MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. [Clarification Statement:
Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria,
cell membrane, and cell wall.]
CELLS CHUNK 2
Cell Structure
Engage Concept
(DCI of concept
from CF)
Explore/Explain
Concept #1
Explore/Explain
Concept #2
Elaborate
Evaluate Concept
Concept
SEP
Phenomenon
All organisms are
made of one or
many
independent
living units, cells.
Cells are
independently
alive (respond,
consume energy,
maintain stability,
reproduce)
The
compartments of
organelles enable
greater complexity
of cell functions.
Communicating
information
Cells defining life
Analyzing data,
communicating
information
Unicellular
organisms,
compared to
body cells.
Paramecium
observation
under
microscope and
videoclips
Asking questions,
making predictions
All multicellular
are also
eukaryotes
The
compartments of
organelles enable
greater complexity
of cell functions.
Cells independent
units of life
Communicating
information
Protein delivery in
ER and Golgi
Comparing
prokaryotes and
eukaryotes:
multi/proto
Euk/prok
size
Analyzing
animation
Michal Kreiselman
Granada Hills High School
Cell cultures?
Science Learning
Experience
Cellular/not
cellular?
Speaking and
Listening
Notebook entries,
other writing
Journal: What is
cellular? What is
common to all
things cellular?
HW: Cell coloring
by code; How cells
operate;
What is happening
in the cell? (in
simple terms) What
are the parts’
functions?
Discussion:
What
evidence do
we have that
a cell is alive?
Reading
MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. [Clarification Statement:
Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria,
cell membrane, and cell wall.]
CELLS CHUNK 1
Membranes
Engage Concept
(DCI of concept
from CF)
Engage Concept
(DCI of concept
from CF)
Explore/Explain
Concept #1
Explore/Explain
Concept #2
Elaborate
Evaluate Concept
Concept
SEP
Phenomenon
Cell sizes are
typically within a
range of 1-20
micrometers.
Interactions with
water determine
shapes and
structures in the
living cell
Membranes are
assembled by the
interactions
between lipids
and water
Arguing from
evidence;
mathematical
thinking.
Developing
models,
Constructing
explanations
Cells are small
within 1-10
microns across.
The selective cell
membrane
controls what
goes into and out
of the cell.
Cells can burst or
shrivel and die if
placed in nonisotonic solutions.
Plant cell wall is
protective against
hypotonic
solutions.
Cells can burst or
shrivel and die if
placed in nonisotonic solutions.
Plant cell wall is
Michal Kreiselman
Granada Hills High School
Science Learning
Experience
Phenolphthalein
Agar cube lab?
Speaking and
Listening
Notebook entries,
other writing
Explain
observations
Assembly of polar
substances when in
water (e.g. Two
bottles two phases
with colors; grapes)
Soap bubbles
Water mini lab:
Water properties
and polarity.
Journal: Explain
observations
Soap
film/bubbles lab
Direct
instruction:
Lipids, polarity
Drawing of
molecule (soap,
water)
arrangement
Developing
models, making
predictions,
constructing
explanations
Planning and
conducting an
investigation;
developing
models;
constructing
explanations
Osmosis
Various demos,
including egg in
hypo /
hypertonic
solutions
Elodea Under
the microscope –
under pure and
salty water;
Video clips of
blood cells under
same conditions
Construct
explanations
Osmotic shock in
diabetic patients.
Videoclip on
Developing
models,
Constructing
explanations
Osmosis /
Plasmolysis / salad
wilting
Writing pamphlet
to diabetes
patients with diet
recommendation,
as it relates to
Group
discussion,
Think-Pair
Share
Reading
Drawing of solutes
and water across
the membrane,
before and after.
Annotated drawing
of lab
observations.
Open response:
Why do diabetes
suffer when their
blood sugar uis too
high?
Article about
osmoregulation
and kidneys.
protective against
hypotonic
solutions.
Michal Kreiselman
Granada Hills High School
osmotic shock.