Standards:
SC.912.L.14.1 Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the processes of science.
SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.
SC.912.N.3.4 Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions
SC.912.N.2.1 Identify what is science, and what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science)
SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions, methods and explanations.
Objectives:
1. Students can identify observations of cells that led to the cell theory
2. Students can identify and explain the three major concepts behind the cell theory
3. Student can explain the difference between a theory and a law
4. Students can develop a logical argument supporting the cell theory over the theory of spontaneous generation
Daily Essential Questions:
How does the development of the cell theory demonstrate the powerful nature of science and its ability to make statements with evidence to support them?
Agenda
2nd Quarter - Common Assessment #1 (11/19-22/10)
Engage: "Skamming" (Skim/Scan) for Section 7-1, "Are All Cells Alike?"
Explore: RAFT - Prokaryote/Eukaryote Dating Ad
Explain: "Cornell Notes+" for Section 7-1
Extend: Black Box Model (LAB)
Evaluate: Teacher Observations, Discussion, and Quiz on Cell Theory
Homework: "How well do I know these words?" for Section 7-1
