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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 Misconceptions 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 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 students to compare to the cell 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 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.