This zip file contains many different activities (54 pages of student handouts and 2 PowerPoint files with a total of 134 slides) which can be used to compose a unit for AP Biology or advanced Biology students involving the major topics of Cell Structure and Function and Cell Communication. Topics in this unit include cell surface area and volume considerations and calculations, introduction to the properties of the cell membrane, compartmentalization, cell organelle structure and function. as well as many aspects of cell communication. More specifics concerning the topics addressed in this package of activities appear in the objectives at the end of this description.
While these lessons were originally designed for my AP Biology curriculum, they can be adapted to any advanced level Biology program.
This lesson packet contains a listing of the learning goals, common core learning standards, NGSS learning standards and the AP Biology performance indicators addressed in these materials. These are included in the packet and at the end of the description of this lesson.
The components of this lesson package can easily be displayed to students using and LCD projector and may be readily modified into formats facilitating smartboard technology. Most documents are included in both word doc or docx as well as pdf format to allow editing for specific teacher needs. The learning guides/assignments contain links to online resources to support student learning.
Suggested answer keys are included for all items.
The specific contents of the learning package includes the following items (the page count for these items are actual student handouts as answer key page counts are not included):
-- Cell Structure and Function and Cell Communication Objectives and NGSS, ETS and Common Core Standards in word and pdf format (4 pages)
-- Cells PowerPoint (74 slides)
-- Cell Completion Notes to accompany the PowerPoint (11 pages) in word and pdf format
-- Cell Worksheet # 1 with key in word and pdf (includes the topics of surface area and volume calculations/considerations, compartmentalization and introduction to membrane processes) (5 pages/25 questions)
-- Cell Worksheet in word and pdf format with key (5 pages/ 32 organelle identification and 24 multiple choice questions)
-- Cell Exam (Structure and Function) with key in word and pdf format (7 pages/25 multiple choice, 7 completion and 6 short answer questions)
-- Cell Communication PowerPoint (60 slides)
-- Cell Communication Completion Notes to accompany the PowerPoint in word and pdf format (17 pages)
-- Cell Communication Project webquest with key in word and pdf format (7 pages) (all links functional as of 8-1-18)
Cell Structure and Function Objectives ETS
BIG IDEA #2: BIOLOGICAL SYSTEMS UTILIZE FREE ENERGY AND MOLECULAR BUILDING BLOCKS TO GROW, TO REPRODUCE AND TO MAINTAIN DYNAMIC HOMEOSTASIS
Essential knowledge 2.A.3: Organisms must exchange matter with the environment to grow, reproduce and maintain organization.
LO 2.6 The student is able to use calculated surface area-to-volume ratios to predict which cell(s) might eliminate wastes or procure nutrients faster by diffusion.
LO 2.7 Students will be able to explain how cell size and shape affect the overall rate of nutrient intake and the rate of waste elimination.
Essential knowledge 2.B.3: Eukaryotic cells maintain internal membranes that partition the cell into specialized regions.
LO 2.13 The student is able to explain how internal membranes and organelles contribute to cell functions.
LO 2.14 The student is able to use representations and models to describe differences in prokaryotic and eukaryotic cells.
Cell Structure and Function Learning Goals
Upon completion of this unit the student will be able to:
1. list several reasons that most cells must be small.
2. compute the surface area to volume ratio of any cell.
3. discuss the structure and function of the plasma membrane.
4. define the term compartmentalization and explain its importance to cell function.
5. discuss the structure and function of the following major cell structures or organelles including the; lysosome, rough endoplasmic reticulum, peroxisomes, smooth endoplasmic reticulum, mitochondrion, golgi complex, ribosome, nucleus, nuclear membrane, and nucleolus.
6. list three organelles found in plant cells but not animal cells and their functions.
7. discuss the chief structural differences between prokaryotic and eukaryotic cells.
8. define each of the following terms; autolysis and apoptosis.
9. discuss several features of the cytoskeleton.
10. explain the endosymbiont theory and the concept of cytoplasmic inheritance.
11. discuss how several structures hold cells together.
12. discuss some aspects of cellular communications.
Cell Signaling Objectives ETS
BIG IDEA #3: LIVING SYSTEMS STORE, RETRIEVE, TRANSMIT AND RESPOND TO INFORMATION ESSENTIAL TO LIFE PROCESSES.
Enduring understanding 3.D: Cells communicate by generating, transmitting and receiving chemical signals.
Essential knowledge 3.D.1: Cell communication processes share common features that reflect a shared evolutionary history.
LO 3.31 The student is able to describe basic chemical processes for cell communication shared across evolutionary lines of descent.
LO 3.32 The student is able to generate scientific questions involving cell communication as it relates to the process of evolution.
LO 3.33 The student is able to use representation(s) and appropriate models to describe features of a cell signaling pathway.
Essential knowledge 3.D.2: Cells communicate with each other through direct contact with other cells or from a distance via chemical signaling.
LO 3.34 The student is able to construct explanations of cell communication through cell-to-cell direct contact or through chemical signaling.
LO 3.35 The student is able to create representation(s) that depict how cell-to cell communication occurs by direct contact or from a distance through chemical signaling.
Essential knowledge 3.D.3: Signal transduction pathways link signal reception with cellular response.
LO 3.36 The student is able to describe a model that expresses the key elements of signal transduction pathways by which a signal is converted to a cellular response.
Essential knowledge 3.D.4: Changes in signal transduction pathways can alter cellular response.
LO 3.37 The student is able to justify claims based on scientific evidence that changes in signal transduction pathways can alter cellular response.
LO 3.38 The student is able to describe a model that expresses key elements to show how change in signal transduction can alter cellular response.
LO 3.39 The student is able to construct an explanation of how certain drugs affect signal reception and, consequently, signal transduction pathways.
Cell Communication Learning Goals
Upon completion of this unit the student will be able to:
1. Categorize chemical signals in terms of the proximity of the communication cells
2. Overview the basic elements of a signaling system of a target cell
3. Describe the nature of a ligand-receptor interaction and state how such interactions initiate a signal transduction system
4. Compare and contrast G-protein-linked receptors, tyrosine-kinase receptors, and ligand gated ion channels
5. Describe how phosphorylation propagates signal information
6. Describe how signal information is transduced into cellular responses in the cytoplasm and in the nucleus
7. Describe how signal amplification is accomplished in target cells
8. Describe how target cells discriminate among signals and how the same signal can elicit multiple cellular responses NGSS Standard
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
Common Core State Standards Connections:
RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
MP.4 Model with mathematics.