Unit 1: Cells
Essential Questions
 What makes something “alive”?
 What are cells and what do they do?
 How are organisms organized?
 How do substances move in and out of cells, and
how are they transported to the rest of our body?
 What are enzymes and how do they help our body
function?
 How are organic molecules used in our body?
Day 1
 Required Readings:
 Section 2.1: Cells and cell structures
 Learning Objectives:
 The basic unit of living organisms is the cell
 All cells have certain features in common, but there
are differences between plant and animal cells
 The study of cells requires the use of a microscope
Vocabulary
 Organelle
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Cell membrane
Cell wall
Nucleus
Vacuole
Mitochondria
Chloroplast
Cytoplasm
 Prokaryote
 Eukaryote
Video: Cells Song
Starter
 There are some microscopes set up with different cells at
the back.
 In your group, go to each station and observe the
different slides. I will tell you when time is up and to
switch to the next station.
 Write down what you observe on the different slides. Be
sure to label them.
 When back in your seats, discuss with your group the
similarities and differences between the slides.
 Time: 15 minutes
Activity One: What is a
Cell?
 Observe the dish that has been placed on your desk.
Is it a living being?
Why or why not?
What makes something a living thing?
Brainstorm with your group features/characteristics
that are common to all living things.
 What is a cell?
 What features/functions does a cell have?
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 Time: 15 minutes
Activity Two: What are the
different types of cells?
 Look at the pictures provided and point out any
similarities and differences between the three types
of cells.
 What structures can you see?
 Time: 15 minutes
Activity Three: Prokaryote
vs. Eukaryote
 The pictures you were just looking at were
examples of prokaryotic cells and eukaryotic cells.
 What do these words mean?
 Create a table to distinguish the difference between
prokaryotic and eukaryotic cells
 Time: 15 minutes
Activity Four: Plant Cells
vs. Animal Cells
 Create two different slides:
 One of an onion cell
 One of a cheek cell
 Draw what you see in both of them
 Use the following pictures to help you with the following
questions
 Compare and contrast the two different types of cells
 What features do they have in common? What features are
different.
 Time: 30 minutes
Animal and Plant Cells
Homework:
 Complete the “Cell as a City”
 Read section 2.2
Day 2: Organization of
Living Things
 Required reading:
 Section 2.2
 Learning Objectives:
 To understand that the body of a living organism is a
highly organized structure
 To understand that cells, tissues, organs and systems
represent increasing degrees of organization in living
organisms
 The structure of cells relate to its function; cells are
specialized
Vocabulary
 Specialized cells
 Structure and function
 Levels of organization
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Organelle
Cell
Tissue
Organ
Organ system
Organism
Starter
 Draw a pyramid and place these words in the
pyramid from smallest (bottom) to largest (top)
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Cell
Organism
Organ
Molecule
Tissue
Atom
Organ system
 Time: 10 minutes
Video: The Organization of
Multicellular Organisms
Activity One: Review Cell
Organelles
 Get in a group with 2-3 other people who you do
not sit with
 Compare your answers from the “Cell as a City”
and labeling homework.
 Discuss any discrepancies between your answers
and try to come up with answers together for any
you left blank. Do not copy answers
 Time: 20 minutes
Activity Two: How are
organisms organized?
 You have put the levels of organization in order
from smallest to largest, but what does each one
mean?
 In your group, come up with an explanation for
each term using an example:
 Organelle, cell, tissue, organ, organ system, organism
 You can represent your information in any way you
like
 Time: 20 minutes
Activity Three:
 Use your text book and microscope slides at the
back to help you determine why different cells are
shaped differently (cell specialization)
 Describe how the structure (how it looks) of the
following cells relates to its function (what it does)
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Red blood cell
Nerve cell
Muscle cell
Root hair cell
Xylem vessel
 Time: 30 minutes
Closing Activity
 Explain the following situations:
 Why do muscle cells have more mitochondria than
other types of cells?
 Why do leaves in plants contain a lot of chloroplasts?
 Where would you find a lot of ciliated cells? Why?
 Time: 10 minutes
Homework
 Read Section 2.3
Day 3: Movement in and
out of Cells
 Required Reading
 2.3 Movement in and Out of Cells
 Learning Objectives:
 To understand that the contents of a living cell must
be kept separate from its surroundings
 To know that the cell surface membrane can act as a
barrier to some substances which might pass between
a cell and its surroundings
 To understand the principles of diffusion, osmosis,
active transport and phagocytosis
Vocabulary
 Equilibrium
 Diffusion
 Osmosis
 Hypertonic
 Hypotonic
 Isotonic
 Passive transport
 Active transport
Video: Diffusion and
Active Transport
Starter
 Give an example of diffusion or osmosis.
 Is this system in equilibrium? Why or why not? If it is
not in equilibrium, draw how it would look in
equilibrium.
 Time: 10 minutes
Cell Project
 Due September 13
 Word file is on wiki
 Work with a partner
Activity One: Observing
Diffusion
 Observe the beaker that has been placed on your
desk
 Describe what you see
 Write down any questions that you have about what
is happening
 Discuss in your group what is happening and why
using the following terms:
 Diffusion
 Concentration gradient
 Movement of particles
 Time: 10 minutes
Activity Two: The
structure of the cell
membrane
 Cell membranes are often described as a “fluid mosaic”
 What does this mean to you?
 Why do you think this would be used to describe the cell
membrane?
 Create a model of the cell membrane using the play-doh
 Be sure to include:
 Phospholipid bilayer
 Membrane proteins for transport
 Time: 20 minutes
Activity Three: osmosis is the
diffusion of water particles
 Osmosis is a special type of diffusion involving
water particles
 We will model this by putting decalcified eggs (the
“cell”) into water and sugar solutions to observe the
net movement of water particles
 Design an experiment with your lab group
 Use the rubric to be sure you have all the necessary
included sections
 Show me when completed and set up your practical
 Time: 35 minutes
Closing
 Draw a picture of an animal cell and a plant cell
 Show what happens when the cells are placed in a
hypertonic, hypotonic and isotonic solution
Homework
 We will continue with section 2.3 next lesson
Day 4: Movement in and Out of
Cells (Cont’d) (60 minutes)
 Required Reading
 2.3 Movement in and Out of Cells
 Learning Objectives:
 To understand that the contents of a living cell must
be kept separate from its surroundings
 To know that the cell surface membrane can act as a
barrier to some substances which might pass between
a cell and its surroundings
 To understand the principles of diffusion, osmosis,
active transport and phagocytosis
Starter
 What is the difference between active and passive
transport?
 Use a picture to explain how active transport is
achieved
 Give an example of active transport in the body
 Time: 10 minutes
Activity One: Results from
egg lab
 Obtain the masses from your eggs and record your
results
 CERR lab report due September 3
 Extension activity (include at the end of report):
 Bodies of water have different salinities (salt
concentrations)
 Time: 20 minutes
Activity Two: Observing
Osmosis and Diffusion
 We will be completing the “Examining Cellular
Transport” lab activity
 Read over the instructions with your lab group
 Set up your materials and begin the practical
 Time: 25 minutes
Closing
 Which of these statements match your results and
the observations you have had about cellular
transport?
 Water molecules move across a barrier to reach
equilibrium.
 Sugar molecules move across a barrier to reach
equilibrium.
 Cells in a hypotonic solution shrink.
 Cells in a hypotonic solution expand.
 The difference between active and passive transport is
passive transport requires energy in the form of ATP.
Closing
The results obtained didn’t turn out as planned, so
here is the data your group can use
Time (min)
Solution Level in
Pipette (mL)
Initial
0.85
1
0.81
2
0.78
3
0.77
4
0.75
5
0.74
6
0.73
7
0.71
8
0.70
9
0.70
10
0.69
Total Change in
Solution Level (mL)
Homework
 Complete the Examining Cellular Transport lab
packet – due September 5
 Egg lab – due September 3
 Read Section 3.4
Day 5: Enzymes Control
Biochemical Reactions
 Required Readings:
 2.4
 Learning Objectives:
 To appreciate that biochemical reactions in living
organisms must be controlled
 To understand how enzymes can act as biological
catalysts
 To list and explain factors that affect enzyme activity
 To list some examples of human exploitation of
enzymes
Vocabulary
 Enzyme
 Catalyst
 Substrate
 Product
 Denature
 Activator
 Inhibitor
Starter
Starter
 Chew on the crackers provided
 Don’t swallow them until instructed to do so
 What did you notice about how the taste changed
when you were chewing?
 What is happening here?
 Time: 15 minutes
Activity One: Enzymes are
biological catalysts
Activity One (cont’d)
 Discuss the following questions with your group:
 What is an enzyme?
 How do they work?
 What conditions do they work best in? (Hint: Think
about pH, temperature, concentration etc.)
 Where do we find enzymes?
 What are some examples of enzymes?
 How can we identify if something is an enzyme (Hint:
Think of how they are named)
 Time: 20 minutes
Activity Two: Creating an
enzyme
 Using the play-doh create a step-by-step model of
how an enzyme works
 Include the following:
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Enzyme with active site
Substrate
Enzyme-substrate complex
Product
 Draw the steps on your cue cards
 Time: 25 minutes
Activity Three: How does
an enzyme work?
 In your group, use the large paper to create a graph
that represents the rate of a reaction in our body and
how enzymes work to make them faster
 On your graph, include how temperature and pH
can also affect the enzyme activity and how they
play a role in the reaction rate
 Time: 25 minutes
Closing
 Create an acronym for the word ENZYME (you’ll
have to be creative with the “Z”!!)
Homework
 Read Section 2.5
 Work on Egg Lab (CERR model) – due September 3
 Work on Cellular Transport Questions – due
September 5
Day 6
 Required Readings:
 2.5: Humans use enzymes from microorganisms
 Answer questions posted on Wiki
 Learning Objectives:
 To understand that enzymes have many roles which
benefit humans
 To know examples of range of uses of enzymes
 To understand the benefits of enzyme immobilization
Vocabulary
 Pharmaceuticals
 Textiles
Starter
 Enzymes are used to benefit our daily lives.
 Write down questions that you would pose to the
class about enzymes and their use in real life and
industry to pose to the class (i.e. pretend you are the
teacher asking the students questions).
 Time: 15 minutes
Activity One: Using
Enzymes
 You are going to be researching some different ways that
people use enzymes from microorganisms to benefit our
every day lives
 You will choose how you would like to present your
data. You will then conduct your research and present
your findings.
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Write a story, song or poem
Create a documentary
Make a powerpoint
Create a table and/or graph presenting the data you
collected
 Time: 30 minutes for research
Activity One (cont’d)
 The following items must be included in your
presentation:
 How are enzymes used in pharmaceutical
production?
 How are enzymes used for biological washing
powders?
 How are enzymes used in food production?
 How are enzymes used in textile production?
 Time: 30 minutes
Activity Two: Making your
presentation
 After you have collected the information you need,
work in your group to make up your presentation
 There are 2 computers that can be used.
 Time: 30 minutes
Activity Three: Presenting
your findings
 Present to the class your findings
 Time: 15 minutes
Closing
 What was the most interesting thing that you
learned about enzymes today?
 Write down your point and hand it to me before
you leave.
Homework
 Read section 2.6
 We will be testing an enzyme’s efficiency next
lesson
 The enzyme we will use is catalase
 What does catalase do?
 Think of ways that you can test an enzyme to see
where it is most efficient
Day 7: Enzyme experiments
and the scientific method
 Required readings:
 2.6: Enzyme experiments and the scientific method
 Learning objectives:
 To understand how enzymes can work as biological
catalysts
 To understand and apply the scientific method
Vocabulary
 Scientific method
 Independent variable
 Dependent variable
 Control
Starter
 In this lab, we will be using the enzyme catalase
(from potatoes) to break down hydrogen peroxide
(H2O2)
 Write a balanced chemical equation for the break
down of hydrogen peroxide
 What are the different variables we could test in this
lab? Your text mentions one way. Come up with at
least 2 more ideas.
 Time: 10 minutes
Activity One: Planning for
the experiment
 For this lab, you can choose the variable you wish to
test:
 pH
 Temperature
 [Catalase]
 We will time how long it takes for a disc soaked in
the catalase to float to the top of the hydrogen
peroxide solution
 Time: 15 minutes
Activity 1 (cont’d)
 Create a plan to test how long it will take for the
discs soaked in catalase to float to the top of a
beaker with hydrogen peroxide
 Refer to the rubric for what to include
 Time: 15 minutes
Activity Two: Recording
your results
Create a table to record your results in
Data to be collected
(Temperature, pH,
[Catalase]
Time taken for discs
to float (do 3 for each
condition)
Rate (floats/second)
Activity Three: Performing
the experiment
 When your group is ready, show me your plan
 Go to the back and complete the practical
 Clean up when you are finished
 Time: 45 minutes
Closing
 Sit with someone who is not in your lab group and
also someone who you have not worked with this
year and discuss your results
 What did you see?
 Did everything go as expected?
Homework
 You will complete a CERR model lab report for this
lab – due September 11
 Read Section 2.7
Day 8: All living things are made
up of organic molecules
 Required Readings:
 2.7
 Learning Objectives:
 To understand that the structures of living things
depend on the molecules that make them up
 To list the types of molecules found in living
organisms
Vocabulary
 Organic
 Carbohydrate
 Lipid
 Protein
 Nucleic acid
 Monomer
 Polymer
Starter
 Do you agree or disagree with the following
statements? If you disagree with the statement,
correct it.
 All organic molecules contain C, H, O, and N
 Starch is a polysaccharide
 Lipids are made of a glycerol molecule and fatty acid
chains
 There are 15 different amino acids
 A polymer is many molecules attached to each other
 Nucleic acids are made of a nitrogenous base, a sugar
and a hydroxyl group
 Time: 15 minutes
Activity One
 In your group, create a poster that shows the four
different groups of organic compounds.
 Include:
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What are they made of (monomer or subunit)?
How are the macromolecules formed?
What are they used for?
2 food sources (where applicable)
 Time: 30 minutes
Video: Macromolecule Rap
Activity Two (cont’d)
 Create your own rap for the 4 macromolecules
 Include:
 What they are made of
 How they are formed
 What they are used for in our body
 Time: 30 minutes
Closing
 Which of the four macromolecules do you think is
the most important for our bodies?
 Write a few sentences to support your point of view.
 Share your ideas with your group members when
you are finished.
 Time: 10 minutes
Homework
 Read Section 2.9
 Enzyme lab (September 11)
 Cell model project (September 13)
 Unit 1 test (September 13)
 Finish posters and rap (September 11)
Day 9: Testing for
Biochemicals
 Required Readings:
 2.8
 Questions for September 12 from wiki
 Learning Objectives:
 To describe simple chemical tests for the molecules of
living organisms
 To test different foods to see what macromolecules are
in them
Vocabulary
 Emulsion
Starter
 Complete the table
 Time: 15 minutes
Macromolecule
Lipid (fat)
Protein
Starch
Glucose
Test
Positive Result
Activity One
 You will be testing different substances to see what
organic molecules are present
 The following substances will be tested:
 Vegetable oil, potato, egg, bread, table sugar, canned
pineapple, beans, meat
 Create a table for your data
 Time: 10 minutes
Activity Two
 Perform the tests for the food samples provided
 Record your data in the table
 Clean up when you are finished
 Time: 30 minutes
Closing
 What foods were high in:
 Carbohydrate
 Lipid
 Protein
 What implications does this have for our diet?
 How does the food we ingest affect the
macromolecules that are needed in our body?
 Time: 15 minutes
Homework
 Test: September 13
 Sections 2.1-2.8
 Review for 30 minutes, test will take 1 hour
 You may bring your text book to the test