Year 8 Science · Unit 1 · Lesson 5

Checkpoint 1, Cells to Systems

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Learning Goals

Apply knowledge from Lessons 1–4 to identify odd-one-out items
Synthesise understanding of levels of organisation in a real-world scenario
Use scientific language to trace a glucose molecule through multiple levels of organisation

Warm Up

Odd one out

Circle the item that does not belong in each group. Then explain why it doesn't fit on the line provided.

#	Group	Your answer (odd one + reason)
1	Cell Tissue Chloroplast Organ
2	Root system Shoot system Circulatory system Vascular system
3	Xylem Phloem Stomata Haemoglobin
4	Muscle tissue Nerve tissue Connective tissue Pollen

Your Turn

Synthesis scenario

A sugar gum tree (Eucalyptus cladocalyx) in the Flinders Ranges, South Australia, captures sunlight in its leaf cells and produces glucose through photosynthesis. That glucose needs to travel to a muscle cell in a yellow-footed rock wallaby that ate a fallen leaf. Trace the journey of that glucose molecule, starting inside the leaf chloroplast and ending inside the wallaby's muscle cell, naming every level of organisation it passes through along the way.

(a) Describe the journey of the glucose molecule through the plant, from chloroplast to the edge of the leaf. Name the levels of organisation and structures it passes through.

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(b) Once the wallaby eats the leaf, how does the glucose reach a muscle cell in the wallaby's leg? Name at least two levels of organisation it passes through in the wallaby.

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Show What You Know

1. Explain why a gum tree and a kookaburra are both described as "organised living systems," even though they look nothing alike.

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2. A student says: "An organ is just a big lump of tissue." Write a more accurate scientific explanation of what an organ is and how it differs from tissue.

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Wrap Up

In one sentence, what was the main idea of this lesson?