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High School General Biology

Cellular Unit Science Teaching Methods

CHEM 311 Sarah Niemeyer

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Cellular Unit Contents

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………………………………………………. Day 1: History and Cell Theory

………………………………………………. Day 2: Prokaryote & Eukaryote Cells

………………………………………………. Day 3: Cell Lab

………………………………………………. Day 4: Organelles Part 1

………………………………………………. Day 5: Organelles Part 2

………………………………………………. Day 6: Cell Analogy Project

………………………………………………. Day 7: Diffusion Lab Part 1

………………………………………………. Day 8: Diffusion Lab Part 2

………………………………………………. Day 9: Osmosis Lab Part 1

………………………………………………. Day 10: Osmosis Lab Part 2

References:

Lawson, Anton E.. "Investigation 11: What Is Inside Cells?." Biology: a critical-thinking approach. Menlo Park, Calif.: Addison-Wesley Pub. Co., 1994. 62-64. Print.

- Microscope Images

Miller, Kenneth R., and Joseph S. Levine. "Cell Structure and Function." Prentice Hall biology . Upper Saddle River, N.J.: Pearson/Prentice Hall, 2008. 168-199. Print.

- Textbook reference (Figure 1)

Vodopich, Darrell S., and Randy Moore. "Exercise 3: The Cell." Biology laboratory manual . 7th ed. Boston: McgrawHill Higher Education, 2005. 23-32. Print.

- Cell Lab

Weeks-Galindo, Wendy , and David A. Katz. "Osmosis and Dialysis." chymist.com. N.p., n.d. Web. 6 Nov. 2010. <www.chymist.com/Osmosis%20and%20Dialysis.pdf>

- Dialysis and Osmosis Lab

Figure 1. Prentice Hall Biology textbook cover

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Day 1 History and Cell Theory

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Teacher’s Guide

Lesson Plan for Day One of Cell Unit

Mrs. Niemeyer

Lesson Topic: Cell history and cell theory discussion

Unit: Cells

Substandard: The Practice of Science

Standards: Science is a way of knowing about the natural world and is characterized by empirical criteria, logical argument and skeptical review.

Benchmarks: Explain how scientific and technological innovations ─as well as new evidence─ can challenge portions of, or entire accepted theories and models including, but not limited to: cell theory, atomic theory, theory of evolution, plate tectonic theory, germ theory of disease, and the big bang theory.

Goal: Students will know the important individuals that paved the way for learning about cells and will understand the cell theory.

Objectives: Within the period of 50 minutes, the students will learn about the history of cells and the parts of the cell theory. At the end of our discussion, students will complete the exit question stating the parts of the cell theory in their own words without any aids. This will be turned in before they leave.

Learning Cycle Phase: Engagement

Materials: Computer/Projector, Video, Whiteboard/Smartboard

Introduction: Gather classroom attention, introduce cell unit by watching video

Assignment Discovery: Introduction to the Cell video

http://videos.howstuffworks.com/discovery/29530-assignment-discovery-introduction-to-the-cell-video.htm

Discussion: Introduction of Cellular History & Cell Theory

Students will take notes over discussion material. Discussion/lecture is based on the first section of chapter 7 in the textbook: Life is Cellular.

- Discovery of the Cell o Microscopes – Why was the invention of the microscope important?

Allowed the discovery of the cell to take place. Without the microscope, cells could not be seen. Allowed cells to magnified for easier viewing. Allows us to find microorganisms that may lead to diseases Scientists starting using microscopes to observe living things in the mid-1600s.

Time: 5 min

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Teacher’s Guide

o Robert Hooke Used a microscope to look at a slice of a cork (plant) in 1655. Noticed thousands of tiny empty chambers. What did Hooke name these chambers? • Cells – they reminded him of a monastery’s tiny rooms which were called cells

o Anton van Leeuwenhoek Around the same time Hooke was looking at slices of cork under a microscope, Leeuwenhoek was observing pond water. What do you think he saw through the lens? • Saw an entire world of tiny organisms (Algae, Protists – amoeba, paramecium) • Eventually observed drinking water and still saw tiny organisms

- Cell Theory o Through many observations, cells became known as the (1) basic units of life. o Soon, it was discovered that all plant and animal cells are made of cells. Therefore, (2) all

living things are composed of cells. o Later it was discovered that (3) new cells can only be created from preexisting cells.

- So what is cell biology? The study of cells and who they interact with each other. - Types Microscopes – categorized into two groups based on the source of illumination. What are

the two groups of microscopes? How are they distinguished? o Light Microscopes

Uses light for illumination Limited by the amount of magnification due to the fact that light is diffracted or bent and therefore, much of the fine details are lost

o Electron Microscopes Uses electrons for illumination Much more capable of illuminating details and able to view details 1000 times smaller than those visible with a light microscope.

Closure/Wrap Up: Exit Question: Explain the three parts of the cell theory in your own words.

1. All living things are made up of one or more cells 2. Cells are the smallest units of living matter 3. New cells derive from pre-existing cells thru cellular division

Assessment: Exit Question: Check for understanding of the cell theory

In your own words, explain the cell theory.

Evaluation Questions:

1. In your own words, explain the cell theory. 2. Why is the cell theory important to know while studying biology? 3. How did the invention of the microscope help develop the cell theory?

Time: 5 min

Time: 40 min

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Day 2 Prokaryote & Eukaryote Cells

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Teacher’s Guide

Lesson Plan for Day Two of Cell Unit

Mrs. Niemeyer

Lesson Topic: Prokaryotes and eukaryotes

Unit: Cells


Standard: Scientific inquiry uses multiple interrelated processes to investigate and explain the natural world.

Benchmark: Evaluate the explanations proposed by others by examining and comparing evidence, identifying faulty reasoning, pointing out statements that go beyond the scientifically acceptable evidence, and suggesting alternative scientific explanations.

Goal: Students will know the difference between prokaryote and eukaryote cells

Objectives: Within the period of 50 minutes, students will make observations and note similarities and differences between cells and will be able to group these cells into two groups: one with no organelles, one with organelles. Students will

Learning Cycle Phase: Exploration & Explanation

Materials: Photos of prokaryote and eukaryote cells, whiteboard/smartboard

Introduction: Entrance Ticket: Quiz over material from yesterday: cell theory

What is the cell theory?

Why are microscopes important?

Discovery: Students will be given a variety of pictures of cells and asked to make observations

of their physical characteristics and then asked to separate these cell pictures into groups (not told how many groups). Students are to write down their observations and state their reasoning behind the formation of the groups. This will handed in at the end of class.

Discussion: Go over what students observed and their reasoning behind their separation of the

cells into groups. Introduction of terms: prokaryote and eukaryote. Prokaryotic cells are small and simple compared to eukaryotic cells. Their genetic material is not confined inside a nucleus as in an eukaryotic cell. Even though prokaryotic cells are very simple cells, they carry out the same processes as eukaryotic cells such as growing, reproducing, reacting to environment changes, and moving locations. Bacteria is a type of prokaryotic cell.

Time: 30 min

Time: 5 min

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Teacher’s Guide

Eukaryotic cells are more complex and have numerous internal structures. They can be either unicellular or multi cellular. Such cells are found in plants, animals, fungi, and protistis.

Closure/Wrap Up: Tell students to bring in old magazines (school appropriate) and newspapers

for upcoming class project.

Assessment: Prokaryote and eukaryote observations.


1. List the similarities and differences between prokaryote and eukaryote cells?

Time: 2 min

Time: 13 min

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Student M

aterials

Name: _______________________________________________________________________________

Date: ____________________________________ Period: ____________________________________

Discovering Cells Introduction: During this exercise you will makes observations of numerous cell diagrams and sort them into groups based on your observations. Please explain your reasoning for your groupings. Observations:

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_____________________________________________________________________________________ Groupings:

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Examples of Cell Images

Figure 1. Ostreococcus Vaulot, Daniel. "File:Ostreococcus RCC143.jpg ‐ Wikipedia, the free encyclopedia." Wikipedia, the free encyclopedia.

Wikipedia, 16 Jan. 2007. Web. 5 Nov. 2010. <http://en.wikipedia.org/wiki/File:Ostreococcus_RCC143.jpg>.

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Figure 2. Animal Cell "Cell ‐ humans, examples, body, used, water, process, plants, type, chemical, characteristics, form, energy, animals, system,

carbon, oxygen, cells, parts, cause." Science Clarified. Advameg Inc., n.d. Web. 5 Nov. 2010. <http://www.scienceclarified.com/Ca‐Ch/Cell.html>.

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Figure 3. Lawson, Anton E.. "Investigation 11: What Is Inside Cells?." Biology: a critical-thinking approach. Menlo Park, Calif.: Addison-Wesley Pub. Co., 1994. 62-64. Print.

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Figure 4. Lawson, Anton E.. "Investigation 11: What Is Inside Cells?." Biology: a critical-thinking approach. Menlo Park, Calif.: Addison-Wesley Pub. Co., 1994. 62-64. Print.

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Figure 5. Plant Cell

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Day 3 Cell Lab

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Teacher’s Guide

Lesson Plan for Day Three of Cell Unit

Mrs. Niemeyer

Lesson Topic: Cell Lab

Unit: Cells

Standards: Structure and Function of Living Systems

Benchmark: Cells and cell structures have specific functions that allow an organism to grow, survive, and reproduce

Goal: Students will observe multiple cells and be able to decipher between eukaryote and prokaryote cells as well as plant and animal cells.

Objectives: Within the period of 50 minutes, students will observe and note physical appearances of elodea, onion, cheek, and cork cells. By the end of the lab, students will be able to decipher which are animal cells, plant cells, eukaryotes, and prokaryotes.

Learning Cycle Phase: Exploration

Materials: Compound microscopes, single-edged razor blades, clover slips and slides, flat toothpicks, forceps, paper towels, cork stopper, onion, elodea, iodine, methelene blue and water

Set Up:

Each lab station should be supplied with the following items, this can be set up prior to lab and/or by the students when they come to lab depending on how much class time is available.

Paper Towels

Compound Microscope

Piece of Onion

Elodea Stem

Toothpick

Iodine

Methelene Blue

Water

Introduction: Students will be instructed to their assigned work benches. Lab materials will need to be gathered for each station if not already present.

Students will need to gather four cover slips and slides for their samples.

Time: 5 min

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Teacher’s Guide

Procedure:

Students will work in groups of two and look at each cell type. The cheek cells will be scraped from the inside of the student’s cheek and placed on a slide with a drop or two of water and covered by a cover slip.

Students will make observations of each cell.

What finished with will compare and contrast each cell.

These will be discussed during tomorrow’s class on organelles

Time: 45 min

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Student M

aterials

Name: _______________________________________________________________________________

Date: ____________________________________ Period: ____________________________________

Cell Lab Materials:

• Elodea Leaf • Onion • Flat Toothpick • Iodine • Methyl Blue • Water • Coverslips • Microscope Slides • Compound Microscope

Caution:

• Iodine and methyl blue can damage clothing and cause discoloration to the skin. Wash off immediately. • Do not inhale iodine, it can be hazardous to your health.

Methods:

• Using your knowledge of prokaryote and eukaryote cells, describe the similarities and differences of each cell and categorize as either prokaryote/eukaryote and/or plant/animal cell.

• Observe each of the following. Write down important characteristics about the cells and make an illustration of each cell.

o Elodea Remove a leaf from the Elodea. Place in a drip of water on a slide with the top surface facing up. Add a cover slip, but do not let the leaf dry out. Examine the leaf with the microscope

o Onion Cells Obtain a onion layer. Snap the layer backwards and remove the thin piece of the onion. Place on a drop of water on a microscope slide, add a coverslip. Examine. Stain the onion cells by placing a small drop of iodine at the edge of the coverslip. Hold the edge of a paper towel at the other end to draw the iodine in. This process is

known as wicking. Allow the stain to settle for 5-10 minutes, set aside and move one to next slide.

o Cheek Cells Gently scrap the inside of your cheek with the flat toothpick. Stir these scrapings into a drop of water on a microscope slide and add a coverslip. Examine. Stain the cells with a drop of methylene blue at one edge of the coverslip and draw

through the specimen by wicking.

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Day 4 Organelles Part 1

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Teacher’s Guide

Lesson Plan for Day Four of Cell Unit

Mrs. Niemeyer

Lesson Topic: Introduction of organelles and functions

Unit: Cells



Goal: Students will discover the function of organelles in plant and animal cells.

Objectives: Within the period of 50 minutes, students will learn about the different organelles that reside in a cell and their functions.

Learning Cycle Phase: Explanation

Materials: Whiteboard/smartboard

Discussion: Discussion over the student observations made during yesterday’s class.

What did you see while looking at the Elodea leaf? Onion? Cheek Cells?

What were the differences between the plant and animal cells?

What was present inside the cells?

This will lead into the presentation about organelles

Presentation: While going over what the students observed inside each cell, cell organelles will

be paired with these structures. You can write important terms and statement on the board. Not all of the organelles will be introduced today; the remainder will be covered tomorrow in class.

The structures you saw in the eukaryote cells that you observed yesterday are called organelles. Each organelle has a specific function that is crucial to the survival of the cell. In many ways a cell is much like a factory. Every organelle works together to increase or maintain production.

• The manager’s office of each cell which controls everything that occurs in the factory/cell is called the Nucleus, this is where the cell’s genetic material is kept, better known as DNA. DNA is used to create proteins which form the genetic characteristics of every living thing.

• Eukaryote cells are divided into two parts, the nucleus and everything outside of the nucleus which makes up the cytoplasm.

Time: 10 min

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Teacher’s Guide

• The nucleus is enclosed and protected by a membrane called the Nuclear Envelope. The nuclear envelope is responsible for keeping the structure of the nucleus. It also allows material to pass in and out of the nucleus such as proteins, RNA, and other molecules. These are much like messages, instructions, and blueprints that enter and leave the main office of a factory.

• The material that you can see inside the nucleus is called chromatin which is DNA bound to protein. When the cell is not dividing, the chromatin is spread throughout the nucleus, but when dividing occurs, the chromatin condenses to form chromosomes which are thread-like structures that contain genetic information.

• Most nuclei (plural for nucleus) contain a small, dense region where the assembly of machines or ribosomes begins. This region is known as the nucleolus. Ribosomes are where proteins are created.

• Ribosomes are much like the machines found in a factory and the proteins are the product of the machine. The production of proteins is called protein synthesis.

• Ribosomes are located throughout the cytoplasm, and some are connected onto a network of membranes. Once proteins are created, they are inserted into this network, which is called the Rough Endoplasmic Reticulum. It is termed ‘rough’ because of the presence of ribosomes and the ‘bumpy’ texture. These proteins may now be chemically altered. Another part of the endoplasmic reticulum that is not studded with ribosomes is known as the Smooth Endoplasmic Reticulum. This is where lipids are created.

• From the Rough ER, the proteins travel into an organelle that modifies the proteins, sorts them, and packages them, much like a customizing shop. This organelle is called the Golgi Apparatus. From here, the proteins are either stored in the factory or distributed to vendors.

• The areas in which the proteins are stored inside of a cell are known as vacuoles. They are also able to store water, carbohydrates, salts, and proteins.

• In order for factories and cells to stay clean, they need a cleanup crew. This crew is made up of lysosomes. Lysosomes clean up the debris that accumulates in the cell, such as lipids, carbohydrates, and proteins. They also get rid of machines or organelles that have worn out and do not function correctly anymore.

• Every factory needs a source of energy. In animal cells, this organelle is known as mitochondria. In plant cells, this organelle is known as a chloroplast. Mitochondria get energy from food molecules; here they convert sugars to useable energy or ATP. Chloroplasts get energy from the sun where they convert sunlight to sugar and ATP.

• Every factory needs an internal structure to support the building and keep it from falling over. A cell also needs this kind of a structure which is known as the cytoskeleton. This is much like the steel or cement beams and columns found in factories. The cytoskeleton is also involved in movement. Two components that assist the cell in movement are known as microfilaments and microtubules.

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Teacher’s Guide

Microfilaments consist of a network of proteins called actin. This network forms a tough and flexible framework which helps support the cell. This network can be assembled and disassembled in the event of cellular mobility. Microfilaments are what allow amoebas to crawl along surfaces. Microtubules are hollow structures make up of the protein tubulin. They help the cell maintain its shape and assist in cellular division. Microtubules create a structure that helps pull apart chromosomes. Tubulin also forms a structure known as a centriole which is located near the nucleus and helps to organize cellular division.

• The walls and doors of a factory resemble the cellular structure known as the cell membrane. The cell membrane regulates what enters and leaves the cell. It also provides protection, must like the walls/roof of a factory, and support for the cell. The cell membrane is composed of a double-layered sheet called the lipid bilayer. This bilayer forms a strong barrier between the cell and its surroundings. Just like the doors located on factories, most cell membranes contain protein molecules imbedded into the lipid bilayer that act as channels and pumps for materials. Many of these proteins have attachments much like security guards in the form of carbohydrate molecules which identify specific cells that are able to enter/leave the cell through that door/protein.

• Plant cells contain another means of protection and support known as the cell wall which lies outside of the cell membrane.

Closure/Wrap Up: Remind students to bring in old magazines (school appropriate) and

newspapers for upcoming class project.


1. How to the organelles in the cell function together as an entire unit? 2. Why is it important for animal and plant cells to have a nucleus? 3. Other functional questions about the organelles.

Time: 2 min

Time: 38 min

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Day 5 Organelles Part 2

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Teacher’s Guide

Lesson Plan for Day Five of Cell Unit

Mrs. Niemeyer

Lesson Topic: Organelles and functions discussions

Unit: Cells



Goal: Students will know the different organelles that reside inside the cell and their functions.

Objectives: Within the period of 50 minutes, students will learn about the remaining organelles and their functions. With this knowledge, they will be able to create their own cell analogies.


Materials: Whiteboard/smartboard

Presentation: Continue lecture over cell organelles and function

• The manager’s office of each cell which controls everything that occurs in the factory/cell is called the Nucleus, this is where the cell’s genetic material is kept, better known as DNA. DNA is used to create proteins which form the genetic characteristics of every living thing.

• Eukaryote cells are divided into two parts, the nucleus and everything outside of the nucleus which makes up the cytoplasm.

• The nucleus is enclosed and protected by a membrane called the Nuclear Envelope. The nuclear envelope is responsible for keeping the structure of the nucleus. It also allows material to pass in and out of the nucleus such as proteins, RNA, and other molecules. These are much like messages, instructions, and blueprints that enter and leave the main office of a factory.

• The material that you can see inside the nucleus is called chromatin which is DNA bound to protein. When the cell is not dividing, the chromatin is spread throughout the nucleus, but when dividing occurs, the chromatin condenses to form chromosomes which are thread-like structures that contain genetic information.

• Most nuclei (plural for nucleus) contain a small, dense region where the assembly of machines or ribosomes begins. This region is known as the nucleolus. Ribosomes are where proteins are created.

• Ribosomes are much like the machines found in a factory and the proteins are the product of the machine. The production of proteins is called protein synthesis.

• Ribosomes are located throughout the cytoplasm, and some are connected onto a network of membranes. Once proteins are created, they are inserted into this network,

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Teacher’s Guide

which is called the Rough Endoplasmic Reticulum. It is termed ‘rough’ because of the presence of ribosomes and the ‘bumpy’ texture. These proteins may now be chemically altered. Another part of the endoplasmic reticulum that is not studded with ribosomes is known as the Smooth Endoplasmic Reticulum. This is where lipids are created.

• From the Rough ER, the proteins travel into an organelle that modifies the proteins, sorts them, and packages them, much like a customizing shop. This organelle is called the Golgi Apparatus. From here, the proteins are either stored in the factory or distributed to vendors.

• The areas in which the proteins are stored inside of a cell are known as vacuoles. They are also able to store water, carbohydrates, salts, and proteins.

• In order for factories and cells to stay clean, they need a cleanup crew. This crew is made up of lysosomes. Lysosomes clean up the debris that accumulates in the cell, such as lipids, carbohydrates, and proteins. They also get rid of machines or organelles that have worn out and do not function correctly anymore.

• Every factory needs a source of energy. In animal cells, this organelle is known as mitochondria. In plant cells, this organelle is known as a chloroplast. Mitochondria get energy from food molecules; here they convert sugars to useable energy or ATP. Chloroplasts get energy from the sun where they convert sunlight to sugar and ATP.

• Every factory needs an internal structure to support the building and keep it from falling over. A cell also needs this kind of a structure which is known as the cytoskeleton. This is much like the steel or cement beams and columns found in factories. The cytoskeleton is also involved in movement. Two components that assist the cell in movement are known as microfilaments and microtubules. Microfilaments consist of a network of proteins called actin. This network forms a tough and flexible framework which helps support the cell. This network can be assembled and disassembled in the event of cellular mobility. Microfilaments are what allow amoebas to crawl along surfaces. Microtubules are hollow structures make up of the protein tubulin. They help the cell maintain its shape and assist in cellular division. Microtubules create a structure that helps pull apart chromosomes. Tubulin also forms a structure known as a centriole which is located near the nucleus and helps to organize cellular division.

• The walls and doors of a factory resemble the cellular structure known as the cell membrane. The cell membrane regulates what enters and leaves the cell. It also provides protection, must like the walls/roof of a factory, and support for the cell. The cell membrane is composed of a double-layered sheet called the lipid bilayer. This bilayer forms a strong barrier between the cell and its surroundings. Just like the doors located on factories, most cell membranes contain protein molecules imbedded into the lipid bilayer that act as channels and pumps for materials. Many of these proteins have attachments much like security guards in the form of carbohydrate

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Teacher’s Guide

molecules which identify specific cells that are able to enter/leave the cell through that door/protein.

• Plant cells contain another means of protection and support known as the cell wall which lies outside of the cell membrane.

Practice: Students are to create their own analogies for the organelles in either a plant or an

animal cell. This will be turned in at the end of class. Students can come up with their own analogy topic.

Closure/Wrap Up: Remind students to bring in old magazines (school appropriate) and

newspapers for tomorrow’s class project.

Assessment: Analogy assignment

Analogy Assignment Rubric: Total of 5 points

Criteria Elements

4 3 2 1 0

Creativeness Came up with a created topic

Used factory topic

Completeness Used 100% of the

organelles listed above

Used 75% of the


Used 50% of the


Used 25% of the


Didn’t use any



1. How to the organelles in the cell function together as an entire unit? 2. Why is it important for animal and plant cells to have a nucleus? 3. Other functional questions about the organelles. 4. How does the construction of an analogy help you recall important information?

Time: 2 min

Time: 20 min

Time: 28 min

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Day 6 Cell Analogy Project

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27

Teacher’s Guide

Lesson Plan for Day Six of Cell Unit

Mrs. Niemeyer

Lesson Topic: Cell Analogy Project

Unit: Cells



Goal: While working in groups, students will construct an animal cell analogy.

Objectives: Within the period of 50 minutes, student will form a plan for their analogy, gather information and pictures for the project, compile this information and images into a cell analogy on poster board.

Learning Cycle Phase: Elaboration

Materials: Magazines, newspapers, scissors, half sheets of paper, glue sticks, poster board, markers

Introduction: Split students up into groups of 3-4. Each group will get an animal cell print out and a sheet of poster board.

Presentation: Students are to first come up with an analogy theme for either an animal or plant

cell as a group, which shall be approved by the teacher to eliminate duplicate analogy projects, and then write out each example of an organelle. After this is complete, start creating their visual analogy. Students will create an image of either a plan t or animal cell on the half sheet of paper and paste this to their poster board. Students will search for images to paste onto their poster board and link them to the corresponding organelles. Each image will have a description as to why it relates to the specific organelle. Students should not worry about answering the reflection questions, they can be completed as homework.

Closure/Wrap Up: Hang cell analogy on the wall. Clean up area and put all materials away.

Hand in analogy write-up. Assign the reflection questions for homework.

Assessment: Hand in analogy write-up for each cell structure. Collage will be evaluated based

on the analogy project rubric.

Time: 5 min

Time: 40 min

Time: 5 min

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Teacher’s Guide

Analogy Project Rubric:

ANALOGY PROJECT RUBRIC

Criteria Elements

4 3 2 1 0

Comprehension Complete understanding

of each organelle and

creation of each analogy

Understood and

connected organelles

to analogies

75% of the times

50% of the time

25% of the time

No connection

between analogy

and organelle

Completeness Used 100% of organelles

presented

Used 75% or more

Used 50% or more

Used 25% of more

Used less than 25%

Organization The map of analogies

to organelles was easily followed

Analogies and

Organelles do not

match up clearly

Total of 10 points

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Student M

aterials

Name: _______________________________________________________________________________

Date: ____________________________________ Period: ____________________________________

Cell Analogy Project Materials:

• Magazines/Newspapers • Scissors • Glue Sticks • Post board

Method:

• Create an analogy to better understand the structure and functions of the different organelles in either a plant or animal cell. Come up with an analogy theme and approve

• Sketch the cell you chose to describe on the half sheet of paper and paste this onto the poster board. Makes sure your diagram includes all the organelles discussed for your chosen cell type.

• Following your topic, compose an analogy for each organelle and structure present in your cell.

• Once each analogy is created, search for images that best represent each organelle analogy. These will be added to the poster board along with the corresponding analogy.

• The group will be in charge of the layout of the poster board. • Required Information: Illustration of cell, analogy for each structure, and illustration of

each analogy. • Hang your complete project on the wall.

Reflection Questions:

1. What is an analogy?

2. How can analogies aide in learning?

3. What did you learn during the completion of this project?

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Day 7 Diffusion Lab Part 1

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31

Teacher’s Guide

Lesson Plan for Day Seven of Cell Unit

Mrs. Niemeyer

Lesson Topic: Diffusion Lab

Unit: Cells


Standards: Scientific inquiry uses multiple interrelated processes to investigate and explain the natural world.

Benchmark: Formulate a testable hypothesis, design and conduct an experiment to test the hypothesis, analyze the data, consider alternative explanations and draw conclusions supported by evidence from the investigation.

Goal: Students will learn the basic concepts of diffusion, osmosis, facilitated diffusion, and active transport. Next, they will set up the dialysis diffusion lab that will be left alone for about 24 hours.

Objectives: Within the period of 50 minutes, there will be a discussion over diffusion, osmosis, facilitated diffusion, and active transport. Following this, the students will create the desired ‘environment’ inside their dialysis tubing which will be observed during the following day’s class period.


Materials:

Smartboard 250 mL test tube Dialysis Tubing String 1.0% Starch Solution 10% Glucose solution 5% Sodium Chloride Solution

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Teacher’s Guide

Presentation:

Solution -

Diffusion – movement of materials from an area of high [ ] to an area of low [ ] until particles are evenly distributed (equilibrium).

Relies on a concentration gradient (difference in concentrations), therefore, no cellular energy is required

[ ] = concentration

What will happen to the H2O?

What will happen to the C6H12O6?

What will happen to the H2O?

What will happen to the C6H12O6?

Osmosis – diffusion of H2O through a semipermeable membrane, no cellular energy required because of the concentration gradient

Isotonic: The same strength or concentration ; at equilibrium

Hypertonic: Solution with a higher concentration, above strength

Hypotonic: Solution with a lower concentration, below strength

Cells contain salts, sugars, proteins, and other molecules and will almost always be hypertonic to fresh water. What does this mean for the cell when placed in fresh water?

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Teacher’s Guide

Remember, the cell is hypertonic to fresh water, therefore, fresh water is a hypotonic solution to the cell.

What happens to a cell in an isotonic solution, such as blood?

What happens to a cell in a hypertonic solution?

Facilitated Diffusion – assisted diffusion, carrier specific diffusion

Each protein molecule carries specific molecules across the cell membrane

Glucose: High [ ] to low [ ], no cellular energy

Active Transport

Requires cellular energy

Goes from low [ ] to high [ ]

“Pumps” in the membrane

Movement of small molecules

Example: Na+/K+ Pump – allows muscles to flex

Large molecules can also be actively transported out of the membrane by:

Endocytosis – movement of materials from outside the membrane inward

Done by infoldings or pockets of the cell membrane which break off and form vacuoles within the cytoplasm

Two Types:

Phagocytosis = “cell eating”

Extensions of cytoplasm surround a particle which becomes a food vacuole

Used by Amoebas as they eat

Pinocytosis

Formation of tiny pockets along the cell wall that form around liquid from the surrounding environment that eventually pinch off an form vacuoles within the cell

Exocytosis - movement of materials from the inside of the membrane outward

The membrane around a vacuole fuses with the cell membrane and forces its contents out of the cell.

Example: Removal of water and wastes

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Teacher’s Guide

Lab Set-Up:

Obtain a clean 250mL test tube, label it with group name, and fill it half full with distilled water.

Collect one 200 mm piece of dialysis tubing that has been soaking in distilled water. Tie a knot on one end so the tubing will hold water no more than 20 mm long.

Fill the tubing through the open end with the following solutions:

Fill with 90mm worth of 1.0% starch solution

Fill 65 mm worth of 10% glucose solution

Add 10 mm worth of 5% sodium chloride solution

You should have roughly 15 mm remaining. Twist the top and tie it with a piece of string.

Rinse your dialysis tubing with distilled water.

Place your dialysis tubing inside of the large test tube, knotted end first.

Let stand overnight.

Closure/Wrap Up: Review over diffusion, osmosis, facilitated diffusion, and active

transportation.

What is diffusion?

What is osmosis?

What is facilitated diffusion?

What is active transport?


1. What is diffusion? 2. What is osmosis? 3. What is facilitated diffusion? 4. What is active transport? 5. What would happen to a cell if it were placed in a hypotonic solution? 6. What happens to a cell in an isotonic solution, such as blood? 7. What happens to a cell in a hypertonic solution?

Time: 10 min

Time:15 min

Time: 25 min

35

Day 8 Diffusion Lab Part 2

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36

Teacher’s Guide

Lesson Plan for Day Eight of Cell Unit

Mrs. Niemeyer

Lesson Topic: Analysis of results and discussion on diffusion.

Unit: Cells



Benchmark: Identify the critical assumptions and logic used in a line of reasoning to judge the validity of a claim.

Goal:

Objectives: Within the period of 50 minutes

Learning Cycle Phase: Explanation & Elaboration

Materials:

Test Tubes (12 for each group) 1.0% Starch Solution 10% Glucose solution 5% Sodium Chloride Solution Benedict’s Reagent Iodine Reagent 0.1 M Silver Nitrate Solution (dropper bottle)

Procedure:

Students will create solutions for which they will compare their results of the dialysis tubing by completing the following:

Label test tubes. Four A, B, C, D; four 1, 2, 3, 4; and four A-1, A-2, A-3, A-4

Benedict’s Test

o Using four test tubes, add eight drops of distilled water to test tube A, eight drops of glucose solution to test tube B, eight drops of starch solution to test tube C, and eight drops of 5% sodium chloride solution to test tube D

o Add four drops of Benedict’s reagent to each of these four test tubes and mix o Record the initial color of the solution in each of the test tubes o Place all four tubes in a hot-water (boiling) bath for three minutes o Record the final color of the solution in each test tube o Keep these solutions in order to compare these results with your experiment

results

37

Teacher’s Guide

Iodine Test

o Using four test tubes, add eight drops of distilled water to test tube 1, eight drops of glucose solution to test tube 2, eight drops of starch solution to test tube 3, and eight drops of sodium chloride solution to test tube 4

o Add four drops of iodine reagent to each of the test tubes and mix o Record the color of the solution in each test tube o Keep these solutions in order to compare these results with your experiment

results

Chloride Test

o Using four test tubes, add eight drops of distilled water to test tube A-1, eight drops of glucose solution to test tube A-2, eight drops of starch solution to test tube A-3, and eight drops of sodium chloride solution to test tube A-3

o Add one to two drops of 0.1 M AgNO3 to each of the test tubes o Record your observations of the solution for each test tube o Keep these solutions in order to compare these results with your experiment

results

Data Collection:

Students will then test their dialysis environment for the presence of glucose, starch, and chloride

o Remove your dialysis tubing from the test tube. o Divide the contents of the dialysis tubing into three 3 test tubes, label Ad, 1d, and A-d o Divide the contents of the larger test tube into three smaller test tubes and label Ae, 1e,

and A-e o Test Ad and Ae with Benedicts reagent, as you did in the Benedict’s test above

Compare these results to the test tubes labeled A, B, and C o Test 1d and 1e with iodine reagent, as you did above

Compare these results to the test tubes labeled 1, 2, and 3 o Test A-d and A-e with 0.1 M AgNO3 solution, as you did in the chloride test

Compare these results to the test tubes labeled A-1, A-2, and A-3

Time: 15 min

38

Teacher’s Guide

Data Table

Test Initial Color

Color after heating

Glucose Present? Yes/No

Starch Present? Yes/No

Chloride Present? Yes/No

Benedicts test with: Distilled Water

Glucose Solution

Starch Solution

Sodium Chloride Solution

Inside Dialysis Tubing

Dialysate Iodine with:

Distilled Water X

Glucose Solution X

Starch Solution X

Sodium Chloride Solution X

Inside Dialysis Tubing X

Dialysate X 0.1 M AgNO3 with:

Distilled Water X

Glucose Solution X

Starch Solution X



Dialysate X

Discussion:

What was the purpose of the Benedict’s test?

What was the purpose of the Iodine test?

What was the purpose of the 0.1 M AgNO3 test?

What molecules diffused through the dialysis tubing? (In and Out)

What molecules remained inside the dialysis tubing?

Did distilled water diffuse out of the dialysis tubing? Why or why not?

What type of membrane does the dialysis tubing represent?

Time: 20 min

39

Teacher’s Guide


1. What was the purpose of the Benedict’s test? 2. What was the purpose of the Iodine test? 3. What was the purpose of the 0.1 M AgNO3 test? 4. What molecules diffused through the dialysis tubing? (In and Out) 5. What molecules remained inside the dialysis tubing? 6. Did distilled water diffuse out of the dialysis tubing? Why or why not? 7. What type of membrane does the dialysis tubing represent?

Time: 15 min

40

Student M

aterials

Name: _______________________________________________________________________________

Date: ____________________________________ Period: ____________________________________

Diffusion Lab Materials:

• 1.0% Starch Solution • 10% Glucose solution • 5% Sodium Chloride Solution • Test Tubes (12 for each group) • Benedict’s Reagent • Iodine Reagent • 0.1 M Silver Nitrate Solution (dropper bottle) • Hot-Water Bath • Tongs • Test Tube Holders

Introduction: Comparison Solutions • Label four test tubes A, B, C, D • Label four test tubes 1, 2, 3, 4 • Label four test tubes A-1, A-2, A-3, A-4 • Benedict’s Test

o Using four test tubes, add eight drops of distilled water to test tube A, eight drops of glucose solution to test tube B, eight drops of starch solution to test tube C, and eight drops of sodium chloride solution to test tube D

o Add four drops of Benedict’s reagent to each of these four test tubes o Record the initial color of the solution in each of the test tubes o Place all four tubes in a hot-water (boiling) bath for three minutes o Record the final color of the solution in each test tube o Keep these solutions in order to compare these results with your experiment

results • Iodine Test

o Using four test tubes, add eight drops of distilled water to test tube 1, eight drops of glucose solution to test tube 2, eight drops of starch solution to test tube 3, and eight drops of sodium chloride solution to test tube 4

o Add four drops of iodine reagent to each of the test tubes and mix o Record the color of the solution in each test tube o Keep these solutions in order to compare these results with your experiment

results

41

Student M

aterials

• Chloride Test o Using four test tubes, add eight drops of distilled water to test tube A-1, eight

drops of glucose solution to test tube A-2, eight drops of starch solution to test tube A-3, and eight drops of sodium chloride solution to test tube A-3

o Add one to two drops of 0.1 M AgNO3 to each of the test tubes o Record your observations of the solution for each test tube o Keep these solutions in order to compare these results with your experiment

results Testing your dialysis environment for the presence of glucose, starch, and chloride • Remove your dialysis tubing from the test tube. • Divide the contents of the dialysis tubing into three 3 test tubes, label Ad, 1d, and A-d • Divide the contents of the larger test tube (dialsysate) into three smaller test tubes and label Ae,

1e, and A-e • Test Ad and Ae with Benedicts reagent, as you did in the Benedict’s test above

o Compare these results to the test tubes labeled A, B, and C • Test 1d and 1e with iodine reagent, as you did above

o Compare these results to the test tubes labeled 1, 2, and 3 • Test A-d and A-e with 0.1 M AgNO3 solution, as you did in the chloride test

42

Student M

aterials

Test Initial Color

Color after heating

Glucose Present? Yes/No

Starch Present? Yes/No

Chloride Present? Yes/No

Benedicts test with: Distilled Water

Glucose Solution

Starch Solution

Sodium Chloride Solution

Inside Dialysis Tubing

Dialysate Iodine with:

Distilled Water X

Glucose Solution X

Starch Solution X



Dialysate X 0.1 M AgNO3 with:

Distilled Water X

Glucose Solution X

Starch Solution X



Dialysate X

43

Day 9 Osmosis Lab Part 1

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44

Teacher’s Guide

Lesson Plan for Day Nine of Cell Unit

Mrs. Niemeyer

Lesson Topic: Osmosis Potato Lab

Unit: Cells




Goal: Students will be able to determine the why the potato slices either gained or lost weight and be able to define this phenomenon using scientific terms.

Objectives: Within the period of 50 minutes, students will use salt-water environments at different salt concentrations and create an experiment to find the percentage of water in a potato.


Materials: Distilled Water 250 mL beakers (2 for each group) 100 mL Graduated Cylinders (1 for each group) Forceps Sodium Chloride Potatoes (1-2 per class) Cork Borer – CAUTION: Very Sharp Data Collection Sheet

Introduction: (Day 9) Reiterate that osmosis is the process of a solution to flow from an area of low [ ] to an area of high [ ]. Isotonic means that the [ ] in the solution are at equilibrium, meaning they are equal on both sides of the cell membrane (semi permeable membrane). Hypotonic means that the [ ] of the solution outside the semi permeable membrane (outside the cell) is lower than the [ ] on the inside of the cell. Hypertonic means that the [ ] of the solution on the outside of the semi permeable membrane is higher than the [ ] on the inside of the cell.

Time: 10 min

45

Teacher’s Guide

Procedure: (Day 9)

Set Up:

Teacher: Prepare the 11 different solutions if not already prepared: 0M (distilled water), 0.05M, 0.1M, 0.15M, 0.2M, 0.25M, 0.3M, 0.35M, 0.4M, 0.45M, 0.5M.

Each solution will be stored in gallon jugs, which holds a little more than 3,700 mL – 10 different jugs (stored differently)

For each morality, add the following mass of salt per 3,700mL of water.

• 0.05M = 10.7g • 0.1M = 21.6g • 0.15M = 32.5g • 0.2 M = 43.4g • 0.25 M = 54.2g • 0.3 M = 65g • 0.35 M = 75.8g • 0.4 M = 86.6g • 0.45 M = 97.4g • 0.5 M = 108.2g

Divide the class into groups of 3-4 students.

Goal: Students will come up with an experiment in which to figure out the water percentage of a potato.

As a class, the length and weight of all of the potato cylinders will be determined.

Students will need to have their experiment design approved before performing their experiment.

The students will determine what physical characteristics are important and there will be noted in their observations.

Students will be told that the time between the start of their experiment and the end will be roughly 24 hours. The beakers will be covered with aluminum foil.

Assessment: Experiment design


1. During the potato osmosis lab, what was your control? What was your variable?

[ ] = Concentration

Time: 40 min

46

Student M

aterials

Name: _______________________________________________________________________________

Date: ____________________________________ Period: ____________________________________

Potato Osmosis Lab Introduction:

- Osmosis: __________________________________________________________________________

- Isotonic: __________________________________________________________________________

- Hypotonic: ________________________________________________________________________

- Hypertonic: ________________________________________________________________________

Materials: • 11 - NaCl solutions with different molarities • 250 mL beakers • Forceps • Potatoes • Cork Borer – CAUTION: Very Sharp

Methods:

• Problem: What percentage of a potato is water? • Using the information you have learned about Osmosis, design an experiment to solve this

problem with the above materials. • All of the potato cylinders for the class need to be relatively the same length and weight, this will

be done as a class. • Make sure to keep a record of all important physical features that you observe in order to

compare at the end of the experiment. • Your experiment design needs to be approved before your experiment can be performed. • What is your control? What are you r variables? • The time between start and finish will be roughly 24 hours. Cover your beakers with aluminum

foil. Observations:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

47

Day 10 Osmosis Lab Part 2

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48

Teacher’s Guide

Lesson Plan for Day Ten of Cell Unit

Mrs. Niemeyer

Lesson Topic: Osmosis Potato Lab

Unit: Cells




Goal: Students will be able to determine the percentage of water in a potato from the data they collect in their experiment.

Objectives: Within the period of 50 minutes on day 10, students will evaluate their data to determine the salt water concentration of potatoes.


Materials: Salt Solutions w/ Potatoes Data Collection Sheet

Discussion:

Students will make observations on what has happened to their potato cylinders. The cylinders will be weight and the students will calculate the start/end ratio for each cylinder an then find the average. They will also measure the length of their cylinders. All of the data will be collaborated on the smart board. Students will see everyone’s results. We will discussion the reasons for the results. What was the control, what was the variable? In which potato cores did water flow into? This is called deplasmolysis. In which potato cores did water flow out of? This is called plasmolysis. How can you tell if water entered or left the potato core? Which solutions were hypertonic, hypotonic, or isotonic? Was it important to make sure that the potato cores were the same length? What percentage of a potato is water? What could have caused error to your experiment?

Assessment: Experiment design, involvement in discussion, results


1. During the potato osmosis lab, what was your control? What was your variable? 2. Why was it important that all the potato cylinders were the same length and weight?

Time: 40 min

49

Teacher’s Guide

3. Which salt solutions were hypertonic, hypotonic, or isotonic? How do you know? 4. What percentage of a potato is water? 5. What is it called when water moves into a material? 6. What is it called when water moves out of a material?

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