Unit Planning Template

Unit Overview and Description: Grade 8 Cells

In this unit, students explore cells, their structure, function, purpose, components, and
importance in our everyday lives. They will work individually, in pairs, and in groups to learn
about, observe, and implement their knowledge of cells in a variety of ways. Students will
explore the basics of cells, cell theory, cell processes, and observe them directly through a set
of lab activities. Throughout the unit, students are provided opportunities to demonstrate their
knowledge and explore the importance of our current knowledge of cells and its impact on
human society and the environment. At the end of the unit, students have the opportunity to
show their understanding of the material through one of two culminating task options.

Big Idea/ Cells are the basis of life and are made up of smaller components.
Essential
Question(s) Cells form part of larger systems, which are interdependent.

How can our understanding of cells be seen in and impact our daily lives?

What are Overall Expectations

students
expected to 1. Assess the impact of cell biology on individuals, society, and the environment.
learn?
2. Investigate functions and processes of plant and animal cells.

3. Demonstrate an understanding of the basic structure and function of plant and

animal cells and cell processes.

How will Assessment of Learning: Culminating Tasks of Unit

students
demonstrate Students are given two options:
their learn-
Working individually or with a partner, students will create a model of an individual cell.
ing?
This model can be a real-world physical model using teacher-provided materials or
created using Minecraft on class computers (if these are not possible, then another
form of media may be used such as painting, drawing, etc.) Each model must contain
and have labelled the components of either a plant or animal cell, based on knowledge
of these parts gained from previous lessons. Each student/group must also include a
short response to the question: “How does our understanding of cell theory and
organelles affect our daily lives/society/the environment?” Students will be assessed
and their learning evaluated by the teacher using a provided rubric.

Or

1
 Working individually or with a partner, students will create a representation of the
various cell processes (diffusion, selective permeability, osmosis, etc.). They may do
so using any form of media, including writing (poetry, analogies, etc.) and various
forms of visual media (painting, drawing, Book Creator, Minecraft, etc.). Each must
feature the cell processes which have been explored in class, based on knowledge of
these gained from previous lessons. They must also include key terminology, such as
the names of relevant organelles. Each student/group must also include a short
response to the question: “How does our understanding of these cell processes affect
our daily lives/society/the environment?” Students will be assessed and their learning
evaluated by the teacher using a provided rubric.

Rubric: https://docs.google.com/document/d/1MReL8iN2HFN01v_X0xHlrcPmInTYpEZ-
atdsVT6IKNQ/edit?usp=sharing

All student work will be shared with the class during a specified day at the end of the
unit, providing all students with ability to demonstrate their knowledge to their peers.

Assessment for Learning:

Throughout the unit, various tools will be used to check students’ understanding during
each lesson, including exit tickets, Kahoot, teacher observation, and creating skits. All
of these allow either for teachers to provide feedback before the next lesson or for stu-
dents to be able to check their understanding themselves during.

Overview of Lessons: How will assessment and instruction be organized for

learning?

Unit Overview of Lessons

Lesson 1: Introduction to Cells Checkpoint: Kahoot.
Students will be introduced to cells and their
function as the basis of all life. Organelles common
between both plant and animal cells are explored,
as are their functions.

Lesson 2: Animal vs. Plant Cells Checkpoint: A worksheet comparing both types
Students will explore plant cells and compare them of cells, which is used as a self-reflection and is
to animal cells, noting the differences and later turned into the teacher.
similarities between them.

Lesson 3: Cell Research & Technologies
Students explore the history of research and
innovations in cell technology and how they affect
daily life. They are presented with the question:
why has our ability to better understand cells been
so important? Also highlighted are moral and
ethical issues related to cell research (e.g.,
Henrietta Lacks).
Checkpoint: In groups of 4-5, students will create
short skits highlighting one positive/negative effect
of our current knowledge of cells and its use.
Groups evaluated based on rubric shared
beforehand.

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Lesson 4: Cell Lab Checkpoint: Students complete short questions
Students learn about micrscope safety and attached to lab instruction sheet as an exit ticket.
procedure, then explore animal and plant cells
using them.

Lesson 5: Cell Lab 2 (Creating Our Own Slides) Checkpoint: Teacher observation.
Cotinuing from the previous lesson, students will
continue to explore and observe cells by creating
their own plant and animal cell slides using onions
and cheek swabs.

Lesson 6: Cell Processes Checkpoint: Student written self-reflection.

Students will explore cell processes and
characteristics including diffusion, osmosis, and
selective permeability.

Lesson 7: Culminating Tasks Evaluation: Student learning will be evaluated

Students have the option of two culminating tasks using a rubric provided to them alongside the
to choose from, both involving creating a instructions for both options.
representation related to their understanding of
cells.

Lesson Plan

Topic/Big Idea: Introduction to Cells

Grade: 8 Subject: Science & Technology Time: 60 min

Prior Knowledge: Beginning of unit, only basic knowledge of human systems

required (Grade 6).
Curriculum Expectations and Learning Goals
Curriculum Expectations Learning Goals
2.5 use appropriate science and technology vocabulary, I can:
including organelle, diffusion, osmosis, cell theory,
selective permeability, membrane, stage, and eyepiece, in Describe the basic
oral and written communication. form, function, and
origins of cells.
3.1 demonstrate an understanding of the postulates of the cell
theory. Differentiate between
and describe uni- and

3
 3.2 identify structures and organelles in cells, including the multicellular
nucleus, cell membrane, cell wall, chloroplasts, vacuole, organisms.
mitochondria, and cytoplasm, and explain the basic
functions of each. Differentiate between
and describe
3.5 identify unicellular organisms and multicellular organisms prokaryotic and
and compare ways in which they meet their basic needs. eukaryotic cells.

Identify and describe

the function of basic
organelles contained
within animal cells.

Part 1: Minds On Estimated time: 15 min

Introduction/Prior Learning Check Materials and Set up:

Prior knowledge on cells is checked during a short discussion in Google Jamboard
which students are asked questions such as:
https://drive.google.com/
What are cells? file/d/1mYjPzUeAlReD
Where do cells come from? 0KtRydq_6-
What kinds of things have cells? N6xrKKAzZ7/view?usp
What makes something alive? =sharing

After the short discussion, students participate as a class in a short

activity using Google Jamboard. Using a t-chart, the teacher places a
number of items on either side as either a living or non-living thing
based on students’ decision.

Afterwards, the students are introduced to the “9 Characteristics of

Living Things” and the role of cells as the basic unit of all life.

Using this basis, students transition to the next activity on cell basics.

Part 2: Action Estimated time: 25 min

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Cell Introduction Video & Worksheet Notes:
Following the previous activity, students access a worksheet on cells If Google Classroom is
on Google Classroom or using a hardcopy provided by the teacher. unable to be accessed by
some or all students, a
They then watch the video “Introduction to Cells: The Grand Cell physical copy of the
Tour” by Amoeba Sisters on YouTube until the 7:10 timestamp, worksheet can be
answering the questions on the worksheet as they follow along or provided.
afterwards while re-watching on their own or in partners.
Students may watch the
Once they have completed the worksheet, they submit it to the video along with the
teacher. If they completed it digitally it is submitted on Google class or may watch it on
Classroom, if done on hardcopy it is given directly to the teacher. If their own devices with
students worked with a partner, they must each submit their own headphones if possible.
copy.
Materials and Set up:
The worksheets are collected and later assessed by the teacher to
evaluate the students’ learning of the basic and fundamental elements Google Classroom
of cells and cell theory as well as their use and grasp of specific terms.
“Introduction to Cells:
Once all students have completed and submitted their worksheets, The Grand Cell Tour” by
they open their devices in preparation for the following consolidation Amoeba Sisters
activity. https://www.youtube.co
m/watch?v=8IlzKri08kk
&ab_channel=AmoebaSi
sters

Cell Intro Worksheet

https://drive.google.com/
file/d/1QRs6GGGpSPGJ
nCSbTI9CkV_CQmL9p
5b2/view?usp=sharing

Assessment
Strategies:
Observation during
student worktime.

Assessment of learning,
worksheet provides a
sample of student work
and initial
understanding.

5
 Part 3: Consolidation Estimated Time: 20 min

Kahoot Consolidation Quiz Notes:

After the previous activity, the teacher invites the class to join a game If not all students are
of Kahoot, featuring questions based on the elements of cells and cell able to access Kahoot on
theory that were presented in the prior activity and earlier discussion. a device, they may work
as a team with a partner
This functions as a check on understanding for both students and the or in table groups (with
teacher, who can see how each student answered the questions. each choosing a leader to
answer the questions on
For students, this is method of self-assessment is an assessment as their behalf), otherwise
learning, as they are able to determine how well they have grasped the entire class may
what has been introduced in the lesson and may review the material if work as a group to
they feel it is required. answer questions if most
or all are unable to.

Materials and Set up:

Kahoot quiz, created by
the teacher beforehand
based on information
from the lesson.

Assessment as
Learning
Connection to
Expectations/
Learning Goals:
Questions highlight cell
theory, cell structures,
prokaryotic and
eukaryotic, and
unicellular and
multicellular organisms
(3.2, 3.2, 3.5).

Lesson Plan

6
 Topic/Big Idea: Comparing Animal & Plant Cells
Grade: 8 Subject: Science & Technology Time: 60 min

Prior Knowledge: Basic knowledge of cell theory, cell organelles, and cell
structure from the previous lesson.
Curriculum Expectations and Learning Goals
Curriculum Expectations Learning Goals
2.5 use appropriate science and technology vocabulary, I can:
including organelle, diffusion, osmosis, cell theory,
selective permeability, membrane, stage, and eyepiece, in Distinguish between
oral and written communication. and identify animal &
plant cells.
3.2 identify structures and organelles in cells, including the
nucleus, cell membrane, cell wall, chloroplasts, vacuole, Identify which
mitochondria, and cytoplasm, and explain the basic organelles are present
functions of each. in only animal & plant
cells, or both.
3.3 compare the structure and function of plant and animal
cells. Explain the basic
function of organelles
present in both animal
& plant cells.

Complete a labelled
drawing of both an
animal and plant cell.

Part 1: Minds On Estimated time: 10 min

Recap of Prior Learning

Notes:
Lesson begins with the teacher inviting students to reflect on what
By looking at how
was learned in the previous lesson. A thumbs-up thumbs-down check
students answered the
for understanding is performed as students are asked if they are
Kahoot quiz from the
comfortable with the prior learning material, concepts related to cell
prior lesson and which
theory, key terms, and organelles. Fully understanding the basic form
questions proved the
and function of cells is critical for the following lesson.
most difficult for
Based on student work from the prior activity and the answers students, the teacher can
selected by students in the consolidation quiz, the teacher may see which concepts were
most often not

7
directly highlight specific common issues or inconsistencies among understood fully by
students. students.

Once all student inquiries and common issues have been addressed,
the students are asked to open their devices in preparation for the next
activity.

Part 2: Action Estimated time: 30 min

Plant Cell Analogy Activity Notes:

Students are given two options to explore the plant cells and the If individual devices are
differences between them and animal cells. They may first watch the unavailable, the class
video “Eukaryopolis - The City of Animal Cells” by Crash Course on may watch both videos
YouTube between the 3:58 and 7:06 timestamps to learn about the as a group using a
organelles present only in animal cells, then watch the video “Plant SMART Board or a
Cells” by the same channel to learn about plant cells and their unique projector.
organelles. Instead, they may explore both types of cells and learn
about their organelles using the self-paced interactive online If Google Classroom is
application CELLS alive!. On this website are interactive models of unable to be accessed by
both animal and plant cells, allowing students to select each organelle some or all students, a
in each to explore their form and function. physical copy of the
worksheet can be
After completing either option, students work in table groups (or provided.
created groups of 4 students each) and access the Plant Cell Analogy
worksheet on Google Classroom. Using their understanding of the Different learning styles
organelles contained within plant cells and their functions, each group of students emphasized,
creates an analogy for each of the 10 organelles, comparing them to as visual learners may
either everyday things or more abstract meaning. They will use the lean toward the videos
following template for each comparison: while others may prefer
the interactive nature of
“The (organelle) is like a/an (object) because it (function of the the cell models.
organelle in the cell) in the same way the (object) (function of the
object).” Materials and Set up:
Once each group has completed their worksheet and 10 individual Google Classroom
analogies, they are taken up as a class, with the teacher inviting
groups to share their analogies for each organelle. “Eukaryopolis - The City
of Animal Cells” by
Following this, the worksheets are submitted on Google Crash Course
Classroom/turned into the teacher as a hard copy, which are marked https://www.youtube.co
by group on a complete/incomplete basis. m/watch?v=cj8dDTHGJ
BY&list=PL3EED4C1D
Once all groups have submitted their worksheet, they return to their
seats for the consolidation activity. If a group has finished early, they

8
are encouraged to continue exploring the interactive cell models on 684D3ADF&index=6&a
CELLS alive!. b_channel=CrashCourse

“Plant Cells” by Crash

Course
https://www.youtube.co
m/watch?v=9UvlqAVCo
qY&list=PL3EED4C1D
684D3ADF&index=8&a
b_channel=CrashCourse

CELLS alive! Interactive

Cell Models
https://www.cellsalive.c
om/cells/cell_model_js.h
tm

Plant Cell Analogy

Worksheet
https://drive.google.com/
file/d/1qszrCcQnOfoRbj
v61juvAXEaOUJRsz6V/
view?usp=sharing

Assessment
Strategies:
Teacher walks
throughout the
classroom as students
watch both videos or
explore the interactive
cell models, checking
their understanding.

Cell Analogy worksheets

collected and marked as
either complete/
incomplete as a group.

Part 3: Consolidation Estimated Time: 20 min

9
Plant vs. Animal Cells Diagrams Notes:
Now that students have explored both plant and animal cells and their If Google Classroom is
common and unique organelles, they reflect this learning by filling unable to be accessed by
out three diagrams on a Google Classroom worksheet. They may some or all students, a
work individually or in partners. The teacher may decide to assign physical copy of the
partners based on their observation of the lesson and of students’ worksheet can be
understanding in the previous lesson. They may place students who provided.
have so far struggled with understanding the content with one who
has excelled as a method of support. Students given the
choice to work
The first side contains diagrams of both a plant and an animal cell, individually or with a
with lines pointing to each organelle, which students label. Those partner.
shared between both types share a set of lines between both diagrams,
while those unique to each feature their own coloured line, indicating Materials and Set up:
that they are found only in either type.
Google Classroom
The second side features a Venn Diagram, with one circle labelled
“Plant Cells”, the other “Animal Cells”, and the overlapping space Plant vs. Animal Cells
“Both”. Atop this is a word bank featuring the organelles from the Diagrams
prior diagrams, which students are to place in each section of the https://drive.google.com/
diagram as either unique to plant or animal cells, or present in both. file/d/1vcAFL1L55041_
Vy9LE-
After these have been completed, both sides are taken up as a class, UoftT5Yr8Sp7Q/view?u
with the teacher inviting students to raise their hands and share their sp=sharing
answers. Students use this as a self-assessment of their own
understanding of the lesson and their grasp of its contents. They may Assessment as
correct their work before submitting it to the teacher, who keeps it as Learning
an unmarked record of student understanding.
Connection to
Expectations/
Learning Goals:
Using the diagrams,
students both identify
organelles and
distinguish between
those found in plant and
animal cells (3.2 & 3.3).

Lesson Plan

10
 Topic/Big Idea: Cell Lab
Grade: 8 Subject: Science & Technology Time: 60 min

Prior Knowledge: Cell structures and major organelles, differences between

animal and plant cells, function of major organelles, function and use of cell
technologies and microscopes from previous lessons.
Curriculum Expectations and Learning Goals
Curriculum Expectations Learning Goals
2.1 follow established safety procedures for handling apparatus I can:
and materials and use microscopes correctly and safely.
Safety operate a
2.2 use a microscope correctly and safely to find and observe microscope and
components of plant and animal cells and make accurate handle glass slides.
drawings of their observations.
Use a microscope to
2.5 use appropriate science and technology vocabulary, view animal and plant
including organelle, diffusion, osmosis, cell theory, cells at various
selective permeability, membrane, stage, and eyepiece, in degrees of
oral and written communication. magnification.
3.2 identify structures and organelles in cells, including the Identify parts of
nucleus, cell membrane, cell wall, chloroplasts, vacuole, animal and plant cells
mitochondria, and cytoplasm, and explain the basic through observation.
functions of each.
Create drawings of
3.3 compare the structure and function of plant and animal animal and plant cells,
cells. including major
organelles, based on
observations.

Compare plant and

animal cells,
highlighting their
differing organelles,
structures, and
arrangement in
groups.

Part 1: Minds On Estimated time: 10 min

11
Microscope Handling & Lab Safety Notes:
The lesson begins with the teacher handing out to each student a sheet If the number of
featuring a diagram of a microscope with lines pointing to its different available microscopes is
parts. The students are led through a short introduction to each part limited and group
and the basic function or purpose of each, as well as basic safety rotations are required,
measures involved with their use and the handling of glass slides. As the teacher may create
each part is highlighted, students are to label them. To ensure that all groups beforehand,
students have understood the parts of a microscope and how to safely intending to have a mix
use one, the completed sheet is required as an entrance ticket to the of learning styles and
following cell lab activity. students at different
levels of understanding
Once this has been completed and there are no student questions, the of prior material in each.
students are invited to bring their sheets and a pencil with them to the
area prepared for the cell lab activity.

Part 2: Action Estimated time: 40 min

Cell Lab Notes:

After each student has presented to the teacher their completed The timing of this
microscope diagram sheet, they set themselves up at a station activity is entirely
featuring one microscope, a worksheet containing the lab instructions, dependent on the number
several lab-based questions, and three consolidation questions, and of available microscopes
two glass slides, featuring animal and plant cells. and students. It will
likely require scaling
The class (or group of students if only a limited number of based on these factors.
microscopes are available) are then led through an example of how to
safely load the slides under the microscope lens and secure it. They Materials and Set up:
are quickly led through each instruction and question, noting what
specifically is asked and how to do what is being asked. Once this has Microscope Diagram
been done and all students are comfortable, they may begin the lab. Sheet
First, they are asked to load in the plant cells slide and work with the Cell Lab Instructions &
lighting options and each lens of the microscope, noting and recording Worksheet
which light intensity best revealed the details of the cells. https://drive.google.com/
file/d/1zhyTgdlGS4zMy
Following this, they are asked to view the cells at the medium degree vwNe-
of magnification (10x lens) and draw in the space provided draw a xjOgdJ8usVQF6x/view?
group of neighboring cells. usp=sharing
Students then switch to the highest magnification (40x) lens and draw Microscopes
one cell in detail, labelling what cells parts/organelles they notice.
Plant & Animal Cells
After this, they carefully remove the slide in the manner shown to Slides
them before and insert the animal cells slide. They then follow the

12
same procedure for the last two questions, drawing both a group of Assessment
cells and an individual animal cell, labelling its parts. Once Strategies:
completed, they remove the slide.
Students are observed
If students have completed their task early, they may be given during the lab, with the
additional slides containing other plant and animal-based cells, if teacher noting their
available. Otherwise, they may simply continue to examine and following of safety
explore the two cell slides provided. protocols and proper
handling of items. Use of
Once the activity is over, the student return to their seats, making sure
limited lab time and
their station is clean, taking their pencil and sheet back with them.
effort is noted as well.

Once the consolidation

portion of the sheet is
completed, the
worksheet is submitted
to the teacher, who
marks the responses
from both sets of
questions.

Part 3: Consolidation Estimated Time: 10 min

Cell Lab/Prior Learning Consolidation Responses Materials and Set up:

At the bottom of the second side of the lab sheet, there are three Cell Lab Instructions &
questions relating both to what the students have explored about cells Worksheet
during the lab ad their prior learning about cell organelles and https://drive.google.com/
structures: file/d/1zhyTgdlGS4zMy
vwNe-
What is the function of the nucleus? xjOgdJ8usVQF6x/view?
usp=sharing
What is the function of the cell wall in plant cells?

Describe the shape of both plant & animal cells. What do you notice
Assessment of
about how they are organized? Do the cells fit together? Describe Learning
these patterns.
Connection to
These questions are answered as short responses, requiring 1-3 Expectations/
sentences each. These questions relate what the students have seen Learning Goals:
themselves while examining both types of cells with what has been
learned in previous lessons about them. They both highlight the The responses to the
organelles visible in the lab and have students compare the different short answer questions
organization of both types of cells, based on their drawings. push students to use
appropriate vocabulary

13
Once these have been completed, the lab sheet is submitted to the and compare plant and
teacher. The entire sheet, including both the lab questions and the animal cells based on
three short answer responses, are marked as an assessment of both prior knowledge
learning, providing both the teacher and students with a representation and their own
of their understanding of the concepts highlighted in the lab and their observations (2.5, 3.2,
implementation in practice. 3.3).

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