Download Unit C: Cell Structure and Function

Biology 2015-2016
Unit C: Cellular Staructure
Standards Addressed
During Unit
Overview
Students extend their understanding of living things as they are made up of cells with specialized parts and
functions. The development of the microscope has lead to the advancement in Biology. Students should
be able to make relevant learning connections in each unit back to one of the properties of life. Students
understand and practice safe research practices in the classroom as they are engaged in laboratory
investigations.
SC.912.L.14.2
SC.912.N.1.1
SC.912.N.1.4
SC.912.N.1.6
SC.912.L.14.3
Fundamental Skills:
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SC.912.L.14.1
Highlighted Nature of
Science Standards
SC.912.L.14.4
Plant and animal cells
Familiarity of microscope as a tool
Science laboratory safety practices
Coherence
In the grade prior students…
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Pasco County Schools, 2015-2016
Biology 2015-2016
Textbook Resources
Pearson Biology Ch. 7
Literature Connections:
Most students have seen/read in hospital based “dramas” hydrating with
saline solution rather than pure water…corresponding clip to discuss how
osmosis would be useful
Laboratory Investigations
Laboratory/Field Activities:
Cell lab comparing plant and animal cells (ex: onion root tip/cheek cell); Biological
Drawing and Microscope lab (letter “e”, different font colors)
Forensic Microscope Activity differentiating fingerprints (dissection scope) and
fiber/hair samples (light scope), Osmosis –Egg Lab
Classify images from TEM, SEM, Light and Dissection scopes identifying differences in
image detail as evidence for classification
Science Assessment Resources
EOC key terms: EOC Key terms are presented in glossary or flash card format
depending on your preference. You may also access them through Quizet.com at:
http://quizlet.com/_6s71t
EOC Success for Me Student and Teacher Resource page
Cell Theory
Cell Structure
Additional Resources
Extension: Investigate and formulate conclusion on stem cell use
(highlight primary/secondary source and reliability of information)
LA.910.4.2.2
L.E.Q. How are stem cells used in medicine today?
Debate the ethical use of these cells. (Research should include primary and
secondary sources)
http://micro.magnet.fsu.edu/optics/activities/students/index.html Activities to
enhance understanding of microscopes
http://www.exploratorium.edu/imaging_station/index.php Microscopic images
Deeper Learning Opportunities
Scientific Argumentation or CER (Claim, Evidence, Reasoning):
Activity 13: Movement of molecules in or out of the Cell*
Activity 15: Cell Size & Diffusion*
POGIL:
Cell Size Activity
http://www.schooltube.com/video/3a7eb76df5816f1118d4/Bill-Nye-theScience-Guy-Cellular-Haze “Cellular Haze” activator song
http://www.schooltube.com/video/986e2465c0a7d700ddbf/Discovery-Cells
How the cell works
http://www.phschool.com/science/biology_place/biocoach/cells/intro.html Cell
structure and function
http://www.phschool.com/science/biology_place/biocoach/biomembrane1/intro
.html Membrane structure and Transport
*Copy of Scientific Argumentation in Biology book and Biology POGIL book
provided to each HS
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2015-2016
Biology 2015-2016
Unpacking the Standards: What do we want students to Know, Understand and Do (KUD)
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect all students to learn?” It is important for PLCs to study the
standards in the unit to ensure that all members have a mutual understanding of what student learning will look and sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the
creation of the uni-dimensional scale (for use with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential for mastery.
Unit C: Cell Structure and Function
How does the structure and function of cells support cellular processes?
Standard:
SC.912.L.14.1 Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science.
SC.912.L.14.2 Relate structure to function for the components of plant & animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport).
SC.912.L.14.3 Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and
eukaryotic cells.
SC.912.L.14.4 Compare and contrast structure and function of various types of microscopes
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
The microscope is a vital scientific tool that aids in scientific advancement. All living organisms are made of cells with specialized parts and functions.
Know
Declarative knowledge: Facts, vocabulary, information.
1. There are multiple types of microscopes that carry out different
functions to aid in the advancement of science.
2. The cell theory is made of different parts and was constructed using
scientific process.
3. The discovery of cells and their structures is representative of the
process of science.
4. Prokaryotic cells differ from eukaryotic cells in both structure and
function.
5. There are differences/similarities in plant cells and animal cells
allowing biological processes to be carried out.
6. The cell membrane is a vital interface between the extra and
intracellular environments
Do
Procedural knowledge: Skills, strategies & processes that are transferrable to other contexts.
1. Compare and contrast the structures and functions of various types of
microscopes.
2. Explain the parts of the cell theory.
3. Formulate how the discovery of cells represents the process of
science.
4. Compare and contrast the general structures and functions of
prokaryotic and eukaryotic cells.
5. Summarize how the cellular organelles work together to carry out the
functions of a cell.
6. Distinguish plant and animal cells both visually and by structure.
7. Investigate and prove how the cell membrane is a highly selective
barrier.
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2015-2016
Biology 2015-2016
SC.912.L.14.2: Relate structure to function for the components of plant and animal cells. Explain the role of
cell membranes as a highly selective barrier (passive and active transport)
I can expand upon the following ideas:
4
o
o
3
Relate the structure of major organelles in plant and animal cells to their function
Explain the role of cell membranes as a highly selective barrier
On my own, I can demonstrate knowledge of the following:
2
o
o
o
Identify the structure of major organelles in plant and animal cells
Identify the function of major organelles in plant and animal cells
Differentiate between active and passive transport
With teacher help, I can demonstrate knowledge of the following:
1
o
o
o
o
Synthesize both the structure and function of
major organelles (including the cell membrane)
into a formal argument that analyzes why
those processes are important to cell
o
Construct a diagram of a plant or animal cell;
identifying major organelles by visual cues
Formulate an argument focusing on how cells
respond to their environment
Relate the structure of major organelles in plant and animal cells to their function
Explain the role of cell membranes as a highly selective barrier
I can:
o
o
Sample Tasks
Identify the structure of major organelles in plant and animal cells
Identify the function of major organelles in plant and animal cells
Differentiate between active and passive transport
o
o
o
o
o
Separate organelles into functional groups
(organelles that create proteins, etc.)
Interpret graphics showing active and passive
transport
Match the function of the organelles to their
structure
Write a short paragraph defining active and
passive transport
Even with help, I cannot demonstrate knowledge of the following:
0
o
o
o
Identify the structure of major organelles in plant and animal cells
Identify the function of major organelles in plant and animal cells
Differentiate between active and passive transport
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2015-2016
Biology 2015-2016
Concept: Microscope
Driving Questions
How has the invention and evolution of
the microscope changed Biology?
SC.912.L.14.4
Resources
Ch. 7 – Cell Structure and Function
http://science360.gov (Cellphone
Microscope)
Compare and contrast structure and function of various types of microscopes.
Vocabulary
Microscope, Resolution, Magnification,
http://www.nobelprize.org/education
al/physics/microscopes/timeline/index
.html Microscope timeline
http://www.udel.edu/biology/ketcha
m/microscope/ Virtual Microscope Lab
Concept: Cell Theory
SC.912.N.1.6
SC.912.L.14.1
Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the
process of science.
Driving Questions
Resources
What are the parts of the cell theory?
Ch. 7.1
How does the discovery of cells
represent the process of science and
discovery?
Ted Ed Lesson with Video on “Wacky
Cell Theory”
Vocabulary
http://www.biology.arizona.edu/cell_
bio/tutorials/cells/01q.html
Cell, Cell Theory, Resolution,
Microscope, Magnification,
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2015-2016
Biology 2015-2016
Concept: Plant & Animal cells
Driving Questions
What are the similarities/differences
between plant and animal cells?
SC.912.L.14.2
Resources
Ch. 7.2
http://cellsalive.com/
http://www.schooltube.com/video/98
6e2465c0a7d700ddbf/Discovery-Cells
together to carry out the functions of the How the cell works
cell?
Relate structure to function for the components of plant and animal cells. Explain the role of cell
membranes as a highly selective barrier (passive and active transport).
How do the organelles within a cell work
Vocabulary
Organelles, Golgi Apparatus, Rough
Endoplasmic Reticulum, Smooth
Endoplasmic Reticulum, Chloroplasts,
Nucleus, Cell Wall, Cell Membrane,
Cytoplasm, Mitochondria, Lysosome,
Vacuole, Cytoskeleton, microtubules,
microfilaments, Nucleolus, Nuclear
Envelope, Chromatin, Ribosomes,
plasmid
Concept: Prokaryotic & Eukaryotic Cells
SC.912.L.14.3
Compare and contrast the general structures of plant and animal cells. Compare and contrast the
general structures of prokaryotic and eukaryotic cells.
Driving Questions
What are the similarities/differences
between prokaryotic and eukaryotic
cells?
Resources
Ch. 7.2
Pearson BioCoach – interactive online
tutorial
How does compartmentalization benefit
eukaryotic cells?
Vocabulary
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Pasco County Schools, 2015-2016
Biology 2015-2016
Prokaryotic, Eukaryotic, Unicellular,
Multicellular, Cilia, Flagella
SC.912.N.1.4
Concept: Cell Membrane
Driving Questions
Resources
What role does the cell membrane play Ch. 7.3
in the transport of molecules across the
Pearson BioCoach – interactive online
SC.912.L.14.2
membrane?
tutorial
Relate structure to function for the components of plant and animal cells. Explain the role of cell How does the structure of the
membranes as a highly selective barrier (passive and active transport).
http://sciencestage.com/v/639/cellmembrane influence transport of
membrane-active-transport.html Cell
molecules?
membrane and active transport
Vocabulary
Cell Membrane bubbles Activity
Passive transport, osmosis, Active
Transport, selectively permeable,
Phospholipids, Hydrophobic, hydrophilic,
hypotonic, hypertonic, isotonic solutions
BIOLOGY EOC- Content Limits
Items may assess how contributions of scientists such asVan Leeuwenhoek, Hooke, Schwann, Schleiden, and/or Virchow
aided in the development of the cell theory but will not assess what each scientist contributed.
Items assessing a scientific claim, the development of a theory, or the differences between theories and laws are limited to the cell theory.
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2015-2016
Biology 2015-2016
Items will not address protists or fungi or assess cellular structures unique to protists or fungi.
Items referring to prokaryotic structures are limited to the cell wall, cell membrane (plasma membrane), cytoplasm, plasmid,
ribosomes, and flagella.
Items referring to eukaryotic structures are limited to the cell wall, cell membrane (plasma membrane), cytoplasm, nucleus,
nuclear envelope, nucleolus, chromatin, ribosomes, endoplasmic reticulum, microtubules, microfilaments, vacuoles,
mitochondria, Golgi apparatus, chloroplasts, lysosomes, cilia, and flagella.
Items referring to the role of the cell membrane may address hypotonic, hypertonic, and/or isotonic solutions; however, the
assessment should be on processes and not terminology.
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2015-2016