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MYP unit planner

Unit title
Teacher(s) Subject and grade level Time frame and duration

Considering Cancer
Brynna Vogt 7th Grade Life Science 45 days

Stage 1: Integrate significant concept, area of interaction and unit question
Area of interaction focus
Which area of interaction will be our focus? Why have we chosen this?

Significant concept(s)
What are the big ideas? What do we want our students to retain for years into the future?

Health and Social Education Cancer is a disease that affects all societies, and that all students will have to deal with at some point, whether they, or someone close to them, are diagnosed.

Cells are the smallest unit of life that can function independently and perform all the necessary functions of life; cancer is caused by a cell that is not functioning correctly.

MYP unit question
What is cancer and how do we treat it? Why do people, including healthy people, get cancer and what can I do to minimize my risks?

What task(s) will allow students the opportunity to respond to the unit question? What will constitute acceptable evidence of understanding? How will students show what they have understood?

Summative – Culminating Cancer Presentation. Students will follow a rubric to create a presentation for someone recently diagnosed with a type of cancer of their choosing. Students will design their presentation from the perspective of a company informing people diagnosed with cancer about their cancer and the treatment options they have, along with pros and cons of those options. The presentation will put together what students have learned about cell division, along with the who, where, what, when, why, and how of cancer, and pros and cons of various cancer treatment options. It will also look at the cultural aspects of cancer, both risks and access to treatments. Summative – Cancer Free at 50 Plan. Students will use what they have learned about cancer risk factors to analyze the choices they make in their lives. Students will look for behaviours they engage in

that could lead to cancer, knowing that we don’t know for sure who will develop cancer, and that some risk factors such as race and genetics can’t be controlled. They will create a plan to reduce their risks of developing cancer.
Which specific MYP objectives will be addressed during this unit?




D. E.

One World a. Students will explain the ways in which science is applied and used to address specific problems or issues b. Discuss the effectiveness of science and its application in solving problems or issues Communication in science a. Students will use appropriate communication modes to effectively communicate theories, ideas, and findings in science b. Acknowledge the work of others and the sources of information used by appropriately documenting them using a recognized referencing system Knowledge and understanding of science a. Recall scientific knowledge and use scientific understanding to construct scientific explanations b. Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations critically c. Analyze and evaluate information to make judgments supported by scientific understanding. Processing data a. Analyze and interpret data b. Draw conclusions consistent with the data and supported by scientific reasoning Attitudes in science a. Work effectively as individuals and as part of a group by collaborating with others.

Which MYP assessment criteria will be used?

A. B. C. D. E.

One World Communication in science Knowledge and understanding of science Processing data Attitudes in science

Stage 2: Backward planning: from the assessment to the learning activities through inquiry
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question? What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1?

CO Standard 3. Cells are the smallest unit of life that can function independently and perform all the necessary functions of life. Identify cell structures, functions, processes, and the stages of cell division. Use cell structures, functions, and processes to explain that cancer is caused by a cell that isn’t functioning correctly. Risk factors that could increase cancer risk, including cultural, and how to minimize risk. Analyze the habits of different people to determine their risk of developing cancer.

Pros, cons, and effectiveness of various cancer treatments. List international as well as national researchers, and their contributions to cell and cancer research. Find and organize international cancer research. Learner profiles • Inquiry – students determine what they want to know about cancer and research it • Knowledgeable – explore the global issue of cancer and delve into social studies (cancer across cultures), language arts (research and communication), music (cell songs) and math (cancer rates and percentages) • Other learner profiles are included in ATL below.

Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?

HSE – what cancer is, why it happens, and what can be done to prevent and treat it ATL • Communication/Collaboration – student groups will work together to develop a presentation that explains cancer in a caring and compassionate way to someone else. This happens from a variety of perspectives (one group will explain to someone newly diagnosed, one group to someone with a newly diagnosed family member, etc., keeping the dignity of the other person in mind.) • Information Literacy – students will access information from a variety of sources about international and national cell and cancer research • Reflection – students will examine their own habits to identify those which could increase their cancer risks • Transfer – students will use information from social studies class to help create an understanding of why some cultures are at a greater risk for certain types of cancer HI – how have we come to the understandings about cancer we currently have ENVS – the effect of the environment on cancer development CS – how cancer affects a community

Learning experiences
How will students know what is expected of them? Will they see examples, rubrics, templates? How will students acquire the knowledge and practise the skills required? How will they practise applying these? 5-8 Do the students have enough prior knowledge? How will we know?

Teaching strategies
How will we use formative assessment to give students feedback during the unit? What different teaching methodologies will we employ? How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs?


Formative Assessments

- Long term and daily objectives posted on the board and referred to daily. They are also posted on the class website and emailed to parents weekly. - Samples of strong and weak student work shared - Rubrics given for appropriate assignments Prior knowledge - KWL Chart on cancer created together after Think-pair-share - Cell pre-test Learning experiences - Cells Under a Microscope – students use microscopes to identify different types of cells and come up with questions to explore based on what they see. Questions are posted in the room on a KWHLAQ chart. As questions are answered they are moved to the L part of the chart with their answer. Students can add to the Q section of the chart throughout the unit. Throughout the unit students are given times to explore, independently or in small groups, questions that have come up that they would like to answer. A full day is dedicated at the end of the unit for students to explore unanswered questions. - Exploring the Cell as a Peanut Butter Cup Factory – Students are asked to create and run a PBC Factory, using Legos to put peanut butter cups together. Once the factory is created students are informed that a cell works the same way as a PBC Factory. Students work on their own or in small groups to match the cell parts to the factory parts using their choice of resources such as books, the internet, posters around the room, or small-group teacher-led minilecture. When they are finished they will jigsaw with other groups to find out if research matched up, and to resolve any dilemmas that may occur. - Make a model of a cell – Students will work on their own or in small groups to create a model of a cell, along with structures and functions. Students will share their models, which will be set up around the room. Students may use a variety of materials such as candy and jello, drawing materials, arts and crafts supplies, etc. to create their cells. Students who are musically inclined can pair with a group to create a song about their cell model. Students whose primary language is not English may label their cell structures in their mother tongue, and may videotape their presentation in advance. Models will be peer assessed before they are presented. - Who discovered cells? – Students choose a cell or cancer researcher and research their life and contributions. They come to class the next day as that person (extra credit for dressing up!) and tell us about their contributions and their struggles. Researchers span a variety of cultures. This helps students realize how we have come to the understandings we have in cells and cancer, and the importance of perseverance in science (and life). - Faces of Cancer – Students represent a fake person from ages 020, 21-40, 41-60, and 60 to death. Subjects come from all cultures, are all ages and genders, and in this activity all develop cancer. Students draw an envelope with their person. They work together in

- Answer what one part of a cell does to get out of class - Exit slips on Tuesdays. Quizzes on Fridays that build on those exit slips. - Model of a cell - Questioning using whiteboards - Reflections on Cell Test - Muddiest point papers - Hold up fist (no understanding) to five (complete understanding) Teaching methods - 5E – engage, explain, explore, extend, evaluate - Jigsaw - Kinesthetic, visual, verbal, songs Differentiation - Students with different languages do flash cards in mother tongue and English - Students with low abilities get researchers who are more commonly known and have lots of internet resources, and note-taking templates. Highability students get more obscure researchers. - Heterogeneous and homogeneous grouping

small groups to introduce their person. After each person in the group has introduced themselves they each explain what they were like and what they did in their life pre-twenties. They repeat this with each phase of their lives. They then compile their data as a team: Who got cancer when, who had a family history of cancer, what types of cancers developed, what risk factors were present, etc. The class then compiles that data. Students then explore in small groups why some people with no risk factors developed cancer, and others with lots of risk factors did not. Their ideas are shared with the class. Students are continually reminded not to be judgmental, and discussions about cultural norms are included as risk factors are discussed. Students then analyse their own risk factors and develop a plan for reducing them. - Stem cell webquest – Students record what they know and what they want to know about stem cells, and build background knowledge by interviewing a parent, friend, and teacher to see what they know about stem cell research. Students complete a webquest about stem cells, independently or in pairs. Students have traditionally been astounded by how passionate people are on both sides of the stem cell research debate, but how little understanding people have of the different types of stem cell research and what it actually entails. Students are then given roles to play in the stem cell research debate and a class debate is carried out. Students are asked to rank where they stand in stem cell research using the four corners method before and after the debate. Students then write a position paper explaining what stem cell research is, whether it should be allowed, and the type of funding governments should provide, if any, for stem cell research. - Cancer treatment options – Students are given several case studies about cancer patients, the treatments they were given, and the results. They work in small groups to identify the pros and cons of each treatment. A variety of cultural situations are included, including patients who don’t have health insurance, patients who don’t have access to health care, patients who don’t believe in western medicine, patients who have all options available to them, and more. Students jigsaw the pros and cons of each treatment option. Original groups are then given a scenario where they are asked to recommend a treatment, along with the pros and cons, for someone newly diagnosed with cancer. Groups share the treatment(s) recommended and their reasoning.

What resources are available to us? 3-5 How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit?

Environment Microscopes always out with a variety of slides Desks arranged as a PBC Factory Ribbon wall “I’m learning about cancer for…” Cancer researcher speaker

Resources Books, websites and songs about cells and cancer (Resources are compiled at
Faces of Cancer Cards Cancer Case Studies PBC Factory supplies You Tube - In Cell Division – Mitosis song - Twilight Mitosis v2 - The Cell Song - 3D Medical Animation: What is Cancer? Ed Talks- search for cells. Listen to any of the stories that sound interesting - ABOUT CELLS! Read any of these stories that you want Rates among ethnicities World Health Cancer Stats Resources on the World Wide Web National Cancer Institute (NCI) This site includes sections for primary care physicians, nurse-practitioners, and other medical professionals as well as the general public. American Cancer Society This is the home page for the American Cancer Society. The Genetics of Cancer Robert H. Lurie Comprehensive Cancer Center of Northwestern University This site provides information about the genetic basis of cancer for the general public as well as primary care physicians and other medical professionals. Office on Women’s Health, Department of Health and Human Services (HHS) This site offers comprehensive information about women’s health issues, including breast cancer. OWH is the focal point for women’s health activities within HHS. The National Program of Cancer Registries This site of cancer registries is maintained by the Centers for Disease Control and Prevention (CDC). OncoLink University of Pennsylvania Cancer Center This site contains a number of links to Web sites on breast cancer. The National Alliance of Breast Cancer Organizations (NABCO)

The Alliance is a coalition of organizations across the United States that offers a variety of services to breast cancer patients. It also provides information about clinical trials and breast cancer support groups. The Prostate Cancer InfoLink This site has information about prostate cancer screening, diagnosis, treatment, and support. TeleSCAN: Telematic Services in Cancer This site, based in Europe, provides information to the general public, physicians, and researchers. Books When Life Becomes Precious by Elise Needell Babock (1997; Bantam Books; ISBN 0553378694) This book provides information for the families and friends of cancer patients, offering advice on being supportive, explaining cancer to children, and discussing mortality. The book also includes contact information for more than 100 resources such as support organizations, hospices, and newsletters and magazines. When a Parent Has Cancer: A Guide to Caring for Your Children by Wendy Schlessel Harpham (1997; HarperCollins; ISBN 0060187093) This guide offers sensitive and realistic suggestions for minimizing the fear and anxiety families face when dealing with cancer. Informed Decisions: The Complete Book of Cancer Diagnosis, Treatment, and Recovery by Gerald P. Murphy, Lois B. Morris, and Dianne Lange (1997; Viking Penguin: The American Cancer Society; ISBN 0670853704) This rich resource explains the language of cancer, basic screening, diagnostics, and tests for cancer. It also includes information about risk factors, signs and symptoms, treatment strategies, and survival prospects. The book ends with a 170-page "Encyclopedia of Common and Uncommon Cancers" with entries that provide detailed information about a broad range of well- and little-known types of cancer. Other Resources Cancer Information Services (CIS) This service is NCI's national information and education network. The CIS is an excellent source for the latest, most accurate cancer information for patients, the public, and health professionals. Specially trained staff provide scientific information in understandable language. CIS staff answer questions in English and Spanish and also distribute NCI materials. Its toll-free telephone number is 1-800-4-CANCER. CancerMail You can use e-mail to acquire PDQ and other NCI information by computer. To obtain a CancerMail contents list, send email, with the word "help" in the body of the message, to

Ongoing reflections and evaluation
In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching and learning” section of MYP: From principles into practice.
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way? What inquiries arose during the learning? What, if any, extension activities arose? How did we reflect—both on the unit and on our own learning? Which attributes of the learner profile were encouraged through this unit? What opportunities were there for studentinitiated action?

Possible connections
How successful was the collaboration with other teachers within my subject group and from other subject groups? What interdisciplinary understandings were or could be forged through collaboration with other subjects?

Were students able to demonstrate their learning? How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors? Are we prepared for the next stage?

Data collection
How did we decide on the data to collect? Was it useful?

Figure 12 MYP unit planner

Considering Cancer Brynna Vogt Stage 1 – Desired Results Established Goals: Students will be able to independently use their learning to… • Students  will  use  an  understanding  of  cells  to  explain  cancer  to  someone  else.   • Students  will  understand  their  own  cancer  risks  and  ways  to  minimize  those   risks.     Understandings: Essential Questions: Students will understand that… • Why  is  early  cancer  detection  so   • Cancer  is  caused  by  a  cell  that   important?   isn't  functioning  correctly.     • Who  gets  cancer  and  why  do   • Cancer  risk  can  be  reduced  with   healthy  people  get  it?   healthy  choices,  but  it  requires   • To  what  extent  do  the  pros  of   individuals  to  act  on  available   treating  cancer  outweigh  the   information.   cons?   • Cancer  can  be  treated,  but   effectiveness  may  vary.  Students   will  understand  why.     • Science  involves  perseverance   and  we  must  continually  refine   our  understandings  in  a  world  of   rapidly  changing  information.   Students will know… Students will be able to… • Cell  organelles  and  their   • Use  cell  structures,  functions,  and   functions   processes  to  explain  how  cancer   happens.     • How  cells  divide.   • Explain  how  radiation,   • How  cells,  and  specifically  cancer   chemotherapy,  and  potentially   cells  were  discovered  and  by   stem  cell  therapy  work  to  treat   whom?   cancer.   • Key  terms  –  all  organelles,  stages   • Analyze  the  habits  of  various   of  cell  division,  chemotherapy,   people  to  determine  their  risk  of   radiation.   developing  cancer.   • Risk  factors  to  develop  cancer.   • Develop  a  “Cancer  Free  at  50”   • What  stem  cell  therapy,   plan  to  minimize  their  own  risks   chemotherapy,  and  radiation  are.   of  developing  cancer.   • The  contributions  of  scientists   • Explain  why  different  races   from  other  cultures  to  cell  and   experience  higher  or  lower  rates   cancer  research.     of  various  types  of  cancer.   • Find  and  organize  international   cancer  research.  

Type of Learning Target
represent the factual information in the learning, some learned outright and others retrieved using reference materials often stated in verbs such as knows, lists, names, identifies, and recalls

Deconstructed Learning Objective
I can identify the structures and functions of cells, and the stages of cell division. I know risk factors that could increase my cancer risk, and various treatment options. I can name scientists and their contributions from both my culture and other cultures who have made important contributions to cell and cancer research.

developing skillful use or application of knowledge; represents mental thinking processes often stated in verbs such as predicts, infers, classifies, hypothesizes, compares, concludes, summarizes, analyzes, evaluates, and generalizes

I can explain that cancer is caused by a cell that isn’t functioning correctly. I can compare cancer treatments. I can analyze the habits of various people to determine their risk of developing cancer. I can design a “Cancer Free at 50” plan to minimize my risks of developing cancer. I can use cell structures, functions, and processes to explain how cancer happens. I can find and organize international cancer research. I can create a caring and compassionate presentation to explain to someone who is affected by cancer (or has a close friend or relative affected by cancer) what is happening in their bodies, what can be done about it, and what the risks of treatment are.

behavioral demonstrations where the doing is what is important; using knowledge and reasoning to perform skillfully often stated in verbs such as perform, do, conduct, operate, demonstrate, and model

where the characteristics of the final product are important; using knowledge, reasoning, and skills to produce a final product often stated in verbs such as design, produce, create, write, and construct

Culminating Cancer Presentation At this point we’ve learned about -­‐ Cell  structures  and  their  functions   -­‐ Cell  Division     -­‐ The  contributions  of  scientists  around  the  world  to  cell  and  cancer  research   -­‐ What  cancer  is   -­‐ Things  that  increase  our  risk  of  developing  cancer  and  what  we  can  do  to   decrease  our  risk   -­‐ The  pros  and  cons  of  cancer  treatments  such  as  surgery,  chemotherapy,   radiation,  and  stem  cell  therapy   -­‐ Why  cancer  treatments  work  for  some  people  and  not  for  others   We’ve also created a Cancer Free at 50 Plan that we can follow to reduce our risk of developing cancer. IT’S TIME! You’re going to put all of this together into a presentation. Choose a type of cancer that you would like to learn more about (ex: lung cancer, stomach cancer, liver cancer, leukemia, etc.) Pretend that you work for a company that designs presentations for cancer presentations. Pretend the presentation you are writing will be given to someone who has just been diagnosed with this type of cancer. Be compassionate! These will be displayed at our health fair at the end of January, and posted on our class website. Your presentation could be in the form of a brochure (created on the computer), a power point, a Prezi, a comic storyboard, a videotaped explanation, or whatever else you come up with (I have to approve it). Use the rubric below to make sure you meet all requirements. There are research resources to get you started on the website under Class Notes.

Many of the details for this unit came from: Cheek, K. (2005). Cancer: Mitosis run amok. Science Scope v. Summer 2005. Pp 32-35.

Criteria Content

Organization and visual appeal

Writing and mechanics

A Presentation shows full understanding of topic. All research questions have been fully answered. Presentation is exceptional to look at and well organized according to instructions. There are no grammatical or spelling mistakes. Speaker is well prepared and speaks clearly and distinctly 100% of the time. At least four credible resources are included and properly cited.

B Presentation shows good understanding of topic. Research questions have been answered. Presentation is visually appealing and organized according to instructions. There are 1-2 grammatical or spelling mistakes. Speaker is prepared and speaks clearly and distinctly 90% of the time.

C Presentation shows good understanding of portions of topic. Most research questions have been answered. Presentation is organized according to instructions. There are 3-5 grammatical or spelling mistakes.

D Presentation shows unclear understanding of topic. Some research questions have been answered. Presentation’s organization is confusing to the audience. There are more than 5 grammatical or spelling mistakes. Speaker shows little preparation and may be difficult to understand. Fewer than four resources are included AND the resources included aren’t credible.

Oral presentation


Speaker is somewhat prepared and speaks clearly and distinctly 80% of the time. At least four Fewer than four credible resources are resources are included OR included but are the resources improperly may not be cited. credible.

Have a friend look through your project and offer suggestions for improvement in each area. Don’t take them personally! They’re meant to help. Once that is finished, make any changes that you need to. Then highlight the grade you would give yourself for each criteria in yellow. Make any changes you need to in order to improve that grade. Once that is finished, I will grade you in blue. We should end up with lots of green boxes!

Checklist for Research Go online and use books provided to find out as much information as you can about your type of cancer. Concentrate on the following info: Where I found my information

Cancer What types are there? What are the differences? How common is it? Is a particular group of people more likely to get it than another group? What are the rates of this cancer worldwide? Why are different races or cultures more (or less) likely to get this kind of cancer? Are any lifestyle choices associated with this type of cancer? How do you know you have it? What are the symptoms? How is this type of cancer usually treated? What should a patient expect during and after treatments? What interesting research is there on this type of cancer? What interesting research is currently going on? Where is this research occurring? What other interesting facts are there about this cancer? Your presentation also needs to include “What is cancer?” and explain how it works.

Cancer Free at 50 Cancer is not a single disease but a group of related diseases. Many things in our genes, our lifestyle, and the environment around us may increase or decrease our risk of getting cancer. Work with a parent to come up with a Cancer Free at 50 Plan. What are things YOU can do to help reduce your risk of developing cancer? To start you off, I’ve listed several categories that scientists know have an effect on cancer. What can YOU do for each? Remember, we can’t know for sure who will get cancer or when. Even healthy people can get cancer. But there are steps we can take that scientists think will help prevent it. Use internet resources, books, your doctor, or information you or your parents know. IF it’s not common knowledge, you need to cite your sources! What I’m doing now Diet Exercise Staying away from harmful chemicals Keeping my mind healthy Other What else can I do

Although we can’t do anything about our family history of cancer, sometimes it’s helpful to know about so we can use early detection techniques. Who in your family has had cancer? How old were they when they got it? What kind was it? What early detection strategies are there for that type of cancer?

Resources (must have at least one outside resource, properly cited)

These are common sources you’ll get information from, and how to properly cite the source in APA style. Use this assignment to practice citing sources properly. Our next assignment will require multiple outside resources. Please note, is NOT a source. It is a search engine that will take you to other sources. Also, while Wikipedia,, etc. are great places to start, you can’t rely solely on those sites for info since anyone could be adding info. You need to confirm info you find on these sites from other places.
Book with an author and an editor

The abbreviation “Eds.” is for multiple editors. If the book has one editor, use “Ed.”

Dictionary or other reference work Leong, F. T. L. (Ed.). (2008). Encyclopedia of counseling (Vols. 1-4). Thousand Oaks, CA: Sage.

Section in a Web document

Online audio or video file Give the medium or a description of the source file in brackets following the title.

Chomsky, N. (n.d.). The new imperialism [Audio file]. Retrieved from

Grading Reflection on actions x2 A Clearly explains current habits and includes at least one realistic idea per topic on what could be improved. If no improvements are possible, explanation is given. Family history is included in depth, as well as early detection strategies. B Explains current habits, but ideas for improvements are not currently realistic. C Explains some current habits, but does not include things that could be improved. D Does not clearly explain current habits or ideas of things that could be improved.

Family History


Family history is included but no early detection strategies are listed. At least one At least one credible internet credible internet or book resource or book resource is included and is included, but properly cited. is improperly cited.

Family history is included but is missing 1-2 pieces. An internet or book resource is included, but it may not be a credible resource.

Family history is included but is missing 3 or more pieces. Resources are included but they are not from a book or the internet.

Have a friend look through your project and offer suggestions for improvement in each area. Don’t take them personally! They’re meant to help. Once that is finished, make any changes that you need to. Then highlight the grade you would give yourself for each criteria in yellow. Make any changes you need to in order to improve that grade. Once that is finished, I will grade you in blue. We should end up with lots of green boxes!

Ναµε ___________________________________ Δατε ___________ Περιοδ _________ • What is cancer?

• You are talking to this person. “I was only an average student in school, although my teachers consistently told my parents I could do better if I tried. Both my parents smoked. Not surprisingly I began smoking as well at age 16. I was plagued with allergies and mild asthma through school, and was never interested in sports. Instead, I loved to socialize, and even as a teenager, I was a moderate beer drinker.” What could you tell him about his cancer risk? What could he do to reduce his risk of developing cancer?

• You have a friend who is really worried about getting cancer because they have a lot of history of cancer in their family. What could you tell her?

• Name one important person in cell or caner research. What did they do that makes them important in this field?

Muddiest Points (What isn’t clear to you or you don’t understand) Name: Cell structures and functions



Name ________________________________ Date ______________ Pd _________ 1. All  living  things  are  composed  of     a. Blood   c. Vacuoles   b. Chloroplasts   d. Cells   2. In  plant  and  animal  cells,  the  control  center  of  the  cell  is  the     a. Chloroplast   c. Nucleus   b. Cytoplasm   d. Golgi  body     3. A  storage  compartment  of  the  cell  is  the     a. Cell  wall   c. Endoplasmic  reticulum   b. Lysosome   d. Vacuole     4. The  process  by  which  water  moves  across  a  cell  membrane  is  called     a. Osmosis   c. Organelle   b. Active  transport   d. Resolution     5. Plant  cells  differ  from  animal  cells  because  they  have   a. Chloroplasts  and  cytoplasm   b. Chloroplasts  and  cell  walls   c. Cell  membranes  and  cytoplasm   d. Square  shape  and  cell  membrane     6. The  stage  of  the  cell  cycle  where  the  cell  grows,  makes  a  copy  of  its  DNA,  and   prepares  to  divide  into  two  cells  is   a. Mitosis   c. Cytokinesis   b. Interphase   d. Metaphase     7. During  which  stage  of  the  cell  cycle  do  spindle  fibers  attach  as  chromosomes   line  up  across  the  cell?   a. Anaphase   c. Metaphase   b. Prophase   d. Telophase     8. During  which  stage  of  the  cell  cycle  does  the  cell  split  into  two  identical   daughter  cells?   a. Mitosis   c. Cytokinesis   b. Interphase   d. Metaphase     9. During  which  stage  of  the  cell  cycle  do  spindle  fibers  pull  chromosomes   apart?   a. Anaphase   c. Metaphase   b. Prophase   d. Telophase     10. During  which  stage  of  the  cell  cycle  do  new  nuclei  form?   a. Anaphase   c. Metaphase   b. Prophase   d. Telophase  

True/False: Correct the False 11. _______________________  Ribosomes  assemble  proteins,  the  finished  product.   12. _______________________  There  are  two  types  of  endoplasmic  reticulum  (ER);  smooth   and  rigid.     13. _______________________  The  cells  of  plants  and  animals  lack  nuclei.   14. _______________________  The  cell  membrane  is  selectively  permeable.     15. _______________________  Diffusion  is  where  transport  proteins  move  molecules   across  a  membrane  from  low  concentration  to  high  concentration.   16. _______________________  Two  chromatids  make  chromosome.   Short Answer 17. In  the  diagram,  draw  an  arrow  showing  which  direction  molecules  would  move   in  diffusion.  

18. Do  these  cells  come  from  a  plant  or  animal?  Explain  your  answer.  

19. Which  stage  of  cell  division  is  the  cell  in?  How  do  you  know?  

20. Explain  how  active  transport  is  different  from  osmosis.  

21. If  your  plant  is  dehydrated,  it’s  cells  look  like  this:     Explain  what  will  happen  to  the  cells  when  you  water  your  plant.  

Post Test Reflection Due Monday

Name Date


What are three things that you think you did well in the cell and cancer unit?

What should Ms.Vogt improve for next year?

What could you have done better in this unit? Are these things you can carry across to the next unit?

On the back of this page, write a letter to a student coming into Ms. Vogt’s science class. What do you think they should know? You could include things they can look forward to, things they should know about how class runs, things they should watch out for, etc. It should be at least 5 sentences long.

Quiz for Friday, November 29


1. What  are  the  two  things  a  plant  cell  has  that  an  animal  cell  doesn’t?     2. What  are  the  differences  between  diffusion  and  active  transport?    

3. Draw  what  happens  in  each  stage  of  cell  division.    

      4. What  is  cancer?    

5. What  are  two  causes  of  cancer?    

6. What  is  a  tumor?  

7. What  does  it  mean  to  metastasize?  

8. Who  can  get  cancer?