Cell-A-Mania Level/Subject: 10th Grade Biology I.

Student Goals for this Unit:

Students will be able to: 1. have a deep understanding of science content. 2. communicate clearly and effectively in a professional manner. 3. work together and individually to solve problems. 4. analyze data from a multitude of sources. 5. apply previously learned information to new knowledge. 6. be open to others perspectives and respect them. 7. develop and use organizational skills. 8. explore post secondary options. 9. display positive work ethic. 10. read and comprehend information from a variety of materials. 11. use higher order thinking skills. 12. engage in daily activities. 13. creatively approach problems. 14. know about and relate learning and class to the Nature of Science.

II. Student Objectives for this Unit

1. Students will be able to describe and understand the purpose of the cell wall and cell membrane. 2. Students will understand semipermeable and permeable in regards to a cell membrane. 3. Students will be able to describe what happens within the nucleus and nucleolus and the importance within the cell. 4. Students will be able to connect the organelle of the nucleus to the other organelles within the cell. 5. Students will be able to explain what happens in the mitochondria and the purpose for it within the cell. 6. Students will be able to explain the importance of the lysosome and justify its importance within a cell. 7. Students will be able to explain the functions of both the smooth and rough Endoplasmic Reticulum and explain the importance of these to the cell. 8. Students will be able to draw connections between the ER and other cell parts. 9. Students will be able to identify ribosomes, and explain their function and importance to the cell. 10. Students will be able to explain how ribosomes work with the other cell parts for proper cell function. 11. Students will be able to explain the importance of the Golgi Apparatus, its function and how it connects to the other organelles within the cell.

12. Students will be able to explain why the cytoplasm is important to the cell. 13. Students will be able to show the relationship between each of the organelles and all the organelles as a whole.

III. Standards covered in this unit

IOWA CORE CURRICULUM -Understand and apply knowledge of the cell - Structures and functions - Functions and Chemical Reactions - Cells grow and divide

IV. Big ideas for this unit

Students will learn about the individual organelles within this unit. When learning about each individual organelle, they will be able to start making connections of the organelles working together within the cell. Students will learn the basic organization and functions of each organelle and the importance of each organelle within the cell. At the end of the unit, a debate will be a form of assessment. The debate will feature each organelle and its importance and why the cell could not survive with it.

V. Lesson Plans
Before this week: We have covered the basis of life and why we are looking at a cell. We are now going into specific organelles, what they are, and why we need to know them. The students also have background knowledge on DNA and RNA. Day 1: Cell membrane Student Objectives: 1. Students will be able to describe and understand the purpose of the cell wall and cell membrane. 2. Students will understand semipermeable and permeable in regards to a cell membrane. Content, Materials, Activities, and Instructional Sequence: Content: Class will start out with the teacher discussing the content of this unit and the objectives as listed below. At the end of each lesson, students will be able to: 1. Identify the organism and state its purpose within the cell. 2. Explain why that organelle is important within the cell. 3. Be able to explain and show any specialties about the organelle.

Materials and Equipment: -eggs -vinegar -corn syrup -water -dishes big enough to submerge and egg (for each student) -paper -pencil -big sheet of paper for each class period Instructional Activities: (Have some eggs already in vinegar, and then also prepped in corn syrup and in water already, at least 24hours in advance) 1. The shell of the egg. -How can we get the shell off of an egg? -A raw egg? -What could chemically react with the egg shell to remove it and not the membrane? Get to an acid eating away the egg shell. Show the students the egg(s) that had been soaking in the vinegar. 2.Movement of materials within and out of the shell. -What would happen if I put this egg in some other liquid? -How would it change it size? -What would have to be the case for it to shrink? grow larger? Get to the point of talking about materials being able to go in and out of a cell. -Have the students draw the particles of water within the egg and within in the solution and also any other particles that are within each. This is help the students visualize what is actually going on. 3. Example of population is first. Students will be asked to think of a time when they were in a crowded area. -Was their room to go to? Where was the empty room? -Why was it so crowded? -If some people would have left, would people have moved away from one another? To equally spread out within the room? 4. Relate this life example to the egg. -What is in the egg? -What is able to move through the cell membrane of the egg? -What would happen if we put the egg in a solution that is LESS concentrated with materials, and has more water content? -What would happen if we put the egg into a solution with MORE concentrated materials and less water?

Get to showing them the corn syrup and the water soaked shell-less eggs, also to the vocabulary words of permeable and semi permeable. -Again, have the students draw the egg and the solution particles and water. This will help them visualize what is actually happening. 5. Relating this to animal cells membrane. -In cells, how is the outside of the cell to the inside of the cell separated? -What would happen if a cell was emerged in a water solution? -What would happen if a cell was soaked in a solution with lots of particles in it? -Why is the cell membrane important? -What can it control and how? 6. As a class, on the large white paper for their class, write cell membrane and give a two or three word definition of the organelle. (each day after this, the organelles will be connected to see how interconnected the cell is.) 6. Students will record what they saw with the eggs in their journal and then write their definitions for cell membrane, permeable, and semi permeable in their journals. Teacher Behaviors and Strategies: The teacher is here to facilitate the discussion going on in the classroom. The teacher is to ask questions and continually scaffolding the students in the direction that they want the class to go. This is done by asking the right questions, keeping the conversation on topic, and possibly changing the non-verbals to communicate to the students (wait-time, positive facials, eagerness). The teacher should constantly remember the goals that they are trying to promote within this lesson. The teacher should also have a firm grasp on the material that they are covering. Scaffolding is going to have to be key, making sure the students know what they are talking about. If the students bring up a term like osmosis or permeable, the teacher needs to make sure the students know what these key terms mean. Also, anticipating the students answers and using them to build the content. Even using off topic comments to relate back to the material at hand. Assessment: Students will be assessed on what their knowledge of the cell membrane is at the end of the class period. This will be done so within the students journals and also by the answers and responses that the students give throughout the discussion.

Day 2: Nucleus and Nucleolus Student Objectives: 1. Students will be able to describe what happens within the nucleus and nucleolus and the importance within the cell.

2. Students will be able to connect the organelle of the nucleus to the other organelles within the cell. Content, Materials, Activities, and Instructional Sequence: Content: To find the nucleus within the cell under a microscope of a cheek cell. Connect knowledge of what is happening in the nucleus to what the students already know about DNA and RNA replication. Materials: Microscopes for every two students. Blank slides Slide covers Stain Toothpicks Student Journals Classes large white sheet that was wrote on in Day 1 for the cell membrane Instructional Activities: 1. Students will be directed first into what they are to do in the lab. -They will go and have one person in their group scrap the inside of their cheek (not until they bleed) and then prepare a wet mount on a blank slide. -They will stain the slide with the directions for the stain. -They will observe the cells nuclei and cell membranes under the microscope. They will draw what they see in their student journals. -Students will clean up their lab. 2. Discussion as a class. Guiding to what they saw and to the nucleus and to the cell membrane (relating to yesterdays material) -What did you see under the microscope? -Why do the cells have barriers? -In what ways do the cell membranes work to help the cell stay alive? -Why was the large blob stained darker? -How is the cell responsible for body knowledge storage? -What happens within the cell? (guiding to DNA storage and replication) -Where does this happen in the cell? 3. Each student in their journal will write a definition of the nucleus and also a short definition of how it is related to the cell membrane. Also, have them draw what they saw in the microscope of the cheek cells (this should be done during the lab time itself).

4. Big white paper for the class. Write nucleus on the paper. Have the students give a two or three word definition of the organelle. Have the students connect it to the other organelles (right now, that is only the cell membrane) and write something on the line that shows how the two connect. This is done after the individual activity so that they do not just copy this down in their journal, but the teacher has a better understand of what each individual student knows. Teacher Behaviors and Strategies: The teacher is there to guide the activity at hand. Making sure the students are behaving in an appropriate and safe manner in the lab, for the students sake and also the equipment. The safety will be taken up before hand, and before this unit even begins. Making sure the students see the correct items and know what they are doing with the equipment is also important. This is not done in doing it for them or telling them what to do, but guiding them into using the equipment correctly and helping them find objects and know what they are looking at. Communication among the students is encouraged during lab time. They can collaborate about what they are seeing, what they believe it is, why it isnt one thing, ect. During the discussion, the teacher is to facilitate the conversation, make sure it gets to the point it needs to get to, and make sure to decipher the difficult material. By asking the right questions and using the students answers to get the conversation to go where it needs to go. Asking higher level questions will get the students actively and mentally engaged and also help with classroom management by having all students involved in the discussion. With the flow chart and adding the organelle of the nucleus, and each new organelle each day, the point is to show how connected everything is. With the connectedness of it, students will not only have to point out a definition of the organelle but also tell how the organelles relate to one another, and that goes on the arrows of connection between thus organelles. Assessment: Within the student journals, the teacher will be able to figure out if they actually understand what the nucleus does and why it is important, also how it connects to the cell membrane. Knowing this will help the teacher know what to add for the next day and what needs to be emphasized again.

Day 3: Mitochondria and Lysosomes Student Objectives: 1. Students will be able to explain what happens in the mitochondria and the purpose for it within the cell. 2. Students will be able to explain the importance of the lysosome and justify its importance within a cell. Content, Materials, Activities, and Instructional Sequence: Content:

Students will go over the importance of cellular respiration and the excretion of cellular waste. A discussion over the mitochondria and lysosome will help connect this to the organelle level and also learn the content of the cell organelles, the mitochondria and the lysosome. Materials: Student Journal White sheet with concept map on it from the other days. Pencils Instructional Activities: 1. Have students make two lists in their journal, one being everything they take into their bodies in a day and the other is everything they excrete from their bodies in one day. The first list will include food, water, oxygen (air), images (eyes), ect. The second list will include feces, urine, gas (breathing, burps), words (talking), ect. After the students have done this individually make a class list on the board. 2. Go over the basis of what happens to the majors when they enter until they leave (ie, food: eat, digest, absorb, and then excrete) Questions to consider during this section: -What happens when we take food in? Where does it go? -How come we just dont get the energy from the food in the state we eat it in? -Why would the food need to be broken down? -Why do we need to ingest so much if it just gets excreted? -What is the importance of excretion? (Going to the point of going to individual cell ingestion and excretion) -How would a single cell breath? ingest? excrete? -What makes this possible for every single cell to do in our bodies? 3. Mitochondria -What is the energy that we need to complete normal functions? (ATP) -How do we get this? Where do we get this? Go over a simple Krebs cycle (input, happenings, output). Create a drawing of what is going on. Emphasize the mitochondria as the powerhouse of the cell. -Have students draw the Krebs cycle and a short definition of the mitochondria in their journals. Also, have them connect the mitochondria to the cell membrane and the nucleus (this might need a little more discussion) 4. Lysosomes -How do the cells get rid of waste, individually? -What waste will they have to get rid of and why? -What structure would make sense for an organelle for this job and why? -Think of other organelle structures that we have already gone over. Once the purpose of the lysosome is determined, show a youtube or teachertube video that shows it all again.

-Have the students draw a lysosome in their journals. Write a short definition of what they do and then connect the lysosome to the cellular membrane, nucleus, and the mitochondria. 5. As a class on the white concept map being built upon every day -Add Mitochondria to the map; write a two or three word definition; connect mitochondria to each of the other organelles and explain connections. -Add Lysosome to the map; write a two or three word definition; connect lysosome to each of the other organelles and explain connections.

Teacher Behaviors and Strategies: It is going to be important to build off of the students ideas and ask thought provoking, content rich questions, getting students to think. It will be important for the teachers not to give the answers away to the students but use social learning theory to build off of one another to accumulate to the content they need to know. Also, reflecting in their journals will help the teacher know what they actually know and understand and group discussion will help emphasize the main points and go over the content again. Assessment: In the student journals, the teacher will be able to individually assess and see what each individual student understands. With the discussion question answers and the creation of the concept map, the teacher will know what the students as a whole understand. With this they will be able to know what they need to go over the next day or in the future, what they need to emphasize again, and what the students know at the end of the class. When the students connect the organelle to the other organelles that they already learned about, they are being reassessed on what they know about the organelles and especially how they connect to one another. Day 4: Smooth and Rough Endoplasmic Reticulum Student Objectives: 1. Students will be able to explain the functions of both the smooth and rough Endoplasmic Reticulum and explain the importance of these to the cell. 2. Students will be able to draw connections between the ER and other cell parts. Content, Materials, Activities, and Instructional Sequence: Content: Students will discover the importance to transportation and synthesis of proteins and other components in the cell by means of the endoplasmic reticulum. Materials: Student Journal White sheet with concept map on it from the other days.

Pencils Instructional Sequence: 1. Have students review what they have learned previously about macromolecules (proteins, carbohydrates, lipids, nucleic acids). Students will be asked to recall what the macromolecules are and why they are important to living things. This will be done in a think-pair-share. After students have had a chance to talk with a partner, the teacher will put all ideas on the board. Probing questions will include: - What were the macromolecules? - What were are some of their roles that weve learned about? 2. Next, as a large group we will brainstorm what life would be like if each of those macromolecules were taken away. Ideas will be put on the board. A consensus will be taken with the class on whether or not cells/life could survive without each individually. - What issues would life be faced with without proteins/lipids/etc..? 3. Discuss where these molecules come from and introduce the Endoplasmic Reticulum. Youtube video of how it looks and its functions will be played. After, students will do another think-pair-share with the following questions to consider, and answers are written on the board: - How did the ER look? - What was the main function? How might the appearance of the ER be important to the function? 4. Distinguish between rough and smooth ER through large group discussion: -What did you notice about the two different ERs in the video? - Why might they look different? - What problems would we come across if we took out the ER from the cell? - Which other cell organelles would be affected if we took out the ER and why? 5. Students will draw the rough and smooth ER into their student journals along with a short description about the function and how it relates to the other parts of the cell. 6. As a class on the white concept map being built upon every day -Add Rough and Smooth Endoplasmic Reticulum to the map; write a two or three word definition; connect the ER to each of the other organelles and explain connections.

Teacher Behaviors and Strategies: The teacher will ask critical thinking questions throughout the class so that students can lead themselves to understanding to key concepts instead of simply being told the answers. The students will be guided to make connections between their previous knowledge and the new content so that is easy to understand and to remember. Students will also be working in small

groups to encourage sharing of ideas and to be able to explain concepts to each other. They will be exposed to the nature of science by coming to agreements about the cell parts and functions, and this nature of science will be pointed out. Finally, students will draw upon previously learned information to connect their prior knowledge with a new concept. This will make the content easier to understand and more relateable. Assessment: The student journals will be turned in and evaluated to see if students have understood the basic functions and how the ER relates to other cell parts. Student understanding will also be reviewed throughout the large group discussion and during the time while adding to the class concept map. Day 5: Ribosomes Student Objectives: 1. Students will be able to identify ribosomes, and explain their function and importance to the cell. 2. Students will be able to explain how ribosomes work with the other cell parts for proper cell function. Content, Materials, Activities, and Instructional Sequence: Content: Students will relate past knowledge of DNA and RNA to the ribosomes and will reflect on why ribosomes are essential. Materials: Student Journal White sheet with concept map on it from the other days. Pencils Instructional Sequence: 1. Review lesson from previous day about the ER. -What were the functions? - What were the differences between the rough and smooth ER? (Get to ribosomes.) 2. Intro to Mr. Ribosome: walk through the life of the ribosome starting in the nucleolus and his path to either the Rough ER or cytoplasm. Have students help with the story and write ideas on the board. Think-pair-share. After ideas are all written, have class come to a consensus. - Knowing the role of rough ER what might his job be? (protein synthesis) - Taking what you know about RNA and DNA synthesis, who might his coworkers be? (mRNA, tRNA, )

- If Mr. Ribosome became lazy or stopped doing his job, how would this affect the rest of the cell or the organism? 4. As a large group, the class will add ribosomes onto the white sheet concept map and draw connections between the ribosomes and the other cell parts. At this point, they will also review the other parts of the cell and how they are all working together to complete the cells function. 5. At the end of class, students will draw a ribosome in their student journals along with a brief description of the function and how it relates to other cell parts. Teacher Behaviors and Strategies: The teacher will lead class discussion by asking thought provoking, critical thinking questions. The questions will be designed to let students discover the content ideas through their own connections rather than by simply being told. When students present misconceptions, the teacher will need to delicately address those by having students explain why they have those certain ideas. Questions should help guide the students to see that their ideas have errors and then lead them to the desired answers. The teacher will help students to make links between this new knowledge and their previous knowledge from other days. This helps students to make better, deeper connections. Assessment: Throughout the class, students will be continually evaluated to see how well they can expand and think critically about content. Students will turn in journals at the end of the class period so that accuracy can be evaluated by the teacher. This will also show the teacher which students are making connections between cell parts and function, and it will show which areas need to be reviewed the following day. When students are working together as a large group to make connections about the different parts of the cell while completing the concept map, the teacher will be able to see if the large group is grasping the connections and key ideas. Day 6: Golgi Apparatus and Cytoplasm -Students will be able to explain the importance of the Golgi Apparatus, its function and how it connects to the other organelles within the cell. -Students will be able to explain why the cytoplasm is important to the cell. Hold a discussion on the importance of the Golgi Apparatus and its function of packaging materials to be ready for distribution outside the cell. Start discussion with talk about how things in our world get from place to place. What advantages do cells have over the outside world? What boundaries do the cell have that the outside world do not? For the cytoplasm activity, have a jello display already set up. Within the set jello have items that represent each of the other organelles. A ball for nucleus, ribbon for smooth endoplasmic reticulum, ribbon with beads on it for rough endoplasmic reticulum. Follow the Golgi Apparatus discussion up by bringing them up first in the model. Go over each of the organelles and end with cytoplasm, which all the organelles are suspended in.

Have the students put both organelles into their journal, with a short description of the organelles functions and how they relate to each of the other organelles. Pull out the concept map that each class had been working on and add each of the organelles that the class went out that day, state a quick function for each and then connect to each of the other organelles. Day 7: Concept map/ how they relate together/ bringing them all together/ why everything together is essential/ explain debate and assign it. -Students will be able to show the relationship between each of the organelles and all the organelles as a whole. With using the notes that the students have put into their journals, the notes they wrote when they learned a new organelle they would relate it to each organelle that they have previously went over, have them make a concept map, a web, with all the organelles connected.Have them work with a partner, this task is demanding of time and knowledge. After the students complete this task, go over quickly the concept map that the class has been completing every day until now during the unit. Discuss about the importance of all the organelles working together in the cell. Explain the idea of the debate. Day 8: preparation Students will be put into 6 groups, and groups will be predetermined by the teacher. Each group will draw a piece of paper out of a drawing, assigning them to one of the following cell organelles: Cell membrane, Nucleus/nucleolus, Mitochondria, Lysosomes, Endoplasmic Reticulum, and Golgi Apparatus. (Cytoplasm will be excluded.) The students will be presented with their directions on a handout outlining the great debate. The scenario: Students will be told that due to budget cuts, there has been talk about getting rid of one of the employees (organelles) of the the cell. The boss cant decide who to cut, so she has decided to have each organelle explain why it is vital that they stay as an employee of the cell through a debate. Each group will be assigned to one organelle, and they will need to have support/evidence of importance for their own organelle. They will also need to know they other organelles and try to explain why those would be better to be fired. They will need to consider what other groups may say about them and be ready to respond. At the end of the debate, the teacher will lead the class in a general review of the benefits of each cell part and to the conclusion that all parts are necessary! At the end of the debate day, the students will need to each turn in a reflection about the importance of each cell part. The teacher will talk through what steps the groups should take in getting organized and started, and this will be done as a large group with students coming up with the plan with guide from the teacher.

When the large group has a plan, the small groups will break apart and begin to work with the teacher walking around to answer questions and help when needed. At the end of the class period each group will need to check in with the teacher to show their progress. Day 9: preparation Students will have this day to prepare for their debate. General tips on debate will be discussed as a large group at the beginning of class. Ideas will be written on the board, and students will be needing to take notes. The teacher will continue to walk around the room and help groups as needed. The teacher will ask probing questions that will have students consider why that cell part is important and possible attacks from other groups. Each group will need to check in with the teacher by the end of the class period to check progress. Day 10: The big debate Each group will get 2 minutes to present their case of why they are the most important cell part. After each is given a chance to talk, then each group will be able to suggest which organelle should be fired and why. Groups should be ready to respond when they are attacked. At the end of the debate, the teacher will lead a discussion while referring to the concept map that the class created. Discussion will be lead to come to the conclusion that each cell part is essential. The connections of cell parts to each other will also be emphasized through leading students with open ended questions. Students will turn in their individual reflections about the parts of the cell, their functions, and how they work together. The debate will be evaluated based on accuracy to the assigned cell function and participation.

VI. Nature of Science

When the students are introduced to the debate, the class will have a discussion about why it is important to know content for this assignment. The class will discuss why it is important to find multiple evidence points with regards to science and also how scientists collaborate and work together.

VII. Rational for this Unit

This unit is for teaching basic organelles and their functions to high school biology students. The unit focuses on the connections between each of the organelles and has a final assessment which debates on taking an organelle out of the cell. Students have to defend why their organelle is too important to kick out of the cell. This challenges students to think about the importance of one specific organelle while also having to know the other organelles functions, purpose, ect to defend their organelle. The unit was also designed to get students thinking in

higher level thinking by using questioning strategies which help facilitate deeper level thinking done by the students. Also, many examples are used and concrete items are brought up or brought into the classroom to build off of knowledge that the student already possess. This will help the students connect the new knowledge to knowledge that the student already knows. Providing the students times to work in groups also has them learning off of each other. They will share knowledge with one another and gain assurance of the knowledge that they are gaining. The goals that the teacher has for their students are kept in mind. With the debate in the end, students will have to research and gain knowledge from other resources, organize all the information they have acquired, and work with one another to be successful. Students also are encouraged to be creative with this project to come up with new ideas and ways to present the information so they have an advantage in the debate. What the teacher needs to keep in mind while going through the lesson is that their behaviors are going to help this lesson be effective. By using non-verbals to help keep the students engaged, and using good questioning strategies will help the discussions go further. The teacher should also remember that their students are different then any other students this lesson will be taught to, so it is okay to tailor the lesson or unit to them. If more time is needed for further exploration or creativity to come into the picture, the teacher can allow that to happen.