Download Cell Structure and Function

Unit C: Cellular Structure and Functions
Overview
Students extend their understanding of living things as they are made up of cells with
specialized parts and functions. Included will be a discussion of two types of
macromolecules (lipids and proteins) and their importance in cellular 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.
Fundamental Skills:




Differentiate plant and animal cells
Familiarity of microscope as a tool
Relationships between macromolecules and cellular functions
Science laboratory safety practices
Standards Addressed
During Unit
Highlighted Nature of
Science Standards
Cell Theory - SC.912.L.14.1
Nature of Science SC.912.N.1.1
Components of Cells SC.912.L.14.2
Comparing Plant and
Animal Cells SC.912.L.14.3
Reliability of Information SC.912.N.1.4
Scientific Inferences SC.912.N.1.6
Microscopes SC.912.L.14.4
Biological Molecules SC.912.L.18.1
Coherence
Prior Learning Experiences:
- Students should have previously explored the concept of the cell theory, and the major components of that theory (SC.6.L.14.2)
- Students should have already compared and contrasted the structure and function of major organelles in plant and animal cells (SC.6.L.14.4)
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 3: Cellular Structure
Unit Essential Question: How does the structure of a cell facilitate its function?
Standards:
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
SC.912.L.18.1 Describe the basic molecular structures and primary functions of the four major categories of biological
macromolecules.
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.
Macromolecules interact with each other allowing all of the cellular functions to operate.
Know
Do
Declarative knowledge: Facts, vocabulary, information.
Procedural knowledge: Skills, strategies & processes that are transferrable to other
contexts.
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 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
7. The differences in chemical makeup of the 4 macromolecules
1.
2.
3.
4.
5.
6.
7.
8.
Compare and contrast the structures and functions of microscopes.
Explain the parts of the cell theory.
Formulate how the discovery of cells represents the process of science.
Compare and contrast the general structures and functions of prokaryotic
and eukaryotic cells.
Summarize how the cellular organelles work together to carry out the
functions of a cell.
Distinguish plant and animal cells both visually and by structure.
Investigate and prove how the cell membrane is a highly selective barrier.
Provide examples of how the structure of each macromolecule dictates a
specific cellular function.
Sample Learning Scale
Biology Learning Scale
SC.912.L.14.2: Relate structure to function for the components of plant and animal cells.
I can expand upon the following ideas:
4
o Relate the structure of major organelles in plant and animal cells to
their function
I can:
3
o Relate the structure of major organelles in plant and animal cells to
their function
On my own, I can demonstrate knowledge of the following:
2
o Identify the structure of major organelles in plant and animal cells
o Identify the function of major organelles in plant and animal cells
o
With teacher help, I can demonstrate knowledge of the following:
1
o Identify the structure of major organelles in plant and animal cells
o Identify the function of major organelles in plant and animal cells
Sample Tasks
o Synthesize both the structure and
function of major organelles 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
o Formulate an argument focusing on
how cells respond to their
environment
o Separate organelles into functional
groups (organelles that create
proteins, etc.)
o
o Match the function of the
organelles to their structure
Culminating Performance Task:
Cell Election Campaign: With election season coming up, you have been approached by cell organelle to run their presidential campaign. The
president of the cell is an important position, and one that should not be taken lightly. Over the next 3 weeks in class, you and your group will
campaign for your assigned organelle. During this campaign, you must create a campaign ad and participate in a debate on behalf of your
candidate. As you are running against other organelles, you must research information on both their structure and function to determine the
best way to campaign against them. At the end of the project, our class will vote on who they believe could best serve the role of cell president.
Science Assessment Resources
Additional 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://www.exploratorium.edu/imaging_station/index.php
Microscopic images
http://quizlet.com/_6s71t
http://www.schooltube.com/video/3a7eb76df5816f1118d4/BillNye-the-Science-Guy-Cellular-Haze “Cellular Haze” activator song
EOC Success for Me Student and Teacher Resource page
http://assessment.aaas.org/topics
Unit Deeper Learning Experiences
Scientific Argumentation or CER (Claim, Evidence, Reasoning):
Biology POGIL
-
Prokaryote and Eukaryote Cells
Transport in Cells
Scientific Argumentation
- Movement of Molecules In Or Out Of Cells: Using an online simulator,
students can observe what happens to a cell as solute concentration
inside and outside of the cell are changed. Using this, a ClaimEvidence-Reasoning model can be used to have students generate a
claim using the structure of a cell and how it responds to it’s external
environment.
http://www.phschool.com/science/biology_place/biocoach/cells/i
ntro.html Self-paced cell structure and function info with quiz at the
end
http://www.phschool.com/science/biology_place/biocoach/biome
mbrane1/intro.html Self-paced membrane structure and transport
info with quiz at the end
https://www.youtube.com/watch?v=gFuEo2ccTPA Introduction to
cells- movie trailer style
https://www.youtube.com/watch?v=4OpBylwH9DU The wacky
history of the cell theory-TED-Ed
Key Learning: Compare and contrast the various types of microscopes, and discuss what function each microscope serves in
the process of science.
Concept: Microscopes
SC.912.L.14.4
Compare and contrast structure and function of
various types of microscopes.
Driving Questions:
How has the invention and evolution of the
microscope changed Biology?
Student Investigations:
Microscope vs. Naked Eye comparison:
Vocabulary
Microscope, Resolution, Magnification, Scanning
Electron microscope, Compound microscope
Allow students to bring in (or provide) items for
students to look at under a microscope. Have
students draw a picture of the object as they see
it normally, and then under the microscope.
Students should record the magnification- this
gives them practice understanding how
compound microscopes use different lenses
together.
Sample Formative Assessment Task:
A student has found a specimen that they
would like to observe underneath a
microscope. The student wants to observe
the general structure of the specimen, and is
not concerned about the fine details of the
specimen. Which of the following
microscopes should the student use? Explain
your answer.
Light Microscope
Electron Microscope
Resources
Student Text:
Student Misconceptions:
Textbook and other complex text sources
Probes
Miller & Levine Textbook:
Pg. 190-192 (Microscopes)
Students want to study the atoms that make
up a carbohydrate.
Complex Text:
New microscope helps scientists see the big
picture
https://www.sciencedaily.com/releases/20
15/10/151026125201.htm
They have the following tools at their disposal:
Light microscope, Triple Beam Balance,
Graduate Cylinder, A Lab Notebook, Electron
microscope, petri dishes, pipettes, glass slides,
and forceps (tweezers).
Which materials should the students use?
Explain your answer.
Deeper Learning Opportunities:
Microscope Focus Activity.
In this activity, students gain hands on
experience with microscopes and
understanding the variety of microscope
parts and features. Set up stations with
multiple microscopes. On each
microscope, place a prepared slide. Then,
purposefully take each microscope out of
focus. Have students working individually
or in small groups work to bring the
microscope image back into focus. Then,
have students explain the steps they took
to bring their image back into focus. To
conclude, this activity could be used to
drive a discussion about the nature of
science and how the microscope played a
role in the development of science.
Original Digital Student Tutorial
http://www.cpalms.org/Public/PreviewRe
sourceStudentTutorial/Preview/119048
Interventions
Tier II Interventions
To help struggling students be able to compare and contrast the various types of microscopes, have these students complete a Venn Diagram
that compares electron microscopes with light microscopes. Provide an article, resource, or video that provides students with the
appropriate information to complete their Venn Diagram. While there are various types of these microscopes, these two broad categories
will give struggling students a base to build on top of as they explore various types of microscopes.
Key Learning: Trace the development of the cell theory, including an identification of three major components of the theory.
Concept: Cell Theory
Driving Questions:
Sample Formative Assessment Task:
SC.912.L.14.1
What are the parts of the cell theory?
Which component of the cell theory is seen
in the example below?
Describe the scientific theory of cells (cell theory) How does the discovery of cells represent the
and relate the history of its discovery to the process
process of science and discovery?
of science.
Student Investigations:
Vocabulary
Cell, Cell Theory, Microscope, Robert Hooke,
Theodor Schwann
Give students unlabeled prepared slides to
analyze. Students will determine if they are
made of cells or not, thus would be classified
as living or nonliving. It can generate student
discussion about the cell theory and
determining if they came from pre-existing
cells and can reproduce on their own.
After fertilization, the process of cellular
division produces a mass of cells known as
the morula.
A. All cells come from pre-existing cells
B. Cells are the basic unit of life
C. All living things are made of cells
Explain your answer.
Resources
Student Text:
Student Misconceptions:
Miller & Levine Textbook:
Probes
Pg. 191 (The Cell Theory)
Below are various levels of organization that can be
found in, and amongst, living organisms. Place these
structures in order from the smallest/simplest to the
largest/most complex. Explain your answer.
Complex Text:
Sketching out Cell Theory, circa 1837
http://www.thescientist.com/?articles.view/articleNo/36699/titl
e/Sketching-out-Cell-Theory--circa-1837/
Slow Death of Spontaneous Generation
http://webprojects.oit.ncsu.edu/project/bio183
de/Black/cellintro/cellintro_reading/Spontaneou
s_Generation.html
Atom
Organ
Organelle
Cell
Molecule
Organ System
Tissue
Organism
Atom->Molecule->Macromolecule->Organelle->Cell is
a challenging progression for students. Many students
confuse atoms or molecules for cells and do not
understand the size difference.
Deeper Learning Opportunities:
Cell Theory Timeline Activity.
Provide student groups with cards of
major milestones in the discovery of
the cell, and the functions of the cell.
These can be any of a wide variety of
discoveries and advancements, from
the first microscope to more recent
discoveries about the intricacies of
the cell. Have students build a
timeline that represents the order
they believed the events you
provided occurred. Students can
either make a physical timeline or
create a poster presentation.
Students can then discuss the validity
of each timeline in a peer review
session.
Original Digital Student Tutorial
http://www.cpalms.org/Public/Previe
wResourceStudentTutorial/Preview/1
15502
Interventions
Tier II Interventions
Students who are struggling to understand the hierarchy of cellular organization create a nested graphic organizer. In the centermost circle of
the graphic organizer, students would write “atoms” and would continue the level of organization up until “organism” on the outermost
circle. This will help students to visualize how each piece of the hierarchy fits into the levels surrounding it (i.e. – that atoms make up a
molecule, etc.) Allow students to reference and use this resource throughout the unit.
Key Learning: Relate the structure of the cell membrane to its function in the cell.
Concept: Plant and Animal Cells
Driving Questions:
Sample Formative Assessment Task:
What are the similarities/differences between
SC.912.L.14.2
Relate structure to function for the components of
plant and animal cells?
plant and animal cells. Explain the role of cell
How do the organelles within a cell work
membranes as a highly selective barrier (passive and
together to carry out the functions of the cell?
active transport).
SC.912.L.18.1
Describe the basic molecular structures and primary
functions of the four major categories of biological
macromolecules*
In what ways do lipids and proteins contribute
to the structure and function of the cell
membrane?
Student Investigations:
*This standard is only partially addressed in this 30 Argumentation Activities in Biology. Activity
section. The following sections of this standard
13 Movement of Molecules In or Out of Cells.
Based on the above image, identify which
should be addressed during this section: structure
In
this
activity,
students
answer
the
question:
and function of lipids, shape and function of
letter represents facilitated diffusion? Which
Why
do
red
blood
cells
appear
smaller
after
proteins.
represents active transport? Explain your
being washed with sugar water? Using dialysis
answers.
tubing
and
sugar,
students
design
an
Vocabulary
experiment, collect data, and then present
Cell Membrane, Cell Wall, Phospholipid,
their findings to their peers.
Phospholipid Bilayer, Active Transport, Passive
Transport, Osmosis, Concentration Gradient,
Diffusion, Hypertonic, Hypotonic, Isotonic
Resources
Student Text:
Textbook and other complex text sources
Miller & Levine Textbook:
Pg. 208-213 (Types of Transport)
Student Misconceptions:
Probes
At lunch one day, you decide to put a handful of
salt on your daily salad. Which of the following
would you expect to happen to the shape of
lettuce once you put salt on it?
Complex Text
The cell membrane winds up like a watch
https://www.sciencedaily.com/releases/2015/1
0/151029134106.htm
A. There would be no change in the shape of
the lecture
B. The lettuce will swell, and get larger
C. The lettuce will shrivel, and shrink.
Explain your answer.
Misconceptions
Many students have a difficulty understanding the
concept of a concentration gradient, which
prevents them from fully understanding cellular
transport. It is important to explicitly teach
concentration gradients since both words may be
new to many students.
Deeper Learning Opportunities:
Hold your Wee for a Wii w/ computer
simulation:
http://www.concord.org/~btinker/work
bench_web/models/osmosis.swf
This activity, which can be used as an
extension to the ADI Dialysis Tubing
activity, has students apply the
knowledge of movement across a
membrane to a real-world situation.
After reading an article about a woman
who died after holding her urine too long,
students apply data collected from a
computer simulation on cell size in
response to changing environment
conditions.
Original Digital Student Tutorial
http://www.cpalms.org/Public/PreviewSt
andard/Preview/1945
Interventions
Tier II Interventions
Struggling students will likely struggle with the concepts of hypertonic, hypotonic, and isotonic solutions, and how water moves in or out of a
cell in response to environmental conditions. To help students with this topic, create a Canvas review module that links to the simulator used
in the Deeper Learning activity. This way, students can access it on their on time, and work through it on their own. Create an assessment
with short response questions, or allow these students to show their understanding of the topic through an artifact such as a poster or
model.
Key Learning: Comparing the structure of plant vs. animal cells and prokaryotic vs. eukaryotic cells
Concept: Prokaryotes and Eukaryotes
SC.912.L.14.3
Driving Questions:
Sample Formative Assessment Task:
What are the similarities/differences between
prokaryotic and eukaryotic cells?
An experimental treatment is found to
disrupt the ability of an animal cell to
produce proteins. In the presence of this
treatment, the cell can still generate energy
and still shows evidence of a collection of
genetic material surrounded by an internal
membrane. Based on your knowledge of
cellular organelles, which organelle is most
likely impacted by this experimental
treatment?
Compare and contrast the general structures of plant
and animal cells. Compare and contrast the general How does compartmentalization benefit
structures of prokaryotic and eukaryotic cells.
eukaryotic cells?
Student Investigations:
Exploring Cell Structures Under a Microscope.
Set up stations with pre-prepared slides of
cells from a wide variety of living organisms,
including plants and animals. Based on the
Organelles, Golgi Apparatus, Rough Endoplasmic
quality and clarity of the prepared slides, ask
Reticulum, Smooth Endoplasmic Reticulum,
students to identify various organelles,
Chloroplasts, Nucleus, Cell Wall, Cell Membrane,
features, and distinguishing characteristics of
Cytoplasm, Mitochondria, Lysosome, Vacuole,
each cell. Have students record these
Cytoskeleton, Microtubules, Microfilaments,
observations in a lab notebook for future
Nucleolus, Nuclear Envelope, Chromatin, Ribosomes, reference. From these observations, conduct a
Plasmid
class discussion about identifying important
organelles within a cell, or how to compare
plant and animal cells.
Vocabulary
Explain your answer.
Resources
Student Text:
Miller & Levine Textbook:
Pg. 196-207 (Organelles)*
*p. 207 contains a graphic organizer of organelle
structure/function
Pg. 193-194 (Eukaryotic and Prokaryotic)
Complex Text:
Were Cellular Powerhouses Once Parasites?
http://www.scientificamerican.com/article/werecellular-powerhouses-once-parasites/
Student Misconceptions:
Probes
During a discussion between two
scientists, the following claims are
made:
Claim 1: Prokaryotic cells contain a
nucleus, and have membrane bound
organelles.
Claim 2: Eukaryotic cells contain a
nucleus, and have membrane bound
organelles.
Deeper Learning Opportunities:
iPad: iCell exploration.
Students can explore the app to learn
about animal, plant, and bacteria cells. A
supplemental worksheet can be given to
guide student learning and focus on
teacher expectations for the students.
Original Digital Student Tutorial
http://www.cpalms.org/Public/Preview
ResourceStudentTutorial/Preview/118857
Which claim do you believe to be
correct? Explain your answer.
Misconceptions
A lot of students bring in background
knowledge on the role of organelles,
which sometimes can be flawed or give
an incomplete idea of the function of
the organelle. It may be worthwhile to
have a discussion with students about
the preconceptions.
Interventions
Tier II Interventions
Struggling students are likely to have a difficult time with the tremendous amount of vocabulary in this section. To help these students
compartmentalize the information in this unit, have them construct a foldable with each flap containing a definition of the organelle. As
classroom discussions are happening, have the students be able to access their foldable and encourage them to use the foldable any time they
come across an organelle they are unfamiliar with.
BIOLOGY EOC- Content Limits
Items may assess how contributions of scientists such as Van 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.
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.