1. Unit 1: Cells

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

3. Day 1 Required Readings: Required Readings: Section 2.1: Cells and cell structures Section 2.1: Cells and cell structures Learning Objectives: Learning Objectives: The basic unit of living organisms is the cell 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 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 The study of cells requires the use of a microscope

4. Starter There are some microscopes set up with different cells at the back. 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. 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. 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. When back in your seats, discuss with your group the similarities and differences between the slides. Time: 15 minutes Time: 15 minutes

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

6. 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. Look at the pictures provided and point out any similarities and differences between the three types of cells. What structures can you see? What structures can you see? Time: 15 minutes Time: 15 minutes

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

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

9. Animal and Plant Cells

10. Homework: Complete the “Cell as a City” Complete the “Cell as a City” Label the plant and animal cell Label the plant and animal cell

11. Day 2: Organization of Living Things Required reading: Required reading: Section 2.2 Section 2.2 Learning Objectives: Learning Objectives: To understand that the body of a living organism is a highly organized structure 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 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 The structure of cells relate to its function; cells are specialized

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

13. Activity One: Review Cell Organelles Get in a group with 2-3 other people who you do not sit with 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. 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 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 Time: 20 minutes

14. 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? 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: In your group, come up with an explanation for each term using an example: Organelle, cell, tissue, organ, organ system, organism Organelle, cell, tissue, organ, organ system, organism You can represent your information in any way you like You can represent your information in any way you like Time: 20 minutes Time: 20 minutes

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

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

17. Homework None for tonight! None for tonight!

18. Day 3: Movement in and out of Cells Required Reading Required Reading 2.3 Movement in and Out of Cells 2.3 Movement in and Out of Cells Learning Objectives: Learning Objectives: To understand that the contents of a living cell must be kept separate from its surroundings 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 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 To understand the principles of diffusion, osmosis, active transport and phagocytosis

19. Starter Give an example of diffusion or osmosis. 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. 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 Time: 10 minutes

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

21. Activity Two: The structure of the cell membrane Cell membranes are often described as a “fluid mosaic” Cell membranes are often described as a “fluid mosaic” What does this mean to you? What does this mean to you? Why do you think this would be used to describe the cell membrane? Why do you think this would be used to describe the cell membrane? Create a model of the cell membrane using the cut- outs provided Create a model of the cell membrane using the cut- outs provided Time: 30 minutes Time: 30 minutes

22. Activity Three: osmosis is the diffusion of water particles Osmosis is a special type of diffusion involving water particles Osmosis is a special type of diffusion involving water particles We will model this by putting decalcified eggs (the “cell”) into water, salt and sugar solutions to observe the net movement of water particles We will model this by putting decalcified eggs (the “cell”) into water, salt and sugar solutions to observe the net movement of water particles Use the experimental design sheet to plan out your experiment Use the experimental design sheet to plan out your experiment Show me when completed and set up your practical Show me when completed and set up your practical Time: 35 minutes Time: 35 minutes

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

24. Day 4: Movement in and Out of Cells (Cont’d) (60 minutes) Required Reading Required Reading 2.3 Movement in and Out of Cells 2.3 Movement in and Out of Cells Learning Objectives: Learning Objectives: To understand that the contents of a living cell must be kept separate from its surroundings 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 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 To understand the principles of diffusion, osmosis, active transport and phagocytosis

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

26. Activity One: Results from egg lab Obtain the masses from your eggs and record your results Obtain the masses from your eggs and record your results CERR lab report due September 4 CERR lab report due September 4 Extension activity (include at the end of report): Extension activity (include at the end of report): Bodies of water have different salinities (salt concentrations) Bodies of water have different salinities (salt concentrations) See wiki for full instructions See wiki for full instructions Time: 20 minutes Time: 20 minutes

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

28. Homework Complete the Examining Cellular Transport lab packet Complete the Examining Cellular Transport lab packet Due September 6 Due September 6

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

30. Starter

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

32. Activity One: Enzymes are biological catalysts

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

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

35. 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 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 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 Time: 25 minutes

36. Homework None for tonight! None for tonight!