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UNIT COVER PAGE Bremen Dist. 228 School District: Science Department: Unit Title: Cells Course: Grade Levels: Biology 9-10 Topic Areas: Cellular Organization Time Frame: 4 weeks Unit Designer(s): Date Created: 4/7/08 Date Modified: Kris Cardinal, Grace Fontana, Joanne Hellinga, Peg Macabobby, Jane Molek, Chad Robson Link to State Standards 12.11.04 Identify the similarities and differences between plant and animal cells (i.e., know the various fundamental organelles of plant and animal cells and be able to distinguish these organelles in diagrams). Understand the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins. Understand that chloroplasts in plant cells capture useable energy from sunlight and store it for future use by synthesizing sugar out of carbon dioxide and water. Understand the role of mitochondria in making stored chemical-bond energy available to cells by completing the breakdown of glucose to carbon dioxide and water. Understand that the chief energy-storing compound use by organisms is ATP (adenosine triophosphate). Understand that enzymes are proteins that catalyze biochemical reactions and that the activity of enzymes depends on the temperature, ionic conditions, and the pH of the surroundings. Understand how prokaryotic cells, eukaryotic cells (whether of animals or plants and whether unicellular or multicellular), and viruses differ in complexity and structure. In particular: 1. Prokaryotes are organisms whose cells lack nuclei. They are usually small and unicellular. 2. Eukaryotes are organisms whose cells have nuclei and membrane bound organelles. 3. A virus is a non-cellular particle usually made up of genetic material and protein that can invade living cells. Viruses are also much smaller than any unicellular organism (such as a bacterium) and cannot be seen with light microscopes but only with electron microscopes. 12.11.06 12.11.07 12.11.08 12.11.09 12.11.10 12.11.11 Summary of Unit The purpose of this unit is to help the student understand the different types of cells and the organelles that can be found in these cells. They will also understand how these organelles function in these cells. Resources BER book Cells Alive Website Inside a Cell movie Key Words Prokaryote/bacteria Eukaryote Virus Cell theory Bacteriophage Bacilli Organization Z:\Biology-Regular\Biology UBD Units\Cells\Cellular Organization.doc Spirilla Cocci Microscopes 1 STAGE 1: IDENTIFY DESIRED RESULTS Enduring Understandings Students will understand that there are different levels of organisms in living organisms. microscopes are essential tools when studying cells. the cell is the basic unit of structure and function. cells come from pre-existing cells. living organisms are made of one or more cells. bacteria and viruses can be harmful Essential Questions What are the different levels of organization? How are eukaryotes and prokaryotes alike? How are they different? How might our understanding of bacteria and viruses help us study diseases and the treatments of these diseases? What would it be like to walk in Typhoid Mary’s shoes? How can I best show my understanding of the cell theory? Knowledge and Skills Students will know levels of organization: atom – molecule – organelle – cells – tissue – organs – organ – system organism structure and function of organelles in both plant and animal structure and use of microscope the major differences between prokaryotes, viruses and eukaryotes parts of the cell theory history of the cell theory Students will be able to demonstrate proper techniques when using a microscope make a wet mount identify examples of prokaryotes, plant and animal cells describe the differences between prokaryotes, viruses and eukaryotes understand the cell theory Students will be familiar with metabolism – heterotrophs – autotrophs safety in lab Z:\Biology-Regular\Biology UBD Units\Cells\Cellular Organization.doc 2 STAGE 2: DETERMINE ACCEPTABLE EVIDENCE What evidence will show that students understand? Required Assessments (brief description) You make me sick! (Application) Other Assessments (brief description) Cell city analogy Cells Alive website Cell as a factory Cell tic-tac-toe/scientist tic-tac-toe Microscope lab Bacteria staining lab Virus/bacteria graphs “Wanted” posters Cell puzzler Z:\Biology-Regular\Biology UBD Units\Cells\Cellular Organization.doc 3 PLAN LEARNING EXPERIENCES AND INSTRUCTION What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? Learning Activities W How will you ensure that all students know where they are headed in the unit, why they are headed there, and how they will be evaluated? Discussion of how bacteria and viruses affect our cells and therefore our lives. H How will you hook students at the beginning of the unit? E What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? Freak stories of infections. Hook: Explain bacteria and viruses as simple cells move to multicellular. Lab – Bacteria Lab – Cell parts Notes - Organelles R How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? Antibacterial soap thoughts. Light demo with bacteria – glow germs. E How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? GRASP . T How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? Movie – Inside a Cell – visual Labs - Kinesthetic O How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? 1. 2. 3. 4. Bacteria (respiration Staining/types of bacteria (microscopic) bring in viruses. Simple prokaryotes to complex. Introduce organelles with unicellular then move to multicellular (including levels of organization). This includes structure and function of organelles. Finish with diseases (H2O related) Chloera/giardia/malaria H2O as universal solvent. Z:\Biology-Regular\Biology UBD Units\Cells\Cellular Organization.doc 4 Essential Questions at Topic Level Use the six facets of understanding to generate possible essential questions for the topic of your three-circle audit (curricular priorities). Explanation Interpretation What are the different levels of organization? Application How does the cell theory relate to me? How might our understanding of bacteria and viruses help us study diseases and the treatments of these diseases? Cellular Organization Empathy What would it be like to walk in Typhoid Mary’s shoes? Perspective Self-Knowledge How can I best show my understanding of the cell theory? Z:\Biology-Regular\Biology UBD Units\Cells\Cellular Organization.doc How are eukaryotes and prokaryotes alike? How are they different? 5 Student Performance Task Unit: Cellular Organization Task: Application Course: Biology Time Frame: 1 period + 2 days homework Overarching Understanding: Students will understand that the changing relationships among science, technology, and society affect his/her life. Enduring Understanding: Students will understand that bacteria and viruses can be harmful. Essential Question: How might our understanding of bacteria and viruses help us study diseases and the treatment of these diseases? Vignette: Through your daily encounters with others and the environment, you have suddenly contracted a disease. To educate others about your experience, you are to produce a creative story detailing the following criteria: where were you when you got this disease, how did you contract it, causes and symptoms, how was it diagnosed and treated, did you have any side effects, and what recommendations would you make to others so they avoid getting this illness. You also must write a plausible ending to the story. Standard: You will be graded on the following scale: Grade sheet attached. Z:\Biology-Regular\Biology UBD Units\Cells\Cellular Organization.doc 6 Performance Task Blueprint Unit: Cellular Organization Type: Application 1 period + 2 days Time Frame: homework Topic Area: Goal To tell the story about how you contracted a disease, how you felt, how you were treated, and what recommendations would you make to others to prevent them from getting the disease. Role A person infected with a disease. Audience The public. Situation You have contracted a serious disease unexpectedly and have to tell others about your experience. Product or Performance Write a creative story describing what happened to you when you got a particular disease. It should be 2-3 typed pages double-spaced and include a page of references. Drawings or illustrations are encouraged, but not required. Standards You will be graded according to the task grading sheet. Z:\Biology-Regular\Biology UBD Units\Cells\Cellular Organization.doc 7 My Report is due: _____________ Life Science I’m sorry to hear you haven’t been felling well lately. (Well at least as far as this report is concerned!) On the next page is a list of communicable diseases. You will be “given” one of these diseases in a random drawing. You are to write a creative story describing what happened to you when you got this disease. You should keep the following things in mind: 1. Where were you when you got his disease? (If the disease you have is not common in the U.S., in your story you somehow should “be in the country” where the disease is prevalent.) 2. How did you contract your disease? Also what is the incubation period of it? That is, how long after you were exposed to the disease did you start to experience symptoms? 3. What causes this disease? 4. What were your symptoms? How did you feel? Were there any visible signs of your illness? 5. Where and how was your illness diagnosed? 6. What treatment was prescribed? Was it successful? 7. Did you (or do you) have any side effects as a result of the disease of its treatment? 8. What would you recommend to someone else regarding how to avoid getting this illness? 9. Write a plausible ending to your story. Creative Story Particulars 1. Your story should have a title page and be 2-3 typed pages, double spaced in 12 point type in Times New Roman font with 1” margins all around. 2. Drawings or illustrations are not considered a part of the page requirement. (You are encouraged to include pictures with your story; however, you are not obligated to do so. You can earn extra credit points, however, if you have an illustration or a picture.) 3. You should have a detailed reference page. If you use the Internet, you should specifically state the URL address exactly as it appears with the information on your screen. (If I type in you reference on a Web browser, I should be able to go directly to the very page you got your information from.) 4. In summary, you paper should include a title page, the body of the story, plus a reference page. (Additional picture pages within the report are optional. Z:\Biology-Regular\Biology UBD Units\Cells\Cellular Organization.doc 8 Anthrax Botulism Brucellosis Cholera Cryptosporidiosis Diphtheria Encephalitis (Viral) Giardiasis Glanders Guillain-Barre Syndrome Hemolytic Uremic Syndrome Hepatitis A Hepatitis B Hepatitis C Legionnaire’s Disease Leprosy Lyme Disease Malaria Measles Z:\Biology-Regular\Biology UBD Units\Cells\Cellular Organization.doc Melioidosis Meningitis (Bacterial) Meningitis (Viral) Mumps Plague Poliomyelitis Psittacosis Q Fever Rabies Reye’s Syndrome Rocky Mountain Spotted Fever Smallpox Tetanus Tuberculosis Tularemia Typhoid Fever Viral Hemorrhagic Fever West Nile Virus Yellow Fever 9 Name: _________________________ Date: ____________ Period: _______ Life Science Written Report: Report Turned in On Time: _______5 Points Title Page: _______4 Points Typed, 2-3 Pages, Double Spaced, 12 Pt. Type, New Times Roman 1” Margin 2 4 6 8 10 12 References: Internet References Clearly Written Reference Page (in MLA form) _______5 Points _______5 Points Grammar, English, Spelling: 2 Report Body (All 9 Components of The Story Included): 0-14 Drawings/Illustrations (=Extra Credit) 18 2 Written Report Total: Grading Scale: 51 – 57 A 46 – 50 B 40 – 45 C 34 – 39 D 0 – 33 F 16 4 6 20 4 ___________ Comments: _____________________________________________________ _____________________________________________________ _____________________________________________________ Typhoid Mary Probably one of the most infamous figures in U.S. medical history is Mary Mallon, alias “Typhoid Mary” (1870? – 1938). Although Mary was immune to typhoid bacillus Salmonella typhi, she was a carrier of the disease. In 1904, a typhoid epidemic broke out on Long Island, New York, beginning with the household where Mary had been a cook. When she was linked with the epidemic, she quickly disappeared. In 1907, Mary was discovered working as a cook in Manhattan, and the NYC Department of Heal had her committed to an isolation center for three years. She was released in 1910 under the condition that she never accept employment that involved the handling of food. In 1914, Mary was implicated in typhoid epidemics at both a sanitarium in Newfoundland, New Jersey, and at Sloane Maternity Hospital in Manhattan where she again had been working as a cook. This time the Health Department placed her in an isolation center on North Brother Island, where she remained until shed she died in 1938. Typhoid Mary has been directly liked to 51 original cases of typhoid and three deaths. Countless more typhoid cases can be indirectly attributed to her. Why she continued working as a cook until she was forcibly isolated is still a mystery. Adapted from: Compton’s Interactive Encyclopedia. Copyright © 1994, 1995 Compton’s New Media, Inc. Z:\Biology-Regular\Biology UBD Units\Cells\Cellular Organization.doc 10