Introduction to Cellular Biology and Fractals
STEM-Centric Lesson
Author: Alicia Oelfke, Howard County Public Schools
Background Information
Subject:
Identify the course the unit will be implemented in.
Grade Band:
Identify the appropriate grade band for the lesson.
Duration:
Identify the time frame for the unit.
Overview:
Provide a concise summary of what students will
learn in the lesson. It explains the unit’s focus,
connection to content, and real world connection.
Biology
9-12
Three – four class periods
Students will engage in the study of cellular biology by drawing real-world connections to
cellular biology concepts and the work performed by STEM professionals. This lesson is
intended as an introductory engagement activity to the study of cells. Students will review
terminology and concepts studied in middle school and then begin to extend their
understanding to a high school level.
Students will require a basic introduction to microscopy and cellular organelles. A brief
review of their middle school life science experience will probably be sufficient. By spending
some time reviewing and reestablishing prior learning, teachers will help to set the
expectation that students should retain what they have learned, which is important as they
prepare for an end-of-course exam.
Background Information:
Identify information or resources that will help
teachers understand and facilitate the challenge.
In this lesson, students will be introduced to fractals. Fractals are geometric patterns that
repeat in different scales. They are tremendously useful in understanding many stuctures
found in nature, especially when you begin to consider the chemical building blocks of
biology, as high school biology students are. For a basic introduction to fractals, check out
NOVA’s “Haunting the Hidden Dimension”
(http://www.youtube.com/watch?v=ZbK92bRW2lQ) or visit the Fractal Foundation website
(fractalfoundation.org).
Students will probably NOT completely understand fractals at this point. This is an very
introductory level lesson focusing on basic cellular biology. You are attempting to establish a
more systemic understanding of biology. The intriguing appearance of fractals and the idea
that there may be underlying organization in nature is just a hook for student interest.
Page 1 of 16
Introduction to Cellular Biology and Fractals
STEM-Centric Lesson
Background Information
STEM Specialist Connection:
Describe how a STEM Specialist may be used to
enhance the learning experience. STEM Specialist
may be found at http://www.thestemnet.com/
Extension: A STEM Specialist who specializes in fractals or cell biology can be used
to engage students in hands-on learning experiences that reinforces concepts learned
in class. The suggested specialist is Summer Rankin from Johns Hopkins University.
She is scientist from Johns Hopkins who specializes in music and fractals. She may
be contacted at www.thestemnet.com.
Enduring Understanding:

Identify discrete facts or skills to focus on larger
concepts, principles, or processes. They are
transferable - applicable to new situations within or
beyond the subject.


There is a correlation between the structure and function of biologically
important molecules and their relationship to cell processes.
Fractal geometry explains the basic structure of cells.
All organisms are composed of cells which can function independently or as
part of multicellular organisms.




What is meant by "the building blocks of life"?
What defines cellular shape and structure?
How are biology and geometry related?
How does cellular structure fit function?
Essential Questions:
Identify several open-ended questions to provoke
inquiry about the core ideas for the lesson. They are
grade-level appropriate questions that prompt
intellectual exploration of a topic.
Student Outcomes:
Identify the transferable knowledge and skills that
students should understand and be able to do when
the lesson is completed. Outcomes must align with
but not limited to Maryland State Curriculum and/or
national standards.
Product, Process, Action, Performance,
etc.:
Identify what students will produce to
demonstrate that they have met the challenge,
learned content, and employed 21st century
skills. Additionally, identify the audience they
will present what they have produced to.
Students will be able to:


define, describe, or illustrate domain-specific terminology related to the study
of cells.
describe how fractal geometry explains the basic structure of cells.
Audience:
Students will produce a concept map of basic cellular biology
terms as a review of middle school biology in preparation for their
high school-level study. They will also write an informative essay
in response to a prompt focusing on fractal geometry and cellular
biology.
☒Peers
☐Experts /
Practitioners
☒Teacher(s)
Page 2 of 16
Introduction to Cellular Biology and Fractals
STEM-Centric Lesson
Background Information
Next Generation Science Standards:
HS-LS1 From Molecules to Organisms: Structures and Processes
HS-LS1-6 Construct and revise an explanation based on evidence for how carbon,
hydrogen, and oxygen from sugar molecules may combine with other elements to
form amino acids and/or other large carbon-based molecules.
Maryland Science Core Learning Goals:
Expectation 3.1 The student will be able to explain the correlation between the
structure and function of biologically important moleculues and their relationships to
cell process.
Indicator 3.1.1 The student will be able to describe the unique characteristics of
chemical substances and macromolecules utilized by living systems.
Standards Addressed in the Unit:
Identify the Maryland State Curriculum Standards
addressed in the unit.
Common Core Reading in Science and Technical Subjects:
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).
Common Core Writing in Science and Technical Subjects:
WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events,
scientific procedures/experiments, or technical processes.
WHST.9-10.7 Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for citation
Page 3 of 16
Introduction to Cellular Biology and Fractals
STEM-Centric Lesson
Background Information
Equipment:
 Technology to show a video and/or project a Prezi presentation to the whole
class
 Computer, Internet and possible printer access activity.
 Print reference materials, including but not limited to textbooks
 Newsprint or other large sheet of paper
 Markers or colored pencils
 Index cards
 Tape or glue sticks
Suggested Materials and Resources:
Identify materials needed to complete the unit. This
includes but is not limited to websites, equipment,
PowerPoints, rubrics, worksheets, and answer keys.
Websites*:
 NOVA’s Life’s Basic Ingredients Video
http://preview.pbslearningmedia.org/resource/nvfl.sci.space.ingredients/lifesbasic-ingredients/
 NOVA's Haunting the Hidden Dimension video
 Ted-Ed - http://ed.ted.com/on/pALQsF2q Lesson on Fractals
 Prezi, "Fractals and Biology, a Geometry Project"
(http://prezi.com/dgekjawqnrxq/fractals-and-biology-a-geometry-project)
 Rubric for informational writing from Turnitin.com (a copy of the rubric may be
found here >>
http://www.schoolimprovement.com/docs/Common%20Core%20Rubrics_Gr910.pdf)

http://ed.ted.com/lessons/michael-evans-what-is-chirality-and-how-did-it-get-in-mymolecules (Optional extension)
Throughout the lesson, there are links to online resources to enhance instruction. The sites have been chosen for
their content and grade-level appropriateness. Teachers should preview all websites before introducing the
activities/links to students and adhere to their school system’s policy for internet use.
People, Facilities:
Virtual or personal access to STEM Specialist(s). STEM Specialists may be found at
http://www.thestemnet.com/
Page 4 of 16
Introduction to Cellular Biology and Fractals
STEM-Centric Lesson
Background Information
Materials (rubrics, worksheets, PowerPoints, answer keys, etc.):


Master List of Domain-Specific Terms
Student note sheet
Page 5 of 16
Introduction to Cellular Biology and Fractals
STEM-Centric Lesson
Learning Experience
5E Component
Identify the 5E
component addressed
for the learning
experience. The 5E
model is not linear.
☒Engagement
☐Exploration
Details
Materials:

☐Explanation
☐Extension
☐Evaluation



NOVA’s Life’s Basic Ingredients Video
http://preview.pbslearningmedia.org/resource/nvfl.sci.space.ingredients/life
s-basic-ingredients/
newsprint
markers or color pencils
Master List of Domain-Specific Terms.
Preparation: 5 Minutes
This is a lesson for very early in the school year. Use it to establish important
classroom routines and practices.
The instructor should be sure that the video plays on a computer/through a
projector and be visible for the whole class.
Post this question for students: "What is required for life to exist?"
Facilitation of Learning Experience: 30 minutes
Have students brainstorm in small groups some of the terms and ideas that they
remember from their earlier study of life and cells in particular. They will write
these down on the newsprint. This can also be done digitally using a website
such as bubbl.us or padlet or in a common digital document such as a Google
doc.
Science and
Engineering Practices
☒Asking questions (for
science) and defining
problems (for
engineering)
☐Developing and using
models
☐Planning and carrying
out investigations
☐Analyzing and
interpreting data
☐Using mathematics and
computational thinking
☐Constructing
explanations (for
science) and designing
solutions (for
engineering)
☐Engaging in argument
from evidence
☒Obtaining, evaluating,
and communicating
information
Once students have generated substantial lists, show them the short video clip
from NOVA’s Life’s Basic Ingredients (or something similar). Have students add
Page 6 of 16
Introduction to Cellular Biology and Fractals
STEM-Centric Lesson
Learning Experience
5E Component
Identify the 5E
component addressed
for the learning
experience. The 5E
model is not linear.
Details
Science and
Engineering Practices
to their list after they view the video.
Post the papers around the room. Students will do a gallery walk of the posters,
noting terms and ideas that appear in multiple posters as well as any that they
might have missed in their own.
As a class, generate a master list of terms common to many of the posters. Fill in
any key terms and ideas that students missed from the included Master List of
Domain-Specific Terms.
Transition: 5 minutes
Review the master list. Introduce the idea that cells and their internal structures
are all built from the same common building blocks that proteins, carbohydrates,
and lipids, some of the basic chemicals they may have already learned about,
carbon, oxygen, and hydrogen. Refer to cells as the "building blocks of life" and
the elements as "building blocks" as well.
☐Engagement
☒Exploration
☐Explanation
☐Extension
Materials:




large paper, such as newsprint
markers or colored pencils
index cards
tape or glue sticks
☐Evaluation
☒Asking questions (for
science) and defining
problems (for
engineering)
☒Developing and using
models
Preparation: 5 minutes
☐Planning and carrying
out investigations
Students should be grouped into workgroups. Each group will need index cards,
newsprint, and markers or colored pencils.
☐Analyzing and
interpreting data
☐Using mathematics and
Page 7 of 16
Introduction to Cellular Biology and Fractals
STEM-Centric Lesson
Learning Experience
5E Component
Identify the 5E
component addressed
for the learning
experience. The 5E
model is not linear.
Details
Science and
Engineering Practices
computational thinking
Facilitation of Learning Experience: 40 minutes
☐Constructing
explanations (for
science) and designing
solutions (for
engineering)
Student groups will define, describe, or illustrate the key terms and ideas, one per
index card. The terms should be divided up amongst the students in each group.
They should use a wide variety of resources, traditional or digital or both. In a
class with struggling students, you may be more selective with the resources and
☐Engaging in argument
help students divide the work.
from evidence
Student groups will arrange the index cards into a concept map on the newsprint.
Notes about the relationships between terms (groupings, links, etc.) should be
written on the newsprint. Students can glue or tape the index cards onto the
newsprint when they are done.
☒Obtaining, evaluating,
and communicating
information
Transition: 5 minutes
Discuss the questions, "Looking at your concept map, what evidence do you see
that cells and cellular organelles are built from common building blocks?
☐Engagement
☐Exploration
☒Explanation
Materials:


Master List of Domain-Specific Terms
NOVA's Haunting the Hidden Dimension.
☒Asking questions (for
science) and defining
problems (for
engineering)
☐Extension
Preparation: 5 minutes
☒Developing and using
models
☐Evaluation
Have students compare their definitions to the master list of domain-specific
terms.
☐Planning and carrying
out investigations
Page 8 of 16
Introduction to Cellular Biology and Fractals
STEM-Centric Lesson
Learning Experience
5E Component
Identify the 5E
component addressed
for the learning
experience. The 5E
model is not linear.
Details
Facilitation of Learning Experience: 25 minutes
Have the student groups collaborate to build a class concept map for the basics
of cell biology using all of the terms. This can be done on a wall using newsprint,
index cards, and markers; on a smart board; or on a digital resource such as a
Google drawing (in Google Drive). Drive class discussion to look for underlying
order and common patterns in the biological structures and functions. For
example, highlight structures and functions built on or with carbon atoms.
Transition: 5 minutes
Science and
Engineering Practices
☐Analyzing and
interpreting data
☐Using mathematics and
computational thinking
☐Constructing
explanations (for
science) and designing
solutions (for
engineering)
☐Engaging in argument
from evidence
Introduce the STEM Specialist for the following day. Show the first 5 to 8 minutes ☒Obtaining, evaluating,
(after the title sequence) of NOVA's Haunting the Hidden Dimension. If you have
and communicating
time, include the two minutes before the title sequence as well. Have students
information
think-pair-share what they think fractals are. See if students can make a
connection between cells and fractals, but do not make the connection for them.
Students will generate a list of potential questions to pose to the STEM Specialist
about fractals and cells. Let the question hang to be picked up again after the
speaker.
(Ted-Ed, at http://ed.ted.com/on/pALQsF2q, has a nice lesson built around
fractals if you would like to add to this lesson or if you have a math teacher
colleague who might be interested in collaborating on this lesson and speaker.)
Page 9 of 16
Introduction to Cellular Biology and Fractals
STEM-Centric Lesson
Learning Experience
5E Component
Identify the 5E
component addressed
for the learning
experience. The 5E
model is not linear.
☐Engagement
☐Exploration
Details
Materials:

Science Specialist from Johns Hopkins, music and fractals. The
suggested specialist is Summer Rankin from Johns Hopkins University.
She may be contacted at www.thestemnet.com.

Student note sheet
☐Explanation
☒Extension
☐Evaluation
Preparation:
Science and
Engineering Practices
☒Asking questions (for
science) and defining
problems (for
engineering)
☒Developing and using
models
☐Planning and carrying
out investigations
☐Analyzing and
Contact the STEM Specialist in advance to review plans for the lesson and
interpreting data
explain his/her role in facilitating instruction. A description of the ability level of the
students, as well as some of the prior knowledge your students may have of cells ☒Using mathematics and
and fractals, may be helpful to the STEM Specialist prior to the presentation.
computational thinking
Discuss available technology and classroom set up with the Specialist.
Set clear behavioral expectations with your students for a STEM Specialist.
Have student groups develop several questions that would be appropriate for a
STEM Specialist. Each group should come to a consensus on one or two
questions they would like to share.
Each student will prepare a note sheet for the STEM Specialist or use the note
sheet included in this lesson. Student-generated note sheets must include a
space for details about the Specialist’s professional background and education
and a space for notes about the topic of the learning experience.
☒Constructing
explanations (for
science) and designing
solutions (for
engineering)
☐Engaging in argument
from evidence
☒Obtaining, evaluating,
and communicating
information
Additionally, students will write down three or four of the questions generated that
spark their personal interest, leaving space for the Specialist’s response.
Page 10 of 16
Introduction to Cellular Biology and Fractals
STEM-Centric Lesson
Learning Experience
5E Component
Identify the 5E
component addressed
for the learning
experience. The 5E
model is not linear.
Details
Science and
Engineering Practices
Facilitation of Learning Experience: one class period
Introduce the STEM Specialist, sharing a few details about his or her professional
background and the topic. The STEM Specialist will co-teach the agreed upon
lesson.
Monitor student behavior and attention. Direct students, as necessary, to their
note sheets. If needed, prompt students to ask the questions they have written
down.
Transition: 5 minutes
At the end of class, refer back to the question about the connection between
fractals and cells. Allow time to think-pair-share.
Suggested disscusion points include:



Fractals could explain how the cell’s nucleus holds molecules that manage
our DNA in the right location (refer to
http://www.nature.com/news/2009/090904/full/news.2009.880.html)
The fractal shape may play a key role in cell division (refer to
http://pubs.acs.org/doi/abs/10.1021/sb400030p)
The fractal shape may help differentiate cancerous cells from noncancerous cells (refer to http://www.pa.msu.edu/~bauer/cancer/cancer.pdf)
Page 11 of 16
Introduction to Cellular Biology and Fractals
STEM-Centric Lesson
Learning Experience
5E Component
Identify the 5E
component addressed
for the learning
experience. The 5E
model is not linear.
☐Engagement
☐Exploration
☐Explanation
☐Extension
☒Evaluation
Details
Materials:



Student-generated concept maps
Prezi, "Fractals and Biology, a Geometry Project"
(http://prezi.com/dgekjawqnrxq/fractals-and-biology-a-geometry-project)
Rubric from Turnitin.com (a copy of the rubric may be found here >>
http://www.schoolimprovement.com/docs/Common%20Core%20Rubrics_
Gr9-10.pdf)
Preparation: 15 minutes
Allow students to view the Prezi, "Fractals and Biology, a Geometry Project"
(http://prezi.com/dgekjawqnrxq/fractals-and-biology-a-geometry-project). There
is a section near the beginning that gets into fairly deep mathematics, but after
that there are great links to biology and a nice collection of images
Facilitation of Learning Experience: 30 minutes
Students will write a paragraph responding to the prompt below. They should
use the domain specfic terms they have been defining and describing. Use the
rubric from Turnitin.com (a copy of the rubric may be found here >>
http://www.schoolimprovement.com/docs/Common%20Core%20Rubrics_Gr910.pdf) to evaluate their writings.
"Using your best writing practices and the domain specific vocabulary with which
we have been working, respond to this question: How does fractal geometry
explain the basic structure of cells? Consider cellular organelles such as the cell
membrane and chromosomes and important macromolecules such as proteins
Science and
Engineering Practices
☐Asking questions (for
science) and defining
problems (for
engineering)
☒Developing and using
models
☐Planning and carrying
out investigations
☐Analyzing and
interpreting data
☐Using mathematics and
computational thinking
☐Constructing
explanations (for
science) and designing
solutions (for
engineering)
☐Engaging in argument
from evidence
☒Obtaining, evaluating,
and communicating
information
Page 12 of 16
Introduction to Cellular Biology and Fractals
STEM-Centric Lesson
Learning Experience
5E Component
Identify the 5E
component addressed
for the learning
experience. The 5E
model is not linear.
Details
Science and
Engineering Practices
and carbohydrates. Also consider the common elements that are in all of these
structures such as carbon, hydrogen, and oxygen."
Closure: 5 minutes
Ask students to suggest fractals that they seen in biology as an exit ticket.
Page 13 of 16
Introduction to Cellular Biology and Fractals
STEM-Centric Lesson
Supporting Information
Struggling Learners
The use of mixed ability grouping will help all learners communicate and build on their collective
knowledge base. Establish mini-deadlines and a specific timeline to structure work time and
increase effectiveness. Individually conference with students frequently to assess progress and
to establish clear expectations for next steps. Prompt students using guiding questions in the
early part of the learning cycle to scaffold instruction. Allow students to access information
through multiple means, such as by turning on read aloud features in the technology and turning
on closed captioning on all videos. Pre-highlight and/or color code resources to allow students to
focus on key concepts only. Use synonyms or antonyms to make comparisons. Give symbolic
examples to form a mental image when applicable. Use a personal example or story to make
associations. Relate a topic to a current or past event that students already know. Give
meaningful feedback often. Chunk complex text and content. Provide access to word
Interventions/Enrichments processors for written assignments. Provide additional time, as necessary, to complete
assignments.
Identify interventions and
enrichments for diverse
English Language Learners
learners.
Most strategies described above for special education/struggling learners are also applicable to
English Language Learners and should be utilized as appropriate. Translate oral and written
directions and content materials into the students’ native language, as necessary and possible.
Allow for the use of a multilingual dictionary. Allow students to read print material aloud to
themselves. Allow extra time and read directions and other print material aloud to students as
necessary. If possible, pair students with other native speakers more fluent in English.
Gifted and Talented
Teachers and speakers should expect and encourage higher levels of independent thinking and
abstract thought. Prepare for more debate, discussion, and questions from students. Prepare
higher level questions and remove some of the scaffolding suggested by the lesson.
Page 14 of 16
Master List of Domain-Specific Terms
Carbohydrate2: Any of the group of organic compounds consisting of carbon, hydrogen, and
oxygen.
Cell membrane2: The outer covering of the cell consisting of a lipid bilayer with proteins
embedded in it.
Cell respiration1: A process by which energy stored in molecules is released within plant and
animal cells.
Cell wall2: A membrane external to the cell membrane whose main role is to give cells
rigidity, strength, and protection against mechanical stress. It is found in cells of plants, but
not animals.
Cell1: The smallest unit of life capable of carrying on life's functions.
Chloroplast2: Chlorophyll-containing organelle found within the cells of plants and other
photosynthetic eukaryotes.
Chromosome2: A structure within the cell that bears the genetic material as a threadlike
linear strand of DNA.
Cytoplasm2: The jelly-like substance in a cell that contains the organelles.
Energy transformation1: When energy changes from one type to another.
Energy1: The ability to cause matter to move or change.
Food1: Substances that provide carbohydrates, lipids, and proteins as an energy source to
organisms.
Lipid2: A fatty or waxy organic compound that is soluble in nonpolar solvents but not in polar
solvents and that is involved in energy storage, structure of cell membrane, and cell signaling.
Mitochondria2: Spherical or rod-shaped organelles that are found within the cytoplasm of
eukaryotic cells, and are referred to as the “powerhouse of the cell.
Multicellular2: Having or consisting of many cells or more than one cell to perform all vital
functions.
Nucleus2: The large, membrane-bounded organelle that contains the genetic material.
Organelle1: Membrane-bound compartments or structures of a cell that perform special
functions.
Organism1: A living thing.
Photosynthesis1: The process by which green plants use water and carbon dioxide and light
from the sun to make food.
Protein2: A molecule composed of amino acids that can be distinguished from fats and
carbohydrates by containing nitrogen. Other components include carbon, hydrogen, oxygen,
sulfur, and sometimes phosphorus.
Reproduction2: The production of offspring by organized bodies.
Vacuole2: A membrane-bound organelle found in the cytoplasm of a cell whose function
includes intracellular secretion, excretion, storage, and digestion.
Waste product2: Debris resulting from a process that is of no further use to the system
producing it.
Definitions are adapted from the (1) Maryland Science State Curriculum Glossary and (2) biology-online.org.
STEM Specialist
Student Note Sheet
Name of Student:
Directions: Use this sheet to record information from the STEM Specialist.
Name of STEM
Specialist:
STEM Specialist’s
Occupation:
STEM Specialist’s
Professional
Background:
Interesting
Information about
the STEM
Specialist:
Identify three to four
questions to ask the
specialist. Be sure
to record the
Specialist’s
answers.
Use the back of the paper to record notes from today’s class.