Unit Plan - Unit 3: Cells and Cell Transport

9th Grade, Biology (Honors); 25 students; 3 days/week, 1-49 minute, 2- 98 minute periods.
Goal: The students will know the anatomy of a cell, understand how they relate to structure,
function and organization, and be able to conduct examination of cells.
Standards
1. Missouri Show Me Standard 3: Characteristics of Living Lings
2. Missouri Show Me Goal 1.3: design and conduct field and laboratory investigations to
study nature and society; 1.4. use technological tools and other resources to locate, select
and organize information; 1.5. comprehend and evaluate written, visual and oral
presentations and works, 3.5: reason inductively from a set of specific facts and deductively
from general premises.
3. National Standards:
a. NGSS LS1.A: Structure and Function-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.
b. CCSS: ELA/Literacy -WHST.9-12.7 Conduct short research projects to answer a question
(or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under investigation;
ELA-LITERACY.RST.11-12.2 Determine the central ideas or conclusions of a text;
summarize complex concepts, processes, or information presented in a text by paraphrasing
them in simpler but still accurate terms; ELA-LITERACY.RST.11-12.3 Follow precisely a
complex multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks; analyze the specific results based on explanations in the text;
ELA/Literacy: SL.11-12.5 - Make strategic use of digital media to enhance understanding
of findings, reasoning, and evidence and to add interest; ELA-LITERACY.RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., data, video, multimedia) in order to address a question or solve a problem.
4. District Biology Learning Standards: 2.The student will know characteristics of living
things and will be able to distinguish between living and non-living things.
Rationale: This unit is the first unit that begins to explore deeply biology. The scope of this
unit includes microscopic examination skills upon which biology heavily relies and the
biology of the cell, which is the basic unit of all life. The two units prior covered the
fundamentals of science (scientific method, principles of life, basics of chemistry). The
content from these units is foundational to the content in this and subsequent units. Likewise,
the skills and content of this unit are foundational for future units.
Unit Goals
1. Know, understand and use the microscope for cell examination
2. Explain the importance of the cell theory and its three parts
3. Distinguish between prokaryotes, eukaryotes, plant and animal in diagrams and words
4. Identify cell organelle structures in a diagram
5. Explain the roles and functions of cell organelles

6. Describe how the structures of the cell membrane help it function

7. Distinguish between equilibrium, diffusion and osmosis
8. Distinguish between passive transport, facilitated diffusion and active transport,
endocytosis and exocytosis
9. Describe cell specialization.
Unit Assessment
1. Pre-assessment
a. Unit 1 & 2 exam scores- provide individual and class data regarding mastery of the
foundational concepts and skills for this unit
b. Pre-test (using Socrative.com on-line quiz)- assesses prior knowledge specific to this
Unit. Students log in individually to answer questions. Included in Unit materials at end
of Unit Plan
a. Collectively, these tools will be used to reinforce content from previous units and
determine which concepts can be de-emphasized during lessons covering a topic with
strong prior knowledge for the entire class. Individual student needs for learning may be
highlighted in these tools as well.
2. Summative Assessments:
a. Unit Exam- End of the unit. Multiple choice, constructed response, performance event.
b. Microscope Quiz- Matching, constructed response
c. Stem Cell Webquest Response and Opinion Sheet
d. Frog Dissection Laboratory report
Lessons
Lesson 1: Microscopes- 98 minutes
Goals
1. Students will demonstrate safe use of the compound microscope
2. Students will understand the parts and functions of the compound microscope
Outcomes
1. Behavioral Outcome: TSW safely remove or return a microscope demonstrating proper
handling and storage to or from the storage cabinets. Standard: Missouri Show Me Goal
1.4
2. TSW completely, accurately label the microscope parts on a worksheet and extend
microscope use basics to practical scenarios in the lab procedure. Standards: Missouri
Show Me Goal 1.4, CCSS: ELA/Literacy -WHST.9-12.7
3. TSW label indicated microscope parts and functions on a quiz sheet with 80% accuracy.
Standard Missouri Show Me Goal 1.4
Formative Assessments
1. Microscope Mania worksheet
2. Microscope Lab
3. Microscope homework questions
Strategies and Activities: Lecture/note Taking, Behavioral performance, Inquiry Laboratory
using microscopes, reading
Lesson 2: Cell, Cells, Cells 98-120 min
Goals:

1. Students will know the general anatomy and functions of cellular anatomic features
2. Students will understand the principles of cell theory.
Outcomes
1. TSW will completely name, illustrate, define and relate to other parts each of the cell
organelles in a Flip-book product with 100% accuracy. Missouri Show Me Standard 3;
NGSS LS1.A
2. TSW will match the name of the organelle to functions in a cell organelle webquest with
80% accuracy. CCSS ELA/Literacy: SL.11-12.5
3. TSW will correctly select the names, functions, components and interactions of the
cellular anatomy/organelles in 30 multiple choice questions with 80% accuracy. Missouri
Show Me Standard 3; NGSS LS1.A
4. TSW will name AND describe the role of selected organelles in a written response
performance event with 80% accuracy. Missouri Show Me Standard 3; NGSS LS1.A
Formative Assessments
1. Matching quiz
2. Laboratory worksheet
3. Flip Book checkpoint
4. Observation, questioning
5. Checks for understanding (thumbs up, Fist-of-Five)
Strategies and Activities: Lecture/Notes, Mini-Project, webquest,
Lesson 3: Special Cells-Cell Specialization 49-75 min
Goal
1. Students will describe the principles cell differentiation and cell specialization
Outcomes
1. TSW describe cell specialization in response to all prompts on a worksheet after
completing a webquest activity. CCSS ELA/Literacy: SL.11-12.5, NGSS LS1.A,
Missouri Show Me Standard 3
2. TSW evaluate pros and cons of stem cell research in each elaborated opinion statement
(more than one word responses) on a worksheet following the inquiry activity. Missouri
Show Me Goal 3.5
3. TSW will correctly choose the correct sequence of levels of organization in an organism
in one multiple choice question.
Formative Assessments
1. Questioning during inquiry activity
2. Observation and questioning during webquest activity.
Strategies and Activities: Inquiry/special presentation guest stem cell expert, webquest
Lesson 4: Frog Dissection 147 min
Goal
1. Students will identify the anatomy of the frog
2. Students will understand organ/organ system levels of specialization in organisms
Outcomes
1. TSW identify the gross anatomic features of the frog on a guided laboratory worksheet
with 80% accuracy. Missouri Show Me Standard 3, CCSS.ELA-LITERACY.RST.1112.2, CCSS.ELA-LITERACY.RST.11-12.3

2. TSW match the function of organs with other components of the organ system with 80%
accuracy in the guided laboratory form. Missouri Show Me Standard 3
Formative Assessments
1. Pre-lab worksheet from book reading
2. Observation and questioning during dissection lab
Strategies and Activities: Textbook reading, Dissection Laboratory
Lesson 5: Cell Transport 98-120 min
Goal:
1. Students will describe the function of the cell membrane
2. Students will differentiate and relate diffusion, osmosis, and the movement of molecules
across the cell membrane
Outcomes:
1. TSW identify membrane components, definitions or conditions of osmosis and diffusion
in a series of selected response questions with 80% accuracy. Missouri Show Me
Standard 3, NGSS LS1.A
2. TSW will interpret laboratory data in relation to osmosis in a performance event (in
constructed responses) with 80% accuracy. Missouri Show Me Standard 3, Missouri
Show Me Goal 1.3, NGSS LS1.A
Formative Assessments
1. Laboratory worksheets
2. Demo worksheets
3. Observation and questioning
4. Vocabulary flash cards/Quizlet.com
5. Checks for understanding (thumbs up, Fist-of-Five)
Strategies and Activities: Lecture/Notes, Laboratory, Demonstration, Modeling
Lesson 6: Frog Tongue Research Paper-49 min
Goal:
1. Students will identify the key components and findings of a scientific research article.
Outcomes
1. TSW correctly identify the required parts of a scientific publication and summarize main
points in a worksheet with 75% accuracy. Missouri Show Me Goal 1.5, CCSS.ELALITERACY.RST.11-12.2
Formative Assessment
1. Observation and questioning during reading and work time
Strategies and Activities: Reading, worksheet.
Key Resources for the Unit
A. Smart Board and presentation software
(Prezi.com)
B. Textbooks (standard biology text for
Frog Pre-lab activity)
C. Chromebooks/computers with internet
D. Preserved Frogs and dissection materials
E. Diffusion laboratory materials

F.
G.
H.
I.

Osmosis Demonstration materials

Diffusion Model
You-tube videos
3 objective Microscopes and slides for
preparation/examination
J. Special Speaker- Stem Cell Expert