Download Homeostatic Crisis at Cellular Level

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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples
of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using
the Search Standards feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework for Biology 9-12
Unit: Organization
Differentiated (Tiered) Task
Homeostatic Crisis: What is the Response of the Organism at the Cellular Level?
Overview: In this task student groups will research, build and compare models of different
types of cells. They will then choose a cell type other than the one they created and will research
and pose a “homeostatic crisis scenario” to the developers of that cell type model. Finally, they
will respond to the “homeostatic crisis scenario” developed for their cell type model and
comment on the responses provided by other groups for their cells.
Standards (Content and Characteristics):
SB1.
Students will analyze the nature of the relationships between structures and
functions in living cells.
a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells,
including the cell membrane, in maintaining homeostasis and cell reproduction.
SB3.
Students will derive the relationship between single-celled and multi-celled
organisms and the increasing complexity of systems.
b. Compare how structures and function vary between the six kingdoms
(archaebacteria, eubacteria, protists, fungi, plants, and animals).
SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and
skepticism in science.
a. Exhibit the above traits in their own scientific activities.
Enduring Understandings:
• Cells have particular structures that underlie their functions.
• All cells are composed of many different molecules that are organized into specialized
structures that carry out cell functions.
• Multi-cellular organisms are formed as highly organized arrangements of differentiated
cells.
• Cellular processes of prokaryotic and eukaryotic cells are similar, in spite of their
structural differences.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology 9-12  Organization
August 17, 2007  Page 1 of 11
Copyright 2007 © All Rights Reserved
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Georgia Performance Standards Framework for Biology 9-12
Essential Question(s):
1. How is the organization/function of organelles in a cell similar to the
organization/function of departments in an industry?
2. How are unicellular and multi-cellular organisms similar or different?
3. How are prokaryotic and eukaryotic organisms similar or different?
4. How are responses to conditions which threaten homeostasis the same and different for a
variety of different cell types belonging to organisms in the same kingdom?
5. How are responses to conditions which threaten homeostasis the same and different for
similar cell types belonging to organisms representing different kingdoms of life?
Pre-Assessment:
Ask students to describe how the function and interdependence of organelles in a cell is similar
to the infrastructure and elements of a working city. Pre-assessment ends with each student
preparing an index card with 4 facts and four questions about the functions of cell organelles.
Outcome/
Performance Level
Expectations
•
•
•
Performance Task:
(Detailed
description
including notes for
teacher role)
Teacher notes: Have
students refer to the
Six Kingdom
Graphic Organizer
completed in the
Kingdom Wall
activity.
BASIC
INTERMEDIATE
ADVANCED
Explain how cell organelle structure relates to the maintenance
of homeostasis with the cell and the organism.
Compare and contrast cell and cell organelle types and functions
across and within the kingdoms of life (multi-cellular plants,
complex animals, bacteria, fungi etc.)
Describe how cell organelles from a variety of cell types
function to maintain homeostasis within the organisms of which
they are a part.
1. In small groups, have
students research
organelles of cells
from mesophyll cells
of a leaf, a
eubacterial cell, and a
human white blood
cell etc.
2. Students then
construct a model of
the cell, including
representations and
descriptions of the
functions of each
organelle. Teacher
note: Depending on
how much time and
1. In small groups,
have students research
organelles of cells
from an animal kidney
cell, a fungi cell, and
an archaebacterial cell
etc.
2. Students then
construct a model of
the cell, including
representations and
descriptions of the
functions of each
organelle. Teacher
note: Depending on
how much time and
room you have and
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Organization
August 10, 2007  Page 2 of 11
Copyright 2007 © All Rights Reserved
1. In small groups,
have students
research organelles
of cells from a
CAM or C-4 plant,
a human stem cell,
a euglenoid cell,
and an
archaebacterial cell
etc...
2. Students then
construct a model
of the cell,
including
representations and
descriptions of the
functions of each
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Georgia Performance Standards Framework for Biology 9-12
room you have and
how many finished
cells you expect, set
your own time and
size limitations.
3. Each group will
complete a
comparative tour of
the cells of other
class groups and will
prepare a comparison
chart for the cells
they analyze.
Students will fill out
their Cell_Organelles
graphic organizer.
Teacher note:
Differentiate this
activity to assign cell
types for comparison
that include basic
differences in process
and degree of
organization.
how many finished
cells you expect, set
your own time and size
limitations.
3. Each group will
complete a
comparative tour of
the cells of other class
groups and will
prepare a comparison
chart for the cells they
analyze. Students will
fill out their
Cell_Organelles
graphic organizer.
Teacher note:
Differentiate this
activity to assign cell
types for comparison
that include more
challenging
differences in process
and degree of
organization.
4. Each group will be
assigned one cell
from another class
group to research.
They will prepare a
realistic “homeostatic
crisis scenario” (see
suggestions in the
activity below).
5. Each group will
research the
“homeostatic crisis
scenario” prepared
for their cell type and
will predict how the
cell will respond to
the crisis.
6. Groups will review
4. Each group will be
assigned one cell
from another class
group to research.
They will prepare
a realistic
“homeostatic crisis
scenario” (see
suggestions in the
activity below).
5. Each group will
research the
“homeostatic crisis
scenario” prepared
for their cell type
and will predict
how the cell will
respond to the
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Organization
August 10, 2007  Page 3 of 11
Copyright 2007 © All Rights Reserved
organelle. Teacher
note: Depending
on how much time
and room you have
and how many
finished cells you
expect, set your own
time and size
limitations.
3. Each group will
complete a
comparative tour of
the cells of other
class groups and
will prepare a
comparison chart
for the cells they
analyze. Students
will fill out their
Cell_Organelles
graphic organizer.
Teacher note:
Differentiate this
activity to assign
cell types for
comparison that
include even more
challenging
differences in
process and degree
of organization.
4. Each group will
be assigned one
cell from
another class
group to
research. They
will prepare a
realistic
“homeostatic
crisis scenario”
(see suggestions
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Georgia Performance Standards Framework for Biology 9-12
and comment on each
other’s “homeostatic
crisis responses”.
Each comment must
include a
justification.
Resources
crisis.
6. Groups will review
and comment on each
other’s “homeostatic
crisis responses”. Each
comment must include
a justification.
in the activity
below).
5. Each group will
research the
“homeostatic
crisis scenario”
prepared for
their cell type
and will predict
how the cell
will respond to
the crisis.
6. Groups will
review and
comment on each
other’s
“homeostatic crisis
responses”. Each
comment must
include a
justification.
http://cellsalive.com/
Cells: The Building Blocks of Life. AIMS Multimedia
(1996). Retrieved June 14, 2007, from
unitedstreaming: http://www.unitedstreaming.com/
Homework/
Extension
Have students complete Cell_City_Analogy such as the one below that
includes writing a newspaper article or skit or essay describing a
homeostatic imbalance in the “city”. Allow students to respond in their
own chosen mode. (Suggestions: Create a collage or draw a model of a
city, include various elements and infrastructure labeled as cell
organelles with explanations of the analogies. Write a skit in which the
narrator is a bus, train or trolley conductor calling the sites and functions
of elements of the city at stops along the transportation route. Prepare a
poem or essay, which you are prepared to verbally present to a group of
students, which compares a cell to a city.)
Have students compare structural/chemical differences of cells among
the six kingdoms. For example, chitin present in fungi cell walls and
some animal classes (crustaceans/insect) and the role these specialized
structures have in maintaining homeostasis in these organisms.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Organization
August 10, 2007  Page 4 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Instructional Tasks
Accommodations
for ELL Students
•
•
•
•
Instructional Tasks
Accommodations
for Students with
Specific Disabilities
Instructional Tasks
Accommodations
for Gifted Students
•
•
•
Pair verbal directions with visual cues
Assign groups and various levels of complexity for cell types
based on ability
Highlight text in pre-selected research articles. Allow students to
discuss meaning of text and consult with peers or teacher prior to
proposing homeostatic crisis scenarios and solutions.
Allow consultation of translation programs and English to native
language glossaries on cell biology terms.
Cloze paragraph
Pair with stronger lab partner
Break down steps
See descriptions above. For alternative assignment, allow students to
prepare papers to contribute to a medical conference on the “Role of the
Cell Organelle in the Maintenance of Homeostatic Balance of Organisms
in Response to Stress”.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Organization
August 10, 2007  Page 5 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Lab Activity: Cell Structure and Function
1. In small groups, have students research organelles of assigned cells.
2. Students then construct a model of the cell, including representations and descriptions of the
functions of each organelle. Teacher note: Depending on how much time and room you have
and how many finished cells you expect, set your own time and size limitations.
3. Each group will complete a comparative tour of the cells of other class groups and will prepare
a comparison chart for the cells they analyze. Students will fill out their Cell_Organelles graphic
organizer. Teacher note: Differentiate this activity to assign cell types for comparison that
include basic differences in process and degree of organization.
4. Each group will be assigned one cell from another class group to research. They will prepare a
realistic “homeostatic crisis scenario”.
Teacher note: Suggestions to assist with this process:
Exposure to arsenic for animal cells
Dehydration
Extremely hot, dry and sunny day for the C-4 or CAM plant cell
Exposure to a saline environment
Exposure to high oxygenation levels for a eukaryotic cell
Exposure to high levels of alcohol for a human kidney or liver cell
Exposure to a pathogenic bacterial cell for a white blood cell
Exposure to a freshwater environment for a marine algal or an animal blood cell
5. Each group will research the “homeostatic crisis scenario” prepared for their cell type and will
predict how the cell will respond to the crisis.
6. Groups will review and comment on each other’s “homeostatic crisis responses”. Each
comment must include a justification.
Teacher note: The function of the organelles is a major focus of this activity. Relating the
functions to different types of cells and homeostasis is critical. The assessment of this activity
should not be a diagram of the cell to label the specific parts but rather a comparison of why
some organelle are in some cells but not others and their role in maintaining homeostasis. The
assessment should also include the relationship of the cell organelles to the life processes
(protein synthesis, respiration, photosynthesis, and variations in these with cell and organism
adaptations.).
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Organization
August 10, 2007  Page 6 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Cell Organelles
Comparison Sheet for Various Cell Types
Organelle
Present in
Prokaryotic
or Eukaryotic
Cells or Both
Present in Cells of
Plants or Animals
or Both
Key cell processes to
which it is related
Nucleus
Cell Membrane
Cytoplasm
Ribosomes
Endoplasmic
Reticulum
Golgi Apparatus
Lysosomes
Mitochondria
Chloroplasts
Cell Wall
Plasmid
Chromosome
(other
specialized)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Organization
August 10, 2007  Page 7 of 11
Copyright 2007 © All Rights Reserved
Describe the function particularly as it
relates to maintenance of homeostasis in
the organism
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Georgia Performance Standards Framework for Biology 9-12
Name of Cells
on Tour
Comparative Cell Tour
Similarities
Differences
Ideas on Basis
Between Cells
Between Cells
for Similarities
Noted on Tour
Noted on Tour
Noted
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Organization
August 10, 2007  Page 8 of 11
Copyright 2007 © All Rights Reserved
Ideas on Basis
for Differences
Noted
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Georgia Performance Standards Framework for Biology 9-12
Homeostatic Crisis Scenario Proposed to a Colleague Group
Cell Type
Description of
Homeostatic
Crisis Proposed
to Group
Background
Research
Source #1
Background
Research
Source #2
Background
Research
Source #3
Internet
Citation:
Summary of Contribution of Source to Creation of
Crisis Scenario:
Internet
Citation:
Summary of Contribution of Source to Creation of
Crisis Scenario:
Internet
Citation:
Summary of Contribution of Source to Creation of
Crisis Scenario:
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Organization
August 10, 2007  Page 9 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Homeostatic Response Scenario Proposed for Your Cell and Organism
Cell Type
Description of
Homeostatic
Crisis Proposed
for this Cell
Response of Cell Explanation and Justification:
Organelles:
Response
Explanation and Justification:
contributed by
organelles of
other cells in the
organism:
Prediction of
survival of
organism facing
this crisis:
Explanation and Justification:
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Organization
August 10, 2007  Page 10 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Cell City analogy
In a far away city called Grant City, the main export and production product is the steel
widget. Everyone in town has something to do with steel widget making and the entire
town is designed to build and export widgets. The town hall has the instructions for widget
making. Widgets come in all shapes and sizes and any citizen of Grant City can get the
instructions and begin making their own widgets. Widgets are generally produced in small
shops around the city. These small shops can be built by the carpenter’s union (whose
headquarters are in town hall). After the widgets are constructed, they are placed in
special carts which can deliver them anywhere in the city. In order for the widgets to be
exported, the carts take them to the post office, where they are packaged and labeled for
export. Sometimes widgets don’t turn out right and the “rejects” are sent to the scrap
yard, where they are broken down for parts or destroyed altogether. The town powers the
widget shops and carts from a hydraulic dam that is in the city. The entire city is enclosed
by a large wooden fence and only the post trucks (and citizens with proper passports) are
allowed outside the city.
Match the underlined parts of Grant City with the corresponding organelle or
macromolecule found in a cell. Then write a newspaper article describing a possible
problem in making widgets and the effect it would have on the parts of the town.
1. Mitochondria _______________________
2. Ribosomes_________________________
3. Cell membrane______________________
4. Nucleus____________________________
5. Endoplasmic reticulum_______________
6. Nucleolus__________________________
7. Lysosome__________________________
8. Golgi apparatus_____________________
9. Protein_____________________________
return to task
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Organization
August 10, 2007  Page 11 of 11
Copyright 2007 © All Rights Reserved