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Campus: Princeton High School
Author(s): Jody Gerber and Rachella
Fannin
Date Created / Revised: August 1, 2014
Six Weeks Period: 2nd
Grade Level & Course: Biology
Timeline: 9 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
…microscopes, …and models, diagrams …
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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Misconceptions
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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.
Organelles carry out specialized functions help the cell maintain homeostasis.
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.
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.
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 homeostasis
Students often confuse the concept of molecules with cells (both contain a nucleus).
Student believe that unicellular organism contain organs (stomach, lungs) vs. organelles
Key Vocabulary
Suggested Day
5E Model
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)
Day 1
Topic: History of Cytology and 3 point of cell theory
Explain
Explain
 Using PPT and note (timeline) explain history of
cytology and 2 points of cell theory
 Review (if needed) levels of organization
 Review (if needed) all living things are composed of
cells.
Materials
o Copy timeline for each
student
Resources – page 190 - 192
Notes
 Science is a process.
 What we know today is
because of what we
learned yesterday.
What we do tomorrow
is because of what we
know today.
Key Vocabulary (Scientists)
 Zacharias Janssen
 Robert Hooke
 Anton van
Leeuwenhoek
 Matthias Schleiden
 Theodor Schwann
 Rudolph Virchow
Day 2
Engage
Explore
Explain
Elaborate
Topic: Compare and Contrast Cell Types (prokaryotes vs.
eukaryotes
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:
Materials
o Copy probe assessment
o Copy reading assignment
o Clay or modeling materials
Resources – page 193 - 194
Notes
B.4A compare and contrast prokaryotic and eukaryotic cells
Engage
 In small groups/pairs, have students complete the cell
type assessment probe to flush out
misunderstandings about cell structure and function.
 Go over correct answers with students
 5-10 minutes
 (Remember, this topic was taught in 7th grade)
Explore
 In small groups have, students read about prokaryote
and eukaryotes and answer questions
Explain
 Use PPT to compare and contrast prokaryotes and
eukaryotes
Elaborate
Key Vocabulary
o Prokaryote(ic)
o Eukaryote(ic)
o membrane-bound
organelles
o bacteria
o cells
o nucleus
o nucleoid
o ribosomes
o genetic material
o circular chromosomebacteria
o cell (plasma) membrane
o cell wall
o flagella
o cilia
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Using clay (or some other material) to have students
model prokaryotes and eukaryotes
 Note: Students do not to need to incorporate all
the organelles in their model but there should be
a membrane-bound nucleus and a few
organelles in the eukaryote.
Day 3
Topic: Organelle Structure and Function
Explain
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:
Explain
 Use PPT and notes (flipbook) or
 Use rotations to have students collect information
about each organelle.
 (30- 45 minutes)
Materials
 Copy notes or flipbook for
students to collect
information on.
 If you use the rotation
activity, set up them prior to
class
Resources – page 196 - 204
Notes
 30-45 minutes
Key Vocabulary
 Prokaryote(ic)
 Eukaryote(ic)
 membrane-bound
organelles
 bacteria
 cells
 nucleus
 nucleoid
 ribosomes
 genetic material
 circular chromosomebacteria
 cell (plasma)
membrane
 cell wall
 flagella
 cilia
 mitochondria (ion)
 chloroplast
 lysosomes,
 vacuoles (central
vacuole in plants)
 nucleolus
 endoplasmic reticulum
 Golgi apparatus
 Centrioles
 cytoplasm
Day 4
Topic: – Analogies - Organelles
Elaborate
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:
Elaborate
 Rotation activity: Use several cell analogies for
Materials
 Collect different types of
analogies for students to
analyze
 Cut out names and place in
Ziploc baggie
 Copy worksheet – widget
analogy
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students to compare to the cell
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Elaborate (Homework)
 Worksheet – Widget Analogy
Day 5
Topic – Microscope
Explain
Explore
B(2) Scientific processes. The student uses scientific methods
and equipment during laboratory and field investigations. The
student is expected to:
Resources– pages 196 - 204
Notes
Key Vocabulary
 Prokaryote(ic)
 Eukaryote(ic)
 membrane-bound
organelles
 bacteria
 cells
 nucleus
 nucleoid
 ribosomes
 genetic material
 circular chromosomebacteria
 cell (plasma)
membrane
 cell wall
 flagella
 cilia
Materials
 Copy picture of microscope
for students to label
 Make letter “e” slides
Resources – Page 191, 926
(F) collect and organize qualitative and quantitative data and
make measurements with …microscopes, …and models,
diagrams …
Explain
 Use PPT and notes to explain how to properly handle
and focus a microscope
Explore
 Lab: Microscope and the letter “e”
Day 6
Topic: Compare and Contrast Plant and Animal Cells
Explain
Explore
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
 Use Venn diagram and pictures to explain the
difference between plant and animal cells
 Students can color the cells as homework
Explore
 Lab: Examine elodea cells (or onion) using a
microscope (plant cell)
Notes
 We need to share
microscopes
Key Vocabulary
o Microscope
o Magnification
o Resolution
Materials
 Copy Venn Diagram and
cells
 Glue to paste cell
 Get microscopes
 Purchase elodea (Pet
Supply Store) or onion
 Iodine if you want to stain
 Slides and coverslip

Resources – pages 194, 206 207
Notes
Key Vocabulary
o
o
Day 7
Topic: Compare and Contrast Plant and Animal Cells
Explore
Review
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:
Elaborate
 Lab: Cheek Cells
 Compare and contrast animal and plant cells
using cheek cells and elodea cells
 Student will stain cheek cell and then use
microscope to identify key cellular components.
 Student will draw and label the cheek cell
Animal cell
Plant cell
 Cell wall
 Chloroplast
 Vacuoles
 Lack centrioles and
lysosomes
Material
 Flat toothpicks
(one/student)
 Iodine or Methylene
Blue for staining
 Microscope
 Slides and coverslip
Resources - pages 194, 206 207
Notes
Key Vocabulary
o Animal cell
o Plant cell
 Cell wall
 Chloroplast
 Vacuoles
 Lack centrioles and
lysosomes
Day 8
Review for Evaluation
 Cells
Evaluation
Review
Materials
 Copy review for each
student
Note
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Day 9
Evaluation
Evaluation
 Cells
Contact CMC to remind
about test tomorrow
Materials
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.