Digital Unit Plan Goals, Objectives and Assessments

Unit Title: Cell Structure and Function

Name: Jason Unger

Content Area: Biology

Grade Level: majority 9th, less 10th, fewer 11th and 12th

Next Generation Science Standards

HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within
multicellular organisms.
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Common Core Literacy and Mathematic Standards
CCSS.ELA-LITERACY.RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used
in a specific scientific or technical context relevant to grades 9-10 texts and topics.
CCSS.ELA-LITERACY.RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms.
CCSS.ELA-LITERACY.SL.11-12.5. Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.
CCSS.MATH.CONTENT.HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and
interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
CCSS.MATH.CONTENT.HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling.
CCSS.MATH.CONTENT.HSS.ID.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots).
Disciplinary Core Ideas and Essential Questions
Disciplinary Core Ideas for this unit are:

Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a
component of the next level. (HS-LS1-2)

Feedback mechanisms maintain a living systems internal conditions within certain limits and mediate behaviors, allowing it to remain
alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive
feedback) or discourage (negative feedback) what is going on inside the living system. (HS-LS1-3)
The Essential Questions for this unit are:

What does the cell theory tell us about cells?

What do all living things have in common?

What are the two major kinds of cells and what makes them different from each other?

How are plant and animal cells similar and how are they different?
What are the major parts (organelles) of plant and animal cells and what do these parts do?
How do substances get into and out of cells?

Performance Expectations (Goals and Objectives)

Students know how prokaryotic cells and eukaryotic cells differ in complexity and general structure. Students know the role of the endoplasmic
reticulum and the Golgi apparatus in the secretion of proteins. Students know usable energy is captured from sunlight by chloroplasts and is
stored through the synthesis of sugar from carbon dioxide. Students know the role of the mitochondria in making stored chemical-bond energy
available to cells by completing the breakdown of glucose to carbon dioxide. Students know how eukaryotic cells are given shape and internal
organization by a cytoskeleton or cell wall or both. Students know cells are enclosed within semipermeable membranes that regulate their
interaction with their surroundings. Students know cells are enclosed within semipermeable membranes that regulate their interaction with their
surroundings. Students know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses.
Unit Summative Assessments
Little Girl Lost: A Case Study on Defective Cellular Organelles (HS-LS1-2)

This case study introduces students to the structure and function of cellular organelles and seeks to show their
importance by discussing diseases and disorders that can result when an organelle does not function as it should. The
storyline follows a family whose joy at bringing home a new baby is soon altered by their child's sudden illness, which is
eventually diagnosed as Leigh Disease.
Exit slip questions (HS-LS1-2, HS-LS1-3)

Several classes in this unit will conclude with exit slip questions. The exit slip for the lesson Inquiry_Cell theory,
prokaryotic vs eukaryotic, organelles will consist of the following questions
o List the 3 parts of the cell theory
o Describe the differences in prokaryotic and eukaryotic cells
o Describe the differences in plant and animal cells
o Draw either a plant or animal cell with as many organelles as you can remember
Diffusion/Osmosis/Cell Concept Test Prep HW (HS-LS1-3)

Students will prepare for the cumulative exam by spending 10 minutes working on multiple choice questions, examining
diagrams, modeling, and investigating. If not completed, it is a homework assignment.
Cumulative Exam (HS-LS1-2, HS-LS1-3)

Students will be assessed on information presented through out the unit. The exam will be composed of multiple choice,
True/False, short answer, and case study analysis questions.
Lesson 1 Cell theory, prokaryotic vs eukaryotic cells, cell organelles, intro to animal vs plant cells

Performance Expectation:

SWBAT describe what properties make

things living cells

Recognize the similarities and differences

between prokaryotic and eukaryotic cells

Identify and describe the functions of the

cell organelles
Lesson 2 Continue animal vs plant cells

Acceptable Evidence Formative and/or Summative Assessment:

Student progress will be monitored while they complete two POGIL Activities for High School
Biology. The first will be Prokaryotic and Eukaryotic Cells: do all cells have the same
structure? The second will be Organelles in Eukaryotic Cells: what are the functions of
different organelles in a cell?

Performance Expectation:

SWBAT describe and locate the organelles

within a plant cell and animal cell by using
slides and drawings

Acceptable Evidence Formative and/or Summative Assessment:

Students will be monitored as they investigate eukaryotic and prokaryotic cell models at
http://www.cellsalive.com/cells/3dcell.htm and label cell models of animal and plant cells
and prokaryotic cells on a worksheet. There will also be a city/cell analogy activity, an
organelle game, and an organelle practice quiz.

Lesson 3 Cell membrane

Performance Expectation:

SWBAT describe the structure of the cell

membrane and explain how different
materials get in and out of a cell
Lesson 4 Diffusion and osmosis

Acceptable Evidence Formative and/or Summative Assessment:

Students will start with the Gummy Bear Lab. They will be paused to take a cell quiz. That is
followed by plasma membrane reading and notes. Students then finish the Gummy Bear Lab
and are assigned Cell Membrane reading for homework.

Performance Expectation:
Acceptable Evidence Formative and/or Summative Assessment:
There will be an osmosis worksheet that serves as a formative assessment tool for the

SWBAT identify the directions of diffusion

teacher to observe while the students complete. A diffusion and osmosis review led by the
and osmosis based on the concentrations
teacher will end class.
of a solution
Lesson 5 Active transport, endocytosis, and exocytosis
Performance Expectation:

SWBAT describe the different ways

materials get into or out of the cell
Unit Resources:

Acceptable Evidence Formative and/or Summative Assessment:

Students will begin a potato lab. They will review a Cell Transport Packet, take notes on a
lecture, finish the potato lab, then complete a cellular transport worksheet.

POGIL Prokaryotic and Eukaryotic Cells: do all cells have the same structure?
POGIL Organelles in Eukaryotic Cells: what are the functions of different organelles in a cell?
City/cell analogy activity
Organelle practice quiz
Gummy Bear Lab
POGIL Osmosis work packet
Potato Lab
Cellular transport worksheet

Useful Websites:
http://www.cellsalive.com/cells/3dcell.htm
Prokaryotes, Eukaryotes, & Viruses Tutorial http://www.biology.arizona.edu / CELL_BIO / tutorials / pev / main.html
Diffusion and Osmosis http://www.biologycorner.com / bio1 / diffusion.html
How Substances Get into (and out of) Cells http://www.biotopics.co.uk / life / osmsis.html
Cellular Transport http://www.wiley.com / legacy / college / boyer / 0470003790 / animations / membrane_transport /
membrane_transport.htm
Diffusion http://www.stolaf.edu / people / giannini / flashanimat / transport / diffusion.swf
Osmosis http://www.stolaf.edu / people / giannini / flashanimat / transport / osmosis.sw