Essential Standard:
Bio 1.1 Understand the relationship between the structures and functions of cells and their organelles
Bio 1.2 Analyze the cell as a living system
Clarifying Objectives:
Bio.1.1.1Summarize the structure and function of organelles in eukaryotic cells (including the nucleus, plasma membrane, cell wall, mitochondria, vacuoles, chloroplasts, and ribosomes) and ways that these organelles interact with each other to perform the function of the cell.
Bio.1.1.2 Compare prokaryotic and eukaryotic cells in terms of their general structures (plasma membrane and genetic material) and degree of complexity.
Unpacking – What does this standard mean a child will know, understand, and be able to do?
Bio.1.1.1
• Identify these cell organelles in diagrams of plant and animal cells. (middle school review)
• Explain how the structure of the organelle determines it function. (Example: folded inner membrane in mitochondria increases surface area for energy production during aerobic cellular respiration).
• Summarize how these organelles interact to carry out functions such as energy production and use, transport of molecules, disposal of waste, and synthesis of new molecules. (Example: DNA codes for proteins, which are assembled by the ribosomes and used as enzymes for energy production at the mitochondria).
Bio.1.1.2
• Proficiently use proper light microscopic techniques as well as determine total power magnification. The purpose is to use microscopes to observe a variety of cells with particular emphasis on the differences between prokaryotic and eukaryotic as well as plant and animal cells. While students are not expected to understand how scanning and electron transmission microscopes work, they should recognize that they reveal greater detail about eukaryotic and prokaryotic cell differences.
• Infer that prokaryotic cells are less complex than eukaryotic cells.
• Compare the structure of prokaryotic and eukaryotic cells to conclude the following:
▪ Presence of membrane bound organelles – mitochondria, nucleus, vacuole, and chloroplasts are not present in prokaryotes.
▪ Ribosomes are found in both.
▪ DNA and RNA are present in both, but are not enclosed by a membrane in prokaryotes.
▪ Contrasts in chromosome structure – circular DNA strands called plasmids are characteristic of prokaryotes.
▪ Contrasts in size – prokaryotic cells are smaller.
Bio.1.1.3
• Compare a variety of specialized cells and understand how the functions of these cells vary. (Possible examples could include nerve cells, muscle cells, blood cells, sperm cells, xylem and phloem.)
• Explain that multicellular organisms begin as undifferentiated masses of cells and that variation in DNA expression and gene activity determines the differentiation of cells and ultimately their specialization.
▪ During the process of differentiation, only specific parts of the DNA are activated; the parts of the DNA that are activated determine the function and specialized structure of a cell.
▪ Because all cells contain the same DNA, all cells initially have the potential to become any type of cell; however, once a cell differentiates, the process cannot be reversed.
▪ Nearly all of the cells of a multicellular organism have exactly the same chromosomes and DNA.
▪ Different parts of the genetic instructions are used in different types of cells, influenced by the cell's environment and past history.
• Recall that chemical signals may be released by one cell to influence the development and activity of another cell.
Key Vocabulary:
3rd Tier Words: unicellular, multicellular, prokaryotic, eukaryotic, chromosome, DNA, plasmid, nucleus, cell/plasma membrane, phospholipid bilayer, selectively permeable, cell wall, cytoplasm, organelle, mitochondria, chloroplast, vacuole, ribosome, stem cell, differentiation, specialization, cell communication, junction, synapse, compound light microscope, ocular lens, objective lens, diaphragm, electron microscope, magnification, nuclear membrane, neurotransmitters, hormones, receptor protein, field of view, somatic cell, specimen
2nd Tier Words: precede, procedure, subsequent, template, fragment, complex, simple, combat, distort, arrangement, surface area, maintain, specific, influence, focus, inverted, resolution
Common Misconceptions:
Essential Questions Criteria for Success: “I Will”
1.1.1
What are the parts of a living cell?
How do life functions (STERNGRR) occur at a cellular level?
1.1.2
How can cells and cell parts be observed?
How are the cells of various organisms different?
1.1.3
What controls the differentiation and specialization of cells?
How are different cell types produced by a multicellular organism?
How do cells in a multicellular organism communicate with one another?
Bio 1.1 Understand the relationship between the structures and functions of cells and their organelles
Bio 1.2 Analyze the cell as a living system
Clarifying Objectives:
Bio.1.1.1Summarize the structure and function of organelles in eukaryotic cells (including the nucleus, plasma membrane, cell wall, mitochondria, vacuoles, chloroplasts, and ribosomes) and ways that these organelles interact with each other to perform the function of the cell.
Bio.1.1.2 Compare prokaryotic and eukaryotic cells in terms of their general structures (plasma membrane and genetic material) and degree of complexity.
Unpacking – What does this standard mean a child will know, understand, and be able to do?
Bio.1.1.1
• Identify these cell organelles in diagrams of plant and animal cells. (middle school review)
• Explain how the structure of the organelle determines it function. (Example: folded inner membrane in mitochondria increases surface area for energy production during aerobic cellular respiration).
• Summarize how these organelles interact to carry out functions such as energy production and use, transport of molecules, disposal of waste, and synthesis of new molecules. (Example: DNA codes for proteins, which are assembled by the ribosomes and used as enzymes for energy production at the mitochondria).
Bio.1.1.2
• Proficiently use proper light microscopic techniques as well as determine total power magnification. The purpose is to use microscopes to observe a variety of cells with particular emphasis on the differences between prokaryotic and eukaryotic as well as plant and animal cells. While students are not expected to understand how scanning and electron transmission microscopes work, they should recognize that they reveal greater detail about eukaryotic and prokaryotic cell differences.
• Infer that prokaryotic cells are less complex than eukaryotic cells.
• Compare the structure of prokaryotic and eukaryotic cells to conclude the following:
▪ Presence of membrane bound organelles – mitochondria, nucleus, vacuole, and chloroplasts are not present in prokaryotes.
▪ Ribosomes are found in both.
▪ DNA and RNA are present in both, but are not enclosed by a membrane in prokaryotes.
▪ Contrasts in chromosome structure – circular DNA strands called plasmids are characteristic of prokaryotes.
▪ Contrasts in size – prokaryotic cells are smaller.
Bio.1.1.3
• Compare a variety of specialized cells and understand how the functions of these cells vary. (Possible examples could include nerve cells, muscle cells, blood cells, sperm cells, xylem and phloem.)
• Explain that multicellular organisms begin as undifferentiated masses of cells and that variation in DNA expression and gene activity determines the differentiation of cells and ultimately their specialization.
▪ During the process of differentiation, only specific parts of the DNA are activated; the parts of the DNA that are activated determine the function and specialized structure of a cell.
▪ Because all cells contain the same DNA, all cells initially have the potential to become any type of cell; however, once a cell differentiates, the process cannot be reversed.
▪ Nearly all of the cells of a multicellular organism have exactly the same chromosomes and DNA.
▪ Different parts of the genetic instructions are used in different types of cells, influenced by the cell's environment and past history.
• Recall that chemical signals may be released by one cell to influence the development and activity of another cell.
Key Vocabulary:
3rd Tier Words: unicellular, multicellular, prokaryotic, eukaryotic, chromosome, DNA, plasmid, nucleus, cell/plasma membrane, phospholipid bilayer, selectively permeable, cell wall, cytoplasm, organelle, mitochondria, chloroplast, vacuole, ribosome, stem cell, differentiation, specialization, cell communication, junction, synapse, compound light microscope, ocular lens, objective lens, diaphragm, electron microscope, magnification, nuclear membrane, neurotransmitters, hormones, receptor protein, field of view, somatic cell, specimen
2nd Tier Words: precede, procedure, subsequent, template, fragment, complex, simple, combat, distort, arrangement, surface area, maintain, specific, influence, focus, inverted, resolution
Common Misconceptions:
- Cells of living organisms do not make molecules for their own growth and repair.
- Animal cells do not eliminate their own wastes.
- All cells are the same size and shape, i.e., there is a generic cell.
- There are no single-celled organisms.
- Animal cells do not carry out essential life functions for themselves.
Essential Questions Criteria for Success: “I Will”
1.1.1
What are the parts of a living cell?
How do life functions (STERNGRR) occur at a cellular level?
- I will identify organelles in prokaryotic and eukaryotic (plant and animal) cells.
- I will describe the function of the major cell organelles.
- I will compare functions of the cellular organelles to the STERNGRR life processes.
- I will explain how an organelle’s structure is related to its function.
1.1.2
How can cells and cell parts be observed?
How are the cells of various organisms different?
- I will use a compound light microscope to observe various types of cells.
- I will compare and contrast prokaryotic and eukaryotic cells.
- I will compare and contrast plant and animal cells.
- I will distinguish between prokaryotic/eukaryotic cells and plant/animal cells when viewed using a microscope.
- I will observe images produced using an electron microscope and describe how they are different from those produced using a compound light microscope.
1.1.3
What controls the differentiation and specialization of cells?
How are different cell types produced by a multicellular organism?
How do cells in a multicellular organism communicate with one another?
- I will explain that every cell of a multicellular organism contains a complete copy of the organism’s DNA and that the DNA is the same in all cells.
- I will explain that cells can be differentiated by the parts of the DNA that are “turned on” in the cell.
- I will observe examples of various types of cells in a multicellular organism and compare form to function.
- I will identify and describe methods of short distance (junctions, synapses) and long distance (hormones) cell communication.
CWK/HMK for 9/16: After the test, you will complete the Prok. and Euk. POGIL and Microscope Coloring (whatever
you did not have time to finish is hmk.)
you did not have time to finish is hmk.)
CWK for 9/17: If you were absent, please complete the Virtual Letter e Lab
CWK for 9/18: Blocks 1/2 need to complete the Cell Structure Gizmo which was started in class
Hmk for 9/19: If you were absent for the Plant and Animal Cell Structure lab, please complete the lab sheet and the activity using https://biologycorner.com/worksheets/cell_lab_plant_makeup.html and https://www.biologycorner.com/worksheets/cheekcell-virtual.html; blocks 1/2 needs to complete the Cell Organelle POGIL
Hmk for 9/20: Microscope, Cell People, and Organelle Study Guide (optional); for those of you that asked, here is the Cell Station Review from class with Answers
CWK and Hmk for 9/23: After the test, view the Amoeba Sisters episode on Specialized Cells and complete the video recap sheet
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