Download Author - Princeton ISD

Campus: Princeton High School
Author(s): Jody Gerber and Meaghan Hodapp
Date Created / Revised: July 18, 2016
Six Weeks Period: 2nd
Grade Level & Course: Pre-AP Biology
Timeline: 8 days
Unit Title: Unit 4.1: Cells
Stated Objectives:
TEK # and SE
Lesson # 1
B(2) Scientific processes. The student uses scientific methods and equipment during laboratory
and field investigations. The student is expected to:
(F) collect and organize qualitative and quantitative data and make measurements with
accuracy and precision using tools such as calculators, spreadsheet software, datacollecting probes, computers, standard laboratory glassware, microscopes, various
prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis
apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab
notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, dissection
equipment, meter sticks, and models, diagrams, or samples of biological specimens or
structures;
B(3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem
solving to make informed decisions within and outside the classroom. The student is expected
to:
(F) research and describe the history of biology and contributions of scientists.
B(4) Science concepts. The student knows that cells are the basic structures of all living things
with specialized parts that perform specific functions and that viruses are different from cells.
The student is expected to:
B.4A compare and contrast prokaryotic and eukaryotic cells
B(10) Science concepts. The student knows that biological systems are composed of multiple
levels. The student is expected to:
(C) analyze the levels of organization in biological systems and relate the levels to
each other and to the whole system.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
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Cell Theory
o All living things are composed of cells (bacteria, Protista, fungi, plants, and
animals)
o Basic unit of life is the cell
o Cells come from pre-existing cells (biogenesis)
Cells are grouped into two categories, prokaryotic and eukaryotic, based on their
structure.
Organelle carry out specialized functions.
Plants and animal cells have specialized structures.
Cell structure determines (defines) cellular function.
o How are prokaryotic cells different from eukaryotic cells?
o How are plant cells different from animal cells?
o What does the shape/structure of a cell indicate about its function?
o What cell structures do prokaryotes have?
o What cell structures do eukaryotes have?
o What cell structures are unique to animal cells?
o What cell structures are unique to plant cells?
Develop an appreciation for the individuals who have contributed to the
understanding of biology.
Misconceptions
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Intensify a desire to become a part of a science-related field as a career
Understand that “science” is a process that is understood through processes over
time.
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Students may think in terms of only two kinds of cells- plant and animal.
Students may think that all cells look exactly the same or that animal cells always have a
circular shape and plant cells always have a rectangular shape.
Students may be unaware that cells respond to internal and environmental conditions to
maintain balance
Students often confuse the concept of molecules with cells (both contain a nucleus).
Student believe that unicellular organism contain organs (stomach, lungs) vs. organelles
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Key Vocabulary
Suggested Day
5E Model
Day 1- October 7
Engage
Explore
See vocabulary words for each day. Understanding vocabulary is imperative for students if they
are going to pass STAAR. Use these words repeatedly.
Instructional Procedures
Materials, Resources, Notes
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
Topic: History of Cytology (Cytologists) culminating
in the cell theory and Organelles
Objective of the Day: Recognize the importance of
cell theory and the scientists that contributed to it.
Identify cell organelles and describe their functions.
B (4) Science concepts. The student knows that cells are
the basic structures of all living things with specialized
parts that perform specific functions and that viruses are
different from cells. The student is expected to:
B.4A compare and contrast prokaryotic and
eukaryotic cells
Engage
 Cell Theory Videohttps://www.youtube.com/watch?v=4OpBylwH9DU
 At conclusion of video, discuss important information
in regards Cell Theory.
Explain
 PPT and timeline notes – key cytologists and their
major scientific contributions to our knowledge of cells
 Work with students on finishing organelle notecards.
Homework: Bozeman video: Cells
Closing task, product or question: Summarize the
importance of the following scientists: Leeuwenhoek,
Schleiden, Schwann, and Virchow.
Materials
 Copy timeline for students
 Copy notes for students
 Copy of Bozeman video:Cells
Homework
 https://www.youtube.com/wat
ch?v=4OpBylwH9DU
Resources
Notes
Key Vocabulary
o Cytology
o Cytologist
 Robert Hooke
 Anton van Leeuwenhoek
 Matthias Schleiden
 Theodar Schwann
 Rudolph Virchow
o Cell
o Cell Theory
Day 2-October 10
Explain
Explore
Elaborate
Topic: Compare and Contrast Cell Types
(prokaryotes vs. eukaryotes)
Objective of the Day: Compare and contrast
prokaryotic and eukaryotic cells.
B (4) Science concepts. The student knows that cells are
the basic structures of all living things with specialized
parts that perform specific functions and that viruses are
different from cells. The student is expected to:
B.4A compare and contrast prokaryotic and
eukaryotic cells
Explain
Notes
 Organelles common to both prokaryotes and
eukaryotes.
 Organelles different in prokaryotes and eukaryotes.
 Identify which organisms are classified as prokaryotic
or eukaryotic, and determine why.
Explore

POGIL-Prokaryotes and Eukaryotes worksheet (P
drive) as a class discussion (6 minutes per
section for each group to discuss)
Elaborate
 Using information have students construct both
prokaryotes and eukaryotes using clay
Homework: Study notecards
Closing task, product or question: Create a Venn
Diagram comparing and contrasting prokaryotes and
eukaryotes (include organelles and types of cells)
Day 3-October 11
Engage
Explore
Topic: Organelles – Part of the Cells
Objective of the day: Identify structure and function of
all basic organelles found in plant and animal cells.
B (4) Science concepts. The student knows that cells are
the basic structures of all living things with specialized
parts that perform specific functions and that viruses are
different from cells. The student is expected to:
B.4A compare and contrast prokaryotic and
eukaryotic cells
Materials
 Copy notes for students
 Venn Diagram
Resources
 Clay
Notes
 Prokaryote and eukaryote are
review concepts
Key Vocabulary
 Prokaryote (ic)
 Eukaryote (ic)
 membrane-bound organelles
 bacteria
 cells
 nucleus
 nucleoid
 ribosomes
 genetic material
 circular chromosome-bacteria
 cell (plasma) membrane
 cell wall
 flagella
 cilia
 mitochondria (ion)
 chloroplast
 lysosomes,
 vacuoles (central vacuole in
plants),
 nucleolus,
 endoplasmic reticulum
 golgi apparatus (vesicles)
 centrioles
 cytoplasm
Materials
 Copy notes for students to
complete Web quest
 Class set of
prokaryote/eukaryote card
sort (P drive)
 Copy of notecards for quiz,
quiz trade (laminated)
 Cell Scenarios cards printed
for stations (P drive)
1. Identify the organelle to its BASIC functions
2. Evaluate the importance of organelles in a cells ability
to maintain the organism’s homeostasis
3. Cells do not have the same structure and function and
can be distinguished by their structure
Resources
Engage
 Prokaryote/Eukaryote card sorting activitystudents will work in pairs, and then compare with
group of 4. Facilitate to correct any
Key Vocabulary
(see previous vocabulary words)
Notes
 Reverse computer lab for
web quest.
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misconceptions and ensure students are
defending/supporting each choice.
Quiz, quiz, trade with premade organelle cards- 810 minutes of students quizzing each other and
correcting structure/function of organelles.
Explore
 Webquest-Organelle structures and functions OR
 Cell scenarios (P drive) in which partners answer a
series of questions related to a specific organelle.
Allow 3-5 minutes per station
Homework: Organelle worksheet (P drive)
Closing task, product or question: Organelle function
and identification using quiz, quiz, trade.
Day 4-October 12
Explore
Topic: Analogies – Part of the Cells
Objective of the day: Identify structure and function of
all basic organelles found in plant and animal cells.
B (4) Science concepts. The student knows that cells are
the basic structures of all living things with specialized
parts that perform specific functions and that viruses are
different from cells. The student is expected to:
B.4A compare and contrast prokaryotic and eukaryotic
cells
*RETEACH BIOMOLECULES!!
Explore
 Group activity: Create a cell analogy: Human body,
city, school or car.
Materials
 Copy worksheets for students
to complete
 Butcher paper
 Colored pencils/colors
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Resources
Cell organelle notecards (student
created)
Notes
Key Vocabulary
(see previous vocabulary words)
Extend/Evaluation
 Homework – Help Wanted Ad
Closing task, product or question: Create an analogy
with group.
Day 5-October 13
Topic – How to use a Microscope
Explore
Explain
Objective of the Day: Use a microscope correctly and
responsibly.
2F: Using the microscope correctly to examine biological
specimens or structures.
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Demo – how to appropriately use a microscope
Explore
 Microscope and the letter “e”
o How to focus a microscope properly and the
parts of a microscope
Explain
 Notes-Compare and contrast plant and animal
cells
Materials
 Microscope
 Letter e slides
Resources
Notes
Key Vocabulary
o Microscope
o Magnification
o Resolution
Closing task, product or question: Label the parts of
the microscope with function.
Day 6-October 14
Topic: Compare and Contrast Plant and Animal Cells
Explain
Explore
Objective of the Day: Using a microscope, correctly
identify the difference between plant and animal cells.
B 5B: (SS) Examine specialized cells including roots,
stems, and leaves of plants; and animal cells such as
blood, muscle, and epithelium.
1. Cells do not have the same structure and function and
can be distinguished by their structure
Explore
 Lab-Using microscopes have students compare
and contrast onion and cheek cells.
Materials
 Microscope
 Slides
 Onion
 Flat toothpicks
 Iodine (onion)
 Methylene Blue (cheek)
Resources
Notes
Key Vocabulary
Homework: Complete Graphic organizer from the reading
(P drive) comparing/contrasting plant and animal cells.
Closing task, product or question: EXIT TICKET- draw
basic plant and animal cell- determine the major
differences between the two.
Day 7-October 17
Topic – Review
Materials
Review for
Evaluation
B (4) Science concepts. The student knows that cells are
the basic structures of all living things with specialized
parts that perform specific functions and that viruses are
different from cells. The student is expected to:
B.4A compare and contrast prokaryotic and
eukaryotic cells
** Fan ‘n pick with organelles (KAGAN strategy)
** A day to catch up on anything missed
Review
Resources
Day 8-October 18
Topic- Cells Test
Evaluate
After test- Supplemental reading- Cell membrane
Materials
Copies of test per student
Supplemental reading Cell
membrane for students.
Notes
Key Vocabulary
Resources
Notes
Key Vocabulary
Accommodations
for Special
Populations
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.