Cells Unit Plan
1. Unit Title: Understanding Cells
2. Unit Length: 5 weeks, each lesson is based on 5-55 min/lessons or, on any given week, 355min/lesson and 1 block day of 90 minutes.
3. Grade Level(s): Unit created for general Ninth grade Biology
4. Unit Overview:
Cell Structure and Function, Cellular Transport,Cellular Respiration and Photosynthesis, Mitosis
a. Purpose
The unit will guide students through a basic structure and function of cells. They will learn the
difference between plant and animal cells and the modern tenets of Cell Theory. Students will learn of
active and passive transport through a cell membrane, including a large section on osmosis. This unit
will also serve as the introduction to the inquiry on the use of oxygen in living organisms and cell growth
and division. It will provide cell vocabulary and concepts for an understanding of how the biology of cell
processes impacts their daily lives. Through laboratory activities, this unit will encourage the spirit of
scientific investigation and attitudes of accuracy in thought and work. These practical scientific skills can
be used to investigate, study, and explain the world around them.
b. State Standards and Indicators
HS.Matter and Energy in Organisms and Ecosystems
Students who demonstrate understanding can:
HS-LS15.
Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. [Clarification Statement: Emphasis is on illustrating
inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of
models could include diagrams, chemical equations, and conceptual models.] [Assessment Boundary: Assessment does not include specific biochemical steps.]
HS-LS17.
Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the
bonds in new compounds are formed resulting in a net transfer of energy. [Clarification Statement: Emphasis is on the conceptual understanding of the
inputs and outputs of the process of cellular respiration.] [Assessment Boundary: Assessment should not include identification of the steps or specific
processes involved in cellular respiration.]
HS.Structure and Function
Students who demonstrate understanding can:
HS-LS11.
Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions
of life through systems of specialized cells. [Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole
body systems, specific protein structures and functions, or the biochemistry of protein synthesis.]
HS-LS12.
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
[Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in
response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth
muscle to regulate and deliver the proper amount of blood within the circulatory system.] [Assessment Boundary: Assessment does not include
interactions and functions at the molecular or chemical reaction level.]
HS-LS13.
Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of
investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.]
[Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.]
c. Students will:
-discuss the levels of organization in the human body
-understand the concept of multicellular and unicellular organisms
-learn about the history of the discovery of cells and about Cell Theory
-identify and distinguish cell organelles and the differences between plant and animal cells
-communicate the different functions of cell organelles and compare/contrast organelles of plant and
animal cells
-explain how cells serve as the basic unit of life upon which higher levels are organized and
distinguish the differences in the levels of organization in multicellular organisms.
-describe how the structure of the plasma membrane allows it to function as a regulatory structure
and protective barrier for the cell through the inquiry modeling of substances ability to pass through a
living cell membrane.
-create an analogy, in cooperative small groups, that correlates the cell’s organelles with their
function and analyzes the importance of the particular job.-describe the movement of molecules into
and out of cells
-comprehends, compares, and contrasts processes of cellular respiration and photosynthesis
-identifies and describes the phases of mitosis and what is happening in each stage
-formulate and record predictions
-collect a set of data
-observe, then record experimental data in concise language
d. Expectations
This unit aligns with school and state standards, both of which, require students to leave ninth grade
with knowledge about cells’ structure and function, multi-cellularity, and organismal structure. It is
expected by district and state agencies that students will have a basic understanding of the following
concepts; cell theory, prokaryotes and eukaryotes, and the differences and similarities between plant
and animal cell structures and functions. Completion of this unit will allow students to meet the state
and local indicators within the required standards.
e. Content Justification
This unit allows students hands-on and real life experiences with cells. Students create their own cell
analogy to compare their organization of structures in the environment around them. Throughout this
unit, students will not only deepen their understanding of cells, but grow in their understanding and
application of scientific processes.
5. Unit Outcomes:
a. Behavioral Objectives
From this unit, students should come away with a deeper understanding of cellular processes but also
appreciate the energy these processes require, how cells get that energy, why they are so important and
interesting, and what can go wrong when these processes don't work as they should.
b. Unit OutcomesStudents will complete inquiry-based activities and lab exercises that increase understanding of the
complex processes of the cell necessary to maintain life. Prior to this unit students will have completed a
general unit on the chemistry of life. After this unit, students will begin the study of genetics. The
material covered within this unit is of great importance as it teaches students about the most basic
structural and functional unit of all living organisms, the cell.
6. Unit Organizer:
The Unit Organizer
Tamara Brinckman Oct/Nov 2013
4- Bigger Picture
Processes of Life
1-Current Unit
Cells
2-Last Unit
Chemistry of Life
10/21
Cell Structure
& Function
10/26
Cellular
Transport
11/1
Cellular
Respiration
11/05
11/06
Photosynthesis
11/12
11/13
Mitosis
11/18
10/28
11/04
mitosis
3-Next Unit
Genetics
Cells
animal cells
nucleus
plant cells
cytoplasm
chromosomes
controls cells
activities
cell membrane
proteins & lipids
organelles
mitochondria
cell wall
chloroplasts
control of materials
in & out of cell
photosynthesis
respiration
barrier & support
7-Unit Self-test Questions
How do the structures of cells enable life's functions?
How does a single cell give rise to complex multicellular organisms?
How do cells get energy to do work?
supports
and gives
cells
shape
cellular
transport
endocytosis
diffusion/osmosis
facilitated
diffusion
6- Unit Relationships
cellulose
active
transport
exocytosis
How chemical elements are recombined in different ways to form different products.
How cells specialize to perform a particular task and support life processes.
7. List of Materials, equipment and people needed to teach this unit:
Students will always bring their Biology notebooks to class with everything else provided for them.
LCD projector/Smartboard for Power Point slide presentations, copies of slides for IEP and struggling
students, worksheet handouts, Rubrics, Poster board, markers/colored pencils, flip book cardstock
Materials for Laboratory activities:
Osmosis-Gummy Bears, lab procedure handout, masking tape, beakers, rulers, wax paper, balance,
calculator, lab group partners
Diffusion through Membranes -lab procedure handout, dialysis tubing, beaker, starch solution, Iodine
solution, potato pieces, plastic cups, concentrated salt water, lab group partners
Cellular Respiration Activity-Timers, Tennis Balls, data sheet, calculator, partner
Plant Pigment Separation Lab-lab procedure handout, lab partners, filter paper, pencil, Spinach leaves,
penny, paper clip, beaker. Teacher demos separation with Chromatography solvent, students do
separation of color using markers on new filter paper suspended in graduated cylinder of water, ruler
Counting Leaf Stomata Lab-lab procedure handout, lab partners, plant leaves, Microscope and slides,
tape, clear nail polish
8. Overall Instructional Plan for the Unit:
a. 5-E Model
Engage
At the beginning of each cell concept or topic, Lectured using Power Point slides.
Captured students' interest with relevant current events, photos, diagrams, and video
segments. During lecture, students engaged in taking notes, asking questions, and
participating in discussion. Many of the informational video segments and the movies
fit into the engage category as well.
Explore
Students constructed cell analogies and showed cellular processes with mitosis flip
books. They also applied what they were learning to new situations by manipulating
simulations and analyzing results in a laboratory setting.
Explain
To further understand these concepts, students watched video animations to get a
visualization of the processes we discussed. They completed enrichment worksheets to
get more explanation. I checked students for understanding by asking questions and by
having students identify unlabeled pictures.
Elaborate
Students worked with partners to examine and record observations with knowledge
from lectures, discussion, and worksheets, and presented their cell analogy posters to
the class in an effort to learn from each other from another perspective.
Evaluate
Students' knowledge was evaluated based on their performance on pre-tests, tests,
labs, poster presentations, and Mitosis flip books. Again, I was able to check for
understanding by going around the room to help, asking questions during labs, and
having students summarize what they knew.
b. Activity/Lesson Titles
Cell Stucture and Function
Day 1 Introduction to Cells and Cell Theory
Day 2 Cell Organelles- Structure and Function
Day 3 Cell Analogy Posters
Day 4 Enrichment-Plant/Animal Cell Diagrams
Day 5 Enrichment Worksheets
Cellular Transport
Day 6 Observing Osmosis-Gummy Bear Lab
Day 7 Cell Analogy Poster Presentations
Day 8 Diffusion Through Membranes Lab
Day 9 Osmosis Jones Movie with Handout
Cellular Respiration
Day 10 Introduction to Cellular Respiration
Day 11 Cellular Respiration Activity: Using Your Muscles
Photosynthesis
Day 12 Introduction to Photosynthesis
Day 14 Separation of Plant Pigments Using Chromatography Lab
Day 15 Enrichment Worksheets and Photosynthesis Video
Day 16 Counting Leaf Stomata Lab
Mitosis
Day 17 Mitosis-Cell Growth and Division
Day 18 Mitosis Flip books
Day 20 Mitosis Internet Lesson-Video Simulations
Day 21 Catch up and Review
Day 22 Exam
c. Lesson Descriptions
Day 1 Introduction to Cells and Cell Theory- Discussed the history of cell discovery adn advancements.
Taught the Cell Theory leading into a
Day 2 Cell Organelles- Structure and Function- Power Point Lecture with slides showing diagrams to
identify the basic structures of the cell, how cells specialize and do the work of sustaining life. Worked
through all cell organelles with a brief description of their function.
Day 3 Cell Analogy Posters-Cell City Handout and Rubric-In small groups, students were asked to come
up with their very own cell analogy (previous lecture had compared various cell organelles to a factory).
They were to design a poster representing this analogy, with structures and functions, to present to the
class later in the week. Students had time each day to work on this project.
Day 4 Enrichment-Plant/Animal Cell Diagrams-These handouts were rich with important vocabulary
regarding organelles found in plant and animal cells. On one side, they were to read the summary of
cell structure and function, and the other side allowed them to color in a plant cell and an animal cell to
reinforce identification and memory.
Day 5 Enrichment Worksheets-Study Guide, Cell Parts and Functions provided for review. These
handouts and all notes were allowed for use on the first test over cell structure and function.
Day 6 Observing Osmosis-Gummy Bear Lab-This simple lab activity allowed for students to learn that
molecules are in motion and the process of diffusion/osmosis. On day 6, the students measured and
weighed their gummy bears and recorded their data. Then, they placed them in water to soak overnight
and be remeasured and reweighed on day 7. After getting initial measurements, students were given
time to work in groups on their cell analogy posters.
Day 7 Cell Analogy Poster Presentations-After poster presentations, students took notes as I lectured
with Power Point slides about cellular transport and homeostasis. They were able to see what
happened to their gummy bears and the effect of osmosis, first-hand. This lecture also covered active
and passive transport. The important concept for students to grasp was how cells obtain the materials
they need to perform life processes.
Day 8 Diffusion Through Membranes Lab-This was another chance to reinforce cell transport and
selective permeability. Students first experimented with dialysis tubing, a starch solution, and iodine,
to see if they could determine if molecules were moving and why. The second part of the activity
involved weighing and then soaking potatoes in water, for one set, and concentrated salt water for
another set. These were left overnight and reweighed on day 9.
Day 9 Osmosis Jones- Students watched the movie with a Handout of questions about the movie to be
answered as they watched.
Day 10 Introduction to Cellular Respiration-This introduction to the process of cellular respiration was
also presented as a Power Point lecture with slides to help students understand how cells get energy.
Hydrolysis, Glycolysis, the Kreb's Cycle, and the electorn transport chain were all summarized and
reviewed.
Day 11 Cellular Respiration Activity: Using Your Muscles-Cellular respiration requires both oxygen and
carbohydrates to make ATP or energy. This lab asked the question, "What happens when we use the
oxygen in our cells faster than it can be replaced? Paired up with one other student, they took turns
timing each other, over and over again, with brief breaks in between, as they squeezed tennis balls.
Results were averaged, as a group, and with the whole class, graphed, and they made their conclusions
before turning in their data sheets.
Day 12 Introduction to Photosynthesis-Today, we turned to plants to find out how they make their own
energy, again following the lecture/Power Point format while students took notes.
Day 14 Separation of Plant Pigments Using Chromatography Lab-For this particular test, students
learned to identify plant pigments by separation and isolation of the pigments. Each group crushed
spinach leaves onto the filter paper and the teacher demonstrated the separation technique using
Chromatography solvent under the hood. While they waited for the separation, they did the same
experiment by drawing on the filter paper with markers and watching the colors pull up and separate
with water. The plant pigments students were able to identify were carotene, xanthophil, chlorophyll a,
and chlorophyll b.
Day 15 Enrichment Worksheets and Photosynthesis Video-A set of worksheets called Photosynthesis:
Making Energy was worked on in class and we watched a video on photosynthesis for the rest of the
period.
Day 16 Counting Leaf Stomata Lab-To get a close-up of the special pores, or openings in plant cells,
students took a leaf impression to observe under a microscope, counting and drawing stomata.
Day 17 Mitosis-Cell Growth and Division-A Power Point slide presentation began a lesson on the cell
cycle and a closer look at DNA in the cell. "A Great Mitosis Video" helped students better visualize the
process.
Day 18 Mitosis Flip books-Students created visual aids to help them learn the phases of mitosis. Using
notecards, they created and labeled flip books in an effort to "imagine mitosis as a smooth process".
Students were given a rubric to know what they would be assessed on for this project.
Day 20 Mitosis Internet Lesson-Video Simulations-Students reviewed the steps of mitosis and then, with
a partner, viewed video simulations of cell division. They also identified mitosis stages in onion root tips
for classification.
Day 21 Catch up and Review
Day 22 Exam
d. Groups
Most of the activities and laboratory procedures for this unit allowed for cooperative groups of 2-3,
occasionally 4, students. Following the general classroom precedent, and cooperating teacher and
student wishes, students were allowed to choose their own groups and work together without specific
role assignments. I tried to actively encourage equal participation and involvement from each student
in the group to facilitate and promote engagement and understanding.
e. Higher-level Guide Questions
Explain why the development of the cell theory is directly related to advances in microscope technology.
What makes up cells , how do cell organelles connect to each other? How does a cell's size affect the
cell's function?
Why do some materials move into or out of cell membrane? What is meant by selctive transport?
Why is there a difference in the amount of air that you breathe in vs breathe out?
What is O2 used for? Where does CO2 come from? What factors affect respiration?
Why do we breathe? Is CO2 just a waste product?
What are the identifying characteristics of the 4 phases of Mitosis? What happens if things go wrong
with Mitosis? (What disease associated with Mitosis?)
f. NGSS
3 Components of NGSS Standards
i. Disciplinary Core IdeasStructure and function of cells-performing essential functions of life. These cells contain genetic
information-DNA. Its genes code for protein which carry out the work of the cell; Multicellular
structured organization; Organization for and cycles of matter and energy flows in organisms and
ecosystems; Process of photosynthesis and cellular respiration providing energy for life processes.
ii. Science and Engineering PracticesDeveloping and using models to predict and show relationships among variables between systems and
their components in the natural and designed worlds; Mathematics with statistical analysis of data;
Carry out investigations and constructing explanations.
iii. Crosscutting Concepts
Systems and system models-Models can be used to simulate systems and interactions within and
between systems. Students used physical models in Osmosis labs, pigment separation and stomata labs,
and computer models using interactive animations; Stability vocab-"homeostasis"
g. Educational Technology
iPads for use of digital media such as cell and mitosis interactive animations, audio-visual with video
clips and movies, smart board power point presentations
h. Integration
Math-Gather, analyze, and interpret statistical data
i. Reading
Vocab presented throughout, dialogue and discuss cell organelles and functions, work together to teach
each other material understanding using the language of their peers, presentations helped reinforce
awareness of the organelles of the cell
9. Assessment Plan:
Performance tasks
What will students produce to provide evidence of understanding and skills
learned?
Other evidence of learning
Formative Assessment- Pre-test, Worksheets, Labeled Cell diagrams, prompts,
observation, lab reports, flip books and other work samples, etc.
Summative Assessment-End of topicwritten tests (multiple choice, true/false,
labeling)
10. Safety Plan:
General classroom policies apply at all times, special laboratory safety guidelines and precautions taken
for lab procedures. These include: a reminder of proper glass handling technique; proper behavior in
laboratory area,respect for equipment, and misconduct consequences such as leaving the lab area and
receiving a zero for lab; safe use of the chemical Iodine; teacher demo using Chromatography solvent
11. Resources:
The Biology Project-onion root tips Mitotic phases
Discovery-Living Cells United Learning video clip
Mitosis Tutorial at http://www.cellsalive.com/
Scilinks.org -cell features
youtube "A Great Mitosis Video"
Biology junction.org
Science Spot
Biozone
Bozeman's Biology