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VA SOL and Instructional Goal

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Elisabeth Marsten

on 6 March 2014

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Transcript of VA SOL and Instructional Goal

VA Science SOL 5.5: Living Systems
Lindsay Iseli, Liz Marsten, & Sheryl Milligan
Identifying and Grouping Plant Cells by Traits
Vascular VS Nonvascular
Structuring appropriate thoughts and findings to fellow peers, submitting comments

Students will:

(a) Draw, label, and describe the essential structures and functions of plant and animal cells. For plants, include the nucleus, cell wall, cell membrane, vacuole, chloroplasts, and cytoplasm. For animals, include: nucleus, cell membrane, vacuole, and cytoplasm
(b) Group organisms into categories, using their characteristics: plants (vascular and nonvascular) and animals (vertebrates or invertebrates). Name and describe two common examples of each group
(c) Compare and contrast the distinguishing characteristics of groups of organisms
(d) Identify and explain traits of organisms that allow them to survive in their environment

Comparing and Contrasting Animal and Plant Cells
Using a Microscope
VA Science SOL
5.5 The student will investigate and understand that organisms are made of one or more cells and have distinguishing characteristics that play a vital role in the organism’s ability to survive and thrive in its environment. Key concepts include
a) basic cell structures and functions;
b) classification of organisms using physical characteristics, body structures, and behavior of the organism; and
c) traits of organisms that allow them to survive in their environment.
Instructional Goal
Given basic computer and microscope instruction, students will be able to research and investigate plant and animal cells by observing various plant and animal specimens and forming hypotheses about their functions and traits. Criteria: Students will collaborate in order to record the following information: drawings and descriptions of cell structures and functions, classifications of organisms using their physical characteristics, structures, and behaviors, and traits that allow the cells to survive in their environment. Students will use their findings to produce a class website that informs the public.
Plant Cell
Animal Cell
nucleus, cell wall, cell membrane, vacuole, chloroplasts, and cytoplasm

round, irregular shape
nucleus, cell membrane, vacuole, and cytoplasm

rectangular, fixed shape
Adjusting/focusing lens and diaphragm, Turning it on/off, putting in a slide, changing the objectives, cleaning the microscope, assembling a slide
Vertebrate VS Invertebrate
Identifying and Grouping Animal Cells by Traits
have roots, stems, and leaves; has vascular tissue; normally larger in size; cuticle is present to reduce water evaporation
examples - ferns, conifers, and flowering plants

do not have roots, stems, or leaves; do not have vascular tissue; smaller in size; depend on water for reproduction
example- mosses
Vascular Plants:
Nonvascular Plants:
Vertebrate Animals:
Invertebrate Animals:
has an internal skeletal system
examples: fish, birds, mammals, reptiles, amphibians

does not have a backbone
examples: insects, worms
Making, Recording and Organizing Observations about Cells, about Organisms

Using anything such as charts, graphs, blogging, journals, conversations, pictures, diagrams, models that show what you are thinking, seeing, and learning
Full transcript