssment Target: Describe or compare how different organisms have mechanisms that work in a coordinated way to obtain energy, grow, move, respond, provide defense, enable reproduction, or maintain internal balance (e.g. cells, tissues, organs, systems)**== Students demonsrate understanding of structure and function-survival requirements by...

2a explaining how the cell, as the basic unit of life, has the same survival needs as an organism i.e., obtain energy, grow, eliminate waste, reproduce, provide for defense... t';gl adfglkaerfgiopjasd'lif ueafu8mWDFU9d9fu mfu[Wfmw=908

What do these GSEs mean? What subtopics do students need to address to understand these GSEs?
Concepts contained in 2a: nucleous cell membrane endoplasmic reticulum (rough and smooth) golgi apparatus vesicles nuclear membrane DNA, RNA, chomosomes mitochondria ribosomes lysosomes centriols chloroplast cell wall asexual sexual mitosis meiosis cytokenisis osmosis glycolisis kreb's cycle electron transport system passive active
 * Cell theory
 * Characteristics of life
 * Types of cells: Prokaryote and Eukaryote
 * Cell structure/function of both animal and plant cells
 * Types of reproduction
 * Cell cycles
 * Types of locomotion

What ideas to students need to understand before they can address the topics described above?
Prerequisite Knowledge for 2a:
 * That the cell is the basic unit of life
 * The cell in and of itself is alive and has the same needs as other living organisms
 * Cell Theory
 * The cell cycle
 * Basic characteristics of life

What misconceptions are students likely to have about these topics?
Students often believe:


 * **Berthelsen, B. (1999). Students Naïve Conceptions in Life Science. MSTA Journal, 44(1) (Spring’99), pp. 13-19. [|http://www.msta-mich.org]**
 * **[]**


 * 1) Students are unsure about the hierarchy of atoms, molecules and cells. Cells are described as the components of many things including carbohydrates and proteins
 * 2) Students have difficulty discriminating between cell division, enlargement and differentiation. They may believe that living things grow because their cells get larger. The role of cell differentiation in growth is poorly understood.
 * 3) Students think in terms of two kinds of cells - plant and animal.
 * 4) Plants, fungi, eggs and seeds are not living.
 * 5) Only large land mammals are animals..
 * 6) Food is anything useful taken into the body including: water, minerals, carbon dioxide (plants), and sunlight.
 * 7) Respiration is synonymous with breathing
 * 8) Plants use heat from the sun as a source of energy for photosynthesis
 * 9) Sexual reproduction occurs in animals but not in plants.
 * 10) Students do not distinguish between sexual and asexual reproduction
 * 11) Students do not understand the relationship between DNA, genes, and chromosomes
 * 12) Living things contain cells (rather than they are made up iof cells)

What phenomena and representations help students understand these topics?
[] [] [] [] []
 * Videos...
 * Real life observations...
 * Online resources that provide interactive instruction
 * Direct Instruction:
 * Use Powerpoint presentations to describe and illustrate: the structures and functions of cell organelles; the eight characteristics of life; the cell cycle & mitosis; and meiosis.
 * Present videos illustrating cell growth & division. []

=**What activities or activity sequences can be used to address these GSEs?**=


 * Provide students with the materials to create a three dimensional model of the cell and its organelles
 * Have students assume the role of individual organelles and act out a scene that follows the process of synthesising a protein that is destined to be exported from the cell
 * Have students collect material to view under the micrscope and having them draw and label what they see
 * Seperate students into groups and assign each group an organelle of a cell. Have them create a model and research it's function, etc and why it is essential to the cell. Each group can either present to class or rearrange the groups so each on has a member of all the organelles and have the students teach each other.