Download Cellular Organization - Bremen High School District 228

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
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Spirilla
Cocci
Microscopes
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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
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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
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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.
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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?
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How are
eukaryotes and
prokaryotes alike?
How are they
different?
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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.
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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.
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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.
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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
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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
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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.
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