Middle School Curriculum
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SEPUP Texas Edition, Science Grade 7, Cell Structure and Function Units
30-40
In this unit, Students will explore what causes infectious diseases, how these diseases are transmitted, and what approaches scientists and medical professionals take to combat them. Students will also look at how disease agents compare to the cells of the organisms they infect. How are infectious diseases spread from one person to another? How do scientists study, prevent, and treat infectious diseases?
Content in SEPUP Texas Edition, Science Grade 7, Cell Structure and Function Units is organized into 12 activities, as follows:
| Activity Title | Activity Type | Activity Overview | |
|---|---|---|---|
| 22. | Outbreak! | Modeling | Students model the spread of an infectious disease by simulating participation in various activities that could expose them to infectious agents. They use a model disease indicator to find out if they were infected. Based on the results the class discusses how infectious diseases are spread, laying a foundation for further analysis of the cause and transmission of the disease. |
| 23. | The Range of Disease | Project | Students are assigned a long-term research project on a disease. As part of their projects, students investigate a disease agent and its life cycle. Students complete the project by developing an informational presentation. |
| 24. | Observing Animal and Plant Cells | Laboratory | Students observe plant and animal cells under a microscope. Students make observations of structures that are shared and that differ among the cells. The importance of staining for the visualization of cell structures is highlighted. |
| 25. | A Closer Look at Animal and Plant Cells | Laboratory | A reading elaborates on the structures and functions common to plant and animal cells. Students then use an interactive computer animation to review what they have learned in the reading, and compare plant and animal cell functions. They conclude the activity by making a physical model of a plant or animal cell. |
| 26. | Observing Single-celled Organisms | Laboratory | Students view prepared slides of protists and bacteria to investigate some of the characteristics of these two groups, including size and the presence or absence of a nucleus. |
| 27. | Microbes | Reading | Students find out more about microbes by reading about the differences among bacteria, protists, and viruses. They learn that scientists do not classify viruses as organisms because viruses are not cells. |
| 28. | Culturing Bacteria | Laboratory | Students investigate the effects of various growing conditions, including growth media, on the growth of common bacteria. They prepare a laboratory report on their results. |
| 29. | The History of the Germ Theory of Disease | Role Play | A history of the scientific discoveries leading to the cell theory and the germ theory of disease is examined as students read, discuss, and role-play the contributions of various scientists. Scientific advancements based on cell theory and the germ theory, such as the mechanisms and treatments for various diseases, are presented. Students construct a timeline of events from notes taken during the role plays of other groups. |
| 30. | Levels of Organization: Cells, Tissues, Organs | Reading | Students further investigate levels of biological organization, which were introduced in Unit 1, “Body Systems.” They observe microscope slides and identify cells, tissues, and organs in plant and animal sections. A short reading provides additional information on levels of organization in multicellular organisms. |
| 31. | Cells Alive! | Laboratory | In this activity, the idea that all cells perform life functions (such as respiration) is explored. Students are introduced to yeast as they investigate the ability of yeast cells to conduct cellular respiration. Comparisons of human and yeast cells reinforce the cellular nature and common functions of all life. |
| 32. | A Cell Model | Modeling | The concept of the cell membrane as a key biological structure with a function required by all cells is further investigated. Students construct a simple cell model to investigate the function of the cell membrane. Experimental results demonstrate the permeability of the cell membrane when smaller particles, such as those of Lugol’s solution, can cross, while larger particles, such as those of starch, cannot. The class discusses how cell permeability relates to cell functioning. |
| 33. | Disease Detectives | Investigation | Students assume the role of epidemiologists as they read information about patients who are similarly infected with a disease. Students gather data about patients’ whereabouts, symptoms, onset of the disease, and likely incubation period of the disease. They investigate microbes that might be the infectious agents and hypothesize which microbe is causing the disease. As new evidence comes to light, they evaluate their hypotheses. |
A full suite of course tools is available for teachers, as follows:
Student Edition
The Student Edition guides investigations and provides related readings. It 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.
eStudent Edition
Availible in both download and online access platforms.
Teacher Edition
The SEPUP Core Curriculum Teacher’s Edition takes you through each activity in the Student Edition 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 Edition is packaged as a series of loose-leaf binders that you can personalize with annotations, rearrangements, and insertions. The Teacher’s Edition provides full support for teaching the program. Additional support resources can also found in the Teacher’s Edition.
Complete material 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.
Online and technology Tools
These include the Exam View suite of assessment tools and more than 100 web links for each of the three SEPUP 6-8 courses, to be used for basic instruction and enrichment.
| SEPUP Texas Edition, Science Grade 7, Cell Structure and Function Units | Item # | Price | Quantity |
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