Middle School Curriculum
Back in 1963 when LAB-AIDS® shipped its first kit, we had a vision, to revolutionize the middle school classroom with one of the first inquiry-based approaches to learning science through hands-on activity. More Info
Cell Biology and Disease
35-41(8 weeks)
By exploring how infectious diseases affect people, students study microbiology. In Cell Biology and Disease unit, they’ll focus on cell size, structure, function, permeability and the different systems of classification. They learn how to use a microscope, and then use it to gather data, building on their ability to conduct experiments. Students also explore the function of the immune system and the growth of antibiotic-resistant organisms through a series of laboratory activities and simulations. A project on disease provides students with an opportunity to develop research skills.
Content in Cell Biology and Disease is organized into 24 activities, as follows:
| Activity Title | Activity Type | Activity Overview | |
|---|---|---|---|
| 30. | It’s Catching! | Modeling | As a class, students mode and then analyze the spread of an infectious disease. |
| 31. | The Range of Disease | Project | After a scavenger hunt, students begin researching a disease and eventually produce a public service announcement on disease. |
| 32. | Who Infected Whom? | Investigation | Students develop and test hypotheses about the path of disease transmission in a fictional situation. |
| 33. | From One to Another | View and Reflect | Students view a video segment on the outbreak and investigation of bubonic plague in San Francisco, CA during the 1900s. |
| 34. | The Story of Leprosy | Talking it Over | Students read about the history of leprosy before discussing societal responses to infectious disease. |
| 35. | A License to Learn | Lab | After earning a microscope license, students use microscopes to examine everyday materials. |
| 36. | Looking for Signs of Micro–Life | Lab | Students prepare a wet mount slide and use microscopes to search for microscopic ife. |
| 37. | The History of the Germ Theory of Disease | Role Play | Students role-play different scientists and their contributions to developing ideas about disease. |
| 38. | Microbes, Plants, and You | Lab | Students stain plant cells and compare the structure to a microbial cell and a human cell. |
| 39. | Cells Alive! | Lab | Students investigate the ability of cells to respire using yeast. |
| 40. | A Cell Model | Modeling | Students construct a cell model and explore the function of the cell membrane. |
| 41. | A Cell So Small | Modeling | Students investigate why cells are small, using a model of carbon and blue dye. |
| 42. | A Closer Look | Reading | Students read about basic cell structures and their functions within plant and animal cells. On-line extensions show cell animations and electron micrographs. |
| 43. | Microbes Under View | Lab | Students view prepared slides of protists and bacteria to help identify distinguishing characteristics. |
| 44. | Who’s Who? | Investigation | Students classify cards containing images and information about different microbes using a dichotomous key. |
| 45. | The World of Microbes | Reading | A reading about protists, bacteria, and viruses and how they are classified. |
| 46. | Disease Fighters | Investigation | Students view prepared slides of normal human blood and perform simulated tests for blood-type compatibility . |
| 47. | Reducing Risk | Lab | Students investigate the effects of various antimicrobial solutions on the growth of common bacteria. |
| 48. | Wash Your Hands, Please! | Investigation | Students design an experiment to reduce the number of microbes found on their hands after hand washing. |
| 49. | An Ounce of Prevention | Role Play | Students perform a role play on the use of vaccines and antibiotics in the treatment and prevention of infectious disease. |
| 50. | Fighting Back | View and Reflect | Students view a video segment on the development of the first antibiotic: penicillin. |
| 51. | The Full Course | Modeling | Students model the effects of antibiotics on the population of the disease - causing bacteria during an infection. |
| 52. | Miracle Drugs—or Not? | Talking it Over | Students read about the use and misuse of antibiotics before discussing the responsibilities of patients. |
| 53. | Modern Outbreaks | Investigation | Students collect data and develop hypotheses about disease transmission while playing a board game. |
LAB-AIDS® provides several useful tools to guide you and your students through the Cell Biology & Disease unit:
Student Book
The Cell Biology and Disease soft cover Student Book guides investigations and provides related readings. The Student Book uses a variety of approaches to make science accessible for all students. SEPUP’s integrated literacy strategies help students process new science content, develop their analytical skills, make connections between related concepts, and express their knowledge orally and in writing.
The built-in assessment system helps teacher’s identify students’ strengths and weaknesses from the beginning of the course. This allows them to adjust activities when needed so that all students get the best chance to build their knowledge and appreciation of science.
LAB-AIDS® Science Lab Notebook
The use of a science journal or notebook in SEPUP is strongly recommended. The journal not only models the way scientists work, but it helps to develop and reinforce students’ science learning and literacy skills.
The LAB-AIDS® Science Lab Notebook is 112 three-hole punched pages which allow students to store the completed pages in their binder. It has a 2 column design and plenty of room for notes and responses to Analysis Questions. Graph Anywhere allows data tables and graphs to be drawn in a fraction of the usual time. The Science Lab Notebook was designed with “Best Practices” in mind.
Complete Materials Package
All SEPUP materials packages are designed with teachers, students and environmental considerations in mind. Traditional laboratory style classrooms are not necessary to teach SEPUP.
Materials packages include most of the items needed for the activities. They support multiple classes – typically up to five classes of 32 students (160 total students) – before consumables need to be replaced. It’s important to note that materials are consumed at various rates; therefore, it will not be necessary to replace all consumable items every year. Exclusive to SEPUP programs are the molded tray liners that keep everything in place and easy to locate – even in a hurry.
Teacher’s Guide
The Cell Biology and Disease Teacher’s Guide takes you through each activity in the Student Book and helps you see the development of concepts within the big picture of the units and the course you are teaching. It helps you set up the equipment from the kit, organize the classroom, conduct activities, and manage practical details, all of which enhance students’ learning environment. The Teacher’s Guide is packaged as a series of loose-leaf binders that you can personalize with annotations, rearrangements, and insertions. The Teacher’s Guide provides full support for teaching the program. Additional support resources can also found in the Teacher’s Guide.
Teacher Resource
The Teacher Resource provides background and suggestions to increase the overall effectiveness of implementing the program across all levels of learners. Sections include: SEPUP’s Approach to Teaching and Learning, Differentiation Strategies for Diverse Learners, Literacy Strategies for Supporting Reading Comprehension and for Enhancing Students’ Writing and finally Comprehensive instruction on the SEPUP Assessment System.
Books Online
Individual, classroom or district licenses can be purchased for access to our student books on-line. It features editable Word documents for each set of Activity Assessment Questions which allows students to e-mail their finished work back to the teacher. Microsoft Word Tools provide strong support for diverse learners. The Spelling and Grammar Checker uses red and green underline squiggles representing spelling (red) and grammar (green) errors alerting students to potential errors. The thesaurus helps to refine writing as well as expose students to new vocabulary words. Students with poor spelling skills often have difficulty using a dictionary. This feature provides an instant definition for a highlighted word, eliminating the task of dictionary look-up. Students can also use the Thesaurus to find the synonyms of words.
All pages were created using Adobe Acrobat Reader. A great feature of the Adobe program is “The Read Aloud Function”. The program audibly reads the text, allowing the student to follow the reading on the page. You can speed up or slow down the program based on the student’s ability. This helps all students increase their vocabulary.
ExamView® Test Generating Software
ExamView® for Issues & Life Science makes it easier for educators to use your content to assess, track, and analyze student performance. Comprised of the Test Generator, Test Manager, and Test Player, ExamView® is the industry standard for paper, Internet, and LAN‐based question and test development.
Test Generator Educators can create assessments, quizzes, study guides, and worksheets using multiple question formats, pictures, tables, graphs, charts, and other multimedia elements. Works exclusively with eInstruction’s CPS™ student response systems for real‐time results.
Test Manager Educators collect results and generate comprehension reports in minutes. Test Manager also manages class rosters and automatically collects performance data from the school network to analyze student results and identify areas of concern.
Test Player Gives students the ability to take tests and view study guides over the school network. ExamView® adds even more benefits to your content.
QuickTest Wizard New tests can be created in a matter of minutes with easy step‐by‐step navigation. Simply select the question banks and the number of questions and ExamView® does the rest.
Style Gallery ExamView® tests can be easily formatted to match state or national standardized tests. Simply choose a layout based on predefined formats (e.g., TAKS, FCAT, GED, GMAT, NCLEX, etc.) and print a comprehensive answer sheet.
Multiple Question Formats ExamView® supports 14 question formats. An ExamView® question can contain pictures, graphs, charts, tables, and other multimedia elements. You can create dynamic questions (algorithms) for any subject area which allow infinite customization of a question using mathematical definitions.
Ancillaries
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