What are living things made of ?
Learning Targets
Learning Experiences
Learning Targets
Learning Experiences
Misconception
V Plants are not made of cells.
19 I can classify cells (pro- karyotes and eukaryotes) based on the observation of internal structures and the complexity of the cell and can use those classi- fications to annotate a diagram of prokaryotic and eukaryotic cells. (2)
20 I can distinguish between common cellular organelles based on structure and function. (2) 21 I can classify cells after observing the presence or absence of organelles and I can draw conclusions about the function of the cell based on the abundance of organelles. (2) 22 I can compare and contrast different types of cells (plant, animal, bacterial, fungal, etc.) found in a variety of organisms. (2) 23 I can predict the role of an unfamiliar cell based on my knowledge of cellular components and their function. (2) 24 Using knowledge of cell parts, I can design a cell that performs a specific function and can communicate the fea- tures of my designed cell. (2)
Having determined that living things are composed of cells, students begin the process of classifying types of cells and their individual components. A variety of cells are explored via microscope, print and/or online image and video, or web-based interactives. The goal is to distinguish between prokaryotic and eukaryotic cells and compare and contrast various types of cells (blood, skin, muscle etc.). As a content check, students can annotate diagrams of eukaryotic and prokaryotic cells.
This content sweep is focused on the structure and function of cellular organelles. Using various sources (prepared or wet mount slides, images, digital animations), students identify cellular organelles and correlate organelle function to structure. Students should note how plant, animal, and bacterial cells differ in terms of organelle presence and relative abundance and create a chart or diagram that compares and contrasts the three cell types. With this knowledge, students construct a three-dimensional model of a specific organelle, showing how the structure enables the organelle to perform its specific tasks. Students may instead create functional analogy booklets, interactive posters, or web-based diagrams with links to illustrate a conceptual understanding of cell structures and their functions. NOTE: This activity goes beyond simply reproducing the image of a cell on a poster, slide show or candy-covered cake. The focus is demonstrating how molecular structure enables the organelle or cell to perform its required function. Students work in groups to design a cell that is optimized to perform a specific task (i.e. growing hair, storing water, secreting mucus). Each group prepares an advertisement/commercial explaining how their specific combination of cellular organelles and structures enables the special feature of their cell. To conclude this content sweep, students encounter an image or model of an unfamiliar cell type, such as the cells that line the stomach, an exocrine gland, or a motor neuron. Based on their acquired knowledge, students predict the cell’s functional role. Use the student-created diagrams to classify unfamiliar cells as a formative assessment.
Teacher Tip Teachers unfamiliar
with the POGIL strategy are en- couraged to investigate the resources below before using this in their classroom. POGIL is a strategy in which students work in small groups with individual roles to ensure that all students are fully engaged in the learning process. Incorrectly applied, POGIL appears to be a traditional worksheet, but when utilized correctly, the strategy can engage multiple learners in critical thinking about their own learning. pogil.org bit.ly/pogil-how-to bit.ly/pogil4
Teacher Resources
Comparing Cell Structures Alabama Science in Motion M3CompCel
Explore the function and diversity of organelles and structures in various types of cells, including plant, animal, and bacteria. bit.ly/AMSTI-ASIM Prokaryotic and Eukaryotic Cells: Do all cells have the same structure? Flinn Scientific POGIL activity in which students work in groups to analyze models to differentiate cell types. bit.ly/prokaryote-eukaryote
Teacher Resources
Cells Alive Interactive website containing multiple cell activities www.cellsalive.com iCell — HudsonAlpha Institute for Biotechnology 3D cell model app allows students to explore the internal structures of plant, animal, and bacterial cells. icell.hudsonalpha.org Inside-A-Cell — Genetic Sciences Learning Center Click through web-based cell animation bit.ly/inside-a-cell
Magnetic Cell Alabama Science in Motion C6MagCel Students use magnetic manipulatives to illustrate and compare and contrast organelles found in a variety of cell types. bit.ly/AMSTI-ASIM Organelle Model Project Students produce a three-dimensional model of an organelle. www.hudsonalpha.org/compendium
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Misconception
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V Cells do not carry out essen- tial life functions for the organ- ism they compose.
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29
A Field Guide to the Alabama Standards
28
The Biology Compendium
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