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Microbiology and Cell Theory
Age 12-14: Concept 1 - Semester 1: Unit 5

The human body is made up of trillions of cells, and in this unit you will learn about this most basic and microscopic unit of organisms. You will begin by learning cell theory before exploring the various parts of plant and animal cells. The unit then moves into more a detailed description of each cell type including eukaryotic and prokaryotic cells. You will also come to understand each stage in the process of cell division known as mitosis. The unit ends with an explanation of how diseases are spread and how they negatively affect the health of cells.

This final project allows you to rely upon your knowledge of infectious disease to examine microscope slides of microbes and diagnose the presence of a specific illness. You will create a model of the microbe you are researching and share your ideas on how to prevent its transmission.
by Steven D. Wall, M.A.
by Steven D. Wall, M.A.

Other Items You May Need

The Age 12-14 semester 1 science units require materials from the Semester 1 Science Kit.
$80.00 #1774 Age 12-14 - Semester 1 - Science Kit (what is included)


  • Able to read and comprehend novels at an 8th or 9th grade reading level
  • Able to write multiple paragraphs on a topic
  • Can write a five paragraph essay
  • Usually used by children in the seventh or eighth grade

Table of Contents

  • Lesson 1: Cell Theory
  • Lesson 2: Introduction to Plant and Animal Cells
  • Lesson 3: The Structures of Eukaryotic Cells
  • Lesson 4: Protists
  • Lesson 5: Prokaryotes
  • Lesson 6: Understanding Microbes
  • Lesson 7: Specialized Cells
  • Lesson 8: Mitosis
  • Lesson 9: Biological Hazards and Infectious Disease
  • Lesson 10: On Their Shoulders
  • Final Project: Outbreak Prevention (4 Days)

Summary of Skills

Moving Beyond the Page is based on state and national standards. These standards are covered in this unit.
  • All living organisms are composed of cells, from just one to many trillions, whose details usually are visible only through a microscope. (Science)
  • Analyze data to determine trends or patterns to determine how an infectious disease may spread including carriers, vectors, and conditions conducive to disease. (Science)
  • Analyze structures, functions, and processes within animal cells for specialized needs. (Science)
  • Analyze structures, functions, and processes within animal cells for the capture and release of energy, feedback information, the disposal of wastes, reproduction, movement, and specialized needs. (Science)
  • Calculate reproductive potential of bacteria. (Science)
  • Compare and contrast microbes' size, shape, and structure. (Science)
  • Compare the structures and life functions of single-celled organisms that carry out all of the basic functions of life including Euglena, Amoeba, Paramecium, and Volvox. (Science)
  • Conclude that animal cells carry on complex chemical processes to balance the needs of the organism. (Science)
  • Describe diseases caused by microscopic biological hazards including viruses, bacteria, parasites, contagions, and mutagens. (Science)
  • Determine whether microbes are living cells. (Science)
  • Evaluate the human attempt to reduce the risk of and treatments for microbial infections including solutions with anti-microbial properties, antibiotic treatment, and research. (Science)
  • Evaluate the human attempt to reduce the risk of and treatments for microbial infections. (Science)
  • Investigate aspects of biotechnology including specific genetic information available, careers, economic benefits, ethical issues, and the impact for agriculture. (Science)
  • Know that as multicellular organisms develop their cells differentiate. (Science)
  • Know that cells divide to increase their numbers through a process of mitosis, which results in two daughter cells with identical sets of chromosomes. (Science)
  • Know that cells provide structure and carry on major functions to sustain life. (Science)
  • Know that cells take in materials that the cell or an organism needs. (Science)
  • Understand that cell function is similar in all living things. (Science)
  • Understand that cells take in nutrients to make the energy for the work cells do. (Science)
  • Understand that some organisms are single celled; other organisms, including humans, are multi-cellular. (Science)
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