Biology: Cells The Fundamental Unit Of Life

Biology: Cells the Fundamental Unit of LifeName: Ricci HallSubject Area: Biology/ Human Anatomy and PhysiologyGrade Level: 9Year: 2009-2010OverviewThis series of lessons is meant to introduce students to the functions of a cell and thebasic components of cells. It uses several instructional approaches that are meant toengage students in the process of understanding this complex and exciting material.In order to understand the basic functions of human life, students need to understand howcells work, how basic cells function, and the role that parts of the cell play in its work.These basic cellular understandings will drive their ability to understand how specificcells in the human body are specialized to perform important specific functions. Thebasic premise of cellular organization is critical as a foundation step.Lesson Table of Contents with AssessmentsLesson 1: Prokaryotic versus Eukaryotic Cells: Using Graphic Organizers toUnderstand CellsCellular Graphic OrganizerLesson 2: The Cell Membrane: Using Collaborative Group Work to Understand the Formand Function of the Cell MembranePostersLesson 3: The Nucleus: Using Writing to Learn and Questioning to Make ConnectionsStudent Report OutLesson 4: The Cell Organelles Lesson #1: Using Collaborative Group Work and StudentTalk to Understand the Role of Certain OrganellesOrganelle Poster WalkLesson 5 Title: The Cell Organelles Lesson #2: Using Collaborative Group Work andStudent Talk to Understand the Role of Certain OrganellesOrganelle Poster WalkLesson 6: The Cytoskeleton: Collaborative Group Work and the Structure of the CellLesson 7: The Cell Fashion Show: Using Collaborative Group Work and StudentPresentations to Assess Understanding of the CellLesson 8: Final Assessment: Student-created Exam and Rubric 2011 Jobs for the Future

OverviewLesson:Prokaryotic versus Eukaryotic Cells: Using Graphic Organizers to Understand CellsSubject/Grade Level:Biology/ 9Lesson Time:60 minutesLesson SynopsisStudents will work in groups around a graphic organizer and pictures/words from their text to understand the difference betweenprokaryotic and eukaryotic cells.Big IdeaCells as the FundamentalUnit of LifeState StandardsStandard 2.2 - Differentiate between prokaryotic cells and eukaryotic cells, in terms of their generalstructures and degrees of complexityStandard 2.3 - Distinguish between plant and animal cells.Learning Outcomes - Students will be able to: Identify and explain the basic components of a prokaryotic cell. Identify and explain the basic components of a eukaryotic cell. Differentiate between the two types of cells and identify areas of commonality and uniqueness among them.Key Cognitive Strategies Research Interpretation AnalysisMaterials NeededGraphic organizers (see example below), chart paper and cell journals.Ricci HallUsing Graphic Organizers to Understand Prokaryotic and Eukaryotic Cells 2011 Jobs for the Future

Biology textbook and/or website with pictures and text about the two cell types.Overhead projector or chalkboard.Wall space for the “Cell Question Wall” and sticky notes.Lesson ActivitiesStep 1InstructionalStrategyWriting to LearnStudents complete an opening assignment to assess what they already know about cells and the differenttypes of cells that exist.Teacher ActivityStudent ActivityTime(min)Handout the cell journals and write theHave students respond to the prompt: “What are5 Minprompt on the board or on the overheadcells? What makes cells important, and are all cellsprojector.the same?”In order for students to confront newknowledge it is important to activate priorknowledge and use this as a starting point.Step 2Students work in groups of three to fill in the graphic organizer (example below).InstructionalStrategyCollaborative GroupWorkTeacher ActivityStudent ActivityAssign students to groups of three. Givestudents the graphic organizer (examplebelow) and the assignment. The graphicorganizer should consist of two large circlesthat intersect. Have students use one areato write down all of the characteristics thatare specific to only prokaryotic cells. Havestudents use the other area area to writedown all the characteristics that are foundHave students use their textbook or the Internet tocompare and contrast these prokaryotic andeukaryotic cells.Have them complete the graphic organizer.Ricci HallUsing Graphic Organizers to Understand Prokaryotic and Eukaryotic Cells 2011 Jobs for the FutureTime(min)25 Min

only in eukaryotic cells. In the overlappingsection, have students write all of thecharacteristics that are shared by bothprokaryotic and eukaryotic cells.Circulate between the groups to clear upquestions of confusions.Step 3InstructionalStrategyCollaborative GroupWorkAfter all groups have finished and each student has his or her graphic organizer, students pair with a partnerfrom another group. Have the pairs compare their graphic organizers and reconcile any differences.Teacher ActivityStudent ActivityTime(min)Group the students into pairs.Have students compare graphic organizers and13 MinMonitor pairing process and make surereconcile any differences between them.each student has a graphic organizer.Students should then compare their final versionsAfter the pairs have finished comparingto the teacher version and make modifications iftheir graphic organizers, put the teacher’snecessary.graphic organizer on the overhead andmake sure all students have the rightinformation in the parts of the organizer.Introduce the cell question wall. Here,student can put questions on sticky notesand attach them to the wall. If during theirdiscussions, questions arise, this would bethe place for them.Step 4Introduce the Cell Question Wall and answer questions.InstructionalTeacher ActivityStudent ActivityRicci HallUsing Graphic Organizers to Understand Prokaryotic and Eukaryotic Cells 2011 Jobs for the FutureTime

Strategy(min)Collaborative GroupWorkQuestioningStrategiesSet aside wall space where students can putquestions on sticky notes and attach themto the wall.If students have questions during their discussions,have them post the questions on the Cell QuestionWall with sticky notes.Answer questions that are on the questionwall.Students who posted questions can pose them tothe class and the teacher.Lesson ClosingGive students a writing assignment to prompt their thinking for the next day.InstructionalStrategyWriting to LearnClosing Teacher ActivityClosing Student ActivityProvide the closing writing prompt andhave students enter it in their cell journals.Have the students respond to the followingprompt:“Write a letter to a student in next year’s 9th grade.Describe the similarities and differences betweenprokaryotic and eukaryotic cells and why it isimportant to know the difference.”They are required to start it in this lesson,but will need to turn it in during the nextlesson.Assessments of Learning Outcomes Graphic Organizer Writing PromptsRicci HallUsing Graphic Organizers to Understand Prokaryotic and Eukaryotic Cells 2011 Jobs for the Future2 MinTime(min)15 Min

Ricci HallUsing Graphic Organizers to Understand Prokaryotic and Eukaryotic Cells 2011 Jobs for the Future

OverviewLesson:The Cell Membrane: Using Collaborative Group Work to Understand the Form and Function of the Cell MembraneSubject/Grade Level:Biology/ 9Lesson Time:60 minutesLesson SynopsisStudents will work in groups to identify the form and function of the cell membrane.Big IdeaCells as the FundamentalUnit of LifeState StandardsStandard 2.1 - Relate cell parts/organelles to their functions.Learning Outcomes - Students will be able to: Identify the components of the cell membrane. Explain the role of the cell membrane. Explain the role that each part of the membrane plays in performing its function.Key Cognitive Strategies Research Interpretation Analysis EvaluationMaterials NeededChart paper.Biology textbook and/or website with a picture of a typical cell membrane.Sticky notes.Ricci HallThe Cell Membrane: Using Collaborative Group Work to Understand the Form and Function of the Cell Membrane 2011 Jobs for the Future

Students cell journals (notebooks).Lesson ActivitiesStep 1InstructionalStrategyCollaborative GroupWorkClassroom TalkCollecting homework from the previous lesson, place students in groups of three and tell them that we aregoing to begin looking at a typical eukaryotic cell.Teacher ActivityStudent ActivityTime(min)Answer questions and lead discussion.Have students refer to their graphic organizers to5 Minidentify the characteristics of a eukaryotic cell.Step 2Give each group two large pieces of chart paper and begin discussion of cell membranes.InstructionalStrategyCollaborative GroupWorkTeacher ActivityStudent ActivityProvide the students with the pagenumbers in their textbook and or websitepages that deal with the cell membrane.On one piece of chart paper, have each group ofstudents identify the key concepts and keyvocabulary terms that deal with the cell membrane.Have students explain why a certain form orstructure of the cell membrane is important to itsfunction.Make sure students don’t spend lots of timemaking their pictures look pretty. Remindthem that the point of the exercise is toknow each of the parts of the cellmembrane and why they are important.The connection between the two pieces ofchart paper is critical.On the other piece of chart paper, have studentsdraw their own picture of a cell membrane andclearly indentify and label each of the key conceptsand vocabulary terms from the first piece of chartpaper.Ricci HallThe Cell Membrane: Using Collaborative Group Work to Understand the Form and Function of the Cell Membrane 2011 Jobs for the FutureTime(min)20 Min

Step 3InstructionalStrategyClassroom TalkStep 4InstructionalStrategyQuestioningStrategiesLesson ClosingInstructionalStrategyWriting to LearnCollaborative GroupWorkOnce students have completed and connected their two large chart papers, have students post them in theclassroom and carrousel around the class to see each group’s work.Teacher ActivityStudent ActivityTime(min)Allow students the time to post the chartHave each group go around and see the other10 Minpaper, and walk around to see the others.groups’ work. Have students leave comments,Give each group gets a handful of stickyquestions, or wonder statements at the variousnotes. Keep the time brief, you just wantstations with sticky notes.them to see the other groups’ work, just incase they forgot something on their cell orwant to add a piece to another group’s cell.After the allotted time has expired, tell groups to look at the comments that were left on their charts, andallow them to make modifications or adaptations to their cell membranes.Teacher ActivityStudent ActivityTime(min)Give groups time to modify their cellHave students read and respond to the sticky notes 5 minmembrane pictures and vocabulary.left by their classmates and make necessarymodifications.Have students work together to make a metaphor to understand the role, function, and form ofthe cell membrane.Closing Teacher ActivityClosing Student ActivityGive students an example of a metaphorfor the function of the cell membrane. Forexample, explain that the walls of theclassroom could be considered a cellmembrane, and the doors and windowsGive students time to work together to create ametaphor to explain the form and function of thecell membrane.Have each group write this metaphor down in theircell journals and clearly connect each of theRicci HallThe Cell Membrane: Using Collaborative Group Work to Understand the Form and Function of the Cell Membrane 2011 Jobs for the FutureTime(min)20 min