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Unit Cover Page

Unit Title: Cellular Biology Grade Level(s): 10-11

Subject/Content & Topic Area(s): Science/Biology- Cell structure and function

Key Words: Plasma Membrane, cells, organelles, DNA, protein, structure, function

Designed by: Sana Haq Time Frame: 4-4 weeks

School District: Redford School: Redford Union High School


Brief Summary of Unit (including curricular context and unit goals):
In this unit, students will be able to proficiently use proper light microscope techniques. They will
gain an understanding of structure and function relationships of plant, animal and prokaryotic cells.
Students will be able to determine the role different organelles play in a cell, how these organelles interact
with each other to perform the function of the cell and will also be able to know the consequences of the
absence of certain organelles. Through performance tasks, students will be able to distinguish between
different types of cells and organelles and know the processes of DNA, RNA and protein synthesis. In
addition, students will be able to explain the role of DNA, RNA and proteins that keep us alive and healthy
and develop a cause-and-effect model relating the structure of DNA o the functions of replication and
protein synthesis. Through demonstrations, experiments and group work, students will be able to have a
deep understanding of cells, structure and function, and what makes us alive. To enhance their
understanding, students will work individually and in teams to create diagrams, models and charts of the
topics we cover throughout the unit and lab experiments. The overall unit goal is for students to understand
that without cells, life would not exist. Cells are able to shape organisms into what their DNA is
programmed to shape them into. By the end of the unit, students will be able to differentiate between
different types of cells, the role DNA plays in the synthesis of proteins, and how those proteins shape all
living things.

Understanding by Design
Final Design Template

Title: Cellular Biology Subject/Course: Science/ Biology

Topic: Cell Structure and Function Grades: 10, 11, 12

Designer: Sana Haq


Stage 1Desired Results
Established Goal(s): Content Standards & Benchmarks (written out or paraphrased)
1. Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex
process, phenomenon, or concept; provide an accurate summary of the text. (CCSS.ELA-Literacy.RST.9-
10.2)
2. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are
used in a specific scientific or technical context relevant to grades 9-10 texts and topics. (CCSS.ELA-
Literacy.RST.9-10.4)
3. Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1)
4. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many
different numbers and types of cells. (MS-LS1-1)
5. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide
specific functions within multicellular organisms. (HS-LS1-2)
6. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to
the function. (MS-LS1-2)
7. Use argument supported by evidence for how the body is a system of interacting systems composed of
groups of cells. (MS-LS1-3)
8. Use a model based on evidence to illustrate the relationships between systems or between components of a
system. (HS-LS1-4) (HS-LS1-5) (HS-LS1-7)

Enduring Understanding(s): Big Ideas Essential Question(s):


What does it mean to be alive?
Students will understand that What shapes a human being?
All living cells make up organisms. How does the environment
Cells explain the organization and development of affect us?
living systems.
Environmental factors shape who we are.

(Knowledge) (Skills)

Students will know Students will be able to


The three essential parts of the cell theory. Identify and use light microscopes to compare plant,
How the structures of cells directly affect their animal and bacterial cells.
functions. Identify characteristics shared by all living
The role plasma membrane and cell wall play in organisms.
determining composition of a cell, inside and out. Differentiate between plant and animal cells
The different types of cells in the body. Summarize the differences between eukaryotic and
The different organelles and their functions in prokaryotic cells.
prokaryotes vs eukaryotes and animal vs plant cells. Differentiate between cell wall and plasma
How DNA and RNA control the structure and membrane.
function of organelles, cells and of entire organisms. Know the different types of transport within a cell.
How the role of DNA plays into protein synthesis. Know the difference between DNA and RNA.
Understand the process of protein synthesis.

Stage 2-Determine Acceptable Evidence


Performance Task(s)* (2-3 tasks):
Cell Model Building-students will be given pictures of organelles and different types of cells (plant, animal,
bacteria). They will need to figure out which organelles belong to which cell and then explain the role of the
organelles in each cell. Students will need to further explain why some organelles are missing from some cells
and what the consequences are of not having those organelles.
Cell distinguishing lab- students will need to identify the different types of cells under a light microscope. They
will need to pinpoint each identifiable organelle and then tell me which type of cell it is and the purpose of that
cell (energy production, photosynthesis, etc.)
DNA Build- students will build 3-D DNA helixes from licorice, colored marshmallows, toothpicks, paperclips,
and masking tape.

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples):


Bell work
Exit Slip
Quizzes
Test
Final
Teacher Observation

Student Self- Assessment and Reflections:


I will use bell work for student self-assessment and include a question regarding how the activity could be
remodeled or what they feel should be included in the activity.

Performance Task Blueprints-Provide a blueprint for at least one task.


What understandings and goals will be assessed though this task? What essential questions will be
uncovered in this performance task?
Students will understand that Essential Questions:
Plant and animal cells share common What does it mean to be
characteristics and also have important differences. alive?
All living cells make up organisms. What shapes a human being?
Cells explain the organization and development of How does the environment affect us?
living systems.
Through what authentic performance task will students demonstrate understanding? Describe task(s) in
detail so students clearly understand the expectations. (Optional use of GRASPS here)
Cell Model Building
Students will be working in pairs (assigned at random) to build models of 3 different types of cells:
Plant, Animal, and Bacteria.
Students will be given all materials.
Students must identify all the different types of organelles, label them and cut them out.
They will then add organelles that belong to certain types of cells. Some organelles may belong in
multiple cells.
Write up (1-page minimum, APA format)
o After creating models of the 3 types of cells, students will write in detail the role of each organelle
in each cell and how they function in relation to each other. Students must include all organelles
that belong to each cell and hypothesize why some cells lack certain types of organelles.

What student products and/or performances will provide evidence of desired understandings?
Final Models of 3 cells will indicate that they know
which cells have which organelles and the 1-page
write up will allow me to see that they understand why
some cells have certain features while others do not.
They will also be able to tell me the consequences of
not having certain organelles.

By what criteria will student products and performances be evaluated? Provide standards or rubrics
by which the task will be judged.

Please see rubric below.


Stage 3-Plan Learning Experiences and Instruction

Learning Experiences: Consider the WHERETO elements and the six facets.
W, H, E1, R, E2, T, O
1- EXPLAIN, 2- INTERPRET, 3- APPLY, 4- PERSPECTIVE, 5- EMPATHIZE, 6- SELF KNOWLEDGE

Redford has six 60 minute periods. Each class will begin with a Do Now question on Edmodo which students
will have 5-10 minutes to complete. Meanwhile, teacher will take attendance, talk to students who were not
there the day before and get everyone settled. After Edmodo, we will discuss the Do Now together as a class.
Jigsaw: At the beginning of each unit, students will jigsaw with the current chapter. In groups of 5-6,
students will read and take notes on the section they are assigned. After 20-25minutes, students will
jigsaw in new groups and teach their section to other students. Students will take notes in their
notebooks of each section and will skip lines while taking notes.

Lesson 1 (2 Days)
Do Now Question on Edmodo. What is Life? What do you know about cells? (H) (1-6)
Introduce essential questions, entire unit and timeline of events so students know what to expect for the
unit. (W) (1)
Jigsaw Chapter 4: break students up into groups and assign a section from Chapter 4. (T) (1-4)
Peer note taking: students will take chapter notes (will skip lines while taking notes) during the jigsaw.
By the end of jigsaw, students will have a complete set of notes for the chapter. (E1) (1-4)

Lesson 2 (1 Day-Computer Lab)


Do Now Question on Edmodo. What are the different types of cells and what makes them different?
(H) (1-3)
Computer Lab-Nearpod Lesson: At the computer lab, students will take additional notes while teacher
goes over Chapter 4: Cell Structure and Function with a Nearpod Lesson. During this interactive power
point, students watch a cell structure and function video, play 2 cell games, draw organelles and respond
to two short answer questions during the lesson. Students will fill in what they were missing from their
notes in the lines they skipped. (W, E1, R, E2, T, O) (1-4)

Lesson 3 (1 Day)
Do Now Question on Edmodo. What do you think might happen if a single type of organelle had a
malfunction? Be specific. (W, H) (1-3, 6)
Think, Pair, Share: Students will work individually to think about what might happen if a certain
organelle (chosen by teacher) were defective. Student will share their thoughts with a partner for a
couple minutes, will be able to use their phones for further research and then we will discuss as a class
the implications of a defective organelle. We will do 3 rounds of think, pair, share with different
organelles each time. (R, T) (1-4)
Talk about Cystic Fibrosis, Adrenoleukodystrophy (ALD) and Tay-Sachs Disease using examples from
website: https://cellmembraneisawesome.wordpress.com/2015/02/01/diseases-caused-by-malfunction-
of-cell-organelles/ (H, E1) (1-6)
In groups of 3-4, students will pick one disease from the webpage and research it. They will then create
a short, 5-minute presentation to the class and a short write-up to turn in. They will get a chance to talk
about if they know anyone with a disease that was discussed. (R, E1, T, O) (1-6)

Lesson 4 (2 Days)
Do Now Question on Edmodo. Which organelle disease that we talked about yesterday fascinated you
the most? Why? (H) (1-2)
Cell Model Building: students will be given pictures of organelles and different types of cells (plant,
animal, bacteria). They will need to figure out which organelles belong to which cell and then explain
the role of the organelles in each cell. Students will need to further explain in their write-up why some
organelles are missing from some cells and what the consequences are of not having those organelles.
(see rubric above) (E1, R, T, O) (1-4)
Review remaining unit and discuss what is left for us to cover. Talk about deadlines for assignments and
test dates. (W)
Homework: 1 page Cell Model Building Write-Up (E2, O). Study for Quiz on cell types and organelles.

Lesson 5 (1 Day)
Do Now Question on Edmodo. What topics have we covered so far in class? Which one of these topics
is the most challenging for you? (R, E2) (1-2)
Students will Turn in Cell Model Building Write Up (E1, R)
Quiz on different types of cells and organelles. (E2) (1, 2, 4, 6)

Lesson 6 (1 Day-Lab)
Do Now Question on Edmodo. What do you think is the most important rule during a lab? (H, R)
Lab Safety review with class and possible consequences of their actions. (E1) (1-6)
Cell Distinguishing Lab: Teacher will pass out 4-5 different slides to groups of 4 students with different
types of cells and organelles on them but with no label. Students will need to identify the different types
of cells under a light microscope and will draw the different cell types in the Lab Composition books.
Students are also required pinpoint each identifiable organelle, draw the organelle they see and then tell
me which type of cell it is (E2, T, O). Lab Notebooks will be collected on Test Day. (R) (1-3)

Lesson 7 (1 Day-Lab)
Do now Question on Edmodo. Which part of cell structure and function is the most difficult for you?
Which one did you understand easily? (R) (1-2, 6)
Finish Cell Distinguishing lab and lab notebooks. (R, E2)
Homework: Complete Lab Notebook

Lesson 8 (1 Day)
Do Now Question on Edmodo. What do you know about DNA and what it does? (H) (1-2)
Read What does DNA do? on page 183 as a class and discuss together. (E1, R)
Nearpod Lesson on DNA, RNA and Protein synthesis. Using Nearpod, students will be able to digitally
create DNA and RNA, play a DNA game, watch videos, answer short answer questions and do a DNA
Web Quest. Students will take notes on DNA, RNA and Protein synthesis. (E1, R, E2, T, O) (1-3, 6)
Review remaining unit and discuss what is left for us to cover. Talk about deadlines for assignments and
test dates. (W)

Lesson 9 (2 Days)
Do Now Question on Edmodo. Transcribe the following sequence: ATGCCGTAACTACG (H, R) (3)
Watch DNA and RNA Video: https://www.youtube.com/watch?v=Wdt39RLmE_s (T)
Think, Pair, Share. Students will individually create a Venn Diagram for DNA vs RNA. They will then
compare it to two other students and then we will create a group Venn Diagram on the whiteboard. (E1,
R, E2, T, O) (1-3)
Model Development: Building DNA. In groups of 4, students will create the structure of DNA and RNA
using materials provided. After completing lab, students will take a picture and upload it to Edmodo for
grade. (E1, E2, T, O) (1-3) Lab: http://www.nclark.net/Have_Your_DNA_and_Eat_It_Too.pdf

Lesson 10 (1 Day)
Do Now Question on Edmodo. What are some similarities between DNA and RNA? (1-3)
Watch protein synthesis video: https://www.youtube.com/watch?v=gG7uCskUOrA (H, E1, T, O)
Protein synthesis worksheet:
http://www.nclack.k12.or.us/cms/lib6/OR01000992/Centricity/Domain/516/Protein%20Synthesis%
20Amino%20Acid%20Worksheet%20examples.pdf
Review worksheet as a class. (E1, R, E2) (1-3)

Lesson 11 (1 Day)
Do Now Question on Edmodo. What are the steps in protein synthesis? (H) (1-3)
Jigsaw DNA to Protein pgs. 190-201. Discuss as a class after jigsaw. (E1)
DNA to protein Flowchart: On whiteboards, students in groups of 4 will create a flow chart to show
how DNA codes for the production of proteins. Discuss differences and similarities as a class and create
a class whiteboard. (E1, R, E2, O) (1-3)
Homework: What affects enzyme activity? pre-lab questions. (R)

Lesson 12 (1 Day)
Do Now question on Edmodo. Which part of DNA, RNA and Protein Synthesis is the most
challenging to you? Why? (R) (1-4, 6)
What affects enzyme activity? Lab. Students will complete enzyme lab to determine what factors
affect enzyme activity. Complete post lab questions and graphs in lab composition book. (E1, R, E2, T)
(1-3, 6)
Homework: DNA, RNA and Protein study guide. Study for Quiz.

Lesson 13 (1 Day)
Review Study Guide on Cell structure and function and DNA, RNA and proteins. (W, E2, O) (1, 3, 6)
Quiz on DNA, RNA, and Protein Synthesis (1, 2, 4, 6)

Lesson 14 (1 Day)
Do Now Question on Edmodo. What was your favorite part of this unit? What needs improvement and
why? (R) (1-6)
Kahoot Review Game (H, R, E2, T, O) (1, 3, 6)
Homework: Study for Test. Review chapter notes, worksheets and study guides.

Lesson 15 (1 Day)
Cell Biology Unit Test. (E2) (1, 2, 4, 6)
Collect lab composition books to grade