Science Unit Organizer
Conceptual Strand
Grade Level/Course
Structure and Function of Living Organisms
(Cell Organelles)
High School/Biology
NC Science Essential Standard(s)
Bio 1.1 Understand the relationship between the structures and functions of cells and their
organelles.
Clarifying Objectives
Number
Bio 1.1.1
Standard
Summarize the structure and function of organelles in eukaryotic cells (including
the nucleus, plasma membrane, cell wall, mitochondria, vacuoles, chloroplasts, and
ribosomes) and ways that these organelles interact with each other to perform the
function of the cell.
**Teacher Note** Students will explore the phospholipid bilayer as a lipid (Bio.4.1.1) and should
connect the structural positioning of the polar phosphate group towards the watery exterior of the
phospholipid bilayer and the positioning of the fatty acids towards the interior of the phospholipid
bilayer.
Bio 1.1.2
Compare prokaryotic and eukaryotic cells in terms of their general structures
(plasma membrane and genetic material) and degree of complexity.
**Teacher Note** Students should demonstrate an understanding of the general structures of
prokaryotic and eukaryotic cells and will later employ use of technical vocabulary during discussions
in in Bio.3.4.1 (exploring hypothesized theory of cell development as evidence to support the theory
of evolution).
Bio 1.1.3
Explain how instructions in DNA lead to cell differentiation and result in cells
specialized to perform specific functions in multicellular organisms.
**Teacher Note**
It is not essential for students to understand the details of how the process of transcriptional regulation
in a cell produces specific proteins which results in cell differentiation.
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Science Unit Organizer
Bio 1.1.1
Bio 1.1.2
Bio 1.1.3
Bio 1.1.1
Bio 1.1.2
Bio 1.1.3
Bio 1.1.1
Bio 1.1.2
Language Objectives
Key Vocabulary
aerobic cellular respiration
non-polar (physical science review)
carbon (review)
nucleus (review)
cell wall (review)
nucleolus
chloroplast (review)
organelle (review)
chlorophyll (review)
polar (physical science review)
chromatin
phospholipid bilayer
cytoplasm (review)
phosphate
DNA (review)
phosphate group*
enzymes
plasma membrane
eukaryotic cells/ eukaryotes
proteins
fatty acids*
ribosomes
glycerol*
RNA
homeostasis
selectively permeable cell membrane
surface area
hydrogen (review)
transport proteins
inner membrane
vacuole (review)
mitochondria (review)
compound light microscope
prokaryotic cells/ prokaryotes
membrane bound organelles
scanning electron microscope (SEM)
nucleoid
transmission electron microscope (TEM)
plasmid
adult stem cells
cell specialization
differentiation of cells
embryonic cells
embryonic stem cells
gene expression
specialized cells (review)
stem cells
unspecialized cells
Language Function (example)
SWBAT summarize how organelles in eukaryotic cells function based upon their
structures.
SWBAT compare prokaryotic and eukaryotic cells in terms of structures and degree of
complexity.
SWBAT explain how instructions from DNA lead to cell differentiation and cell
specialization.
Language Skills (example)
SWBAT identify cell organelles in diagrams of plant and animal cells.
SWBAT compare/contrast prokaryotic and eukaryotic cells through writing and
engaging in science talk with peers.
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Science Unit Organizer
Bio 1.1.3
Bio 1.1.1
SWBAT read and explain the process of how cell differentiation results in cells
specialized to perform specific functions in multicellular organisms.
Language Structures (example)
SWBAT explain the functions of plant cell organelles and animal cell organelles
through the use of analogies they either create or recognize using the sentence frame
“_____ in the cell functions similarly to _____ in a/the _____.”
Bio 1.1.2
SWBAT use correct sentence formation to describe the similarities and differences
between prokaryotic and eukaryotic cells.
Bio 1.1.3
SWBAT use a variety of sentence structure (simple, compound, complex and/or
compound-complex) to explain how stem cells differentiate into complex cells.
Bio 1.1.1
Lesson Tasks (example)
SWBAT create and/or label organelles in plant and animal cells using diagrams of
plant and animal cells.
Bio 1.1.2
SWBAT complete a Venn Diagram to compare and contrast prokaryotic and
eukaryotic cells.
Bio 1.1.3
SWBAT read and explain how DNA expression and gene activity lead to cell
specialization in multicellular organisms.
Bio 1.1.1
Bio 1.1.2
Language Learning Strategies (example)
SWBAT identify and explain how organelles interact to carry out functions such as
energy production and use, transport of molecules, disposal of waste, and synthesis
of new molecules.
SWBAT use qualitative data gathered from observations of prokaryotic cells,
eukaryotic cells, plant cells and animal cells (viewed under microscope) and digital
images to discuss the similarities, differences, and varying levels of complexity
between prokaryotic and eukaryotic cells.
SWAT explore print and other digital resources to summarize that there is a greater
level of detail provided by scanning electron microscopes and transmission electron
microscopes in comparison to light and compound light microscopes.
Bio 1.1.3
SWBAT answer and ask questions when comparing a variety of specialized cells.
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Science Unit Organizer
Big Ideas
Bio.1.1.1
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Bio.1.1.1
Every cell is covered by a membrane that
controls what can enter and leave the
cell. 5C/H1a
In all but quite primitive cells, a complex
network of proteins provides organization
and shape and, for animal cells,
movement. 5C/H1b
Within the cells are specialized parts for
the transport of materials, energy capture
and release, protein building, waste
disposal, passing information, and even
movement. 5C/H2a
Benchmarks for Science Literacy
Bio.1.1.2
•
Essential Questions
● Using a plant cell diagram and an animal
cell diagram, can I identify and label the
following cell organelles: nucleus, plasma
membrane, cell wall, mitochondria,
vacuoles, chloroplasts, and ribosomes?
● What are the similarities and differences
between plant and animal cells?
● How can I use models of plant cells to
explain the structure and function of
organelles?
● How can I use models of animal cells to
explain the structure and function of
organelles?
● How does structure of a cell organelle
relate to the function of a cell organelle?
● How does the structure of the plasma
membrane support the function of the
plasma membrane? How do the polar
molecules in the phosphate group and the
non-polar molecules in the fatty acids that
make up the phospholipid bilayer of the
plasma membrane support the function of
the plasma membrane?
● How do cell organelles interact with each
other to perform specific functions such
as: energy production, energy use,
transport of molecules, disposal of waste,
and synthesis of new molecules?
Bio.1.1.2
All living things are composed of cells,
from just one to many millions, whose
details usually are visible only through a
microscope. 5C/M1a
Benchmarks for Science Literacy
© 2017 WSFCS Science Instructional Services
● How do you properly use a light
microscope to view the differences
between prokaryotic and eukaryotic
cells?
● How do you properly use a light
microscope to view the differences
between prokaryotic and eukaryotic
cells?
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Science Unit Organizer
● What are the similarities between plant
cells and animal cells?
● What are the similarities between
prokaryotic cells and eukaryotic cells?
● Why are prokaryotic cells considered less
complex than eukaryotic cells?
Bio.1.1.3
•
Bio.1.1.3
In addition to the basic cellular functions
common to all cells, most cells in
multicellular organisms perform some
special functions that others do not.
5C/H2b
Benchmarks for Science Literacy
● What does it mean for cells in a
multicellular organism to be specialized?
● How do the following specialized cells
such as nerve cells, muscle cells, blood
cells and sperm cells differ in their
function within a multicellular organism?
● How do DNA and gene expression
determine differentiation of cells?
● How does the function of specialized cells
differ from that of unspecialized cells?
● Why is the differentiation of cells a
process that cannot be reversed?
● Why are stem cells considered
unspecialized cells?
● What are the similarities and differences
between embryonic stem cells and adult
stem cells?
● How do scientists apply their knowledge
to demonstrate that stem cells
differentiate into specialized cells?
Student Performance Goals
Learning Targets
Bio.1.1.1
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•
•
•
Identify basic cell organelles (nucleus, plasma membrane, cell wall, mitochondria, vacuoles,
chloroplasts, and ribosomes) in plant and animal cells using a diagram of plant and animal
cells.
Explain the similarities and differences between plant and animal cells.
Explain how the structures of the organelles in plant and animal cells determine the function
of the organelle. (ex. The folded inner membrane of mitochondria increases surface area
for energy production during aerobic cellular respiration.)
Create and use models to illustrate the structure of plant cells.
Create and use models to illustrate the structure and animal cells.
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Science Unit Organizer
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Explain the structure and function of organelles in plant cells.
Explain the structure and function of organelles in animal cells.
Use models and diagrams of the plasma membrane to discuss the importance of the
structure of the membrane with specific attention to the polarity variation in parts of the
phospholipid bilayer.
Summarize how cell organelles interact with each other to perform specific functions such
as: energy production, energy use, transport of molecules, disposal of waste, and synthesis
of new molecules. (ex. DNA codes for proteins which are assembled by the ribosomes and
used as enzymes for energy production at the mitochondria).
Bio.1.1.2
•
•
•
•
Demonstrate how to operate a compound light microscope to observe a variety of
prokaryotic cells, eukaryotic cells, plant cells, and animal cells.
Distinguish between the capabilities of compound light and electron microscopes
(scanning electron microscopes and transmission election microscopes).
Examine qualitative observations that support the inference that prokaryotic cells are less
complex than eukaryotic cells.
Use qualitative observations to compare the structure of prokaryotic cells and eukaryotic
cells.
o Identify the membrane-bound organelles present in eukaryotes but absent in
prokaryotes.
o Identify ribosomes in both eukaryotes and prokaryotes.
o Explain the difference between DNA and RNA found in eukaryotes and DNA and
RNA found in prokaryotes.
o Explain the difference between the location of DNA found in eukaryotes and DNA
found in prokaryotes.
o Explain the difference between chromosome structure of DNA found in eukaryotes
and DNA found in prokaryotes.
o Explain the difference between the size of eukaryotes and prokaryotes.
Bio.1.1.3
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Explain the function of specialized cells.
Review the organization of multicellular organism from simple to complex (cell → tissue →
organ → organ system → organism).
Compare the function of a variety of specialized cells to include nerve cells, muscle cells,
blood cells, and sperm cells.
Outline an explanation of how DNA and gene expression determines the differentiation of
cells (process) which eventually leads to their specialization (function).
Explain why the differentiation of cells a process that cannot be reversed.
Explain how chemical signal released by one cell may influence another.
Explain the properties of stem cells that make them unspecialized cells.
Explain the similarities and differences between embryonic stem cells and adult stem cells.
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Science Unit Organizer
•
Discuss scientists’ manipulation of laboratory culture conditions to demonstrate that both
embryonic stem cells and adult stem cells differentiate into specialized cells.
Vertical Alignment
● 5.L.1 Understand how structures and systems of organisms (to include the human body)
perform functions necessary for life.
● 7.L.1 Understand the processes, structures and functions of living organisms that enable
them to survive, reproduce and carry out the basic functions of life.
● 8.L.1.1 Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating
to the spread, treatment and prevention of disease.
ACT Science College and Career Readiness Standards
IOD
IOD
SIN
EMI
EMI
EMI
EMI
202
302
201
201
301
302
404
Identify basic features of a table, graph, or diagram (e.g., units of measurement)
Understand basic scientific terminology
Find basic information in text that describes a simple experiment
Find basic information in a model (conceptual)
Identify implications in a model
Determine which models present certain basic information
Identify similarities and differences between models
Information and Technology Standards
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HS.TT.1 Use technology and other resources for assigned tasks.
HS.SI.1 Evaluate resources needed to solve a given problem.
HS.RP.1 Design project-based products that address global problems.
HS.SE.1 Analyze issues and practices of responsible behavior when using resources.
Literacy Standards
● RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to grades
9–10 texts and topics.
● RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including
relationships among key terms (e.g., force, friction, reaction force, energy).
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Science Unit Organizer
● RST.9-10.6. Analyze the author’s purpose in providing an explanation, describing a
procedure, or discussing an experiment in a text, defining the question the author seeks to
address.
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