Course: Biology Agricultural Science & Technology
Course: Biology Agricultural Science & Technology
Unit: Cell Structure and Function
State Standard: Students will understand that all organisms are composed of one or more cells that are made of molecules, come from preexisting cells, and perform life functions.
State Objectives: Investigate the structure and function of cells and cell parts.
C. Describe how the transport of materials in and out of cells enables cells to maintain homeostasis (i.e., osmosis, diffusion, active transport).
D. Describe the relationship between the organelles in a cell and the functions of that cell.
Unit Objectives:
A. Describe how the transport of materials in and out of cells enables cells to maintain homeostasis (i.e., osmosis, diffusion, active transport).
B. Describe the relationship between the organelles in a cell and the functions of that cell.
Materials Needed (Equipment):
Heavy corn syrup
Beaker
Green, blue or red food coloring
Spray cologne or perfume
Packaged candy
Relatively clean garbage can
Pre-cut name tags for organelle activity Click here to access activity name tags!
Two boxes—one that can fit inside of the other
Tape
Facilities:
Classroom
PowerPoint
Projector
Interest Approach:
Have the class imagine that you had taken each student’s temperature in the room and ask if they can guess what the average temperature of the class would be. (About 98.6 degrees Fahrenheit). Why is this? (Because our cells maintain our internal temperature through a process called homeostasis)
Objective A: Describe how the transport of materials in and out of cells enables cells to maintain homeostasis (i.e., osmosis, diffusion, active transport).
|Curriculum (Content) |Instruction (Methodology) |
|(What to teach) |(How to teach) |
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| |Point out that these adaptations that enable an organism to |
|A1 |change internally in order to survive is known as homeostasis. |
|The Cell Membrane | |
|The Master of Homeostasis |A1. PPT Slide 1 |
|A2 | |
|Terms to Know | |
|Homeostasis | |
|Diffusion | |
|Osmosis |A2. PPT Slide 2 |
|Active Transport |Have students write these terms in their notes packet and define |
|Cell membrane |them as you go along in the PowerPoint Presentation |
|Plasma membrane | |
|Selectively permeable | |
|Gradient | |
|Dynamic equilibrium | |
|Hypotonic solution | |
|Hypertonic solution | |
|Isotonic solution | |
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|A3 | |
|Homeostasis | |
|An organism’s regulation of its internal environment to maintain | |
|conditions suitable for survival is known as homeostasis | |
|An organism’s ability to maintain these conditions occurs at the | |
|cellular level | |
|One of the main structures of a cell responsible for maintaining | |
|homeostasis is the cell membrane or (plasma membrane) | |
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|A4 | |
|The Cell Membrane | |
| |A3. PPT Slide 3 |
|A5 | |
|The Cell Membrane | |
|The cell membrane or (plasma membrane) is a flexible boundary | |
|between the cell and its environment | |
|It is the outermost structure making the outline of the cell | |
|A6 | |
|The Cell Membrane | |
|The cell membrane allows certain things in, such as water and | |
|nutrients, and other things out | |
|This ability of the cell membrane to allow certain things in or | |
|out is referred to as selective permeability | |
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| |A4. PPT Slide 4 |
| |Point out that this is a diagram of a plasma membrane |
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| |A5. PPT Slide 5 |
|A7 | |
|Diffusion | |
|Diffusion is the net movement of particles from an area of higher| |
|concentration to an area of lower concentration | |
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|A8 | |
|Diffusion | |
|Click here to link to a diffusion animation online | |
|Particles are usually moving about randomly and changing | |
|directions as they bump into one another |A6. PPT Slide 6 |
|In diffusion, the particles in high concentration will migrate to| |
|areas of lower concentration until they fill in all of the empty | |
|space | |
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|A9 | |
|Diffusion in Cells | |
|Movement of particles from areas of high concentration to low | |
|concentration are said to be moving with the “gradient” | |
|The particles move until they are evenly distributed, which is | |
|called “dynamic equilibrium” | |
|Substances in cells are in a water solution and constantly move |Interest Approach for Diffusion: |
|by diffusion |In one location in the room, spray a few squirts of cologne or |
| |perfume in the air. Ask the students to raise their hands when |
|A10 |they can smell it. Eventually all students in the room should be|
|Osmosis |able to smell the fragrance. Wait until all students can smell |
|The diffusion of water molecules across a selectively permeable |it and as the question: |
|membrane is known as osmosis | |
|The direction of osmosis is determined by whether the | |
|concentration of dissolved substances is higher inside of or | |
|outside of a cell membrane | |
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|A11 | |
|Osmosis | |
|If a cell has more dissolved substances (like sugar) inside the |A7. PPT Slide 7 |
|cell than outside, this means that there is a higher | |
|concentration of water outside than inside | |
|Remember that osmosis is the movement of WATER across a membrane | |
|Also remember that in diffusion, particles move from areas of | |
|HIGHER CONCENTRATION TO LOWER CONCENTRATION | |
| |A8. PPT Slide 8 |
|A12 |For further instruction, refer to the activity below entitled |
|Osmosis |“Corn syrup diffusion” |
|Therefore the water is going to move INSIDE the cell with the | |
|gradient until dynamic equilibrium is reached | |
|This cell is said to be in a hypotonic solution | |
|You can remember this by using the word (HIPPO-Tonic) because the| |
|cell becomes fat and hippos are fat | |
|A13 | |
|Osmosis | |
|If the concentration of dissolved substances is higher outside of| |
|a cell than inside, then the concentration of water is higher | |
|inside and the water will rush outside of the cell with the | |
|gradient until dynamic equilibrium is reached | |
|This cell is said to be in a hypertonic solution |A9. PPT Slide 9 |
|You may think of hyper students running outside of a classroom | |
|and the classroom, or (cell) shrinks in size | |
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|A14 | |
|Osmosis | |
|If the concentration of dissolved substances inside the cell are | |
|the same as the outside of a cell, there is no concentration | |
|gradient and water moves back and forth across the cell membrane | |
|at an equal rate | |
|A cell in this case is said to be in an isotonic solution | |
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|A15 |A10. PPT Slide 10 |
|Active Transport | |
|Sometimes the cell needs to get things inside and outside of the | |
|cell against the concentration gradient | |
|This requires energy from the cell and is called active transport| |
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|A16 | |
|Cell Membrane and Homeostasis | |
|Because of the selective permeability of the cell membrane, the | |
|cell only allows good things in and keeps bad things out of the | |
|cell. This helps the organism maintain healthy and able to |A11. PPT Slide 11 |
|survive | |
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| |A12. PPT Slide12 |
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| |A13. PPT Slide 13 |
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| |A14. PPT. Slide 14 |
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| |A15. PPT Slide 15 |
| |You can discuss ATP, which is the cell energy used to facilitate |
| |active transport. |
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| |A16. PPT Slide 16 |
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Activity: Corn Syrup Diffusion
Activity: in a beaker, fill with corn syrup and place a few drops of food coloring on the top of the syrup in one location. Discuss that the concentration of food coloring particles is very high where the drops are located and that the particles of corn syrup and food coloring are randomly moving, even though you cannot see the individual particles moving. Ask the students what will happen if you leave the mixture overnight. Discuss that because of the net movement of particles from an area of higher concentration to an area of lower concentration, the food coloring should distribute itself evenly throughout the mixture until it reaches equilibrium.
Objective B: Describe the relationship between the organelles in a cell and the functions of that cell.
| |Descartes E-Moment: |
| |Have students write themselves a letter answering three questions. |
| |They should write it in complete sentences using letter format. The |
| |three questions are: |
| |What do I know about cells? |
| |What would I like to know about cells? |
| |What do I not know about cells? |
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| |B17. PPT Slide 17 |
|B17 | |
|Cell Organelles | |
|The Nuts and Bolts of a Cell | |
| |B18. PPT Slide 18 |
|B18 |Have students write the terms in their notes and define the terms as |
|Terms to Know |you go along in the PowerPoint Presentation |
|Organelle | |
|Plasma membrane | |
|Cell wall | |
|Mitochondria | |
|Vacuole | |
|Lysosome | |
|Centrioles | |
|Ribosome | |
|Chromatin | |
|Endoplasmic reticulum | |
|Golgi apparatus | |
|Cytoplasm | |
|Nucleus | |
|Nuclelous | |
|Nuclear membrane | |
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|A19 |A19. PPT Slide 19 |
|[pic] |Explain that this is an animal cell |
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|A20 | |
|Cell Organelles | |
|Like many organisms have organs within them that have specific | |
|functions, cells have organelles | |
|Organelles are membrane-bound structures within a eukaryotic cell that| |
|have specific functions | |
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|A21 | |
|The Cell Membrane | |
|The cell membrane, or plasma membrane, is a selectively permeable | |
|layer on the outside of the cell, which contains all of the organelles| |
|within |A20. PPT Slide 20 |
|Remember that the plasma membrane helps maintain homeostasis within an| |
|organism | |
|All cells have a cell membrane | |
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|A22 | |
|Cell Wall | |
|A cell wall is a fairly rigid structure located outside the plasma | |
|membrane of plants, fungi, most bacteria, and some protists which | |
|provides support and protection |A21. PPT Slide 21 |
|The cell wall allows the cell to become quite turgid without bursting | |
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|A23 | |
|Mitochondria | |
|A eukaryotic membrane-bound organelle that transforms energy stored in| |
|food molecules is called mitochondria | |
|Mitochondria have highly folded membranes that produce energy-storing| |
|molecules |A22. PPT Slide 22 |
|Mitochondria is the powerhouse of the cell | |
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|A24 | |
|Golgi Apparatus | |
|The Golgi apparatus is an organelle in eukaryotic cells with a system | |
|of flattened tubular membranes | |
|It sorts and packages proteins and sends them to their appropriate | |
|destinations | |
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|A25 |Activity Refer to “Organelle Activity” below. |
|Lysosome | |
|A lysosome contains digestive enzymes and is responsible for digesting| |
|excess or worn out organelles, food particles, and engulfed viruses or| |
|bacteria | |
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|A26 | |
|Vacuole | |
|A vacuole is a membrane-bound space in the cytoplasm of cells used for| |
|the temporary storage of materials | |
|The vacuole in a plant is very large | |
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|A27 |A24. PPT Slide 24 |
|Centrioles |Refer to “Organelle Activity” below |
|In animal cells, a pair of small cylindrical structures composed of | |
|microtubules called centrioles duplicate during interphase and move to| |
|opposite ends of the cell during prophase | |
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|A28 | |
|Chromatin | |
|Long strands of DNA found in the eukaryotic cell nucleus is known as | |
|chromatin and condenses to form chromosomes |A25. PPT Slide 25 |
| |Refer to “Organelle Activity” below |
|A29 | |
|Endoplasmic Reticulum | |
|The endoplasmic reticulum is an organelle in eukaryotic cells with a | |
|series of highly folded membranes surrounded in cytoplasm | |
|It is the site of cellular chemical reactions |A26. PPT Slide 26 |
|Can be rough “ER” with ribosomes attached or smooth ER without |Refer to “Organelle Activity” below |
|ribosomes | |
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|A30 | |
|Ribosomes | |
|Ribosomes are non-membrane-bound organelles in the nucleus where | |
|proteins are assembled |A27. PPT Slide 27 |
| |Refer to “Organelle Activity” below |
|A31 | |
|Cytoplasm | |
|Cytoplasm is the clear, gelatinous fluid in cells that is the site of | |
|numerous chemical reactions | |
|In eukaryotes, it suspends the organelles | |
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|A32 | |
|Nucleus |A28. PPT Slide 28 |
|The nucleus is the central membrane-bound organelle that manages |Refer to “Organelle Activity” below |
|cellular functions and contains DNA | |
|The nucleus is surrounded by a nuclear membrane which can dissolve or | |
|allow structures out to the cytoplasm | |
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|A33 |A29. PPT Slide 29 |
|Nucleolus |Refer to “Organelle Activity” below |
|The nucleolus is found in the nucleus and produces ribosomes | |
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|A34 | |
|Review Link | |
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|A35 | |
|Animal Cell Diagram |A30. PPT Slide 30 |
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|[pic] | |
|A36 | |
|Plant Cell Diagram | |
|[pic] |A31. PPT Slide 31 |
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| |A32. PPT Slide 32 |
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| |A33. PPT Slide 33 |
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| |A34. PPT Slide 34 |
| |Follow the link to demonstrate a video animation of the parts of a |
| |cell. |
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| |A35. PPT Slide 35 |
| |Animal Cell Diagram |
| |Use this diagram to reinforce cell parts. |
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| |A36. PPT Slide 36 |
| |Use this diagram to reinforce cell parts. |
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| |Sample Test |
| |Click here to link to the sample test |
Activity: “Organelle Activity”
• Before class, place a PACKAGED candy in a garbage can that is relatively clean.
• Before class, tape the tag “Golgi’s Apparatus” onto the outside of the larger box.
• Before class tape the tag “Protein” onto the outside of the smaller box.
• Cut out the organelle name tags. Click here to access name tags!
• Choose three students to volunteer to participate in this activity.
• Pin or paper-clip the name tags to the three volunteers.
• Start with “Mighty Condria”. (Preferrably a boy who likes to show off) Ask Mighty Condria to introduce himself to the class. Have the class say his name several times (using the choral response E-moment). After he is properly introduced, tell him that he is a huge body builder and get him to do a few of his best body building poses. Have the class say his name one more time loudly and ask them again what he does. (He is a body builder). Then show PPT Slide 23 and teach that mitochondria is the energy transforming powerhouse for the cell and relate it to “Mighty Condria”.
• Next bring up Golgi. Properly introduce him or her to the class and have them repeat Golgi’s name loudly several times. Explain to the class that his job is like the UPS man or woman. The job description is to use his “apparatus” to package protein and ship it to other sites within the cell. Have him or her take the “PROTEIN” box, place it in the “APPARATUS”, tape it up and “ship” it to another part of the cell. (Have him take it and set it at another location in the classroom. Remind the class the name of the Shipping Guy and that his job is to ship protein throughout the cell. Show PPT Slide 24 and relate Golgi apparatus to the volunteer in the activity.
• Next bring up “Lysosome”. Properly introduce her by having students loudly say her name a few times. Instruct students that her job is like a garbage man or woman (get the clean garbage can with PACKAGED candy in it). Explain that “Lysosome’s” job is not only to remove garbage, but to eat it or digest it. Have her pick the candy up out of the garbage can and eat some in front of the class. Remind students the name of the garbage person (Lysosome) and that she digests waste. Show Slide 25 and relate the lysosome with the volunteer.
• Have volunteers sit down and have students imagine a line of vacuums at the front of the classroom. Ask them to describe each of the pretend vacuums by color, shape, etc. and then ask them what the vacuum’s job is. (To suck up things and store them). Show Slide 26 and compare the job of a vacuum to a vacuole. (Vacuoles store stuff)
• When teaching centrioles, you may call them “100 year old cowboys”—Century-old (Centriole) cowboys. The reason they are cowboys is because they have ropes which they throw out to catch the centromeres on chromosomes during prophase of mitosis and meiosis.
• When teaching chromatin you can teach them that it is unwound DNA that resembles spaghetti. You can eat spaghetti on a “Chrome or Tin” (Chromatin) plate. So when DNA is unwound and looks like spaghetti, it is chromatin.
• When teaching Endoplasmic Reticulum, or “ER” you can compare an Emergency Room “ER”, where chemical reactions take place (chemical shots, IV’s, medicines) to the Endoplasmic Reticulum (ER) where cellular chemical reactions take place.
Evaluation
Cell Structure and Function Test
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What examples can you think of in nature where organisms adapt to their environment in order to survive?
(Answers may include hibernation, growing a thick fur or shedding)
Why can you all smell the perfume if I sprayed it in one location in the room?
(Because the particles diffuse throughout the room until it has filled every empty space)
Vacuole
Ribosome
Nuclear Membrane
Nucleolus
Chromatin
Mitochondria
Golgi Apparatus
Lysosome
Cell Membrane
Cytoplasm
Endoplasmic
Reticulum
Nucleus
Centrioles
Does this cell look organized?
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