Unit 1: Cells

Unit 1: CellsEssential QuestionsWhat 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?Day 1Required Readings:Section 2.1: Cells and cell structuresLearning Objectives:The basic unit of living organisms is the cellAll cells have certain features in common, but there are differences between plant and animal cellsThe study of cells requires the use of a microscopeStarterThere 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 minutesActivity 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

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 minutesActivity Three: Prokaryote vs. EukaryoteThe 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 cellsTime: 15 minutesActivity Four: Plant Cells vs. Animal CellsCreate two different slides:One of an onion cellOne of a cheek cellDraw what you see in both of themUse the following pictures to help you with the following questionsCompare and contrast the two different types of cellsWhat features do they have in common? What features are different. Time: 30 minutesAnimal and Plant Cells

Homework:Complete the Cell as a City Label the plant and animal cellDay 2: Organization of Living ThingsRequired reading:Section 2.2Learning Objectives:To understand that the body of a living organism is a highly organized structureTo understand that cells, tissues, organs and systems represent increasing degrees of organization in living organismsThe structure of cells relate to its function; cells are specialized StarterDraw a pyramid and place these words in the pyramid from smallest (bottom) to largest (top)CellOrganismOrganMoleculeTissueAtomOrgan systemTime: 10 minutesActivity One: Review Cell OrganellesGet in a group with 2-3 other people who you do not sit withCompare 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 answersTime: 20 minutesActivity 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, organismYou can represent your information in any way you likeTime: 20 minutesActivity 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 cellNerve cellMuscle cellRoot hair cellXylem vesselTime: 30 minutesClosing ActivityExplain 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 minutesHomeworkNone for tonight!Day 3: Movement in and out of CellsRequired Reading2.3 Movement in and Out of CellsLearning Objectives:To understand that the contents of a living cell must be kept separate from its surroundingsTo know that the cell surface membrane can act as a barrier to some substances which might pass between a cell and its surroundingsTo understand the principles of diffusion, osmosis, active transport and phagocytosisStarterGive 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 minutesActivity One: Observing DiffusionObserve the beaker that has been placed on your deskDescribe what you seeWrite down any questions that you have about what is happeningDiscuss in your group what is happening and why using the following terms:DiffusionConcentration gradientMovement of particlesTime: 10 minutesActivity Two: The structure of the cell membraneCell membranes are often described as a fluid mosaicWhat 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 cut-outs providedTime: 30 minutesActivity Three: osmosis is the diffusion of water particlesOsmosis is a special type of diffusion involving water particlesWe will model this by putting decalcified eggs (the cell) into water, salt and sugar solutions to observe the net movement of water particlesUse the experimental design sheet to plan out your experimentShow me when completed and set up your practicalTime: 35 minutes

HomeworkDraw a picture of an animal cell and a plant cellShow what happens when the cells are placed in a hypertonic, hypotonic and isotonic solution Day 4: Movement in and Out of Cells (Contd) (60 minutes)Required Reading2.3 Movement in and Out of CellsLearning Objectives:To understand that the contents of a living cell must be kept separate from its surroundingsTo know that the cell surface membrane can act as a barrier to some substances which might pass between a cell and its surroundingsTo understand the principles of diffusion, osmosis, active transport and phagocytosis

StarterWhat 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 bodyTime: 10 minutesActivity One: Results from egg labObtain the masses from your eggs and record your resultsCERR lab report due September 4Extension activity (include at the end of report):Bodies of water have different salinities (salt concentrations)See wiki for full instructions Time: 20 minutesActivity Two: Observing Osmosis and Diffusion We will be completing the Examining Cellular Transport lab activityRead over the instructions with your lab groupSet up your materials and begin the practicalTime: 25 minutesHomeworkComplete the Examining Cellular Transport lab packet Due September 6Day 5: Enzymes Control Biochemical ReactionsLearning Objectives:To appreciate that biochemical reactions in living organisms must be controlledTo understand how enzymes can act as biological catalystsTo list and explain factors that affect enzyme activityTo list some examples of human exploitation of enzymes

Starter

StarterChew on the crackers providedDont swallow them until instructed to do soWhat did you notice about how the taste changed when you were chewing?What is happening here?Time: 15 minutesActivity One: Enzymes are biological catalysts

Activity One (contd)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, 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 minutesActivity Two: Creating an enzymeUsing the plasticine create a step-by-step model of how an enzyme worksInclude the following:Enzyme with active siteSubstrateEnzyme-substrate complexProductDraw the steps on your cue cards Time: 25 minutesActivity 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 fasterOn your graph, include how temperature and pH can also affect the enzyme activity and how they play a role in the reaction rateTime: 25 minutesHomeworkNone for tonight!