This unit covers both the characteristics and the functioning of plant and animal cells, and looks at how we have come to our current understanding of those fundamental entities. The material on the metabolism of glucose and the steps in the Calvin cycle of photosynthesis should be understood by the general principles of the reactions involved, and not as a series of equations for chemical reactions which must be memorized. Ensure that the terms 'light reactions' and 'dark reactions' do not acquire connotations of 'day reactions' and 'night reactions'. Energization cycle and Calvin cycle are alternate terms.
Safety: The proper handling of any human cells or tissues must be emphasized at all times.
The Conceptual Development section will be updated to reflect changes to K-10 Science curricula.
Note: A pre-assessment to determine the entry level of the students may be appropriate.
Eukaryotic cell structure, cell respiration, functions of organelles, diffusion, active transport, photosynthesis.
See Figure 11.
Key Concepts
Webbing Highlights
Science-Technology-Society-Environment (S T S E) Focus
Factors of Scientific Literacy Which Should be Emphasized
Common Essential Learnings Foundational Objectives
| CCT | To promote both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences, and objects within the context of the study of ecosystems. |
| COM | To use a wide range of possibilities for developing students' knowledge of the major concepts within biology. |
| IL | To develop students' abilities to meet their own learning needs. |
| IL | To support the development of a positive disposition to life-long learning. |
| TL | To develop an understanding that technology both shapes society and is shaped by society. |
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1.1 Review evidence for the existence of cells.
1.2 Observe, sketch, and describe a representative sampling of plant and animal cells.
1.3 Describe the structure of a cell membrane.
1.4 Describe the functions of the organelles found in eukaryotic cells.
1.5 Contrast the structure of prokaryotic and eukaryotic cells.
2.1 Identify the factors which influence the rate and direction of diffusion.
2.2 Examine the mechanisms of active transport by identifying and explaining the two processes. (Process one involves the expenditure of energy where a carrier molecule takes a substance from one side of a membrane to the other side of the membrane. Process two involves the inpocketing of material by a membrance -- pinocytosis and exocytosis.)
2.3 Recognize how the ATP-ADP system, and the NAD-NADH system, transfer energy within a cell.
2.4 Compare aerobic and anaerobic metabolism.
2.5 Describe the processes involved in photosynthesis and then compare the process of photosynthesis with respiration.
2.6 Examine how the structure of the leaf is adapted for the processes involved in photosynthesis.
2.7 Identify how osmosis is related to diffusion and the value of osmosis to living organisms.
2.8 Compare the similarities and differences between active and passive transport.
2.9 Indicate the importance of the light and dark reactions in the process of photosynthesis.
Note: Many activities have been identified in the key resources Information Bulletin.
Introduce this activity to the students before the unit is started so they understand that the final class exercise is to make a presentation trying to combine all of the ideas into one comprehensive picture.
Objectives: 1.2,
1.4,
2.1,
2.2,
2.4,
2.7,
2.8,
COM,
IL
Factors:
A3,
B1,
B12,
B13,
B14,
C9,
C10,
C12,
C15,
C19,
F5,
F8
Assessment:Rating Scale; Self-and Peer-Assessment; Essay
Instructional Strategies
In groups of approximately 5-7 prepare a presentation for the rest of the class. The title of your presentation is A Voyage Through A Living Cell. Your presentation can be no more that 20 minutes and must include everyone in the group.
In the presentation the student should attempt to clearly point out the parts of the cell and identifying features. Different kinds of cells with some size variations should be studied. There are a number of dynamic processes which are useful in the transport of materials throughout the cell. The students should attempt to illustrate the different mechanisms by the use of very simple props or descriptions which involve all the individuals in the group.
Then there is the complex area of energy production and energy use. It is essential that the students attempt to clearly indicate the potential sources of energy such as carbohydrates, fats, and proteins. In the section about energy it is up to the teacher's discretion how far beyond the basic definitions of the energy terms the student should progress. Be prepared to define anabolism and catabolism, metabolic rate, respiration, homeostasis, glycolysis, krebs cycle, electron transfer and how aerobic and anaerobic respiration support each other in the body. ATP should be discussed in terms of its component parts and how it is formed in cells of the body. There should also be an attempt to show how respiration and photosynthesis are related.
Finally, the most important key to the whole exercise is that the presentation should not be just a reading of definitions but rather a story which is factually correct but yet reasonably engaging so that people will be able to learn something about the dynamic cell and also be entertained at the same time. A videotape production could be tried.
You will likely need a co-ordinator and individuals in charge of various aspects of the content. There may be some individuals who will make props, etc., but your first step is to organize and establish some commitment to the task at hand.
Evaluation Strategy
Use the same strategies as Activity 1 in Unit 20-4.
