Download Cells Lesson Overview - Red Hook Central Schools

What is Life: Unit One
Day:
1) Class Policies, signed Policy form, Lab safety
Getting students reading and writing: Letter to Editor: Pig article
2) Collect Letter to editor, collect signed forms
Lab Safety Video and worksheets
3) Hand out review books, assign page 2-14, Q 1-10
Powerpoint: Topic One. Characteristics of Life
4) Powerpoint: Cell Structure
Start Cell drawings. Construction paper and colored pencils. Drawings of animal/plant cell with
organelles.
Active Reading reading #1
5) Continue cell structure powerpoint
Continue cell drawing
6) Cells. Pages 1-6 review book
Finish drawings.
7) Finish cells ppt. relate size of cells to microscope lab.
Start Letter e microscope lab
8) Quiz review
9) Quiz, cell structure
10) Continue microscope lab
Introduction to lab reports with examples and rubric
11) Allow time for in-class lab report write up. Give time for questions concerning lab.
12) Collect lab reports
Start cell membrane ppt.
Assign corresponding review book pages and questions, page 7-10
Active reading #2
Online animation of cell membrane/ diffusion osmosis
13) Onion lab (part of NYS required lab. Osmosis. Diffusion vs osmosis
14) Quiz review.
15) Quiz cell membranes
16) Introduction to TIC project. Collect eggs from DEC. Get students thinking about egg arrival.
17) Trout project. Assign Parks department Brown Trout website. Assign corresponding themes to
groups for in-class work.
18) Trout continued. Projects and presentations.
19) Test Review
Fish tank water quality. Ammonia and pH
20) Test Review
21) Test
22) Start Unit 2, scientific method
CHAPTER 7 Cell Structure
OBJECTIVES
1. How were cells discovered?
2. What defines cell shape and size?
3. What enables eukaryotes to perform more specialized functions than prokaryotes do?
LIVING ENVIRONMENT CORE CURRICULUM
4.1.2f Cells have particular structures that perform specific jobs. These structures perform the actual
work of the cell. Just as systems are coordinated and work together, cell parts must also be
coordinated and work together.
4.1.2g Each cell is covered by a membrane that performs a number of important functions for the
cell. These include: separation from its outside environment, controlling which molecules enter and
leave the cell, and recognition of chemical signals. The processes of diffusion and active transport are
important in the movement of materials in and out of cells.
4.1.2i Inside the cell a variety of specialized structures, formed from many different molecules, carry
out the transport of materials (cytoplasm), extraction of energy from nutrients (mitochondria), protein
building (ribosomes), waste disposal (cell membrane), storage (vacuole), and information storage
(nucleus).
4.2.1f In all organisms, the coded instructions for specifying the characteristics of the organism are
carried in DNA, a large molecule formed from subunits arranged in a sequence with bases of four
kinds (represented by A, G, C, and T). The chemical and structural properties of DNA are the basis
for how the genetic information that underlies heredity is both encoded in genes (as a string of
molecular 'bases') and replicated by means of a template.
4.3.1j Billions of years ago, life on Earth is thought by many scientists to have begun as simple,
single-celled organisms. About a billion years ago, increasingly complex multicellular organisms
began to evolve.
FOCUS
__ Bellringer Use the Bellringer transparency to prepare students for this section. (GENERAL)
TEACH
__ Teaching Key Ideas, Overview of Cells, TE Students make deductive statements about cells they
observe in a micrograph and discuss why there are so many varieties of cells. (GENERAL)
__ Why It Matters, Bacteria in Yogurt, TE Students look at yogurt under a microscope and compare
the cells to slides of human and plant tissue cells. (GENERAL)
__ Teaching Transparency, A10 Metric Units of Length and Equivalents Use this transparency to
review the SI base unit of length, the meter, and its equivalents. (GENERAL)
__ Teaching Transparency, A4 Object Size and Magnifying Power of Microscopes Use this
transparency to show students the size range of objects that can be viewed with electron microscopes
and light microscopes. (GENERAL)
__ Teaching Transparency, A5 Compound Light Microscope Use this transparency to review the parts
of a compound light microscope. (GENERAL)
__ Teaching Transparency, B2 Relationship Between Surface Area and Volume Use this
transparency to point out that small objects have a higher surface area-tovolume ratio than larger
objects do. (GENERAL)
__ Teaching Transparency, B8 Structure of Lipid Bilayer Use this transparency to relate the structure
of the lipid bilayer to the function of the membrane and to the structure of the phospholipid molecule.
(GENERAL)
__ Visual Concept, Types of Microscopes Use this Visual Concept to help students understand types of
microscopes. (GENERAL)
__ Visual Concept, Magnification and Resolution Use this Visual Concept to help students understand
magnification and resolution. (GENERAL)
__ Visual Concept, Parts of a Light Microscope Use this Visual Concept to help students understand
parts of a light microscope. (GENERAL)
__ Visual Concept, Cell Theory Use this Visual Concept to help students understand cell theory.
(GENERAL)
__ Visual Concept, Cell Membrane Use this Visual Concept to help students understand cell membrane.
(GENERAL)
__ Visual Concept, Cytoplasm Use this Visual Concept to help students understand cytoplasm.
(GENERAL)
__ Visual Concept, Ribosomes Use this Visual Concept to help students understand ribosomes.
(GENERAL)
__ Visual Concept, Internal Organization of a Cell Use this Visual Concept to help students
understand internal organization of a cell. (GENERAL)
__ Visual Concept, Parts of a Prokaryotic Cell Use this Visual Concept to help students understand
parts of a prokaryotic cell. (GENERAL)
__ Visual Concept, Parts of a Cell Wall Use this Visual Concept to help students understand parts of a
cell wall. (GENERAL)
__ Why It Matters, Cell Shape, SE Students learn about all of the different shapes that a different cells
have. (GENERAL)
__ Reading Toolbox, Visual Literacy, TE Students classify the cells shown in photographs by shape.
(GENERAL)
__ Differentiated Instruction: Basic Learners, Magnification, TE Students calculate the size of a
penny magnified 270 times to help them understand how a microscope magnifies objects. (BASIC)
__ Demonstration, Surface Area and Volume, TE Students do an experiment with a potato and food
coloring to help them understand how the surface area-to-volume ratio affects the penetration of the
food coloring. (GENERAL)
__ Math Skills, Surface Area–to-Volume Ratio, TE Students calculate the surface area-to-volume
ratios of dice and compare the results. (GENERAL)
__ Differentiated Instruction: Advanced Learners/GATE, Specimen Size, TE Students view slides of
Paramecium and calculate the surface area-to-volume ratio. (ADVANCED)
__ Teaching Key Ideas, Interpreting Graphics, TE Students look at an electron micrograph and
discuss why colorized electron micrographs might be useful. (GENERAL)
__ SciLinks, Cell Features, SE Students use SciLinks Code HX80238 to research Internet sources about
cell features. (GENERAL)
__ Why It Matters, Prokaryote Diversity, TE Students learn about archaea and bacteria and where they
are found. (GENERAL)
__ Differentiated Instruction: Special Education Students, Cell Model, TE Students use food to make
a model of a eukaryotic cell. (BASIC)
__ Teaching Key Ideas, Eukaryotic Cells, TE Students research single-celled eukaryotic organisms and
compare them with eukaryotic cells that are part of a multicellular plant or animal. (GENERAL)
__ Reading Toolbox, Word Origins, SE Students learn about the meanings of the word parts that make
up the word prokaryotic. (GENERAL)
__ Active Reading Worksheet, CRF Students read a passage related to the section topic and answer
questions. (GENERAL)
3. What organelles participate in protein production?
4. What is the role of vesicles in cells?
5. How do cells get energy?
LIVING ENVIRONMENT CORE CURRICULUM
4.1.2f Cells have particular structures that perform specific jobs. These structures perform the actual
work of the cell. Just as systems are coordinated and work together, cell parts must also be
coordinated and work together.
4.1.2i Inside the cell a variety of specialized structures, formed from many different molecules, carry
out the transport of materials (cytoplasm), extraction of energy from nutrients (mitochondria), protein
building (ribosomes), waste disposal (cell membrane), storage (vacuole), and information storage
(nucleus).
4.5.1b Plant cells and some one-celled organisms contain chloroplasts, the site of photosynthesis. The
process of photosynthesis uses solar energy to combine the inorganic molecules carbon dioxide and
water into energy-rich organic compounds (e.g., glucose) and release oxygen to the environment.
4.5.1d In all organisms, the energy stored in organic molecules may be released during cellular
respiration. This energy is temporarily stored in ATP molecules. In many organisms, the process of
cellular respiration is concluded in mitochondria, in which ATP is produced more efficiently, oxygen
is used, and carbon dioxide and water are released as wastes.
4.5.3a Dynamic equilibrium results from detection of and response to stimuli. Organisms detect and
respond to change in a variety of ways both at the cellular level and at the organismal level.
FOCUS
__ Bellringer Use the Bellringer transparency to prepare students for this section. (GENERAL)
TEACH
__ Why It Matters, Amoeboid Movement, TE Students learn about actin-based cell movement and
learn how their own white blood cells exhibit such movement to catch and ingest foreign invaders.
(GENERAL)
__ Teaching Transparency, B12 Mitochondrion Use this transparency to show students the structure of
a mitochondrion. (GENERAL)
__ Teaching Transparency, B13 Processing of Proteins Use this transparency to explain how proteins
are processed by an internal system of membranes. (GENERAL)
__ Visual Concept, Cytoskeleton Use this Visual Concept to help students understand cytoskeleton.
(GENERAL)
__ Visual Concept, Nucleus of a Cell Use this Visual Concept to help students understand nucleus of a
cell. (GENERAL)
__ Visual Concept, Endoplasmic Reticulum (ER) and Ribosomes Use this Visual Concept to help
students understand endoplasmic reticulum (er) and ribosomes. (GENERAL)
__ Visual Concept, Golgi Apparatus Use this Visual Concept to help students understand golgi
apparatus. (GENERAL)
__ Visual Concept, Mitochondrion Use this Visual Concept to help students understand mitochondrion.
(GENERAL)
__ Visual Concept, Chloroplasts Use this Visual Concept to help students understand chloroplasts.
(GENERAL)
__ Visual Concept, Vacuoles Use this Visual Concept to help students understand vacuoles. (GENERAL)
__ Demonstration, Observing Cell Structures, TE Students are shown a slide of a cheek cell and asked
to identify the structures in the cell. (GENERAL)
__ Teaching Key Ideas, Visual Literacy, TE Students look at three different figures of a cell and focus
on the different ways to display a cell. (GENERAL)
__ Differentiated Instruction: Alternative Assessment, Fold Notes, TE Students create a listing of the
different organelles in a cell and where they are found. (BASIC)
__ Differentiated Instruction: Struggling Readers/English Learners, Paired Reading, TE Students
silently read a page and then discuss which passages they didn't understand, then write a short
paragraph summarizing the structure and function of the nucleus or ribosome. (BASIC)
__ Why It Matters, Filtering out Toxins, TE Students learn about enzymes found in the ER of the liver
and research the detoxifying function of the smooth ER. (GENERAL)
__ Reading Toolbox, Process Chart, SE Students make a process chart that shows how the cell digests
food particles. (GENERAL)
__ Why It Matters, Lysosomal Malfunctions, TE Students learn about Tay-Sachs disease and Pompe's
disease. (GENERAL)
__ Differentiated Instruction: Basic Learners, What Am I?, TE Students choose one cell part or
organelle and write a "What Am I?" essay and read it to the class while the class tries to guess the
structure or organelle described in the essay. (BASIC)
__ Go hrw.com, Making and Exporting Proteins, SE Students can interact with "Making and
Exporting Proteins" by going to go.hrw.com and typing in the keyword HX8CSFF5. (GENERAL)
__ Teaching Key Ideas, Visual Literacy, TE Students are asked to interpret Figure 6 to confirm their
understanding of the increasing level of detail at each step of the graphic sequence. (GENERAL)
__ Differentiated Instruction: Basic Learners, 3-D Representations, TE Students are divided into
three groups and asked to create a 3-dimensional model on poster board for their portion of the protein
process. (BASIC)
__ Why It Matters, History Connection, TE Students learn about Albert Claude and his discovery of
the endoplasmic reticulum and the detailed structure of mitochondria. (GENERAL)
__ Quick Lab, Cell Parts Model, SE In this lab, students create a model of a cell with a sealable plastic
sandwich bag. (GENERAL)
__ Datasheet for Quick Lab, Cell Parts Model, CRF Students can use this datasheet to record data.
(GENERAL)
__ Teaching Key Ideas, Chloroplasts, TE Students are asked how energy from the sun gets into the
food we eat. (GENERAL)
__ Differentiated Instruction: Advanced Learners/GATE, Mitochondria, TE Students are asked to
speculate on several questions relating to mitochondria. (ADVANCED)
__ Active Reading Worksheet, CRF Students read a passage related to the section topic and answer
questions. (GENERAL)
__ Misconception Alert, Mitochondria in Plant Cells, TE Students learn that plant cells, as well as
animal cells and almost all other eukaryotic cells, contain mitochondria. (GENERAL)
CLOSE
__ Formative Assessment, TE Students answer questions about mitochondria (GENERAL)
__ Section Review, SE Assign Section Review questions for review. (GENERAL)
__ Quiz, CRF This quiz reviews the main concepts covered in this section. (GENERAL)
__ Spanish Section Quiz, OSP This quiz is a direct Spanish translation of the Quiz.
SECTION 3 From Cell to Organism
PACING
Regular Schedule:
Block Schedule:
with lab(s): N/A days
with lab(s): N/A days
without lab(s): 1 days
without lab(s): 0.5 days
OBJECTIVES
1. What makes cells and organisms different?
2. How are cells organized in a complex multicellular organism?
3. What makes an organism truly multicellular?
LIVING ENVIRONMENT CORE CURRICULUM
4.1.2a Important levels of organization for structure and function include organelles, cells, tissues,
organs, organ systems, and whole organisms.
4.1.2e The organs and systems of the body help to provide all the cells with their basic needs. The
cells of the body are of different kinds and are grouped in ways that enhance how they function
together.
4.2.1k The many body cells in an individual can be very different from one another, even though
they are all descended from a single cell and thus have essentially identical genetic instructions. This
is because different parts of these instructions are used in different types of cells, and are influenced
by the cell's environment and past history.
FOCUS
__ Bellringer Use the Bellringer transparency to prepare students for this section. (GENERAL)
TEACH
__ Why It Matters, Diversity, TE Students are provided micrographs of a variety of different cell types
and group the cells based on criteria of their own choosing. (GENERAL)
__ Reading Toolbox, Fold Notes, SE Students fold a paper in half vertically and make a list of structures
found within prokaryotes and eukaryotes. (GENERAL)
__ Teaching Transparency, B3 Surface-Area-to-Volume Ratio Use this transparency to point out that
small objects have a higher surface area-tovolume ratio than larger objects do. (GENERAL)
__ Visual Concept, Structure of Cilia and Flagella Use this Visual Concept to help students understand
structure of cilia and flagella. (GENERAL)
__ Visual Concept, Comparing Prokaryotes and Eukaryotes Use this Visual Concept to help students
understand comparing prokaryotes and eukaryotes. (GENERAL)
__ Visual Concept, Parts of an Animal Cell Use this Visual Concept to help students understand parts
of an animal cell. (GENERAL)
__ Visual Concept, Comparing Plant and Animal Cells Use this Visual Concept to help students
understand comparing plant and animal cells. (GENERAL)
__ Visual Concept, Parts of a Plant Cell Use this Visual Concept to help students understand parts of a
plant cell. (GENERAL)
__ Teaching Key Ideas, Visual Literacy, TE Students look at a images of eukaryotic cells and compare
the structures in each cell. (GENERAL)
__ Differentiated Instruction: English Learners, Reading Organizer, TE Students design a chart that
identifies and describes all of the differences between the two cell types. (BASIC)
__ Why It Matters, Endosymbiosis, TE Students learn about the theory that prokaryotes lived in
association with other cells but lost their ability to reproduce independently and became organelles of
today's eukaryotes. (GENERAL)
__ Reading Toolbox, Similes, SE Students write a simile comparing each level of organization to a part
of their textbooks. (GENERAL)
__ Teaching Key Ideas, Respiratory Systems, TE Students are taught about the gas exchange process
for plants and animals. (GENERAL)
__ Why It Matters, Career Development, TE Students learn about cytotechnologists and what it takes
to obtain this position. (GENERAL)
__ Differentiated Instruction: Basic Learners, Body Systems, TE Students research a human body
system and are asked to find the corresponding system in plants. (BASIC)
__ Quick Lab, Colonies on the Move, SE In this lab, students examine a container of Volvox colonies.
(GENERAL)
__ Datasheet for Quick Lab, Colonies on the Move, CRF Students can use this datasheet to record
data. (GENERAL)
__ SciLinks, Organ Systems, SE Students use SciLinks Code HX81075 to research Internet sources
about organ systems. (GENERAL)
__ Differentiated Instruction: Advanced Learners, Behavior of Cell Colonies, TE Students research
Volvox or another colonial organism on the Internet and give oral reports to the class. (ADVANCED)
__ Why It Matters, Cryogenics, TE Students learn about a special process called cryopreservation.
(GENERAL)
__ Active Reading Worksheet, CRF Students read a passage related to the section topic and answer
questions. (GENERAL)
CLOSE
__ Formative Assessment, TE Students answer questions about eukaryotes and their functions.
(GENERAL)
__ Section Review, SE Assign Section Review questions for review. (GENERAL)
__ Quiz, CRF This quiz reviews the main concepts covered in this section. (GENERAL)
__ Spanish Section Quiz, OSP This quiz is a direct Spanish translation of the Quiz.
END OF CHAPTER REVIEW AND ASSESSMENT
PACING
Regular Schedule:
Block Schedule:
with lab(s): 4 days
with lab(s): 2 days
without lab(s): 2 days
without lab(s): 1 days
REVIEW
__ Reteaching Key Ideas, Cell Structure, TE Use these activities to reinforce Key Ideas from the
chapter: Organelles,Prokaryotes and Eukaryotes. (BASIC)
__ Chapter Summary, Cell Structure, SE Have students connect the major concepts in this chapter
through a summary that includes an outline of important points and an index of key terms in the
chapter. (GENERAL)
__ Super Summary, Cell Structure, online Have students connect the major concepts in this chapter
through an interactive Super Summary that includes an outline of important points in the chapter, a
glossary of chapter vocabulary, and an interactive Quiz Show game to help students review. Go to
go.hrw.com and type in HSHSTR. (GENERAL)
__ Chapter Review, Cell Structure, SE Assign questions to review the material for this chapter. Use the
assignment guide to customize review for sections covered. (GENERAL)
__ Chapter Review Concept Mapping Transparency, CRF Use this transparency to demonstrate one
possible solution to the Chapter Review Concept Mapping question. (GENERAL)
__ Test Prep Pretest, Cell Structure, CRF Use this pretest to review the main content of the chapter.
Questions are keyed to Key Ideas. (GENERAL)
__ Spanish Test Prep Pretest, Cell Structure, CRF This worksheet is a direct Spanish translation of the
Test Prep Pretest. (GENERAL)
ASSESSMENT
__ Chapter Test A, Cell Structure, CRF This test has been specially modified to reach struggling
students. (SPECIAL NEEDS)
__ Chapter Test B, Cell Structure, CRF Assign this chapter test for general level chapter assessment.
Two different tests are available. (GENERAL)
__ Spanish Chapter Test A, Cell Structure, CRF This test is a direct Spanish translation of Chapter
Test A. (GENERAL)
__ Chapter Test C, Cell Structure, CRF Assign this chapter test for advanced level chapter assessment.
Two different tests are available. (ADVANCED)
__ Spanish Chapter Test B, Cell Structure, CRF This test is a direct Spanish translation of Chapter
Test B. (ADVANCED)
__ ExamView® Test Generator, OSP Create a customized homework assignment, quiz, or test using
the HRW Test Generator program.
OTHER
__ Powerpoint© Resources, Cell Structure, OSP Use the customizable presentation to present chapter
content and help students practice standardized test-taking skills. (GENERAL)
__ Vocabulary Review Worksheet, Cell Structure, CRF Use this worksheet to review Key Terms from
the chapter. (GENERAL)
__ Spanish Vocabulary Review Worksheet, Cell Structure, CRF This worksheet is a direct Spanish
translation of the Vocabulary Review Worksheet. (GENERAL)
__ Science Skills Worksheet, Interpreting Graphics, CRF Use this worksheet to review interpreting
graphics. (GENERAL)
__ Critical Thinking Worksheet, Cell Structure, CRF Use this worksheet to challenge students and
help them build critical thinking skills. (ADVANCED)
__ Chapter Lab, Plant Cell Observation, SE Students identify the structures seen in plant cells and
investigate factors that influence the movement of cell contents. (GENERAL)
__ Datasheet A for Chapter Lab, Plant Cell Observation, CRF Basic-level students can use this
datasheet to perform the lab and to record data. (BASIC)
__ Datasheet B for Chapter Lab, Plant Cell Observation, CRF General-level students can use this
datasheet to perform the lab and to record data. (GENERAL)
__ Datasheet C for Chapter Lab, Plant Cell Observation, CRF Advanced-level students can use this
datasheet to perform the lab and to record data. (ADVANCED)
__ Datasheet for Supplemental CRF Lab, Modeling Cells: Surface Area to Volume, CRF Students
compare living and nonliving things and identify traits common to living things.
__ Datasheet for Supplemental CRF Lab, Using a Microscope, CRF Students prepare a wet-mount
slide, observe several cell structures, and learn how to use and care for a microscope.