S7L2: Obtain, evaluate, and communicate information to describe how cell…
Obtain, evaluate, and communicate information to describe how cell structures, cells, tissues, organs, and organ systems interact to maintain the basic needs of organisms. a. Develop a model and construct an explanation of how cell structures (specifically the nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, and mitochondria) contribute to the function of the cell as a system in obtaining nutrients in order to grow, reproduce, make needed materials, and process waste. b. Develop and use a conceptual model of how cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms. c. Construct an argument that systems of the body (Cardiovascular, Excretory, Digestive, Respiratory, Muscular, Nervous, and Immune) interact with one another to carry out life processes.
The Georgia Standards of Excellence, Science outcome S7L2 (Life Science) for Grade 7 says: “Obtain, evaluate, and communicate information to describe how cell structures, cells, tissues, organs, and organ systems interact to maintain the basic needs of organisms. a. Develop a model and construct an explanation of how cell structures (specifically the nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, and mitochondria) contribute to the function of the cell as a system in obtaining nutrients in order to grow, reproduce, make needed materials, and process waste. b. Develop and use a conceptual model of how cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms. c. Construct an argument that systems of the body (Cardiovascular, Excretory, Digestive, Respiratory, Muscular, Nervous, and Immune) interact with one another to carry out life processes.” This Fieldbook unit teaches it hands-on, with everyday materials and a printable teacher guide and student sheet for every lesson. Official wording: Georgia Standards of Excellence, Science.
Cells: The Smallest Living Things Grades 7–8 · partly supports this outcome
How small is a cell, how does water get in, what's inside, and why are cells so tiny? Four lessons with potatoes, strawberries and gelatin that work with a microscope or without one.
- How do things get in and out of a cell? Two sessions: 45 min, then 30 min the next day
Students weigh potato strips, soak them in plain and salty water, and measure how their mass and stiffness change. They use the results to explain diffusion and osmosis, and why a wilted salad goes limp.
- Can you pull DNA out of a strawberry? 50–60 min
Students mash strawberries with dish soap and salt, filter the juice, and watch a cloudy white tangle of DNA appear when the teacher layers cold rubbing alcohol on top. They explain what each ingredient did to the cell, and test what happens without soap.
- Why are you made of many small cells, not one big one? 50–60 min, with cubes soaking for at least an hour
Students soak gelatin cubes of 1, 2 and 3 cm in food colouring, cut them open and measure how far the colour got in. They calculate surface area to volume and explain why cells stay small.
Printable practice for S7L2
These pages practise a closely related idea; the match to S7L2 is partial.
- Cells: The Smallest Living Things workbook included with the unit
3 practice pages, 3 readings, 2 English-support pages, 1 word wall, 1 unit review, 1 unit test, with answer keys.
Need just this outcome? Build a custom pack from these pages, with its answer key, in about a minute. Custom packs come with All-access and school licences.
Compared with NGSS: MS-LS1-2 (partial).
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