GRADE: ESAM: 3-5

CONTENT STANDARD: Life Science

CONTENT TOPIC: Animals

CONCEPT: Animals differ in many ways.

CONTENT 0BJECTIVE: E2.00 To understand the increasing complexity of cellular organization from cell to organism

INSTRUCTIONAL OBJECTIVE: The learner will:

2.01 observe an animal cell and label the basic parts.
2.02 sequence the progression from the cell to the organism using pictures.
2.03 use a microscope and view slides with cells and organisms.

I. Observe and label animal cell parts
II. Specialized cells differentiate into tissues
III. Tissues become a system
IV. Organs become a system
V. Systems become the organism

TN COMPONENT OF SCIENCE: Process Of Science

TN GOAL:

To enable students to demonstrate the process of science by posing questions and investigating phenomena through language, methods and instruments of science

1.1 OBSERVING - The senses are used to develop an awareness of an event or object and the properties thereof.

1.1b The human senses and technological instruments are used to gather information from the environment.

BENCHMARK: Information is gathered by using human senses and various instruments such as magnifying lenses, microscopes, telescopes, thermometers, scales, and balances.

TIME REQUIRED:

Three instructional periods

Reference books, pictures of animal cells, tissues, organs, microscopes, slides

Today we will be discussing and viewing pictures in which we see the sequence and progression of a cell to an organism. All living things are made of cells and these cells transform into an organism. Name an organ that can be replaced in today's modern medical world. (response)

Cells are the smallest units that make up the body. Every organism begins as a single cell. The animal cell has a NUCLEUS that is rounded and dense. CYTOPLASM, a soft, jelly-like liquid surrounds the nucleus. The entire cell is surrounded by a covering called the CELL MEMBRANE. (Have a container of pond or lake water. Draw a diagram of an amoeba, paramecium, and vorticella on the board.) Some living things are only one cell. You might see a one cell animal in a pond or lake water. Place a drop of water on your slide. See if you can identify one of the one cell animals I have drawn on the board. Draw a diagram of the animal you see. Groups of cells that do the same job form TISSUES. TISSUES that work together performing the same function form ORGANS. ORGANS that work together form SYSTEMS.

(The following activities are suggested:

1. Using reference books provided, the encyclopedia, and their textbooks, have students draw and label an animal cell.

2. Students arrange pictures in sequence from cell to tissues to organs to systems.)

You will need a small package (3 oz.) of flavored gelatin, plastic sandwich bag, raisins, hot water (adult supervision). Prepare a small package of flavored gelatin. Pour into self-locking plastic sandwich bag. Put in a raisin. Place bag in refrigerator. When gelatin is set, examine the parts and compare to an animal cell. Students should compare plastic bag to cell membrane, gelatin to cytoplasm, skin of raisin to nuclear membrane, and inside of raisin to the nucleus. EAT!

We have named animal cell parts and labeled them - work with your neighbor to name the cell parts. Help me complete the following sentence:

Groups of _____ that do the same job form ________, ________ that work together form _______. ________ that work together form systems.

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