2014-2015 HISD PLANNING GUIDE
Biology
1st Cycle
Planning Guide User Information
Time Allocations
Unit 2: Cell Structure and Function
Unit 2
2 class periods (90-minutes each)
or
4 class periods (45-minutes each)
Unit Overview
Cell Structure and Function – Students identify cells as the basic structures of all living things, and recognize that
they have specialized parts that perform specific functions such as transporting molecules, synthesizing new
molecules, converting energy, and maintaining homeostasis.
TEKS/SEs (district clarifications/elaborations in italics)
BIOL.2E Plan and implement descriptive, comparative, and experimental investigations, including asking questions,
formulating testable hypotheses, and selecting equipment and technology.
BIOL.2F Collect and organize qualitative and quantitative data, and make measurements with accuracy and
precision.
BIOL.2G Analyze, evaluate, make inferences, and predict trends from data.
BIOL.2H Communicate valid conclusions supported by the data through methods such as lab reports, labeled
drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports.
BIOL.3B Communicate and apply scientific information extracted from various sources such as current events, news
reports, published journal articles and marketing materials.
BIOL.3E Evaluate models according to their limitations in representing biological objects or events.
Ⓢ BIOL.4A Compare and contrast prokaryotic and eukaryotic cells.
Ⓡ BIOL.4B Investigate and explain cellular processes including homeostasis, energy conversions, transport of
molecules, and synthesis of new molecules.
 English Language Proficiency Standards



ELPS C 1.d Speak using learning strategies such as requesting assistance, employing non-verbal cues, and using
synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known).
ELPS C.2.f Listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to
build and reinforce concept and language attainment.
ELPS C.3.j Respond orally to information presented in a wide variety of print, electronic, audio, and visual media to
build and reinforce concept and language attainment.
College and Career Readiness Standards



CCRS VI.A.2 Explain how cells can be categorized into two major types: prokaryotic and eukaryotic, and describe
major features that distinguish one from the other.
CCRS VI.A.3 Describe the structure and function of major sub-cellular organelles.
CCRS VI.A.6 Know the structure of membranes and how this relates to permeability.
Key Concepts


cell
structure


function
organelle


transport
homeostasis


making inferences
collecting and analyzing data


evaluating models
proper use of a microscope



nucleus
eukaryote
osmosis


diffusion
permeability
Key Skills


observing
measuring
Academic Vocabulary



cell
prokaryote
ATP
 - English Language Proficiency Standards (ELPS)
- Aligned to Upcoming State Readiness Standard
- State Process Standard Ⓡ - State Readiness Standard Ⓢ - State Supporting Standard
© Houston ISD Curriculum
2014 – 2015
Page 1 of 6
2014-2015 HISD PLANNING GUIDE
Biology
1st Cycle
Essential Understandings / Guiding Questions


As the basic structure of all living things, cells contain specialized parts that perform specific functions.
1. What are the functions of the different organelles in a cell?
2. How do cellular parts and processes lead to understanding of cell structure and function?
Different types of transport help maintain homeostasis within a cell.
1. What are the different types of cellular transport, and what are the similarities and differences between them?
2. How does the structure of the cell membrane allow movement of molecules in and out of the cell?
3. Why are different types of transport needed to help maintain a level of equilibrium in the cell?
Assessment Connections



Performance Expectation Students will create analogies to explain cellular processes such as homeostasis, energy
conversions, transport of molecules, and synthesis of new molecules during their investigations.
Through various lab investigations, students will understand transport processes in a cell and will be able to explain
how different types of transport help maintain homeostasis within the cell.
Formative Assessment – Cell Analogy Students work in small groups to create a cell analogy. The students pick
something to compare the cell and its parts to; for example, an analogy could be made to a factory, school, or city.
The students create an analogy for each organelle in the cell.
STAAR Released Test Questions 2013 Questions #6 (J) (B.4B), #23 (D) (B.4A), and #29 (C) (B.4B)
Texas English Language Proficiency Assessment System (TELPAS): End-of-year assessment in listening,
speaking, reading, and writing for all students coded as LEP (ELL) and for students who are LEP but have parental
denials for Language Support Programming (coded WH). For the Writing TELPAS, teachers provide five writing
samples – one narrative about a past event, two academic (from science, social studies, or mathematics), and two
others.
Instructional Considerations
Prerequisites and/or Background Knowledge for Students
In grade 6, students:
 Recognized that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic (SCI6.12B).
In grade 7, students:
 Differentiated between structure and function in plant and animal cell organelles including, cell membrane, cell wall,
nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole (SCI7.12D).
 Compared the functions of a cell to the functions of organisms such as waste removal (SCI7.12E).
 Recognized that, according to cell theory, all organisms are composed of cells and cells carry on similar functions
such as extracting energy from food to sustain life (SCI7.12F).
Background Knowledge for Teacher
Main Ideas
The main ideas that students need to investigate during this unit are:
 the similarities and differences between eukaryotic and prokaryotic cells;
 the structure and function of the organelles used in transport, synthesis of new molecules, homeostasis, and
energy conversions;
 the similarities and differences between diffusion, facilitated diffusion, and active transport;
 the structure of the cell membrane;
 how cells change in hypo-, hyper-, and isotonic solutions;
 biomolecules involved in structure and function of cell membrane;
 similarities and differences between osmosis and diffusion; and
 the function of exocytosis and endocytosis in the cell.
 - English Language Proficiency Standards (ELPS)
- Aligned to Upcoming State Readiness Standard
- State Process Standard Ⓡ - State Readiness Standard Ⓢ - State Supporting Standard
© Houston ISD Curriculum
2014 – 2015
Page 2 of 6
2014-2015 HISD PLANNING GUIDE
Biology
1st Cycle
Instructional Considerations
Background information on the cell
 Animations of individual cell organelles and processes for use during the explain portion of 5E Lessons can be
found at: http://www.johnkyrk.com/. For actual photos of cells, organelles, and cellular processes as well as cell
animations, see: http://www.cellsalive.com/.
 For additional information on the inner life of the cell, see http://multimedia.mcb.harvard.edu/media.html.
 It is important that students have the opportunity to work with different diagrams of cells and organelles so that they
can recognize organelles represented differently in different assessment items.
 While teaching the organelles, include information about the history of science related to how cells were discovered
and the cell theory.
 By having students create models, work with pictures, observe real specimens, and create analogies, they can
develop an understanding of how the cell functions as a system and maintains homeostasis.
Cellular Processes
 Emphasize biomolecules from Unit 1 in this cycle during investigations on cellular transport and synthesis of new
molecules.
 “Homeostasis: What Happened to my Egg?”
This procedure will need to take place over several days, providing an event that the teacher can continue to use
as students build an understanding of osmosis and homeostasis. Using saturate salt water is less messy than the
corn syrup, but the solution will need to be stirred several times each day. After each observation and
measurement, have students write in their science journal what they think is happening to the egg and why. As
students learn more about osmosis, they should be able to describe what is happening to the egg more accurately.
By the end of this unit, students should be able to explain accurately what happened to the egg at each point in the
procedure. The egg will expand when placed in distilled water as water moves in and shrink when placed in corn
syrup or salt water, as water moves out of the egg. This activity can be used as an opportunity for students to make
inferences, generate and test hypotheses, collect and analyze data, and present conclusions.
Instructional Accommodations for Diverse Learners
 Use best practices for diverse learners in the classroom by collaborating with ESL/Special
Education/GT/Mathematics teachers on modifications, strategies, and instructional approaches.
 Use a variety of accommodations to ensure quality learning for all students. Consider using visual and linguistic
supports for unfamiliar terms or concepts. See examples below:
 - English Language Proficiency Standards (ELPS)
- Aligned to Upcoming State Readiness Standard
- State Process Standard Ⓡ - State Readiness Standard Ⓢ - State Supporting Standard
© Houston ISD Curriculum
2014 – 2015
Page 3 of 6
2014-2015 HISD PLANNING GUIDE
Biology
1st Cycle
Instructional Strategies / Activities
Identifying Similarities and Differences
Graphic Organizers (Pen/cil to Paper)
 Have students create a Venn diagram illustrating the similarities and differences of eukaryotic and prokaryotic cells.

Summarize this information in a journal entry with accompanying diagrams. (Ⓢ BIOL.4A)
 Show students the animation “The Inner Life of a Cell” and ask them to identify different cellular structures that
they may know. This short animation can also be used as a tie in to nanotechnology by referencing the cellular
motor proteins. See http://www.studiodaily.com/main/technique/tprojects/6850.html in Resources section.
(Ⓡ BIOL.4B)
5E Lesson Model: Engage/Explore
 Print out pictures of cell organelles from www.sciencephoto.com and create a set of index cards with the name of
the organelle and a set of cards with their function. Before teaching about the organelles, have students sort the
cards, matching the picture, name, and function of the organelles. Students keep their sorted cards out on their
desk while the teacher completes the Explain portion of the lesson. Students go back and revise their sort during
the discussion so they have matched each organelle with its name and function. (Ⓡ BIOL.4B)

Provide students with diagrams of plant and animal cells so they can color and label the organelles. Have students
add functions to their diagram for each organelle. (Ⓡ BIOL.4B)

Cell Observation: Students observe elodea and single-celled organisms (amoeba and paramecium, for example)
under the microscope to identify as prokaryotic or eukaryotic and record any visible organelles. Students can
compare and contrast plant and animal cells as viewed under the microscope, indicating which organelles are
found in one type of cell but not the other (if visible). Elodea, amoeba, and paramecium can be ordered from the
Hollingsworth Science Center (see Live Specimen Requisition Form example in Resources section).
(Ⓢ BIOL.4A) (Ⓡ BIOL.4B)
PowerUp Connection
Engage
Create a Quizlet with the vocabulary words from the unit (and other organelles). Include pictures to
represent definitions.
PowerUp Connection
Explore
Membrane Channels – In this PhET simulation, students can predict when particles will move through
the membrane and when they will not. They can identify which particle type will diffuse depending on
which type of channels are present and predict the rate of diffusion based on the number and type of
channels present.
PowerUp Connection
Explain
Students work in groups to create a presentation (such as a slideshow using animoto), showing the
structure and function of organelles used in transport, synthesis of new molecules, homeostasis, and
energy conversions. Each group can be responsible for one process (transport across membranes, for
example). Groups will then present their slideshows to the rest of the class.
 - English Language Proficiency Standards (ELPS)
- Aligned to Upcoming State Readiness Standard
- State Process Standard Ⓡ - State Readiness Standard Ⓢ - State Supporting Standard
© Houston ISD Curriculum
2014 – 2015
Page 4 of 6
2014-2015 HISD PLANNING GUIDE
Biology
1st Cycle
Instructional Strategies / Activities
5E Lesson Model: Elaborate
Nonlinguistic Representations
 “Trashy Cells”: Create 3-D models of cells using recycled materials. Label all parts and identify their functions. Use
technology applications, such as taking pictures, as each part is created and animating the sequence. Students’
may also write a rap, poem, or song about the parts of the cell. (Ⓡ BIOL.4B)
PowerUp Connection
Elaborate
Students work in same groups to create an animated video using powtoon related to a cellular process
different from their previous process used in the slideshow. Have them present their videos and use a
rubric to provide feedback.
5E Lesson Model: Evaluate
Nonlinguistic Representations
 Cell Analogy: Students work in small groups to create a cell analogy. The students pick something to compare the
cell and its parts to; for example, an analogy could be made to a factory, school, or city. The students create an
analogy for each organelle in the cell. For example, the nucleus is analogous to the main office of the school where
all of the information is held. Students create a visual representation of their analogy and present it to their
classmates or explain their analogy to classmates in small groups. Each group should evaluate the analogy for its
strengths and weaknesses. Reference http://www.biopic.co.uk/cellcity/index.htm for an example of a cell as a city.
See Formative Assessment – Cell Analogy in Assessment Connections section. (Ⓡ BIOL.4B)
PowerUp Connection
Evaluate
Use the STAAR Released Test Questions 2013 #6 (J) (B.4B), #23 (D) (B.4A), and #29 (C) (B.4B) to
evaluate students’ progress. Consider using a student response system such as socrative.
Nonlinguistic Representations
Frayer Model
 Use specific vocabulary acquisition strategies, such as the Frayer model, along with the Marzano Six-step process
for content-specific terms: (Ⓢ BIOL.4A) (Ⓡ BIOL.4B)
Definition:
Solution with higher solute
concentration compared to
another.
Illustration:
Hypertonic
Example:
If extracellular fluid has greater
amounts of solutes than
cytoplasm, the extracellular
fluid is hypertonic and water
will move out of the cell.
Non-example:
Hypotonic – when the solute
concentration inside the cell
is greater than outside and
water moves into the cell.
 - English Language Proficiency Standards (ELPS)
- Aligned to Upcoming State Readiness Standard
- State Process Standard Ⓡ - State Readiness Standard Ⓢ - State Supporting Standard
© Houston ISD Curriculum
2014 – 2015
Page 5 of 6
2014-2015 HISD PLANNING GUIDE
Biology
1st Cycle
Instructional Strategies / Activities
Instructional Accommodations for Diverse Learners
 Strategies for modifying instruction for diverse learners include using cooperative learning, peer-tutoring, using
graphic organizers, pictures and drawings, using hands-on activities, and focusing on authentic applications. See
an example of a hands-on, authentic application below:
 “Homeostasis: What Happened to My Egg?” Have students place a whole raw egg in a jar with vinegar. (The shell
will dissolve.) Observe and find the mass of the egg before and after. Then place the egg minus shell in distilled
water. After 24 hours, observe and determine the mass. Then place egg into corn syrup or super saturated salt
water. Wait 24 hours, observe and determine the mass. Then place back into distilled water. Wait 24 hours,
observe, and determine the mass the egg again. (Ⓡ BIOL.4B)

Laying the Foundation in Biology, Lesson 12: “The Gate Keepers: Examining Osmosis and Selective Diffusion.”
Students explain how membranes are semi-permeable and how that relates to plasma membranes. The students
differentiate between hypertonic, hypotonic, and isotonic conditions and how it relates to the process of osmosis.
Students collect data and determine the percentage of corn syrup that is isotonic to the egg. (Ⓡ BIOL.4B)

Laying the Foundation in Biology, Lesson 9: “Larger is Not Always Better: Examining Cell Size and Rates of
Diffusion.” Students investigate the relationship between cell size and the total surface area-to-volume ratio.
Additionally, students investigate the rate of diffusion and its relationship to cell size. (Ⓡ BIOL.4B)

Laying the Foundation in Biology, Lesson 10: “The Fluid Mosaic Membrane: Modeling Membrane Structure and
Osmosis.” Students identify the structure and function of the components of the fluid mosaic model of cell
membranes. Students identify those components on a diagram of the model. They use the models to demonstrate
hypotonic, hypertonic, and isotonic conditions. (Ⓡ BIOL.4B)
Resources
Adopted Instructional Materials
 Pearson Biology, Miller & Levine, Texas Edition,
2015. p. 193-194 (prokaryote vs. eukaryote) p. 196207 (cell structure) p. 208-213 (cell transport)
 Laying the Foundation in Biology, Lesson 12: “The
Gate Keepers: Examining Osmosis and Selective
Diffusion”
 Laying the Foundation in Biology, Lesson 9: “Larger is
Not Always Better: Examining Cell Size and Rates of
Diffusion”
 Laying the Foundation in Biology, Lesson 10: “The
Fluid Mosaic Membrane”
Supporting Resources
 Hollingsworth Science Center Live Specimen
Requisition form
 5E Lesson Model information – 5E Model of
Instruction
Online Resources
 “The Inner Life of a Cell”
http://www.studiodaily.com/main/technique/tprojects/68
50.html and
http://multimedia.mcb.harvard.edu/media.html
 Animations of organelles and processes
 Photos of organelles
 Cell photos, diagrams, and animations
 Cell as a city analogy
 Quizlet
 Membrane Channels
 Animoto
 Powtoon
 Rubric
 Socrative
 HISD PowerUp Science Tools
 HISD Literacy Routines
 - English Language Proficiency Standards (ELPS)
- Aligned to Upcoming State Readiness Standard
- State Process Standard Ⓡ - State Readiness Standard Ⓢ - State Supporting Standard
© Houston ISD Curriculum
2014 – 2015
Page 6 of 6