Download Title: Using context to decipher a poem

Lesson Title: Yeast – Cell Structure
Grade:
9-10
Content Areas: Science
Lesson’s Time Block: Two 1 hour lessons
Grouping: Students will work individually and participate in class discussions. Individual
papers will be written.
-------------------------------------------------------------------------------------------- Pre-planning tasks
EALRs/GLEs/PEs
9-11 LS1C Cells contain specialized parts for determining essential functions such as
regulation of cellular activities, energy capture and release, formation of proteins, waste
disposal, the transfer of information, and movement.
9-11 LS1D The cell is surrounded by a membrane that separates the interior of the cell
from the outside world and determines which substances may enter and which may leave
the cell.
Objectives (Learning Targets):
Given the major parts of the cell, explain the function of each part and compare them to a
factory.
Rationale:
A cell is composed of many different components that work together to sustain the cell and
perform cell functions. This can easily be compared to a factory. Since the students
recently saw videos about how a milling factory works, they can build on that knowledge
and compare a yeast cell to a factory.
Essential Question: What are the different components of a yeast cell and what is their
function compared to the rest of the cell?
Academic Language and Pre-requisite Knowledge: The students need to have a basic
understanding of prokaryotic and eukaryotic cells, which was covered in a previous lesson.
Academic Language Target: By the end of the lesson, students will be able to label a
diagram of a yeast cell and write a description of the activities within a cell compared to a
factory.
---------------------------------------------------------------------------------------------------- Lesson Setup
Lesson Opening:
1. Focus question/ Anticipatory set: What makes bread rise? It’s the same thing that
is used to make beer and the bubbles in beer. Yeast is a single cell living organism.
Like other living cells, yeast has many functions going on all the time that work
together, much like a factory.
2. Building on the knowledge of cells from the previous lessons and the factory video,
the students will compare the activities of a cell to a factory and write their own
Unit: Bread
Lesson: Yeast Cell Structure
Page: 1
paper comparing the two. They will also complete an unlabeled diagram of a yeast
cell.
----------------------------------------------------------------------------------------------------- Lesson Body
Lesson: (can be: I do it – you do it – we do it)
Present information about the yeast cell and the history of yeast. One good source is
http://www.redstaryeast.com/science-yeast/yeast-library
http://www.redstaryeast.com/sites/default/files/images/story_of_yeast.pdf
Review the main components of a yeast cell and their function.
http://www.theartisan.net/The_Artisan_Yeast_Treatise_Section_One.htm
Using the diagram above and the information below
(from http://www.biologyjunction.com/cell_functions.htm)
CELL
STRUCTURE
LOCATION
DESCRIPTION
FUNCTION
Cell Wall
Plant, Fungi, &
Bacteria, but not
animal cells
Unit: Bread



Outer layer
Rigid & strong
Made of cellulose
Lesson: Yeast Cell Structure



Support (grow tall)
Protection
allows H2O, O2,
CO2 to diffuse in &
out of cell
Page: 2
Plant - inside cell wall
Animal - outer layer;
cholesterol
Double layer of
phospholipids with
proteins
Selectively permeable






Large, oval
May contain 1 or more
nucleoli
Holds DNA
Controls cell activities
Contains the
hereditary material of
the cell



Surrounds nucleus
Double membrane
Selectively permeable

Controls movement of
materials in/out of
nucleus

Clear, thick, jellylike
material (cytosol)
Organelles found inside
cell membrane
Contains the
cytoskeleton fibers

Supports and protects
cell organelles


Carries materials
through cell
Aids in making
proteins

Synthesizes proteins


Cell Membrane
All cells




Support
Protection
Controls movement of
materials in/out of cell
Barrier between cell
and its environment
Maintains homeostasis
Nucleus
All cells except
prokaryotes


Nuclear membrane
All cells except
prokaryotes

All cells

Cytoplasm
Endoplasmic
reticulum (ER)



All cells except
prokaryotes
Ribosome

All cells
Unit: Bread


Network of tubes or
membranes
Smooth w/o ribosomes
Rough with embedded
ribosomes
Connects to nuclear
envelope & cell
membrane
Small bodies free or
attached to ER
Made of rRNA &
protein
Lesson: Yeast Cell Structure
Page: 3
Mitochondrion
All cells except
prokaryotes




Peanut shaped
Double membrane
Outer membrane
smooth
Inner membrane folded
into cristae



Vacuole
Plant cells have a
single, large vacuole


Fluid-filled sacs
Largest organelle in
plant cells

Small and round with a
single membrane
Animal cells have
small vacuoles

Breaks down sugar
(glucose) molecules to
release energy
Site of aerobic cellular
respiration
Store food, water,
metabolic & toxic
wastes
Store large amounts of
food or sugars in
plants
Lysosome
Plant - uncommon
Animal - common


Chloroplast
Plants and algae



nucleolus
All cells except
prokaryotes



Green, oval containing
chlorophyll (green
pigment)
Double membrane with
inner membrane
modified into sacs
called thylakoids
Stacks of thylakoids
called grana &
interconnected
Gel like innermost
substance called stroma
Found inside the cell's
nucleus
May have more than
one
Disappear during cell
division


Breaks down larger
food molecules into
smaller molecules
Digests old cell parts

Uses energy from sun
to make food
(glucose) for the plant
Process called
photosynthesis
Release oxygen

Make ribosomes

Have
a cis & trans face
Modify proteins made
by the cells
Package & export
proteins

Golgi Apparatus
All cells except
prokaryotes
Animal cells,
Protozoans
Stacks of flattened sacs



Cilia
Unit: Bread


Have a 9-2 arrangement
of microtubules
Short, but numerous
Lesson: Yeast Cell Structure

Movement
Page: 4

Flagellum
Bacterial cells &
Protozoans


Centrioles
Animal cells

Have a 9-2 arrangement
of microtubules
Long, but few in
number
Paired structures near
the nucleus
Made of a cylinder of
microtubule pairs

Movement

Separate chromosome
pairs during mitosis

Strengthen cell &
maintains the shape
Moves organelles
within the cell
Cytoskeleton

All cells
Made of microtubules 7
microfilaments

--------------------------------------------------------------------------------------------- Extended Practice
In Class Practice or work:
Using the yeast cell diagram in the handouts section, have the students fill out the missing
labels.
Homework:
Compare a cell to a factory and write a paper making the comparison. At a minimum, the
items in the diagram should be included in the paper. The factory can be for anything the
student chooses, but it should include materials brought in and materials shipped out.
--------------------------------------------------------------------------------------------------- Lesson Closing
Closure:
Review:
 Just like a factory, the cell contains components that work together. This includes
shipping and receiving, garbage collection and a control center.
Back to bread
Unit: Bread
Lesson: Yeast Cell Structure
Page: 5

The receiving area of the factory/cell takes in water, carbohydrates and other
manufacturing supplies. The shipping area of the cell sends out CO2 and other
items. The CO2 makes the bread rise.
--------------------------------------------------------------------------------------------------------- Evaluation
Assessment:


Correctly label the parts of the cell using the diagram in the handout of this lesson.
Write a description of a yeast cell comparing it to a factory. At a minimum, the items
on the handout should be covered.
Family Interactions:
Students can discussion the assignment with their parents to come up with ideas for
comparing the cell to a factory.
Accommodations:
The handouts will be provided to students so they have something to read during the
lesson.
Extension:
There are many different types of yeast. The students can explore different types of
baking yeasts, beer yeasts or wine yeasts. If time permits in class, this can be done as a
group.
Materials:
Handouts are at the end of this lesson.
References:
The Artisan (2001). Yeast - A Treatise. Retrieved 30 October, 2011 from
http://www.theartisan.net/The_Artisan_Yeast_Treatise_Section_One.htm
The site has a lot of information about different types of yeast and how active they
are under different conditions. It also talks about the breakdown of complex
carbohydrates to glucose the yeast can use and the fermentation process.
Unit: Bread
Lesson: Yeast Cell Structure
Page: 6
Handouts
Unit: Bread
Lesson: Yeast Cell Structure
Page: 7