Grade 9 Biology Unit 3 – (Organization and
Maintenance of Organisms)
Structure and Function of Components of Animal Cell



Levels of Organization
Structure and Function of Components of Plant Cells
Function of Plasma Membrane in Detail including the process of Diffusion,
Active Transport and Osmosis
Standards and Benchmarks:
STANDARD 1: Learners understand the nature of scientific knowledge and inquiry
 Make and use tables, charts, graphs, and scale drawings to justify
scientific arguments and claims in oral and written presentations.
 Participate in group discussions on scientific topics by restating or
summarizing accurately what others have said, asking for clarification
or elaboration, and expressing alternative positions.
STANDARD 4: Learners understand the interrelationship between structure and
function
 Explain the structures and functions of the basic molecules of living organisms
and the chemical reactions necessary for life.
 Describe the cell as the fundamental unit of living organisms capable of
receiving and integrating messages and responding to changes in the
environment.
 Analyze the organization, development and basic processes of the human
body.
By the end of this unit, students will be able to:
 State that living organisms are made of cells
 Identify and describe the structure of a plant cell (palisade cell) and an animal
cell (liver cell), as seen under a light microscope
 Describe the differences in structure between typical animal and plant cells
 Relate the structures seen under the light microscope in the plant cell and in
the animal cell to their functions
 Relate the structure of the following to their functions:
 ciliated cells – in respiratory tract
 root hair cells – absorption
 xylem vessels – conduction and support
 muscle cells – contraction
 red blood cells – transport
 Identify and label the cuticle, cellular and tissue structure of a
dicotyledonous leaf, as seen in cross-section under the light microscope,
and describe the significance of these features in terms of functions, to
include:
 distribution of chloroplasts – photosynthesis
 stomata and mesophyll cells – gas exchange
 vascular bundles (xylem and phloem) – transport and support
 Define:
 tissue as a group of cells with similar structures, working together to
perform a shared function
 organ as a structure made up of a group of tissues, working together to
perform specific functions
 organ system as a group of organs with related functions, working
together to perform body functions
 Diffusion:
 Define diffusion as the net movement of molecules from a region of
their higher concentration to a region of their lower concentration
down a concentration gradient, as a result of their random movement

Describe the importance of diffusion of gases and solutes and of water
as a solvent
 Active Transport:
 Define active transport as movement of ions in or out of a cell through
the cell membrane, from a region of their lower concentration to a
region of their higher concentration against a concentration gradient,
using energy released during respiration
 Discuss the importance of active transport as an energy-consuming
process by which substances are transported against a concentration
gradient, e.g. ion uptake by root hairs and uptake of glucose by
epithelial cells of villi
 Osmosis:
 Define osmosis as the diffusion of water molecules from a region of
their higher concentration (dilute solution) to a region of their lower
concentration (concentrated solution), through a partially permeable
membrane
 Describe the importance of osmosis in the uptake of water by plants,
and its effects on plant and animal tissues
 Describe and explain the importance of a water potential gradient in
the uptake of water by plants
Schedule for Unit 3:
Date / Day
Activity
Oct. 6 Day 3 Unit 2 Test ;
Start Unit 3 – PP 1
Homework
Animal and Plant Cell
On a poster paper – draw and label
parts of an Animal and Plant Cell (work
in pairs) – in class and at home if
needed - Due Oct. 10- you will get
some class time on Oct. 10 as well ;
For the poster: See Rubric
Poster due next class
Oct. 10
Day 7
Lab: 1 - Poster
Continue with Animal
Plant Cells PP 2 –
continue to build poster
in class include Leaf
Structure
Finish Posters and hand & Answer questions on WS – Due next
in (45 minutes) ;
Class & Do WS (p6-9)
Lab activity 2: Look at
prepared slides of
Animal Cell and Plant
Cells / Make slides –
Cheek cells & Elodea
Cells (Activity 2.1- 2.2
WS
Oct. 21
Day 1
Review WS & Lab
answers ;
Oct. 8
Day 5
Oct. 23
Day 3
Quiz next class on Structure and
Function of animal and plant cells
Quiz 1 ; PP 3 – Diffusion Answer the questions for Activity 3.1
;
and 3.2
Lab 2: Diffusion Demo 1
and 2 (Activity
3.1/3.2)
Oct. 27
Day 5
Oct. 29
Day 7
Oct. 31
Day 1
Nov. 4
Day 3
Nov. 6
Day 5
Go over questions &
Quiz ; Do Osmosis PP 4;
Lab 3: Osmosis
(activity 3.3)
Go over questions ;
PP 5 Active Transport ;
Start in class WS p. 1018
Answer Question of Activity 3.3
Go over WS;
Lab 4: Different
Solutions in Plants
Quiz 2; Study for Test
next class. **I will try to
grade your quiz in class
and go over it in class as
well.
Test on Unit 3
Quiz next class on Diffusion ; Osmosis
and Active Transport
Rubric for Cells Poster:
Items
4 Points
assessed
Work
compatibility with
partner
Poster itself
Diagram
Information
Total :
Student worked
diligently on
project ; proactive
and
communicating
with partner ; no
time wasted ;
Teacher did not
have to remind
student to be on
task
Entire poster was
used ; visually
appealing and
colorful
A diagram of plant
and animal cell
was drawn with all
the required
components in
proportion; this
includes structure
of the leaf ; each
structure was
labeled
Every structure
had detailed
description of
function using
scientific language
associated with the
structure
Finish WS for HW
Test next class on Unit 3
3 Points
2 Points
Student worked
with partner ; was
proactive most of
the time ; very
little time was
wasted ; Teacher
had to mention to
stay on task
Student worked
with partner ; was
some of the time
proactive ; wasted
time ; Teacher had
to repeat to remain
on task
Some of the poster
space was used ;
was somewhat
appealing and
colorful
Diagrams were
partial with only
some of the
components
drawn and or
labeled
Very little of the
poster space was
used ; was not very
appealing visually
Descriptions were
partial ; limited
use of scientific
language
Many details
missing ; limited
work
Many elements
missing from the
diagram ; partial
on too many items