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Biology Curriculum Guide GPISD 2012-13 Theme Cell Structure, Function, and Theory (Cell Theory, Microscope, Prokaryote vs. Eukaryote, Functions of Organelles) Number of Days 6 days Overview The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions, the history of the cell theory, and the proper care and use of the microscope. 6.12 A 6.12 B 7.12 B 7.12 C Prior Knowledge Misconceptions Key Vocabulary 7.12 D CA#1 September 26 th understand that all organisms are composed of one or more cells recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole 7.12 E compare the functions of a cell to the functions of organisms such as waste disposal. 7.12 F recognize that according to the cell theory, all organisms are composed of cells and carry on similar functions such as extracting energy from food to sustain life. Students think that once a theory has been established, it becomes a fact or law; theories can change Students do not realize that DNA is found in the nucleus of a eukaryotic cell and that it floats around in the cytoplasm in prokaryotic cells. Students do not often make the connection that other organisms besides humans have organs and systems. For example, plants (organisms) have leaves (organs) that are made up of leaf tissue (tissue) composed of plant cells (cells). Students think that plant cells are the only ones that have vacuoles. Students do not think that plant cells contain mitochondria and carry out cellular respiration. prokaryote, eukaryote, cell membrane, cell wall, nucleus, ribosome, mitochondria, chloroplast, endoplasmic reticulum, Golgi body, vacuole, lysosome, organelle Student Expectations (Science) 3F 2F TSW research and describe the history of biology and contributions of scientists. TSW collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as microscopes, various prepared slides, lab notebooks or journals, models, diagrams, or samples of biological specimens or structures. Teaching Targets Students will describe the Cell Theory as having three main ideas: 1. All living things are composed of cells. 2. Cells are the basic unit of structure and function within living things. 3. All cells come from pre-existing cells. (Rudolf Virchow) Students will describe the contributions of the following scientists by completing a timeline: o Robert Hooke o Anton von Leewoenhoek o Theodore Schwann o Matthais Schleiden o Rudolf Virchow o Lynn Margulis Students will describe how the invention of the microscope influenced the discovery of the cell and the development of the cell theory. Students will complete a formative assessment to gauge their prior knowledge of microscope parts and function. Students will use proper care when using a compound microscope. Students will examine different types of cells using the compound microscope such as, onion, aquatic plant leaves, blood, muscle and epithelium. Page 1 Biology Curriculum Guide 2C 5B TSW know scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed. TSW examine specialized cells, including roots, stems, and leaves of plants; and animal cells such as blood, muscle, and epithelium 4A TSW compare and contrast prokaryotic and eukaryotic cells 4B TSW investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules 7G TSW analyze and evaluate scientific explanations concerning the complexity of the cell. GPISD 2012-13 Students will prepare a wet-mount slide. Students will know the difference between theory and hypothesis (story of cell theory Hooke to Virchow) Students will know that theories are well-tested and generally accepted explanations and can change if new information or techniques are developed. Students will place in order the levels of organization (atoms compounds macromolecules organelles cell tissues organs systems organism) Student will use the compound light microscope to view the following wet-mount or prepared.slides: cheek cells, blood, muscle, onion and aquatic plant leaf. Students will review prior knowledge of cellular parts and functions by completing a formative assessment covering the differentiation between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole. Students will be able to describe accurately the appearance and functions of each of the cellular organelles including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole. lysosome, Golgi body, endoplasmic reticulum, and ribosome. Students will be able to identify the cellular organelles in diagrams. Students will distinguish between plant cells and animal cells in terms of their appearance and the organelles that each possesses. Students will build a model of a prokaryotic and eukaryotic cell. Students will use a paper model of the plasma membrane to study the structure of the membrane surrounding cells and organelles. Students will evaluate how models are similar to and different from an actual biological object or event. Students will practice comparing and contrasting prokaryotic cells to eukaryotic cells using a graphic organizer. Then, they will use the graphic organizer to write a comparison paragraph. Students will recognize that each part of the cell is specialized to complete specific function. The structure of the cellular part is related to its function. Students need to explain in general terms how molecules are transported within the cell. For example, according to the genetic instructions stored in the nucleus, proteins are made at the ribosome, then transported by the ER, modified by the Golgi, then can be transported within vesicles out of the cell, taken to another organelle, or sent to the lysosome to be digested. These proteins can be hormones, enzymes, structural proteins, etc. Students will read about Lynn Margulis and the Endosymbiotic Theory. Students will then analyze and evaluate the theory in reference to the relationship between early prokaryotes, mitochondria, and chloroplast. Page 2 Biology Curriculum Guide GPISD 2012-13 English Language Proficiency Standards (ELPS) 3C TSW speak using a variety of types of sentences about different types of cells. 5E TSW write using a variety of sentence frames and selected vocabulary about different types of cells. Required Theme Activities Use the following sentence stems: _______ are different from ________ because ____. _______ are similar to ________ because ____. Prokaryotic cells ____________ while eukaryotic cell _______________. Both prokaryotic and eukaryotic cells _____________. Proteins are madeat the ____________, modified in ____________, transported by ____________, and moved out of the cell by ____________. Focus Points Word Wall - Cell Structure Word Wall Cell Structure Spanish Key words for the unit to post on the word wall in the classroom. Cell Theory Timeline Students will create a timeline describing the contributions of scientists. Comparing Cells Venn Diagram Students will compare prokaryotic cells and eukaryotic cells using a giant Venn diagram and create sentences. LTF The Plasma Membrane Supporting Resources LTF Large Is Not Always Better Students will use a laminated plasma membrane card sort to rebuild the plasma membrane from the biochemistry unit. Focus Points Students will investigate the relationship between cell size and the total surface area-to-volume ratio and investigate the rate of diffusion and its relationship to cell size. Concept Map - Prokaryotes vs. Eukaryotes Interactive Site - students see how large the items from their formative assessment are arranged according to size to get a better perspective on the relative sizes of things compared to cells. Students will compare and contrast prokaryotes to eukaryotes. How do Animal and Plant Cells Work? Interactive Site - students can review the animal and plant cell parts and functions. From Coffee Bean to Carbon Inside a Cell Interactive Tutorial Evolution of the Cell Assessment CA#1 September 26 Formative Assessment th Interactive Site students can explore an interactive cell and includes teacher resources. Teacher background information about the endosymbiotic theory Focus Points Biomolecules (9A) and enzyme (9C) 8 questions. Cells and Cell Size Formative Assessment Comparing Cells Formative Assessment Endosymbiotic Theory probe can be used to determine whether students recognize how small a cell is relative to other things. The purpose of this assessment is to find out if students can recognize the differences between eukaryotic and prokaryotic cells. Students will draw a comic strip that illustrates their understanding of the Endosymbiotic theory and then place the events explained in the theory in order in an exit ticket Page 3 Biology Curriculum Guide GPISD Page 4 2012-13