The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Unit Organizer: The Student as a Cell Biologist OVERVIEW: By taking on the role of a cell biologist, students will be able to relate cell structure to cell function (specifically: cell membrane, nucleus, chloroplasts, cytoplasm, and mitochondria). Students will understand that cells take in nutrients in order to grow, divide, make needed materials, and reproduce. They will demonstrate understanding of the levels of cellular organization and the relationship among cells, tissues, organs, and systems. All living organisms are made of cells, and most organisms have specialized cells that perform different functions. Thus, most organisms have many types of cells. Still, there are some similarities between all animal cells, just as there are some similarities between all plant cells. Animal cells have organelles such as a nucleus, cell membrane, and mitochondria. Plant cells have all of the organelles listed for animal cells, plus the presence of chloroplasts where photosynthesis takes place, cell walls that give the plant cell more structure, and a large central vacuole that stores water (also proteins and/or crystals) and helps give the plant rigidity. Most cells are too small to see with the naked eye, but with the aid of a microscope, many can be viewed. The use of cell wall and central vacuole are for the purposes of comparing plant and animal cells. Focus for standard S7L2 is still on the organelles listed. STANDARDS ADDRESSED IN THIS UNIT Focus Standard(s): S7L2: Students will describe the structure and function of cells, tissues, organs, and organ systems. a. Explain that cells take in nutrients in order to grow and divide and to make needed materials. b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria) to basic cell functions. c. Explain that cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms. Supporting Standard(s): S7L4 Students will examine the dependence of organisms on one another and their environments. c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species. S7L2 Students will describe the structure and function of cells, tissues, organs, and organ systems. d. Explain that tissues, organs, and organ systems serve the needs cells have for oxygen, food, and waste removal. e. Explain the purpose of the major organ systems in the human body. July, 2008 Page 1 of 7
STANDARDS ADDRESSED IN THIS UNIT (continuation) Characteristic of Science: S7CS2 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 in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations. S7CS4 Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities. a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files, and create simple files. b. Use appropriate tools for measuring objects and/or substances. c. Learn and use on a regular basis standard safety practices for scientific investigations. S7CS5 Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and explain how parts can be related to other parts in a system b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing. S7CS6 Students will communicate scientific ideas and activities clearly. a. Write clear, step-by-step instructions for conducting particular scientific investigations, operating a piece of equipment, or following a procedure. b. Write for scientific purposes incorporating data from circle, bar, and line graphs, two-way data tables, diagrams, and symbols. c. Organize scientific information using appropriate simple tables, charts, and graphs, and identify relationships they reveal. Nature of Science: S7CS9 Students will investigate the features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Investigations are conducted for different reasons, which include exploring new phenomena, confirming previous results, testing how well a theory predicts, and comparing competing theories. b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence. c. Scientific experiments investigate the effect of one variable on another. All other variables are kept constant. d. Scientists often collaborate to design research. To prevent bias, scientists conduct independent studies of the same questions. July, 2008 Page 2 of 7 2
ENDURING UNDERSTANDINGS Students will understand that: Cells take in nutrients to grow, divide, and make needed materials. Cell structure is related to cell function. (Teacher Note: cell membrane, nucleus, cytoplasm, mitochondria, chloroplasts) Cell parts are interdependent. Levels of cellular organization (cells tissue organs systems organism) The cell membrane allows only certain materials to enter and leave the cell. When cells cease to function adequately, it can ultimately affect the ability of an organism to function adequately. ESSENTIAL QUESTIONS: Why is each part of the cell essential to survival? Why must cells absorb energy and nutrients? How are substances able to leave and enter cells? How does scientific development rely on our knowledge of cells? How do you explain the relationship between the structures and functions of cell organelles? How is a living organism the sum of all of its parts? How do cells, tissues, organs, and organ systems relate to the complexity of living organisms? How are tissues, organs, systems and organisms affected when cells cease to function adequately or at all? How do cells contribute to an explanation about the basic processes of life life, death, reproduction, etc? How are cells like building blocks? July, 2008 Page 3 of 7 3
CONCEPTS: Hierarchy of Organization Cell Structure Function of Cellular Structures and Organelles Cellular Processes Comparison between Six Kingdoms LANGUAGE: Cell Mitochondria Cytoplasm Semi permeability Cell Biologist Cell membrane Chloroplast Organ Organ system Nutrients Nucleus Organelles Tissue Organism Supporting Scientific Terminology: Prokaryote Respiration Chromosome Vacuole Osmosis Eukaryote Photosynthesis Cell Wall Diffusion July, 2008 Page 4 of 7 4
All cells are flat and small. Cells cannot live on their own. MISCONCEPTIONS The larger the organism, the larger the cells that make up that organism. Cells look like the color-coded drawings in the books. All organisms have all levels of organization. Like the pictures in the book, all cells have the same organelles in the same amounts. PROPER CONCEPTIONS Cells come in various shapes and sizes depending upon their function. Some organisms consist of a single cell that can carry out all life processes needed for survival. The size of the cell depends upon the function of the cell. Those drawings are diagrams, not actual cells. Cells look different depending upon their functions. Some organisms consist of a single cell, while others are composed of cells and tissues only. Not all organisms have organs or body systems. Different cells have varying amounts of organelles depending upon their locations and functions. For instance, muscle cells have more mitochondria that skin cells because they require and use more energy. July, 2008 Page 5 of 7 5
EVIDENCE OF LEARNING: Culminating Activity: Disease Detective: S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems. c. Explain that cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms. d. Explain that tissues, organs, and organ systems serve the needs cells have for oxygen, food, and waste removal. e. Explain the purpose of the major organ systems in the human body (i.e., digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease). Activity: You are an epidemiologist for the Centers for Disease Control in Atlanta. You are part of a team that studies the effects of bacterial infections on humans. There is a local school system close to where you work that has a large number of parents who are very concerned about vaccinating their children against the traditional childhood diseases. The school system has asked that your team come and make a multi-media presentation to these parents informing them of the risks they might face should they choose not to vaccinate their children during a Parent Teacher Organization Meeting. Requirements: Choose one of the following: Pertussis, Tetanus, Diptheria, Meningoccal (Meningitis) o How is the bacteria transmitted? o How does this bacterium affect the cells, tissues, and organs once it enters the body? o How does the body protect itself from this bacterium naturally? o How do antibiotics or vaccines work against this bacterium? Un-biased multimedia presentation that provides parents with the facts they need in order to make sound decisions about their children s health. July, 2008 Page 6 of 7 6
Multimedia Presentation Hierarchy of Organization Multimedia Presentation Adequacy of Content Multimedia Presentation Bias Experimental Design DISEASE DETECTIVES 20 15 10 5 Explains the disease and its The disease and its effects are effects. Accurate details described. Details are are provided that explain provided that explain the the disease s impact on all disease s impact, however, but one (1) of the levels of there are 1-2 factual errors or organization within an more than two (2) of the organism. levels of organization are Explains all aspects of the disease and its effects extensively. Provides numerous, accurate details that fully explain the disease s impact on all levels of organization within an organism. Contains all required information with details, pictures, and examples. The presentation is completely free of any bias. The facts are presented in a neutral manner which serves to inform and not persuade the audience. Demonstration involves the entire audience and clearly illustrates disease transmission. The experiment is well planned, organized, and carried out efficiently. Includes ¾ the required information with details, pictures, and examples. The presentation lacks bias. The facts are presented in an informative manner and are only mildly persuasive. Demonstration involves most of the audience and illustrates disease transmission. The demonstration is carried out in a fairly efficient manner and demonstrates planning. missing. Includes ½ the required information. Details, pictures, and examples are limited. The presentation is biased. The facts are presented in such a manner that the presenter s point of view is clearly known and persuasive to their point of view. Demonstration only involves a small portion of the audience. Disease transmission is not clearly illustrated. Planning, organization, and efficiency are missing. Content is minimal OR there are several factual errors. Includes less than ½ the required information. Details, pictures, and examples are limited. The presentation is clearly biased towards a particular point of view. The facts are presented in an inflammatory manner in order to pressure the audience to make a decision. Demonstration is poorly carried out. There is a clear lack of organization, planning, and does not show disease transmission. July, 2008 Page 7 of 7 7