UNIT TITLE: Unit III The Cell___
DESIGNED and REVISED BY_Mitch Cohen____
DATE__8/17/10
Stage 1 – Desired Results
PURPOSE: Students will understand the structure and function of cells and to
recognize the cell as a basic unit of life. Organisms can be simple unicellular or
complex multi-cellular life forms. In addition, students will understand that cells
are adapted to perform different functions and maintain homeostasis.
Example: How protein channels are involved in the death of nerve cells.
A stroke occurs when a blood clot blocks the flow of oxygen rich blood in a portion of the brain.
Nerve cells in the brain that release glutamate are sensitive to the lack of oxygen and release a flood of
glutamate when the oxygen is low. During the glutamate flood, the calcium pump is destroyed. This
affects the movement of calcium ions into and out of the nerve cells. When cells contain excess
calcium, homeostasis is disrupted. ( Glencoe p 189)
New York State Learning Standards: The Living Environment Core Curriculum addresses
MST Standard 1 ( Students will use mathematical analysis, scientific inquiry, and engineering
design, as appropriate, to pose questions, seek answers, and develop solutions) and the science
content MST Standard 4 (Students will understand and apply scientific concepts, principles, and
theories pertaining to the physical setting and the living environments and recognize the historical
development of ideas in science. The draft of this unit will address the performance indicators for the
science content Standard 4.
Seven Key Ideas provide an overview for the performance indicators that indicate student
understanding of the Living Environment science content areas:
Key Idea 1: Living things are both similar to and different from each other and from nonliving things.
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of
structure and function between parents and off spring.
Key Idea 3: Individual organisms and species change over time.
Key idea 4: The continuity of life is sustained through reproduction and development.
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Key Idea 6: Plants and animals depend on each other and their physical environment.
Key Idea 7; Human decisions and activities have had a profound impact on the physical and living
environment.
The standards/performance indicator are identified as follows:
4.7.1b identifies MST Standard 4, Key idea 7, and Performance Indicator (PI) 7.1 and Major
Understanding .1b
BOCES LE Core Curriculum
MST Standard 1
PI 1.1 Elaborate on basic scientific and personal explanations of natural phenomena, and
develop extended visual models and mathematical formulations to represent one’s thinking.
Major Understandings
1.1.1a Scientific explanations are built by combining evidence that can be observed with what people
already know about the world.
1.1.1b Learning about the historical development of scientific concepts or about individuals
who have contributed to scientific knowledge provides a better understanding of
scientific inquiry and the relationship between science and society.
1.1.4a Well-accepted theories are ones that are supported by different kinds of scientific
investigations often involving the contributions of individuals from different disciplines.
PI 1.2 Hone ideas through reasoning, library research, and discussion with others, including
experts.
Major Understandings
1.2.2a Inquiry involves asking questions and locating, interpreting, and processing information from a
variety of sources.
MST Living Environment Content Standard 4
PI 1.2 Describe and explain the structures and functions of the human body at different
organizational levels (e.g., systems, tissues, cells, organelles).
Major Understandings
4.1.2a Important levels of organization for structure and function include organelles, cells, tissues,
organs, organ systems, and whole organisms.
4.1.2c 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.
4.1.2f Cells have particular structures that perform specific jobs. These structures perform
actual work of the cell. Just as systems are coordinated and work together, cell parts must also
be coordinated and work together.
4.1.2g 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 process of diffusion and
active transport are important in the movement of materials in and out of cells.
4.1.2i Inside the cell a variety of specialized structures, formed from many different
molecules, carry out the transport of materials(cytoplasm) extraction of energy form
nutrients(mitochondria), protein building (ribosomes), waste disposal( cell membrane),
storage ( vacuole) , and information storage( nucleus)
4.1.2j Receptor molecules play an important role in the interaction 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
organism’s stability is affected.
4.1.3a The structures present in some single-celled organisms act in a manner similar to
the tissues and systems found in multi-cellular organisms, thus enabling them to perform all
of the life processes needed to maintain homeostasis.
PI 4.1 Explain how organisms, including humans, reproduce their own kind.
Major Understandings
4.4.1c The processes of meiosis and fertilization are key to sexual reproduction in a wide
variety of organisms. The process of meiosis results in the production of eggs and sperm
which each contain half of the genetic information. During fertilization, gametes unite to form
a zygote, which contains the complete genetic information for the offspring.
Performance Indicator 5.1 Explain the basic biochemical processes in living organisms
and their importance in maintaining dynamic equilibrium.
Major Understandings
4.5.1a The energy for life comes primarily from the Sun. Photosynthesis provides a vital connection
between the Sun and the energy needs of living systems.
4.5.1b Plant cells and some one-celled organisms contain chloroplasts, the site of
photosynthesis. The process of photosynthesis uses solar energy to combine the inorganic
molecules carbon dioxide and water into energy-rich organic compounds (e.g., glucose) and
release oxygen to the environment.
4.5.1d. In all organisms, the energy stored in organic molecules may be released during
cellular respiration. This energy is temporarily stored in ATM Molecules. In many organisms,
the process of cellular respiration is concluded in mitochondria, in which ATP is produced
more efficiently, oxygen is used, and carbon dioxide and water are released as wastes.
4.5.1e The energy from ATP is used by the organism to obtain, transform, and transport
materials, and to eliminate wastes.
4.5.2i Gene mutations in a cell can result in uncontrolled cell division, called cancer.
Exposure of cells to certain chemicals and radiation increases mutations and thus
increases the chance of cancer.
4.5.2j Biological research generates knowledge used to design ways of diagnosing,
preventing, treating, controlling, or curing diseases of plants and animals.
Reading Standards for Literacy in Science and Technical Subjects 6–12
The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated
into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and
career readiness expectations—the former providing broad standards, the latter providing additional specificity.
3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks, attending to special cases or exceptions defined in the text.
6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a
text, defining the question the author seeks to address.
7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart)
and translate information expressed visually or mathematically (e.g., in an equation) into words.
Writing Standards for Literacy in History/Social Studies, Science, and
Technical Subjects 6–12 [WHST]
The standards below begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated
into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and
career readiness expectations—the former providing broad standards, the latter providing additional specificity.
1. Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the
strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a
manner that anticipates the audience’s knowledge level and concerns.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important connections and
distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
f. Provide a concluding statement or section that follows from and supports the information or explanation
presented (e.g., articulating implications or the significance of the topic).
3. (See note; not applicable as a separate requirement)
Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to
incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social
studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of
historical import. In science and technical subjects, students must be able to write precise enough descriptions of
the step-by-step procedures they use in their investigations or technical work that others can replicate them and
(possibly) reach the same results.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products,
taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Resources
Biology- Biggs, Hagins, Holliday, Kapicka, Lundgren, MacKenzie, Rogers, Sewer,
Zike 2009 – Glencoe, Chicago, Illinois ISBN 978-0-07-880284-3 – Unit 2 – The
cell Chapter 7 Cellular Structure and Function, Chapter 8 Cellular Energy.
Biology-Miller & Levine 2010-Pearson, Boston, Mass. ISBN 978-0-13-369337-9Unit 2- Cells Chapters 7 Cell Structure and Function, Chapter 8 Photosynthesis,
Chapter 9 Cellular Respiration and Fermentation, Chapter 10 Cell Growth and
Division.
Discovery Streaming.Com
Teachers Domain.Com
Enduring Understandings
A cell is the basic unit of life; processes that
take place at the cellular level perform vital
chemical reactions and contain basic
structures needed to maintain life.
Essential Questions
How are cell structures adapted to their functions?
Students will understand…
Cell Theory
Cell Structures
Prokaryotes/Eukaryotes
Selective Permeability
Diffusion/Osmosis
Passive/Active Transport
Homeostasis
Levels of organization
ATP
HeterotrophsAutotrophs
Photosynthesis
Respiration
Aerobic/Anaerobic
Fermentation
Sexual/Asexual Reproduction
Mitosis/Meiosis
Diploid/Haploid
Cancer
Differentiation
Stem cell research
How do organisms obtain energy?
Knowledge
Skills
Students will know……
Students will be able to……
Similarities and differences between animal
and plant cells.
Knowledge of the anatomy and functions of
organelles.
Role of the nucleus as master control.
Processes of reproduction.
The organization of cells, tissues, organs,
organ systems, and organism.
The biology of cancer.
Stem cell research.
Proper microscope use.
What do cork cells look like?
What do animal cells look like?
What do plant cells look like?
Explain the various types of reproduction.
Label all cell parts with functions.
Explain the biology of cancer.
Discuss current stem cell research.
How do plants and other organisms capture energy
from the sun?
How does a cell produce a new cell?
Stage 2 – Assessment Evidence
Pre-Assessment
Unit Launch – K-W-L Chart
Have students make a list of what they know about cells. Next have them skim unit 2 in the Glencoe
Biology Text (pp 180 -234) Taking notice of the photos of cells and the bold heads. Ask students what
questions came up, and have them list what they want to know about cells. Discuss the lists and create
a K-W-L chart with their responses. After completing the unit, revisit the chart and reassess their
knowledge by asking them what they learned. ( Glencoe p 144)
Assessments
Compare and contrast – Have the students use a Venn diagram to compare the light microscope with
an electron-microscope.
Students will create a foldable to characterize the various methods of cellular transport.
Use of microscope to observe the various types of cells and make drawings of observations.
Diagrams of cells.
Examine models of cells and be able to name the structures.
Textbook resources-worksheets/study guides
Teacher generated tests
UNIT Project:
Students will be asked to write a comic strip (or cartoon) about a “superhero cell” for an
audience of high school students. The students will be asked to incorporate into their
cartoon: important concepts and details about the structure, and function of various
organelles and cell processes; insight into the ways cells work and interact with the
environment; and be entertaining and creative with the story line (Adapted from Miller&
Levine, 2011, p. 304)
Performance Tasks
Performance Indicator1.1.1 Elaborate on basic scientific and personal explanations of
natural phenomena, and develop extended visual models and mathematical formulations to
represent one’s thinking. Students will construct a model of a cell with detailed parts and explore an
analogy that compares a cell to a factory. In addition, they will analyze data about the number of
mitochondria in different cells and different organisms. In an imaginative task, students will imagine
themselves inside a cell and describe how the cell functions from within.
Performance Indicator1. 1.2 Hone ideas through reasoning, library research, and
discussion with others, including experts. Have each student develop a pamphlet to discuss and
explain the regulation of cell division and how cancer cells have lost control of the cell cycle that
normal cells have.
Performance Indicator 4.1.2 Describe and explain the structures and functions of the
human body at different organizational levels (e.g., systems, tissues, cells, organelles).
Students will be provided with unlabeled cell diagrams. Have them label the structures and write the
functions of each organelle. Student will also explain how organelles make up cells, cells make up
tissues, tissues make up organs, organs make up systems, and system make up the organisms by
constructing a flow-chart.
Performance Indicator 4.4.1 Explain how organisms, including humans, reproduce their
own kind. Students will watch videos on cell fertilization and reproduction. They will label a Cycle
Diagram and describe in words what is happening in the cell during each phase.
Performance Indicator 4.5.1 Explain the basic biochemical processes in living organisms
and their importance in maintaining dynamic equilibrium. Students will label parts of a plant cell
and compare them to an animal cell. They will make a list of the similarities and the differences.
Stage 3 – Learning Plan
Learning Experiences
Lesson 1. Life is Cellular
-Discovery of the cell
-Exploring the cell
-Prokaryotes/Eukaryotes
Lesson 2. Cell Structure
-Cell organization
-Organelle functions
-Cellular boundaries
Lesson 3. Cell Transport
-Passive transport
-Active transport
Lesson 4. Homeostasis and cells
-Cells as organisms
-Multicellular life
Lesson 5. Energy and life
-Chemical energy/ATP
-Heterotrophs vs. Autotrophs
Lesson 6. Photosynthesis
-Chlorophyll and chloroplasts
Lesson 7. Photosynthesis process
-Light dependent reactions
-Producing sugars
-Factors affecting photosynthesis
Lesson 8. Cellular Respiration
-Chemical energy and food
-Cellular respiration
-Photosynthesis vs. respiration
Lesson 9. The Process of Respiration
-Glycolysis
-The Krebs Cycle
-ATP synthesis
Lesson 10. Fermentation
-Fermentation process
-Energy and exercise
Lesson 11. Cell Growth, Division, and Reproduction
-Cell size and limits
-Cell division and reproduction
Lesson 12. Process of Cell Division
-Chromosomes
-The cell cycle
-Mitosis
-Cytokinesis
Lesson 13. Regulating the Cell Cycle
-Controls on cell division
-Cancer
Lesson 14. Cell Differentiation
-From one to many
-Stem cells
-Frontiers in Stem Cell Research
LABS:
What is a cell? Observation of various cells through a microscope. Pg.193 (Miller,
Levine).
Making cell models. Pg. 203 (Miller, Levine).
Detecting Diffusion. Pg. 218 (Miller, Levine).
Waste materials and photosynthesis. Pg. 234 (Miller, Levine).
Plant pigment and photosynthesis. Pg. 242 (Miller, Levine).
Fermentation rates of sugars Pg. 266 (Miller, Levine).
Regeneration in planaria Pg. 298 (Miller, Levine).