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Unit 1: Cells

Unit 1: Cells. Essential Questions. What makes something “alive”? What are cells and what do they do? How are organisms organized? How do substances move in and out of cells, and how are they transported to the rest of our body? What are enzymes and how do they help our body function?

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Unit 1: Cells

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  1. Unit 1: Cells

  2. Essential Questions • What makes something “alive”? • What are cells and what do they do? • How are organisms organized? • How do substances move in and out of cells, and how are they transported to the rest of our body? • What are enzymes and how do they help our body function? • How are organic molecules used in our body?

  3. Day 1 • Required Readings: • Section 2.1: Cells and cell structures • Learning Objectives: • The basic unit of living organisms is the cell • All cells have certain features in common, but there are differences between plant and animal cells • The study of cells requires the use of a microscope

  4. Vocabulary • Organelle • Cell membrane • Cell wall • Nucleus • Vacuole • Mitochondria • Chloroplast • Cytoplasm • Prokaryote • Eukaryote

  5. Video: Cells Song

  6. Starter • There are some microscopes set up with different cells at the back. • In your group, go to each station and observe the different slides. I will tell you when time is up and to switch to the next station. • Write down what you observe on the different slides. Be sure to label them. • When back in your seats, discuss with your group the similarities and differences between the slides. • Time: 15 minutes

  7. Activity One: What is a Cell? • Observe the dish that has been placed on your desk. • Is it a living being? • Why or why not? • What makes something a living thing? • Brainstorm with your group features/characteristics that are common to all living things. • What is a cell? • What features/functions does a cell have? • Time: 15 minutes

  8. Activity Two: What are the different types of cells? • Look at the pictures provided and point out any similarities and differences between the three types of cells. • What structures can you see? • Time: 15 minutes

  9. Activity Three: Prokaryote vs. Eukaryote • The pictures you were just looking at were examples of prokaryotic cells and eukaryotic cells. • What do these words mean? • Create a table to distinguish the difference between prokaryotic and eukaryotic cells • Time: 15 minutes

  10. Activity Four: Plant Cells vs. Animal Cells • Create two different slides: • One of an onion cell • One of a cheek cell • Draw what you see in both of them • Use the following pictures to help you with the following questions • Compare and contrast the two different types of cells • What features do they have in common? What features are different. • Time: 30 minutes

  11. Animal and Plant Cells

  12. Homework: • Complete the “Cell as a City” • Read section 2.2

  13. Day 2: Organization of Living Things • Required reading: • Section 2.2 • Learning Objectives: • To understand that the body of a living organism is a highly organized structure • To understand that cells, tissues, organs and systems represent increasing degrees of organization in living organisms • The structure of cells relate to its function; cells are specialized

  14. Vocabulary • Specialized cells • Structure and function • Levels of organization • Organelle • Cell • Tissue • Organ • Organ system • Organism

  15. Starter • Draw a pyramid and place these words in the pyramid from smallest (bottom) to largest (top) • Cell • Organism • Organ • Molecule • Tissue • Atom • Organ system • Time: 10 minutes

  16. Video: The Organization of Multicellular Organisms

  17. Activity One: Review Cell Organelles • Get in a group with 2-3 other people who you do not sit with • Compare your answers from the “Cell as a City” and labeling homework. • Discuss any discrepancies between your answers and try to come up with answers together for any you left blank. Do not copy answers • Time: 20 minutes

  18. Activity Two: How are organisms organized? • You have put the levels of organization in order from smallest to largest, but what does each one mean? • In your group, come up with an explanation for each term using an example: • Organelle, cell, tissue, organ, organ system, organism • You can represent your information in any way you like • Time: 20 minutes

  19. Activity Three: • Use your text book and microscope slides at the back to help you determine why different cells are shaped differently (cell specialization) • Describe how the structure (how it looks) of the following cells relates to its function (what it does) • Red blood cell • Nerve cell • Muscle cell • Root hair cell • Xylem vessel • Time: 30 minutes

  20. Closing Activity • Explain the following situations: • Why do muscle cells have more mitochondria than other types of cells? • Why do leaves in plants contain a lot of chloroplasts? • Where would you find a lot of ciliated cells? Why? • Time: 10 minutes

  21. Homework • Read Section 2.3

  22. Day 3: Movement in and out of Cells • Required Reading • 2.3 Movement in and Out of Cells • Learning Objectives: • To understand that the contents of a living cell must be kept separate from its surroundings • To know that the cell surface membrane can act as a barrier to some substances which might pass between a cell and its surroundings • To understand the principles of diffusion, osmosis, active transport and phagocytosis

  23. Vocabulary • Equilibrium • Diffusion • Osmosis • Hypertonic • Hypotonic • Isotonic • Passive transport • Active transport

  24. Video: Diffusion and Active Transport

  25. Starter • Give an example of diffusion or osmosis. • Is this system in equilibrium? Why or why not? If it is not in equilibrium, draw how it would look in equilibrium. • Time: 10 minutes

  26. Cell Project • Due September 13 • Word file is on wiki • Work with a partner

  27. Activity One: Observing Diffusion • Observe the beaker that has been placed on your desk • Describe what you see • Write down any questions that you have about what is happening • Discuss in your group what is happening and why using the following terms: • Diffusion • Concentration gradient • Movement of particles • Time: 10 minutes

  28. Activity Two: The structure of the cell membrane • Cell membranes are often described as a “fluid mosaic” • What does this mean to you? • Why do you think this would be used to describe the cell membrane? • Create a model of the cell membrane using the play-doh • Be sure to include: • Phospholipid bilayer • Membrane proteins for transport • Time: 20 minutes

  29. Activity Three: osmosis is the diffusion of water particles • Osmosis is a special type of diffusion involving water particles • We will model this by putting decalcified eggs (the “cell”) into water and sugar solutions to observe the net movement of water particles • Design an experiment with your lab group • Use the rubric to be sure you have all the necessary included sections • Show me when completed and set up your practical • Time: 35 minutes

  30. Closing • Draw a picture of an animal cell and a plant cell • Show what happens when the cells are placed in a hypertonic, hypotonic and isotonic solution

  31. Homework • We will continue with section 2.3 next lesson

  32. Day 4: Movement in and Out of Cells (Cont’d) (60 minutes) • Required Reading • 2.3 Movement in and Out of Cells • Learning Objectives: • To understand that the contents of a living cell must be kept separate from its surroundings • To know that the cell surface membrane can act as a barrier to some substances which might pass between a cell and its surroundings • To understand the principles of diffusion, osmosis, active transport and phagocytosis

  33. Starter • What is the difference between active and passive transport? • Use a picture to explain how active transport is achieved • Give an example of active transport in the body • Time: 10 minutes

  34. Activity One: Results from egg lab • Obtain the masses from your eggs and record your results • CERR lab report due September 3 • Extension activity (include at the end of report): • Bodies of water have different salinities (salt concentrations) • Time: 20 minutes

  35. Activity Two: Observing Osmosis and Diffusion • We will be completing the “Examining Cellular Transport” lab activity • Read over the instructions with your lab group • Set up your materials and begin the practical • Time: 25 minutes

  36. Closing • Which of these statements match your results and the observations you have had about cellular transport? • Water molecules move across a barrier to reach equilibrium. • Sugar molecules move across a barrier to reach equilibrium. • Cells in a hypotonic solution shrink. • Cells in a hypotonic solution expand. • The difference between active and passive transport is passive transport requires energy in the form of ATP.

  37. Closing The results obtained didn’t turn out as planned, so here is the data your group can use

  38. Homework • Complete the Examining Cellular Transport lab packet – due September 5 • Egg lab – due September 3 • Read Section 3.4

  39. Day 5: Enzymes Control Biochemical Reactions • Required Readings: • 2.4 • Learning Objectives: • To appreciate that biochemical reactions in living organisms must be controlled • To understand how enzymes can act as biological catalysts • To list and explain factors that affect enzyme activity • To list some examples of human exploitation of enzymes

  40. Vocabulary • Enzyme • Catalyst • Substrate • Product • Denature • Activator • Inhibitor

  41. Starter

  42. Starter • Chew on the crackers provided • Don’t swallow them until instructed to do so • What did you notice about how the taste changed when you were chewing? • What is happening here? • Time: 15 minutes

  43. Activity One: Enzymes are biological catalysts

  44. Activity One (cont’d) • Discuss the following questions with your group: • What is an enzyme? • How do they work? • What conditions do they work best in? (Hint: Think about pH, temperature, concentration etc.) • Where do we find enzymes? • What are some examples of enzymes? • How can we identify if something is an enzyme (Hint: Think of how they are named) • Time: 20 minutes

  45. Activity Two: Creating an enzyme • Using the play-doh create a step-by-step model of how an enzyme works • Include the following: • Enzyme with active site • Substrate • Enzyme-substrate complex • Product • Draw the steps on your cue cards • Time: 25 minutes

  46. Activity Three: How does an enzyme work? • In your group, use the large paper to create a graph that represents the rate of a reaction in our body and how enzymes work to make them faster • On your graph, include how temperature and pH can also affect the enzyme activity and how they play a role in the reaction rate • Time: 25 minutes

  47. Closing • Create an acronym for the word ENZYME (you’ll have to be creative with the “Z”!!)

  48. Homework • Read Section 2.5 • Work on Egg Lab (CERR model) – due September 3 • Work on Cellular Transport Questions – due September 5

  49. Day 6 • Required Readings: • 2.5: Humans use enzymes from microorganisms • Answer questions posted on Wiki • Learning Objectives: • To understand that enzymes have many roles which benefit humans • To know examples of range of uses of enzymes • To understand the benefits of enzyme immobilization

  50. Vocabulary • Pharmaceuticals • Textiles

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