Content Objective: SWBAT (Bloom's taxonomy) ( Topic) using (what students will produce) (DOK level)
Investigative Phenomenon:
Living or Non-Living?: Investigate the characteristics of life by observing yeast (living cells) and sugar or salt crystals (non-living) to discuss what defines a cell as a living entity.
Observe sugar/salt crystals: Place sugar or salt crystals on a slide, add water, and observe under a microscope. Record observations.
Activate yeast: Add water to a small amount of yeast in a beaker. After 10 minutes, place a drop of the yeast suspension on a slide.
Observe yeast cells: View yeast under the microscope and record observations. Compare the movement or other signs of life to the non-living crystals.
Discussion: Discuss the characteristics that differentiate living and non-living matter (growth, reproduction, etc.).
What’s in Pond Water?: Using pond water samples, students can observe various microorganisms (prokaryotes and eukaryotes), making connections to the discovery of cells by early scientists like Leeuwenhoek.
Prepare a pond water slide: Use a dropper to place a small amount of pond water on a slide. Cover with a coverslip.
Observe microorganisms: View the slide under a microscope at different magnifications. Identify various organisms such as algae, protozoa, and bacteria.
Draw and identify: Sketch and label the organisms you see, categorizing them as prokaryotic or eukaryotic.
Cell Theory
History of how cell was discovered (Timeline, Key Figures)
Prokaryotic vs Eukaryotic Cell (Using Microscopes to observe cells)
Learning Objectives:
Understand the basic concept of cells as the fundamental units of life.
Differentiate between prokaryotic and eukaryotic cells.
Learn the cell theory and its historical development.
NGSS:
None
Timeframe: 1 Week
Lesson Plan:
Take the time to see if students know about the Cell Theory. Make sure students understand that all living things are made of cells.
Go over the 3 principles of the Cell Theory. What are some exceptions to the cell theory?
History of the discovery of the cells: When was the microscopes discovered? What was our first look at cells? When did we compare animal and plant cells? (Check Textbook pg 456)
Two types of cell: Prokaryotic and Eukaryotic. Compare between the two. What structures are found in prokaryotic cells? Observe them under the microscopes.
Assessments:
Google Slides presentation. Presentation must include the Cell Theory and history of the cells.
Use of microscopes to see different cells. Draw and compare between the cells
Quiz
Investigative Phenomenon:
How Do Plant and Animal Cells Differ?: Investigate the structural differences between plant and animal cells by comparing stained slides of onion cells (plant) and cheek cells (animal) under a microscope.
Prepare onion slide: Peel a thin layer of onion skin. Place it on a slide, add a drop of water, and gently lower a coverslip.
Stain onion cells: Add a drop of iodine stain to the edge of the coverslip to make the cells more visible.
Observe under the microscope: Start with low magnification and move to higher magnification. Identify cell walls, cytoplasm, and nuclei.
Prepare cheek cell slide: Swab the inside of your cheek with a clean swab. Rub the swab on a slide and add a drop of methylene blue stain.
Observe cheek cells: Cover with a coverslip and examine under the microscope. Identify the cell membrane and nucleus.
The Cell as a Factory: Use a model or analogy to investigate how different organelles work together to maintain cellular function, like how factories require specialized parts to function efficiently.
Draw a factory: In groups, students draw a factory and label its components.
Assign organelles: For each component of the factory, assign a corresponding organelle. For example, the nucleus could be the factory’s control center, and mitochondria the power source.
Present: Students present their "cell factory" to the class, explaining how each organelle functions within the cell like a part of the factory.
Animal vs Plant Cell
Cell Organelle Structure
Cell Organelle Function
Learning Objectives:
Identify major organelles and describe their functions
Compare and Contrast animal and plant cell
Understand structure and function of cell membrane
NGSS:
HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Timeframe: ~2 weeks
Lesson Plan:
Review what is the difference between prokaryotic and eukaryotic cells
Show examples of plant and animal cells. Refer back to their microscope drawings
Show structure of different cell organelles and include their function.
Practice identifying which organelles belong to animal cell, plant cell, or both
Discuss the structure of the cell membrane and how it enables its function effectively.
Concept of osmosis/diffusion, and active vs passive transport?
Assessments:
Create a 3D model of a plant or animal cell, label the organelles, written document of their function OR Google slides presentation showcasing a plant or animal cell, label the organelles & describe their function in the cell.
CCC: Systems and System Models, Structure and Function
DCI: LS1.A
SEP: Developing and using models
Lab report of looking at eggs exposed to hypertonic and hypotonic solutions. Observe and answer questions about it.
CCC: Cause and Effect, Systems and System Models, Stability and Change
DCI: LS1.A
SEP: Asking Question and Defining Problems, Constructing Explanations and Designing Solutions
Quiz
Investigative Phenomenon:
Leaf Disc Photosynthesis: Investigate the rate of photosynthesis by submerging spinach leaf discs in a baking soda solution under light, observing how long it takes them to float due to oxygen production.
Prepare leaf discs: Use a hole punch to cut out leaf discs from spinach leaves. Submerge discs in a baking soda solution (carbon source).
Remove air from discs: Place discs in a syringe with the baking soda solution, create a vacuum by pulling the plunger, and release the air trapped in the leaves until they sink.
Expose to light: Place the leaf discs in a beaker of baking soda solution under a light source.
Observe: Track how long it takes for the leaf discs to float (a sign of oxygen production from photosynthesis).
Energy in Action: Yeast and Respiration: Conduct an experiment where yeast ferments sugar and produces carbon dioxide, showing the difference between aerobic and anaerobic respiration.
Prepare yeast solution: Dissolve sugar in warm water and add yeast. Pour the solution into test tubes or flasks.
Attach balloons: Cover the test tubes with balloons to capture the gas produced by yeast fermentation.
Observe: As the yeast ferments the sugar, it produces carbon dioxide, inflating the balloons.
Discussion: Discuss the difference between aerobic and anaerobic respiration in yeast.
The Cell Cycle in Action: Observe root tip cells (e.g., onion) under a microscope to investigate the different stages of mitosis and identify cells in each phase.
Examine root tip slides: Use a microscope to observe prepared slides of onion root tips.
Identify mitosis stages: Identify the different stages of mitosis: prophase, metaphase, anaphase, and telophase.
Draw and label: Draw each stage, labeling the key features (chromosome alignment, separation, etc.).
Learning Objectives:
Process of Photosynthesis, Cellular Respiration, and Cell Division
How cell produces energy, and how is it used
Significance of photosynthesis in plants, and cellular respiration for all organisms
NGSS:
HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
Timeframe: ~3 weeks
Lesson Plan:
Assessments
Investigative Phenomenon:
Extracting DNA: Investigate the structure of DNA by extracting DNA from strawberries or other fruit, observing its physical properties to connect to its role in genetics.
Mutations and Protein Synthesis: Using an online simulation, students can investigate how changes in the DNA sequence (mutations) affect the resulting protein and, ultimately, the phenotype of the organism.
Transcription and Translation Simulation: Investigate the process of protein synthesis using a simulation where students can manipulate mRNA sequences and observe how it affects the protein produced.
NGSS:
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
Investigative Phenomenon:
Cancer Under the Microscope: Investigate normal vs. cancerous cells by looking at histological slides and discussing how uncontrolled cell division leads to tumor formation.
Observe normal cells: Examine normal tissue slides under the microscope. Note regularity and controlled growth.
Observe cancerous cells: Compare with cancerous tissue slides, noting uncontrolled cell division, irregular shapes, and larger nuclei.
Discussion: Discuss how uncontrolled cell division in cancer leads to tumor formation.
Immune Response to Pathogens: Investigate how white blood cells attack and destroy invading pathogens by observing videos of phagocytosis or using an immune system simulation.
Watch phagocytosis video: Show a video of white blood cells engulfing bacteria.
Use immune simulation: Alternatively, use an online simulation of the immune system to observe how the body responds to pathogens.
Discussion: Discuss the role of white blood cells and how they protect the body from infections.
Diabetes and Cellular Function: Explore how the malfunction of insulin receptors on cell membranes leads to Type 2 diabetes and how this impacts cellular glucose uptake.
Explain insulin’s role: Provide background on insulin and its role in regulating blood sugar levels.
Use simulation: Use an online simulation to show how insulin resistance leads to the inability of cells to take in glucose.
Discussion: Discuss how diabetes affects cellular function and the body’s energy production.
Sickle Cell Disease: Investigate the effect of sickle cell mutation on the shape and function of red blood cells and how it relates to the transport of oxygen in the bloodstream.
Observe sickle cells: Show a video or use a model to demonstrate how sickle cells differ in shape from normal red blood cells.
Discuss oxygen transport: Explain how the shape of sickle cells affects their ability to transport oxygen efficiently.
Discussion: Discuss the genetic mutation responsible for sickle cell disease and how it relates to evolution (protection against malaria).
NGSS:
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
HS-LS1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.