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%2C%20lab%20activities%2C%20projects%2C%20discussion%20questions%2C%20and%20review%20games%20are%20meaningful%2C%20the%20built-in%20quizzes%20and%20constant%20questions%20involve%20the%20class%20and%20challenge%20them.%20%2020%20Full%20Units%20of%20Study%2C%2050%2C000%20Slides%2C%20Grades%205-10)
This unit does a fantastic job of
bringing the cellular world into your
classroom. Built-in class notes,
activities with instructions and
questions, review games, a bundled
homework package, and much more
chronologically follow the three part
2,800 slide PowerPoint roadmap.
This is unit is a must for any life
science class.
Teaching Duration = 5 Weeks.
Download Link Below.
bringing the cellular world into your
classroom. Built-in class notes,
activities with instructions and
questions, review games, a bundled
homework package, and much more
chronologically follow the three part
2,800 slide PowerPoint roadmap.
This is unit is a must for any life
science class.
Teaching Duration = 5 Weeks.
Download Link Below.
-Areas of Focus within the Cellular Biology Unit -What is SPONCH?, SPONCH / Biologically
Important Molecules, % of SPONCH in Living Things, What does it mean to be living?,
Characteristics of Living Things, Needs of Living Things, Cellular Biology, History of Cellular
Biology, Modern Cell Theory, Types of Cells, Prokaryotic Cells, Eukaryotic Cells, Cellular
Organelles, Cell Wall, Plasma Membrane, Passive Transport, Diffusion, Osmosis, Active
Transport, The Nucleus, Chromatin / Chromosomes, Transcription and Translation, Nucleolus,
Nuclear Membrane, Rough Endoplasmic Reticulum, Smooth Endoplasmic Reticulum,
Ribosomes, Protein Synthesis, Golgi Apparatus, Lysosomes, Cytoskeleton / Mictrotubules /
Microfilaments, Centrioles, Plastid, Mitochondria, Vacuoles, Organelles by real images, and
much more.
Important Molecules, % of SPONCH in Living Things, What does it mean to be living?,
Characteristics of Living Things, Needs of Living Things, Cellular Biology, History of Cellular
Biology, Modern Cell Theory, Types of Cells, Prokaryotic Cells, Eukaryotic Cells, Cellular
Organelles, Cell Wall, Plasma Membrane, Passive Transport, Diffusion, Osmosis, Active
Transport, The Nucleus, Chromatin / Chromosomes, Transcription and Translation, Nucleolus,
Nuclear Membrane, Rough Endoplasmic Reticulum, Smooth Endoplasmic Reticulum,
Ribosomes, Protein Synthesis, Golgi Apparatus, Lysosomes, Cytoskeleton / Mictrotubules /
Microfilaments, Centrioles, Plastid, Mitochondria, Vacuoles, Organelles by real images, and
much more.
The Cell Biology Unit includes an interactive and engaging PowerPoint Presentation of 2200+
slides with built-in class notes (Red Slides), lab activities, project ideas, discussion questions,
assessments, challenge questions with answers, review games, video links, and much more. Text
is provided in large print (32 font) and is placed at the top of each slide so it can be read from all
angles of a classroom. A shade technique and color coded text helps to increase student focus and
allows teacher to control the pace of the lesson. Also included is a 11 page (doc.) bundled
homework package that chronologically follows the PowerPoint slideshow as well as a modified
assessment that looks much like the original. 16 pages of class notes (doc.) with images are also
included for students who require assistance, as well as answer keys to both of the homework
packages for support professionals, teachers, and homeschool parents. 15 video and academic
links are provided and a slide within the slideshow cues teacher / parent when the videos are most
relevant to play. Video links usually range from 2-7 minutes. Three PowerPoint review games are
included. Answers to the PowerPoint review games are provided in PowerPoint form so the
students can self-assess. Lastly, several class games such as guess the hidden picture beneath
the boxes, crossword puzzles, and the find the hidden owl somewhere within the slideshow are
provided. Difficulty rating of 9 (Ten is most difficult).
slides with built-in class notes (Red Slides), lab activities, project ideas, discussion questions,
assessments, challenge questions with answers, review games, video links, and much more. Text
is provided in large print (32 font) and is placed at the top of each slide so it can be read from all
angles of a classroom. A shade technique and color coded text helps to increase student focus and
allows teacher to control the pace of the lesson. Also included is a 11 page (doc.) bundled
homework package that chronologically follows the PowerPoint slideshow as well as a modified
assessment that looks much like the original. 16 pages of class notes (doc.) with images are also
included for students who require assistance, as well as answer keys to both of the homework
packages for support professionals, teachers, and homeschool parents. 15 video and academic
links are provided and a slide within the slideshow cues teacher / parent when the videos are most
relevant to play. Video links usually range from 2-7 minutes. Three PowerPoint review games are
included. Answers to the PowerPoint review games are provided in PowerPoint form so the
students can self-assess. Lastly, several class games such as guess the hidden picture beneath
the boxes, crossword puzzles, and the find the hidden owl somewhere within the slideshow are
provided. Difficulty rating of 9 (Ten is most difficult).
Next Generation Science Standards (NGSS)
MS.LS1.1 (Conduct a study to provide evidence that living things are made of
cells. Either unicellular or multicellular and with many types of cells).
• A neat activity explores “sewer lice” (raisins in ginger ale) and the
students believe they are living. The lesson covers what makes something
living. Cells are then introduced and students conduct a study comparing
cheek cell and onion cell. During this time, I also provide a slide to examine
pond water. Unicellular vs. multicellular is addressed. The many different types
of cell are also described with images.
MS.LS1.2 (Develop and use a model to describe the function of a cell as a
whole and how parts of the cell contribute to function).
• Students learn FFF “Form Follows Function” in the beginning of the unit
with some exercises and this theme is carried throughout the unit. Students
besides learning how Form Follows Function for each organelle throughout the
unit also create a cell city that examines how each organelle contributes to the
cells function as a whole. This boundary is exceeded as students will learn the
biochemical processes of photosynthesis and respiration.
MS.LS1.3 (Support with evidence how the body is a system of interacting
subsystems composed of groups of cells).
• Students learn levels of biological organization and create a step by step
drawing of the each level. Many review slides with visuals help reinforce this
standard.
MS.LS1.1 (Conduct a study to provide evidence that living things are made of
cells. Either unicellular or multicellular and with many types of cells).
• A neat activity explores “sewer lice” (raisins in ginger ale) and the
students believe they are living. The lesson covers what makes something
living. Cells are then introduced and students conduct a study comparing
cheek cell and onion cell. During this time, I also provide a slide to examine
pond water. Unicellular vs. multicellular is addressed. The many different types
of cell are also described with images.
MS.LS1.2 (Develop and use a model to describe the function of a cell as a
whole and how parts of the cell contribute to function).
• Students learn FFF “Form Follows Function” in the beginning of the unit
with some exercises and this theme is carried throughout the unit. Students
besides learning how Form Follows Function for each organelle throughout the
unit also create a cell city that examines how each organelle contributes to the
cells function as a whole. This boundary is exceeded as students will learn the
biochemical processes of photosynthesis and respiration.
MS.LS1.3 (Support with evidence how the body is a system of interacting
subsystems composed of groups of cells).
• Students learn levels of biological organization and create a step by step
drawing of the each level. Many review slides with visuals help reinforce this
standard.
MS.LS1.3 (Support with evidence how the body is a system of interacting subsystems composed of groups of cells).
• Students learn levels of biological organization and create a step by step drawing of the each level. Many review slides with visuals help reinforce this
standard.
MS.LS1.8 (Gather and Synthesize information that sensory receptors respond to stimuli by sending messages to the brain).
• This standard is addressed heavily in the nervous system portion of the human body systems and health topics unit.
MS.LS1.6 (Create an explanation from evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms).
• This standard is addressed heavily as students visit many interactive slides about photosynthesis after they learn about plastids / chloroplasts. Students learn
about how the energy flow of life comes from the sun and that plants create sugars. What goes into and out of plants is addressed. Students learn the biochemical
processes of photosynthesis (beyond and boundary). Video and academic links, review opportunities and more are provided
• Students learn levels of biological organization and create a step by step drawing of the each level. Many review slides with visuals help reinforce this
standard.
MS.LS1.8 (Gather and Synthesize information that sensory receptors respond to stimuli by sending messages to the brain).
• This standard is addressed heavily in the nervous system portion of the human body systems and health topics unit.
MS.LS1.6 (Create an explanation from evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms).
• This standard is addressed heavily as students visit many interactive slides about photosynthesis after they learn about plastids / chloroplasts. Students learn
about how the energy flow of life comes from the sun and that plants create sugars. What goes into and out of plants is addressed. Students learn the biochemical
processes of photosynthesis (beyond and boundary). Video and academic links, review opportunities and more are provided
Below are just a few of the typical standards that this unit addresses for those that are interested. This unit does cover many topics, standards, and concepts that are
not described below.
●Keep a journal record of observations, recognizing patterns, summarizing findings, and reflecting on the observations.
●Recognize that cells use energy, which they obtain from food, to conduct the functions necessary to sustain life, such as cell growth.
●Recognize that the human cells found in tissues and organs are similar to those of other animals, but somewhat different from cells found in plants.
●Describe the process of photosynthesis and explain that plants can use the food they make immediately or store it for later use.
●Explain that the way in which cells function is similar in all organisms.
●Recognize that cells use energy obtain from food, to conduct the functions necessary to sustain life, such as cell growth.
●Differentiate between prokaryotic and eukaryotic cells at the biochemical level, using cell wall composition, DNA structure, and other biochemical pathways.
●Differentiate between prokaryotic and eukaryotic cells according to general structure and degrees of complexity.
●Use data and observation to make connections between, to explain, or to justify how specific cell organelles produce/regulate what the cell needs or what a
unicellular or multi-cellular organism needs for survival (e.g., protein synthesis, DNA transport, nerve cells).
●Organize observations and data into tables, charts and graphs.
not described below.
●Keep a journal record of observations, recognizing patterns, summarizing findings, and reflecting on the observations.
●Recognize that cells use energy, which they obtain from food, to conduct the functions necessary to sustain life, such as cell growth.
●Recognize that the human cells found in tissues and organs are similar to those of other animals, but somewhat different from cells found in plants.
●Describe the process of photosynthesis and explain that plants can use the food they make immediately or store it for later use.
●Explain that the way in which cells function is similar in all organisms.
●Recognize that cells use energy obtain from food, to conduct the functions necessary to sustain life, such as cell growth.
●Differentiate between prokaryotic and eukaryotic cells at the biochemical level, using cell wall composition, DNA structure, and other biochemical pathways.
●Differentiate between prokaryotic and eukaryotic cells according to general structure and degrees of complexity.
●Use data and observation to make connections between, to explain, or to justify how specific cell organelles produce/regulate what the cell needs or what a
unicellular or multi-cellular organism needs for survival (e.g., protein synthesis, DNA transport, nerve cells).
●Organize observations and data into tables, charts and graphs.
Dear Valued Educator,
Thank you for visiting this site. If you have any questions or encounter any problems please
contact me at ryemurf@gmail.com.
Sincerely,
Ryan Murphy M.Ed
Thank you for visiting this site. If you have any questions or encounter any problems please
contact me at ryemurf@gmail.com.
Sincerely,
Ryan Murphy M.Ed
Cellular Biology Unit (Instant Download) $34.99
Life Science Curriculum (10 Units of Study Instant Download) $124.99
Entire Science Curriculum (20 Units of Study) Instant Download $199.99
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