Grade 10
Living Environment
Cell Structure and Function
Ryan Fessette
Edu 5130
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This assessment plan encompasses all tests, quizzes,
projects, labs, and worksheets used for formative and
summative assessments. This month worth of
assessments are designed for 10th grade students in
Regents Living Environment, covering one and a half
units of instruction. The beginning of the month
begins with a unit on Cell Structure and Function and
concludes with the beginning of Cell Membrane
Transport. Two labs will be conducted during this
time, including a lab on Cell Structure and Cell Size.
The instructional goals for this month are as follows:
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The instructional goals for this month are as follows:
• Students will identify and define organelles common in all
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cells.
Students will understand differences in animal, plants, and
bacterial cells.
Students will analyze these differences, inferring reasons for
these adaptations.
Students will break down interactions between organelles that
function to maintain homeostasis.
Students will hypothesize about cell size constraints and make
conclusions about maximum cell sizes based on Surface Area,
Volume, diffusion and osmosis.
Students will define methods of transporting nutrients, wastes,
and molecules into and out of the cell essential to maintaining
homeostasis.
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Key Idea 1: Living things are both similar to and different from each other and
from nonliving things.
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PERFORMANCE INDICATOR 1.2
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Describe and explain the structures and functions of the human body at different organizational levels
(e.g., systems, tissues, cells, organelles).
Major Understandings
1.2a - Important levels of organization for structure and function include organelles, cells, tissues, organs,
organ systems, and whole organisms.
1.2b - Humans are complex organisms. They require multiple systems for digestion, respiration,
reproduction, circulation, excretion, movement, coordination, and immunity. The systems interact to
perform the life functions.
1.2c - The components of the human body, from organ systems to cell organelles, interact to maintain a
balanced internal environment. To successfully accomplish this, organisms possess a diversity of control
mechanisms that detect deviations and make corrective actions.
1.2d - If there is a disruption in any human system, there may be a corresponding imbalance in
homeostasis.
1.2e - The organs and systems of the body help to provide all the cells with their basic needs. The cells of
the body are of different kinds and are grouped in ways that enhance how they function together.
1.2f - Cells have particular structures that perform specific jobs. These structures perform the actual work
of the cell. Just as systems are coordinated and work together, cell parts must also be coordinated and
work together.
1.2g - Each cell is covered by a membrane that performs a number of important functions for the cell.
These include: separation from its outside environment, controlling which molecules enter and leave the
cell, and recognition of chemical signals. The processes of diffusion and active transport are important in
the movement of materials in and out of cells.
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PERFORMANCE INDICATOR 1.2 (con’t)
1.2h - Many organic and inorganic substances dissolved in cells allow necessary chemical
reactions to take place in order to maintain life. Large organic food molecules such as
proteins and starches must initially be broken down (digested to amino acids and simple
sugars respectively), in order to enter cells. Once nutrients enter a cell, the cell will use
them as building blocks in the synthesis of compounds necessary for life.
• 1.2i - Inside the cell a variety of specialized structures, formed from many different
molecules, carry out the transport of materials (cytoplasm), extraction of energy from
nutrients (mitochondria), protein building (ribosomes), waste disposal (cell membrane),
storage (vacuole), and information storage (nucleus).
• 1.2j - Receptor molecules play an important role in the interactions between cells. Two
primary agents of cellular communication are hormones and chemicals produced by nerve
cells. If nerve or hormone signals are blocked, cellular communication is disrupted and the
organismÕs stability is affected.
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PERFORMANCE INDICATOR 1.3
Explain how a one-celled organism is able to function despite lacking the levels of
organization present in more complex organisms.
• Major Understandings
• 1.3a - The structures present in some single-celled organisms act in a manner similar to the
tissues and systems found in multicellular organisms, thus enabling them to perform all of
the life processes needed to maintain homeostasis.
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Week One:
• Daily questions to be answered on Bell Ringer sheets.
• Cell City project outline and rubric handed out to be due at the end of
the month.
• Cell Growth & Reproduction Worksheet
• Begin Cells Lab
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Week Two:
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Daily questions to be answered on Bell Ringer sheets.
Who Am I? Organelle quiz.
Who Am I? Organelle quiz key.
First Quarter Report: Self-Assessment.
First Quarter Instructor Evaluation Sheet.
Binder Check Rubric.
Vocabulary Assignment for the 2nd Quarter.
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Week Three:
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Daily questions to be answered on Bell Ringer sheets.
Cell Parts & Functions: Fill in the Blanks pop quiz.
Cell Parts & Functions: Fill in the Blanks pop quiz key.
Eukaryotic Cell Structure worksheet.
Begin lab on Modeling Cells: Do Cells have Size Limits?
Modeling Cells: Do Cells have Size Limits? Key.
Vocabulary Word Mapping worksheet for Cell Structure and Function.
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Daily questions to be answered on Bell Ringer sheets.
Cell Structure and Function Chapter Test.
Cell Structure and Function Chapter Test key.
Plasma Membrane Worksheet.
Plasma Membrane Worksheet key.
Cell City Projects Due.
Week Four:
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Week 1:
• Bell Ringer questions ideally cover all NYS standards and
Instructional Goals.
• Cell City project fulfills NYS standards Performance Indicator
1.2 and Instructional Goal number 1.
• Cell Growth Worksheet fulfills NYS standards Performance
Indicator 1.2 and 1.3, as well as Instructional Goal 2 and 6.
• Cells Lab fulfills NYS standards Performance Indicator 1.2 and
Instructional Goals 1 through 4.
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Week 2:
• Bell Ringer questions ideally cover all NYS standards and
Instructional Goals.
• Who Am I? Quiz covers NYS standards Performance indicator
1.2 and Instructional Goals 1 through 3.
• Vocabulary Assignment fulfills NYS standards Performance
Indicator 1.2 and 1.3, as well as Instructional Goals 5 and 6.
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Week 3:
• Bell Ringer questions ideally cover all NYS standards and Instructional Goals.
• Cell Parts & Functions: Fill in the Blanks pop quiz covers NYS standards
Performance Indicator 1.2 and Instructional Goals 1 through 3.
• Eukaryotic Cell Structure Worksheet fulfills NYS standards Performance
Indicator 1.2 and Instructional Goals 1, 2 and 4.
• Lab on Modeling Cells: Do Cells Have Size Limits? Covers NYS standards
Performance Indicator 1.2 and 1.3, as well as Instructional Goals 5 and 6.
• Vocabulary Word Mapping Worksheet fulfills NYS standards Performance
Indicator 1.2 and Instructional Goals 1 and 6.
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Week 4:
• Bell Ringer questions ideally cover all NYS standards and Instructional Goals.
• Cell Structure and Function Chapter Test fulfills all NYS standards Performance
Indicators and Instructional Goals 1 through 5.
• Plasma Membrane Worksheet fulfills NYS standards Performance Indicators 1.2
and 1.3, as well as Instructional Goal number 6.
• Cell City project fulfills NYS standards Performance Indicator 1.2 and
Instructional Goal number 1.
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Section 1 – Handouts, Worksheet, Quizzes, Tests (40 percent)
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Section 2 – Lab Assignments (30 Percent)
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All labs conducted during the month
Labs are all weighted equally and are graded on a 100 point scale. Failure to complete a lab or make it up
will result in a zero.
Section 3 – Projects and Research (20 percent)
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All handouts, worksheets, quizzes, and tests
Quizzes and tests are weighted 2 and 4 times more importantly than worksheet and handouts.
All special project and research assignment
For this month, the only project would be the Cell City assignment and is graded on a 100 point scale
based on accompanying rubric.
Section 4 – Attendance, Bell Ringer, and Participation (10 percent)
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All records of Bell Ringer completion, attendance, and participation in class
Bell Ringer sheet gets full marks for writing the question and answer for each date and are graded based
on completion, not content.
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All sections are calculated in a 100 point fashion.
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All four sections are added to make a grade out
of a hundred for the month.
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Failure to complete assignments results in losing
5 points per day that they are late, unless
extenuating circumstances can be established.
In result of absences, the student is responsible
for obtaining the material missed and making up
any assignments by the assigned due date or
next school day, whichever comes first.
Cell City Project
The Task
-You will be working in a team that will consist of 4 members. Each member will be assigned a role:
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Architect /City Planner ( 1 )
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City Builders ( 2 )
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Reporter ( 1 )
-You will use the Internet to research the functions of cell organelles.
-You will share your research notes with the other members of the group to make sure EVERYONE understands the information.
-Using the role assigned to you, your group will work together to plan, design, and construct a 3-D "Cell City" based on your
research of the organelles and what their function is.
The Process
1. Before you can construct a cell city, you must research each cell organelle to determine its function and how it works with other
cell parts to function correctly.
Below you will find a table with the cell organelles required. Click on each one, and you will then be taken to a page with the
questions to be answered and the links to help you find those answers.
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Nucleus
plasma membrane
golgi apparatus
lysosome
mitochondria
endoplasmic reticulum
vacuole
cell wall
centrioles
cytoskeleton
ribosomes
chloroplast and other plastids
Cell City Project Rubric
Category:
Scoring Criteria
Exemplary (full
credit)
Proficient
(3/4 pts)
Marginal
(1/2 pts)
Poor
(1/4 pts)
Unacceptable
(No pts)
Content:
Includes all organelles in a
cell (25 points)
Labels each organelle or
provides key for
identification (15 points)
Organelles are place
correctly and in correct
proportional size (20 points)
25
18
12
6
0
15
11
8
4
0
20
15
10
5
0
Spelling is correct and
without errors (5 points)
5
4
3
1
0
Included descriptive writing
about what the
model represents
and how it is
designed (15 points)
15
11
8
4
0
Model is creative, shows
effort (10 points)
Model is turned in on time
(10 points)
10
8
5
3
0
10
8
5
3
0
100
75
51
26
0
Mechanics:
Creativity:
Timeliness:
Total:
 Bell
Ringer Sheets
• Must have question and answer written in
appropriate box
• Monday – Friday completion, absence counted
as missed
• Part of participation grade – 10 percent
• Used for pre lesson questioning and checks for
concept understanding
Bell Ringer Sheets - Key
Name:
Class Period:
Dates:
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Monday:
Question- 5 minute study time for vocab quiz.
Answer – N/A
Tuesday:
Question – Sketch or draw a diagram of a cell and label all parts known.
Answer – Includes Nucleus, Mitochondria, Cell Membrane, Nucleolus, Ribosomes, Smooth and Rough
Endoplasmic Reticulum, Golgi Apparatus, Cytoplasm, Lysosome
Wednesday:
Question – Name 3 structures found in plant cells that are not found in animal cells.
Answer – Chloroplasts, Cell Wall, and Large Vacuoles
Thursday:
Question - How do the cells of newborn organisms compare in size to their adult counterparts? Explain your
answer.
Answer – Eukaryotic cells are all roughly the same size. Eukaryotes make more cells as opposed to having larger
cells. Growth is accomplished by mitosis and replication of cells.
Friday:
Question - How do Surface Area, Volume, and Weight function in determining cell size? You can use words,
pictures, or graphs to explain your answer.
Answer – Surface Area is optimized to help increase transfer of nutrients in and wastes out. However, as you
increase volume, you also need to increase Volume and Weight that causes detrimental effects. Need for too
much nutrients and waste remove without enough surface area.