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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.