Cell Science Unit

Atlanta Public Schools

Unit Cover Page

Unit Title: Cellular Structures and Functions Grade Levels: 9-12

Subject/Topic Areas: Biology/Cells

Time Frame: 3 Weeks

Key Words: cells, prokaryotic, eukaryotic, homeostasis, cell membrane, cell wall,
cytoplasm, nucleus, nucleoplasm, nucleous, chromosome, nuclear envelope, mitochondria,
smooth and rough endoplasmic reticulum, ribosomes, Golgi Apparatus, lysosome,
chloroplast, centrioles, mitosis, enzymes, catalysts, carbohydrates, proteins, lipids, nucleic
acids, monosaccharrides, dissacharrides, polysaccharides, amino acids, peptide bonds,
polypeptides, fatty acids, glycerol, ribonucleic acid (RNA), deoxyribonucleic acid (DNA)

Brief Summary of Unit (including curricular context and unit goals) :

The cell is the basic unit of life. Distinctions between the complexity and function in
prokaryotic and eukaryotic cells will be made. Emphasis will be placed on the role of the
structure and function of the various organelles. The role and identification of proteins,
carbohydrates and lipids will be investigated. The students will be also introduced to the
basic structure and function of nucleic acids.

Big Idea :

Cellular Organelles and Relationships; Basic Biochemistry

Atlanta Public School Biology – Cellular Structure/ Biochemistry and Function GPS Template page 1 of 10 pages
 Stage 1 – Identify Desired Results

Standard and elements (content):

SB1: Students will analyze the nature of the relationships between structures and
functions of living cells.
a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including
the cell membrane, in maintaining homeostasis and cell reproduction.
b. Explain how enzymes function as catalysts.
c. Identify the function of the four major macromolecules (i.e., carbohydrates, proteins,
lipids, nucleic acids.)

Characteristics of Science Content Standards:

SCSh2: Students will use standard safety practices for all classroom laboratory
and field investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate techniques for all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problems and violations.
SCSh3: Students will identify and investigate problems scientifically.
a. Suggest reasonable hypotheses for identified problems.
b. Develop procedures for solving scientific problems
c. Collect, organize and record appropriate data.
e. Develop reasonable conclusions based on data collected.
f. Evaluate whether conclusions are reasonable by reviewing the process and checking
against other available information.
SCSh6: Students will communicate scientific investigations and information
clearly.
a. Write clear, coherent laboratory reports related to scientific investigations.
b. Write clear, coherent accounts of current scientific issues, including possible
alternative interpretations of the data.
c. Use data as evidence to support scientific arguments and claims in written or oral
presentations.
d. Participate in group discussion of scientific investigation and current scientific issues.
SCSh7: Students will analyze how scientific knowledge is developed.
b. Universal principles are discovered through observation and experimental
verification.
d. Hypotheses often cause scientists to develop new experiments that produce additional
data.
e. Testing, revising, and occasionally rejecting new and old theories never ends.

Atlanta Public School Biology – Cellular Structure/ Biochemistry and Function GPS Template page 2 of 10 pages
 Characteristics of Science Content Standards: (continued)

SCSh8: Students will understand important features of the process of scientific

inquiry.
a. Scientific investigators control the conditions of their experiments in order to produce
valuable data.
b. Scientific researchers are expected to critically assess the quality of data including
possible sources of bias in the investigations’ hypotheses, observations, data analyses,
and interpretations.
c. Scientists use practices such as peer review and publication to reinforce the integrity
of scientific activity and reporting.
d. The merit of a new theory is judged by how well scientific data are explained by the
new theory.
e. The ultimate goal of science is to develop an understanding of the natural universe
which is free of biases.
f. Science disciplines and traditions differ from one another in what is studied,
techniques used and outcomes sought.
SCSh9: Students will enhance reading in all curriculum areas by:
c. Building vocabulary knowledge
*Demonstrate an understanding of contextual vocabulary in various subjects.
*Use content vocabulary in writing and speaking.
*Explore understanding of new words found in subject area texts.
d. Establishing context:
*Explore life experiences related to subject area content.
*Discuss in both writing and speaking how certain words are subject area related.
*Determine strategies for finding content and contextual meaning for unknown words.

Connections to Other Disciplines

English/ Language Arts: ELA (9-11) W1, ELA (9-11) W3, ELA (9-11) W4,
ELA (9-11)C1, ELA (9-11)C2, ELA(9-11)SV1, ELA(9-11)SV2

Mathematics: MC1D1, MC1D2, MC1P4, MC1P5

Social Studies: SSUSH19, SSUSH21, SSWH9, SSHH10, SSWH16

Atlanta Public School Biology – Cellular Structure/ Biochemistry and Function GPS Template page 3 of 10 pages
Enduring Understandings :

The students will understand that:

™ The Cell Theory and new exceptions explain fundamental principals
™ The cell is composed of organelles that have distinct structures and functions
™ Prokaryotic and eukaryotic cells are different
™ Enzymes function as catalysts in chemical reactions
™ The macromolecules and water maintain homeostasis within the cell
™ Evolutionary relationships between unicellular and multicellular organisms
™ Cells divide and make exact copies of themselves via mitosis
™ Enzymes are proteins that are responsible for the occurrence and rate of some
reactions
™ Carbohydrates provide energy to cells
™ Proteins are responsible for structure
™ Lipids are storage molecules
™ RNA and DNA are important in hereditary processes

Essential Questions :

™ What are the differences between prokaryotic and eukaryotic cells?

™ What are organelles and their role in cells?
™ How does cell division create new cells?
™ How do macromolecules control cellular processes?
™ What are the evolutionary links between one cell and multicellular organisms?
™ How do enzymes control the rate of chemical reactions?
™ Why do certain chemical reactions need an enzyme or catalyst to occur?
™ How is energy provided to cells by carbohydrates?
™ How do lipids store body energy reserves and insulate the body?
™ How do proteins provide structure for tissues and organs?

The key knowledge will students acquire as a result of this unit:

Students will know:

™ The structure and function of prokaryotic and eukaryotic cells (organelles)
™ The role of the plasma membrane in maintaining homeostasis
™ The role of mitosis in normal and abnormal states (cancer)
™ The role of macromolecules in maintaining homeostasis in cells
™ The evolutionary links between one cell and multicellular organisms
™ Carbohydrates provide energy to cells. Photosynthesis produces glucose.
™ Respiration is the opposite of photosynthesis and breaks down carbohydrates.
™ Proteins, which provide structure for tissues are made from amino acids.
™ Lipids, which are storage molecules, are composed of fatty acids and glycerol.
™ The nucleic acids, DNA and RNA, store genetic information.

Atlanta Public School Biology – Cellular Structure/ Biochemistry and Function GPS Template page 4 of 10 pages
The key skills will students acquire as a result of this unit:

The student will be able to:

™ Demonstrate acceptable use of the microscope
™ Use appropriate chemical tests to identify macromolecules
™ Construct a model of a plant or animal cell
™ Identify stages of mitosis using the microscope
™ Demonstrate how light is necessary for photosynthesis to occur
™ Demonstrate safe and effective methods of inquiry
™ Organize data efficiently
™ Communicate scientific data clearly

Atlanta Public School Biology – Cellular Structure/ Biochemistry and Function GPS Template page 5 of 10 pages
 Stage 2 – Determine Acceptable Evidence
What evidence will show that students understand (performance tasks)?

Lab – Enzyme Structure and Function

1. You are a medical intern practicing medicine in a remote hospital. You
have a patient with symptoms that indicate a problem with one of the
enzymes of the endocrine glands. In order to help your patient, you
will do some research to learn more about enzymes. Examine the
classroom resources of images of different proteins that act as enzymes
in living systems. Review the theories of enzyme function, such as the
lock and key explanation. Read an article on enzyme diseases.

2. Write an introduction to your lab report summarizing the relationship

between the structure and function of enzymes. With a partner, design
a laboratory activity that examines the function of enzymes and how
that function is affected by the change of protein structure of the
enzyme. Include a procedure that will allow you to change the
structure of an enzyme and then test the changed enzyme ot determine
its activity. Enzyme structure (therefore, shape) is changed when the
enzyme is exposed to changes in pH, increasing temperature or other
factors that affect the bonding forces within the molecule. You will be
supplied with hydrogen peroxide and viable cells from an organism
(fresh potato, liver, grape, etc.) Peroxidase is a naturally occurring
enzyme (catalyst) produced within the organelles of living cells that
speeds the breakdown of hydrogen peroxide, which is a common waste
product.
Part 1 – Set up a control with hydrogen peroxide without cells
to observe for evidence of breakdown. The production of oxygen
bubbles is evidence of the breakdown of hydrogen peroxide as a
substrate (the substance to be changed.)
Part 2 – Observe the reaction activity of hydrogen peroxide and
potato when they are mixed together.
Part 3 – Change the structure of the potato enzyme with the
method of your choice.
Part 4 – Observe the reaction activity of they hydrogen peroxide
and changed potato when they are mixed together.

3. Write a lab report using correct scientific terminology, including

catalyst, rate of reaction, evidence of reactivity, etc. Your conclusion
should demonstrate your understanding of the relationship between
enzyme structure and function. Could a medicine be developed that
would help a person who is missing a vital enzyme?

Atlanta Public School Biology – Cellular Structure/ Biochemistry and Function GPS Template page 6 of 10 pages
 Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples):

1. Design posters and make models of cells that illustrate organelles

2. Laboratory Reports – Identification of Macromolecules and appropriate reagents
3. Quiz and Tests on Cellular Structure & Function, Enzyme Models, Macromolecules
4. Internet worksheet on organic compounds
5. Journals detailing evolutionary links between unicellular and multicellular organisms
6. Presentations of Case Studies from famous Biologists – Hooke, Brown, von Leewonhoek
7. Research on Cancer and problems stemming from abnormal mitosis
8. Debate – What is necessary for life?

Student Self-Assessment and Reflection:

Glencoe Biology: Dynamics of Life (2000) support materials contains many self-
assessment opportunities including:
http://www.glencoe.com/sec/science/biology/bio2000/
™ Self-Assessment Quizzes, Worksheets and Biolabs on Publisher’s Website
™ Self-Assessment CD provided with textbook
™ Journal incorporating reflection and writings about Cellular Structure and Macromolecules

Performance Task Blueprint

What understandings and goals will be assessed through this task?

Students will explain differences Students will explain the role of

between prokaryotic and eukaryotic macromolecules in the growth, repair
cells. (also plant and animal) and maintenance of cells.

What criteria are implied in the standards and understandings regardless of the task specifics?
What qualities must student work demonstrate to signify that standards were met?

Implied–1) Cells are basic life Qualities: Student work must demonstrate
structures an understanding of the relationship
2) Use a microscope between enzyme structure and function.
3) Identify characteristics of
macromolecules

Atlanta Public School Biology – Cellular Structure/ Biochemistry and Function GPS Template page 7 of 10 pages
 Through what authentic performance task will students demonstrate understanding?

Students will maintain journals where they will keep records of cellular processes
that have been affected by disease. Examples of and information about the
pathophysiology of cancer cells will be maintained. In addition, students will also keep
records of metabolic deficits caused by problems with the macromolecules.

What student products and performances will provide evidence of desired outcomes?

*Models of DNA *Journals

*Laboratory Reports *Debate Performance
*Quizzes and Tests (Cells, Photosynthesis, *Research paper
Respiration and Classification)

What student products and performances will provide evidence of desired outcomes?

*Journals
*Case studies from famous biologists
*Reflection Exercises

Resources

Glencoe Biology Series; Teacher Resources and Laboratory Manual;

Web Resources-
1. http://www.cytochemistry.net/Cell-biology/Nucleus.htm
2. http://www.cell-biology.org/
3. For Organic Compounds Worksheet: http://www.chem4kids.com/files.bio_aminoacid.html
4. An Internet Resource for Teachers
5. http://www.glavac.com/#_An_Internet_Resource

Cell Lab Materials-

1. Carolina Biological Supply Company
2. Ward’s Science Supply
3. Sargeant Welch Scientific Supply

Expendables- Onion, cork, potatoes, grapes, liver, hydrogen peroxide

Reference: Georgia Department of Education High School GPS Sample Tasks and Learning Activities

Atlanta Public School Biology – Cellular Structure/ Biochemistry and Function GPS Template page 8 of 10 pages
 Stage 3 – Plan Learning Experiences and Instruction

Consider the WHERETO elements:

1. Hook –> Discussion – Cancer is caused by irregular mitosis. You can win a Nobel Prize by figuring
out a way to control cellular growth. What would you do? Pictures of cancer cells are presented. -H

2. Introduce the Essential Questions and discuss the culminating unit performance tasks. Students will
maintain a journal throughout unit. Key terms are also introduced by learning activities. -W

3. After Power Point presentation about cellular organelles, students will complete the cellular
structures table. – E

4. Lab – Identify and diagram cellular organelles under the microscope. - R

5. Write a story comparing the parts of a cell to a city. - R

6. Construct a prokaryotic and a eukaryotic cell. - E

7. Lab – Explain the role of the plasma membrane in osmosis - E

8. Minilab- Compare the rate of osmosis in plant and animal cells. - E

9. Demonstration – Osmotic pressure in cells. - R

10. Illustrate and provide demonstrations of hypertonic, hypotonic and isotonic solutions in plants and
animals. -E

11. Lab – Diffusion and catalase lab with liver and potatoes - O

12. Lab – Testing for Macromolecules in food - O

13. Students will write laboratory reports in which they will demonstrate an understanding between
enzyme structure and function. - O

14. Students will do research papers on cancer. - T

15. Speaker – biologists will discuss individual research and careers. - E

W- Where the unit is headed; H – Hold Student Attention E – Equip with experience R – Rethink big ideas, Reflect on Progress,
Revise; E- Evaluate progress and Access; T- Tailor to reflect individual talents; O – Organize for deep understanding

Atlanta Public School Biology – Cellular Structure/ Biochemistry and Function GPS Template page 9 of 10 pages

Consider the WHERETO elements?
Monday
Hook – > Discussion –
Cancer is caused by
irregular mitosis. You can
win a Nobel Prize by
figuring out a way to control
cellular growth. What
would you do?
. Construct a prokaryotic
and a eukaryotic cell
Lab – Diffusion and
catalase lab with liver and
potatoes
Atlanta Public School Biology – Cellular Structure/ Biochemistry and Function GPS Template
Stage 3 –Plan Learning Experiences and Instruction
Tuesday
Introduce the Essential
Questions and discuss the
culminating unit
performance tasks. Students
will maintain a journal
throughout unit.
Lab – Explain the role of
the plasma membrane in
osmosis
Lab – Testing for
Macromolecules in food
Wednesday
After Power Point
presentation about
cellular organelles,
students will complete the
cellular structures table.
Minilab- Compare the
rate of osmosis in plant
and animal cells
Students will write
laboratory reports in
which they will
demonstrate an
understanding between
enzyme structure and
function
page 10 of 10 pages
Thursday Friday
Lab – Identify and . Write a story comparing
diagram cellular the parts of a cell to a city
organelles under the
microscope.
Demonstration – Osmotic Illustrate and provide
pressure in cells demonstrations of
hypertonic, hypotonic and
isotonic solutions in
plants and animals
Students will do research Speaker – biologists will
papers on cancer discuss individual research
and careers
Atlanta Public School Biology – Cellular Structure/ Biochemistry and Function GPS Template page 11 of 10 pages