Grade: 10th
Science
SCI.III.1.2
Strand III:
Using Scientific Knowledge in Life Science
Standard 1:
functioning
Cells - All students will apply and understanding of cells to the
of multi-cellular organisms, including how cells grow, develop and
reproduce
Benchmark 2:
Compare and contrast ways in which selected cells are
specialized to carry out life functions.
Constructing and Reflecting:
SCI.I.1.1 – Ask questions that can be investigated empirically.
SCI.I.1.4 – Gather and synthesize information from books and other sources of information.
SCI.II.1.1- Justify plans or explanations on a theoretical or empirical basis.
SCI.II.1.2 – Describe some general limitations of scientific knowledge.
SCI.II.1.3 – Show how common themes of science, mathematics and technology apply in real-world contexts.
Key Concept / Vocabulary
Real World Context
Classifications of organisms by cell
type:
• plant
• animal
• bacteria
• selected cells
See Photosynthesis (SCI.III.2.MS.3).
Specialized plant and animal cells:
• Red blood cells
• White blood cells
• Muscle cells
• Nerve cells
• Root cells
• Leaf cells
• Stem cells
See Reproduction (SCI.III.3.HS.2).
Bacteria
Selected specialized plant and animal
cells:
• red blood cells
• white blood cells
• muscle cells
• nerve cells
• root cells
• leaf cells
• stem cells
Cell parts used for classification:
• organelle
• nucleus
• cell wall
• cell membrane
Specialized functions:
• reproduction
• photosynthesis
• transport
Cell shape
Knowledge and Skills
Benchmark Clarification:
A cell is an integration of organelles,
each performing a specific role that
allows the cell to sustain life. Some
specific tasks include: reproduction,
transport, and photosynthesis.
Resources
Coloma Resources:
Glenco Biology Text – CH 7, 8, 9
Lab – Comparing Cells pg 188
Lab – Mitosis pg 214-215
Lab – Photosynthesis pg 238-239
Models of specialized cells
Students will:
•
Compare and contrast cells with
different functions.
•
Determine how cells are
specialized to perform specific
tasks (e.g. reproduction, transport,
and photosynthesis) by relating
structure to function.
•
Observe cells and differentiate
among plant, animal, and bacterial.
•
Conclude that a cell is an
integration of organelles, each
performing a specific role that
allows the cell to sustain life.
Other Resources:
• SCoPE Unit Plan – Cell Structure
•
http://cellsalive.com/ “Cell pictures”
•
http://www.purchon.com/biology/respire.htm
“Respiration”
•
http://library.thinkquest.org/3564/ “Cell types”
•
Teacher’s Domain – all Cell Lessons – excellent
videos, interactives and images. Awesome site!
(go to life science 9-12)
•
DiscoverySchool – Human Body Lessons for HS.
Excellent!
•
REMC 11 Videos- Use the following website:
www.remc11.k12.mi.us
•
Michigan Teacher Network - SCI.III.1.HS.2
•
Kent ISD 1997 Biology Cell Model Checklist.
Teacher Notes:
Focus Question: How does the physical appearance of a cell indicate the possible function
of the cell?
See appendix for directions on KWL, SQR3
Apply an understanding of cells to the functioning of multicellular organisms including
how cells grow, develop and reproduce
Although most cells are too small to see with the unaided eye, learning about these units of
life is central to our understanding of all organisms. It is through the study of cells that
biologists have come to understand and interpret the unity that underlies the great diversity of
living things. Biologists sometimes express their understanding of this unity in terms of the
Cell Theory: 1) all organisms are composed of cells; 2) all cells arise from preexisting cells;
and 3) the cell is the basic living unit of organization of all organisms.
Of these three principles, currently in the summer of 2001, none are assigned to the
elementary level articulation of the Michigan Curriculum Framework Science Standards and
Benchmarks. In middle school the benchmarks address the concept that all organisms are
composed of cells and that cells are the basic living unit of organization. With the use of tools
such as the hand lens and microscope, common living things can be found to be made up of
cells. It becomes increasingly important for the explanation of why and how selected
specialized cells are needed by plants and animals since students often think incorrectly that
there are only those two types of cells….plant and animal. The specialization of functions that
cells perform will dictate their actual form....i.e. comparison of a red blood cell to a striated
muscle cell.
In high school, students have difficulty discriminating between cell division,
growth/enlargement, and differentiation. Living things do not simply get larger due to cells
growing larger. Growth of the organism is the result of cell division and resulting increase of
number of cells. The actual trigger for cell division is the ratio of surface area of the cell to
volume but total growth of the organism is not due to just bigger sized cells.
Specialized cells and organelles carry out life functions and can be tied to actual classification
of organisms by cell type. Scientifically literate high school students will be able to reason that
cells specialize in order to efficiently divide or share the function needed to keep the
organism alive. The differences in cell type form basic divisions in the way scientists classify
living things.
Instruction
•
•
Use pictures of different kinds of
specialized cells from books,
internet sources, or prepared
slides, to observe structural
differences. Show how the overall
structure of a cell relates to its
function (eg. nerve cell.) Identify
any specific organelles present,
and relate these organelles to the
function of the cell. (e.g.
chloroplast with photosynthesis in
a plant). Corresponds to
standard I.1.4
Cell membrane construction
activity using color cutouts of
parts of the cell wall.
Assessment
Revised Assessment – Concept Map (attached)
Optional Assessment
• Design, construct, and label a cell with 6 or more
structures. Based on the structures used, describe
what your cell is able to do. Examples: food model;
finger jello; craft materials.
¾ Extension: Have students design a new kind of
cell whose primary function is movement.
(Give students rubric before activity.)
Scoring Rubric
• Cell Room Model: Students are responsible for
designing and making an organelle that is to scale
and describe its function.
• Make a Venn Diagram comparing plant and
animal cells.
•
Role-play the functions of the cells
assigning the students to different • Essay or report writing on the functions of the cell.
Corresponds to standard I.1.4
roles as organelles.
•
Compare cell parts and functions
to parts of a city, factory, or school
building
•
•
Use diagrams, models,
manipulatives, and prepared
slides to show specialized cells.
Show students cells and have
them try to determine the function
based on shape and content.
Using raw eggs to watch osmosis
occur after sitting in vinegar and
corn syrup. Emphasis on
measuring mass and
understanding the flow of water
across the membrane.
Use Elodea to look at the chloroplasts
in the plant cell. Can be tied into
osmosis by using salt-water solution to
dehydrate the plant cells. (Can be
ordered from Carolina Biological
Supply #ER-16-2101)
Criteria
Apprent.
Basic
Meets
Exceeds
Construction of cell
model
Constructs
a model
with fewer
than three
accurate
labels and
structures.
Constructs
a model
with three
to five
accurate
labels and
structures.
Constructs
a model
with six
accurate
labels and
structures.
Constructs
a model
with more
than six
accurate
labels and
structures.
Explanation of
relationship
Explains
the
relationship
between
fewer than
three
structures
and the
cell’s
function.
Explains
the
relationship
between
three to
five
structures
and the
cell’s
function.
Explains
the
relationship
between
six
structures
and the
cell’s
function.
Explains
the
relationship
between
more than
six
structures
and the
cell’s
function.
Biology Required Assessment for Cells
The learner will design a concept map on the cell cycle. Given a set of 20-25 terms
associated with the cell cycle (see attached page) students will collaboratively arrange them
on a poster board. The next task is to provide the links and connections on this map to
illustrate how the words relate to each other with “The Cell Cycle” being the center concept.
A rubric for evaluation is provided.
Mini Concept Map on the Cell Cycle
Instructions: Cut out the words below and arrange them on a plain sheet of paper. It is your
job to provide the links and connections on this map to illustration how the words relate to
each other. “The Cell Cycle” is your center concept.
anaphase
aster
cell division
centriole
centromere
chromatid
chromatin
chromosome
cytokinesis
DNA
homologue
mitosis
Growth 1
Growth 2
synthesis
metaphase
interphase
kinetochore
telophase
nucleus
prophase
spindle
The Cell Cycle
CELL CYCLE CONCEPT MAP
ELEMENT ASSESSMENT POINTS
Points
Possible
Self
Teacher
The concept words are organized
from most general to most specific.
______
______
______
The linking words on the lines are
appropriate to the relationships
being made between those concept words.
______
______
______
Valid cross links are made between
concept words in different parts of
the concept map.
______
______
______
The concept map is easy to follow.
______
______
______
Students demonstrate mastery of
the concept of the cell cycle.
______
______
______
The concept map is neat and
presentable.
______
______
______
Group members appeared to contribute
equally to the final product.
______
______
______
Total
______
______
______