Katherine Edelman

Grade Level: 7th Grade

Subject: Life Science

Unit Plan
Topic: Cell Structure
and Function

Table of Contents
Part One: State Standards , corresponding instruction goals and essential content
Part Two: Unit Theme Explanation
Part Three: Resources
Part Four: Example Lesson Plans for Unit
Part Five: Monthly Calendar
Part Six: Blueprint Map for Assessing Essential Content
Part Seven: Unit Test and Answer Key
Part Eight: Incredible Edible Cell Lab Materials
Part One (Standards, Instructional Goals, Essential Content)

I. S6.B.1.1.1: Describe how cells carry out the many functions needed to sustain life.
Instructional goal 1: Demonstrate how a cell membrane contributes to homeostasis.
Essential Content 1: In order to understand the six common characteristics of life,
students need to accurately describe how a cell membrane helps sustain a balanced
internal cell environment. Students will write a creative, fictional story demonstrating
their knowledge of homeostasis.
Essential Content 2: Students will have a mastery of vocabulary and will be able to
explain the following cellular processes in detail: passive transport, osmosis, active
transport, and transport protein.
Instructional goal 2: Summarize how the processes of photosynthesis and cellular respiration are
related.
Essential Content 1: Students will use their knowledge of cellular processes including
active and passive transport and discuss how the cell uses these methods in
photosynthesis and cellular respiration.
Essential Content 2: Students may choose to read Top Secret by John Reynolds Gardiner
for an extended practice activity (and if completed, receive 10 bonus points on unit
exam). Then, students will summarize the book explaining how the main character of
this book discovers the mystery of photosynthesis. At the conclusion of the book
summary, students will judge the accuracy of the book and identify any possible mistakes
the book made about photosynthesis.
II. S6.B.1.1.2: Identify examples of unicellular and multi-cellular organisms (i.e., plants, fungi, bacteria,
Protista, and animals).

a. Instructional goal 1: Differentiate the parts of the cell which make human cells more complex
than bacterial cells.
Essential Content 1: Given an unlabeled animal cell, students will be able to correctly
identify all structures with no errors.
Essential Content 2: With 80% accuracy, students will be able to create a sketch of an
animal cell and include all of the essential internal structures.
b. Instructional goal 2: Compare and contrast the complexity of multicellular life and unicellular
life.
Essential Content 1: Students need to understand cellular organizational levels so they
can categorize the differences between unicellular and multicellular organisms with
100% accuracy.
Essential Content 2: Students will be able to cite three examples of multicellular
organisms and three examples of unicellular organisms with 80% accuracy.
III. S3.1.6.A5: Describe basic structures that plants and animals have that contribute to their ability to
make or find food and reproduce.
a. Instructional goal 1: Identify the five essential cell parts that combined to form a functional
cell.
Essential Content 1: Students will listen to a cell rap song describing the various cell
parts.
Essential Content 2: Students will read sections of Busy Factory and create a
movement to remember the function of each essential cell part.
b. Instructional goal 2: Recall how animals acquire energy through the food web and point of
differences in energy acquisition for plant cells.
Essential Content 1: By using a graphic organizer, students will list similarities and
differences between how plants and animals receive energy, how they are shaped, and
differences between each cells vacuoles.
c. Instructional goal 3: Diagram that phases of mitosis and justify why the daughter cells have the
same chromosome number as their parent cell.
Essential Content 1: Students will model the phases of mitosis using craft supplies and
creating a graphic organizer/ foldable to diagram each phase.
Essential Content 2: By understanding the phases of mitosis, students will be able to
differentiate between sexual and asexual reproduction with 100% accuracy.

Part Two (Theme)

The theme for this unit is Everything Cells. This unit plan would fit smoothly into a 7th grade
life science curriculum. Despite this unit being skill based, students will still learn about the essential
components of cells and the processes that allow cells to function. The essential question for this unit is:
How do the structures of a cell help them to carry out their life processes? As a whole, this is a vertically
developed unit because first students are taught basic components of a cell and each lesson thereafter
increases in its complexity.
In order to organize this unit logically and systematically, the first lesson will cover the five
essential cell parts. The next day, more specialized cell parts are introduced. At this point, students will
be able to compare and contrast differences between human cells and bacterial cells and judge which one
is more complex. After students grasp the differences in complexity, I will introduce the plant cell which
varies slightly from the animal cell. Finally, students are taught one of the most challenging parts of the
unit, photosynthesis and cellular respiration. It is crucial that students have enough background
information on the cell and its parts before introducing these two processes. Since this is only a 7 th grade
class, students will not need to know the chemical formulas associated with these cellular processes, but
they will need to briefly summarize the purpose and process of photosynthesis and cellular respiration.
Homeostasis and equilibrium can also be introduced after this point because students will have enough
foundational knowledge to conceptualize these processes within the cell. For an advanced class, reading
the book Top Secret can either be used as an introduction into photosynthesis or as a companion activity
done at home to complement what I am teaching in class. This part of the unit extends horizontally
because students will practice their reading and writing skills to complete the book activity.
The last section of the unit involves cell division. Before introducing mitosis to the class, first
students will explore the levels of cellular organization. Comparing multicellular and unicellular life will
be a review before introducing how cells divide. Students will create a stop motion video diagraming the
phases of mitosis as well as providing a written explanation for each slide. This lab assignment is a major
assessment of how well students understand cell division. At the conclusion of this unit plan, a unit test

will be given covering the following topics: internal cell parts, animal and plant cell differences,
homeostasis, photosynthesis, cellular respiration, cellular organization levels, and cell division. In order
to prepare students for this examine, a study guide will be given one week in advance and the day before
the exam will be a review game.

Resources
Crapnell, E. (Producer). Cells cells - parts of the cell rap. [Video/DVD] Creative Commons
Attribution. Retrieved from www.youtube.com
Students can either create their own song or mnemonic to help them memorize the parts of the
cell.
Department of Molecular & Cellular Biology at the University of Arizona. (2004). Online Onion Root
Tips. Retrieved from http://www.biology.arizona.edu/cell_bio/activities/cell_cycle/activity_
description.html
This resource provides the guidelines for the Onion Root Tip Lab to observe the phases of
mitosis. (Web quest activity)
Gardiner, J. R., & Simont, M. (1987). Top secret. New York: Bantam Books.
This book will be used as an introduction to the lesson on photosynthesis. A benefit of
incorporating this book into the science curriculum is students practice their critical thinking and
writing skills in combination with learning new science material.
Green, H. (Producer). Plant cells: crash course biology #6. [Video/DVD] Crash Course.
Students will use this video to begin comparing and contrasting animal and plant cells with the
use of a Venn diagram.
Hausman, C. (2012, February 23). Cells: the building blocks of living things. Retrieved from
http://www.pdesas.org/
The Pennsylvania Department of Education posts many resources and lesson plans for teachers.
This lesson plan provides standards related to cell organelles and their functions.
Sullivan, J. (2014) Cells Alive. Retrieved from http://www.cellsalive.com/index.htm
Visual aids to compare multicellular organisms and unicellular organisms.

Part Four (Lesson Plans)

Day 1/ Day 2

Messiah College
Instructional Plan Template for
Elementary, Early Childhood, and Secondary Education
Name: Katherine Edelman
Date: 10/14/14-10/15/14
Grade: 7th Grade

Subject: Life Science

Topic: Cell structure and function
School: Mechanicsburg MS

A. Instructional Goal (with Learned Capability specified)

Students will be able to identify the essential cell structures and explain their functions needed
for survival.
B. Pennsylvania Academic Standard(s)
S3.1.6.A5: Describe basic structures that plants and animals have that contribute to their ability
to make or find food and reproduce.
S6.B.1.1.1: Describe how cells carry out the many functions needed to sustain life.
C. Essential Content (only what is necessary to perform the instructional goal)
Students will be able to distinguish the five essential animal cell parts and their functions:
cell membrane, gate keeper; cytoskeleton, structure; cytoplasm, interior fluid; nucleus,
store DNA and controls cell; ribosome, synthesizes proteins
Students will be able to distinguish the four specialized cell parts which contribute to the
complexity of a multicellular cell: mitochondria, power plant; endoplasmic reticulum,
assembly line; Golgi body, packaging and shipment; lysosome, garbage disposer
D. Instructional Objective (Summative Assessment Strategy, same as Part F)
context
performance:
capability
performance:
action
quality

Using their prior knowledge of the six common characteristics of life in unit 2 and given assigned
readings and a PowerPoint presentation on cell structure and function, working in lab groups
Students will be able to identify the twelve main structures in an animal cell.
By using a reading comparing a cell to a factory, students will discover the relationship between the
parts of a factory and the function of its corresponding cell part; and each lab group will pick one
word to describe the function of an assigned cell part to create a analogous movement/ gesture
Students must label cell structures on a blank animal cell worksheet with 80% accuracy, complete a
worksheet drawing comparisons between a cells functions and a factorys jobs, and judge the most
and least important cell part while justifying their reasoning in five or more sentences.

E. Instructional Sequence
1. Pre-instructional Phase (preparing learners: attention, motivation, expectancy)
Remind students that all living things are composed of cells and of the six common
characteristics of all living things: all living things are made of one or more cells, all
living things can sense and respond to change, all living things reproduce either
asexually or sexually, all living things have DNA, all living things use energy to
function, and all living things grow and develop. Students will brainstorm this list on
the board at the beginning of class. [Retrieval, Attention]
o Journal Question: How many living things have cells? [Answer: ALL living
things have cells.]

o Say: Good morning class, as you are finding your way to your seat, please
take out your packet and copy down todays warm up question. (wait for
students to take out packet and finish copying down question) Who thinks
they know the answer to todays journal question? [take students response]
Right, all living things have cells. For just a review from the last unit, who
can tell me the other six essential characteristics of all living things? (continue
this pattern until all six traits are written on the board) Today we will be
starting the third unit and we are going to focus on one specific characteristic,
which is that all living things are made of cells (circle this on board).
Motivate students by showing them pictures of real life cells under microscopes.
[Motivation, Attention]
o Say: Who knows how small cells are? [wait for response] How do you think
scientists can see cells? [show pictures of cells under microscope] [correct
answers: under a microscope] Right! We can only see cells through a
microscope because cells are very small! Luckily, we have scientists who
have examined every detail of cells so we know exactly how they function.
Before we jump head first into this unit, we constructed a pre-test. It will not
be graded, so please do not worry. This pre-test is just for us as teachers to
gage what you may already know about cells. It will just be helpful for us to
see what everyone knows, but do not be scared if you do not know any of the
words on this test, they may seem unfamiliar to you, but just give it your best
try. Take about five minutes and then we will go over the answers.
[Expectancy, Retrieval]
Hand out pre-test and after students have finished, go over the correct
answers and collect students papers
o Say: To give you a quick introduction of the different parts inside a cell
which help it function, we are going to watch a video. In your packet, find a
blank spot and jot down some of the cell parts this video mentions.
Motivate students by showing a YouTube video called Cell Rap Song.[Motivation,
Attention, Expectancy]
Say: This is a great introduction on cells and to this whole unit! To introduce the cell
parts to you, we are going to be doing a reading activity, but dont worry, its not a
boring reading with a bunch of questions, you will actually enjoy this activity!
[Expectancy]
2. Instructional Phase (engaging learners with essential content)
First Activity: A Busy Factory
o One of the best ways to first conceptualize what is going on inside of a cell is
to make it concrete. By relating cell structures to something the students are
already familiar with, like parts of a factory, students will be able to build on
previous knowledge to understand new concepts. [Encoding]
o Read the introduction to A Busy Factory and have students follow along.
Then, continue reading about the nucleus, cytoplasm, and cell membrane.
Model how to fill out the corresponding worksheet and demonstrate the
movement/gesture for each of these three cell parts. After students have an
understanding on what to do, let students work in lab groups on their assigned
cell part to think of a single word or short phrase describing the function of

their cell part and a movement that will help the class remember its
function.[selective perception, encoding, guided practice]
Say: To start off learning about cells, we are going to read an article
relating a cell to a busy factory. On the board, I am going to read over
the introduction for you so please follow along. [read aloud to class]
Each lab group has a cell part assigned to them. After reading the
page at your lab station, you and your lab partners with think of a word
or phrase that best describes the function of that part. Then I want you
to act out the function, but keep it simple, because you will be teaching
the class your movement to help us all remember. Andrew and I took
the first three cell parts on the list to demonstrate how to do this.
[Read plasma membrane section, show worksheet on overhead and fill
in the function, and demonstrate movement to class. Continue same
pattern with nucleus and cytoplasm.]
Check for understanding before sending students back to lab benches.
o Students will have ten minutes to read about their cell part and complete their
section of the worksheet. [guided practice]
o Teachers will circulate the room during this independent activity checking on
students understanding and progress [Feedback, reinforcement]
o Each lab group will present their cell part to the class and their movement.
Students will fill in the remaining sections in their charts as each group
presents. [Feedback]
Second Activity: Main group presentation
o After students finish the worksheet on the busy factory reading, students will
receive explicit instruction on the most important organelles and their
functions. [Selective perception]
o PowerPoint dialogue [ask questions throughout for extending and autonomy
and cueing retrieval relating back to the busy factory reading]
Plasma Membrane: Every cell is surrounded by a plasma membrane,
think of this as the gate keeper of the cell. The plasma membrane
determines what can enter the cell and what cannot. Water, oxygen,
and other small molecules can simply pass through the membrane, but
larger molecules like carbohydrates need to pass through a protein that
can open up a larger channel for the carbohydrate to fit through.
Nucleus: Most of your have probably heard of a nucleus before. This
is the headquarters of the cell, similar to our brain. It controls all of
the cells activity, but it also stores all of the cells DNA
ER: Right outside of the nucleus is the endoplasmic reticulum. If I
compared this part to a section in a factory, it would most likely be an
assembly line. The ER can either be rough or smooth. The rough ER
is said to be rough because ribosomes are attached to its walls which
help make the proteins. The smooth section does not have ribosomes
so instead it can make things like steroids
Comprehension Check [Feedback]

 In the nucleus

Rough ER has
ribosomes to
make proteins
and the smooth
ER does not.

gatekeeper;
controlling
what enters
and exits the
ccell
Where is the
DNA stored in
the cell?

What is the
function of
the plasma
membrane?

What is the
difference
between the
smooth and
rough ER

What is the
full name of
the ER?
Endoplasmic
Reticulum

Ribosomes: As I mentioned on the last slide, ribosomes are attached

to the rough ER, but they can be floating free in the cell. Ribosomes
are the workers on the assembly line, actually making the proteins the
nucleus ordered to be made.
Golgi: After proteins leave the ER, they are transported to the Golgi
apparatus to place the final touches on it and check for any flaws.
Once the protein or other vesicle is ready to be used, it leave the Golgi
and is released into the cytoplasm
Lysosomes: Lysosomes are something else that the Golgi makes.
Think of lysosomes are the trash men of the cell. They digest any cell
part that is worn out, and they absorb any of the materials that passed
through the plasma membrane.
Comprehension Check [Feedback]

Proteins are made where and what helps make them?

After the protein is made, where does it go next?

Ribosomes

If the protein is defected or a vesicle has died,

what cell part decomposes it?

Golgi Body

Lysosome

Cytoskeleton: Just how a factory has walls for support, the

cytoskeleton gives shape to the cell. The protein fibers are practically
invisible, but without this support, the cell would have no structure.
Mitochondria: The last two cell parts we are going to discuss create
energy for the cell. Since we know that all living things need energy,
the same principle applies to cells. The mitochondrion produces ATP
which is the main energy source for cells.
Comprehension Check [Feedback]

3. Post-instructional Phase (strengthening learning through continued practice)

Third Activity: Individual Practice
o Students will receive a blank diagram of an animal cell with arrows pointing
to different structures. For homework, students must label the animal cell
correctly. They will receive a sticker the next day if they label and color the
animal cell completely. [Motivation, Independent practice]
o In students marking period packet, they will answer a summarizer question
and must write at least five lines. The question students will respond to is: If
you have to pick the most important and least important cell part, what would
they be and give a reason justifying your answer. [Assess, Transfer]
F. Summative Assessment
Students will share their summarizer with the person sitting next to them and then
volunteers will share their response with the whole class. The teacher will be walking
around the room, listening to and reading some of the responses to gain a sense if
students understand and can evaluate the material they were just taught. Provide
feedback to a student if he/she seems like he needs help justifying his answer.
[Formative Assessment]
Students will completely label the parts of an animal cell with 80% accuracy.
[Summative Assessment]
Each lab group will share their cell function and movement with the rest of the class.
[Formative Assessment]
G. Modifications and Accommodations for Individual Learners
A detailed note sheet paralleling the PowerPoint will be given to students who require
additional notes.
For ESL learners, more time will be given to work on the reading assignment if
needed and a list of simplified definitions with pictures will be made for those
students.
This lesson can easily be adapted to be used in a 7th or 8th grade class as well. To do
so, the Busy Factory reading should be adjusted and the teacher can go more in
depth in the function of each of cell part. Each student could also be required to read
about all of the cell parts and complete the worksheet independently. The last way to
modify the lesson would require students to create paragraph responses to justify their
answer to the summarizer question.
H. Resources
1. Materials
White board, overhead projector, copies of A Busy Factory reading,
blank animal cell worksheet, and marking period packet.
2. Advance Preparations
The teacher should gather materials and create name
popsicle sticks for the first introduction activity. In addition, the teacher should have
mastery knowledge on the content and familiar with the outline of the daily lesson in case
modifications need to be made mid-lesson. Extra activities should also be prepared if
there is extra time at the end of class or if students are consistently off task.
3. References

Crapnell, E. (Producer). Cells cells - parts of the cell rap. [Video/DVD] Creative
Commons Attribution. Retrieved from www.youtube.com
Students can either create their own song or mnemonic to help them memorize the parts
of the cell.
Hausman, C. (2012, February 23). Cells: the building blocks of living things. Retrieved
from http://www.pdesas.org/
The Pennsylvania Department of Education posts many resources and lesson plans for
teachers. This lesson plan provides standards related to cell organelles and their
functions.

I. Daily Lessons- Day One

1. Time Estimate
a. Pre-instructional phase: 20-25 minutes
b. Instructional phase: 15-20 minutes
c. Post-instructional phase: 5 minutes (continue into Day 2)
2. Pre-Instructional Phase [Expectancy, Motivation, Interest, Attention (Anticipatory Set)]
a. Journal Question: How many living things are made from cells?
b. Show images of real cells under microscopes
c. Pre-test/ Go over correct answers
d. Cell Rap Video
3. Instruction Phase [Specific Learning Activities]
a. A Busy Factory article
i. Teacher will model how to complete the chart and provide example
movements.
ii. Students will then work in lab groups to consolidate their assigned cell
parts function and create a movement which expresses that function.
4. Post-Instructional Phase: [Review, Wrap-up (Closure)]
a. With remaining class time, lab groups will start presenting their function and
movement to the whole class.
II. Daily Lessons- Day Two
1. Time Estimate
a. Pre-instructional phase: 5-10 minutes (depending on how many groups
present on day one)
b. Instructional phase: 30 minutes
c. Post-instructional phase: 10 minutes
2. Pre-Instructional Phase [Expectancy, Motivation, Interest, Attention (Anticipatory Set)]
a. Continue lab group presentations
3. Instruction Phase [Specific Learning Activities]
a. Whole group power-point presentation
i. Practice note taking skills

ii. Check for understanding every three slides

4. Post-Instructional Phase: [Review, Wrap-up (Closure)]
a. Summarizer Question: If you have to pick the most and least important cell
part, what would they be and give a reason justifying your answer. You must
write at least five sentences.
b. Animal Cell Labeling Worksheet: Students will complete this worksheet for
homework in preparation for day threes lab.
Day 3
context Using their prior knowledge of the six common characteristics of life in unit 2 and given
assigned readings and a PowerPoint presentation on cell structure and function, working
in lab groups
performance: Students will be able to identify the twelve main structures in an animal cell in their three
capability dimensional context and create a key for their models describing function of organelles.
(Procedural/ Intellectual)
performance: By using the previous nights homework assignment, labeling a cell diagram, students
action will do a lab activity to reinforce their knowledge of structure and function of animal
cells.
quality Students must label cell structures on a blank animal cell worksheet with 80% accuracy,
construct an edible cell model and accompanying key, and explain the key to the teacher.

Journal Question: What is the command center of the cell, and what is stored inside of it?
Review/Grade Homework
Introduce Lab
Complete an edible animal cell and key explaining it.
o Provide sheet with step by step instructions and visuals to students who need extra
support.
o If aid is available during the class period, instructional aids will monitor these
students.
Present cell to one of the teachers, and with 100% accuracy, cell can be eaten
If extra time after eating cells, play Simon Says with the gestures that represent the organelles.

Day 4
context By using the class set of computers, students will access the website www.cellsalive.com
and a brief teacher introduction on multicellular versus unicellular organisms
performance: Students will be able to identify five essential cell arts, differentiate between eukaryotic
capability and prokaryotic cells, and notice at least three distinctive differences between an animal
and plant cell.(Verbal)
performance: Students will individually complete the web quest on cellsalive.com and complete pg. 4
action of their packet completely by the end of class
quality Students must complete pg. 4 in their unit packets with 80% accuracy and within one
class period unless other arrangements have already been made.
Journal Question: What is a complex cell called? (Eukaryotic Cells)
Give brief overview of web quest
Students will work individually on the web quest and complete pg. 4 in their packet which goes
along with the web quest
If the web quest is not completed in class, students will be required to finish it for homework

Day 5
context Using their newly acquired knowledge of animal structure and function, information
presented in a video and PowerPoint presentation,
performance: Students will be able to identify the twelve main structures in an animal cell.
capability
performance: By using their notes, students will create a graphic organizer comparing and contrasting
action an animal and plant cell; students will also complete pg. 7, part A in their unit 3 packets
as a homework assignment.
quality Students must complete their pg. 7 part A homework assignment with 80% accuracy and
must indicate three similarities and at least three differences between a plant and animal
cell.

Journal Question: True or False; the reason plant cells are green is due to a pigment called
Carotenoids. [False- Chlorophyll]
Plant Cells Video; classroom discussion about cell parts mentioned in the video
PowerPoint Presentation
Graphic Organizer- Students complete this independently first, then teacher will provide feedback
and fill out the chart on the board with the class (Procedural/ Cognitive)
o UDL: students who require extra help will receive a note sheet of the PowerPoint
will empty blanks which are the most important vocabulary words.
Homework Worksheet for extended practice

Day 6
context Using notes taken on passive and active transport and video demonstration of these
actions
performance: Students will gain a mastery level of vocabulary and will be able to explain the following
capability cellular processes in detail: passive transport, osmosis, active transport, and transport
protein. (Verbal)
performance: Students will demonstrate their knowledge by drafting a creative, fictional story depicting
action how to plasma membrane maintains homeostasis; they must include the above mentioned
cellular processes
quality Students will write a 12-15 line story using all of the above vocabulary; students will
have three nights to work on their story which will be checked for completion

PowerPoint presentation introducing the following cellular processes: passive transport, osmosis,
active transport, and transport protein.
o Videos will demonstrate what each one of these processes looks like in the cell- This
helps students who are more visual and concentrate. The videos take an abstract
concept and make it more concrete for learners. (UDL)
Students will then write a creative story which will show their level of understanding on the
newly presented material (Cognitive/ Procedural)

Day 7/ Day 8
context Using their short stories and the notes on passive/active transport, students will transfer
their knowledge to photosynthesis and cellular respiration. Students will also read an
article describing the two cellular processes
performance: Students will be able to identify five associations between cellular respiration and
capability photosynthesis (Intellectual/ Procedural)

performance: Students will complete pg. 16 in their unit packet as they listen to the power point
action presentation of cellular respiration and photosynthesis. In addition, students will use the
material gained in the articles to complete page 17 and 18 individually as independent
practice
quality Students will be expected to complete pg. 16 in class as the PowerPoint is being
presented, but the following two pages, students must complete with 80% accuracy. If
that level is not attained, student must seek extra help during study hall from teacher or
tutor.
Two Days:
Journal Question: How does active and passive transport relate to photosynthesis and cellular
respiration?
Power Point presentation on cellular respiration and photosynthesis- Modified note sheet with
blank spaces. (UDL)
Students will read another article going into more detail about each of these processes, and
complete pg. 17 and 18 at the end of class or for homework if not finished
Ticket out the door: students must describe either photosynthesis or cellular respiration in three
full sentences.
o Introduce extra credit assignment: Students will read Top Secret by John Reynolds
Gardiner. Then, students will summarize the book explaining how the main character of
this book discovers the mystery of photosynthesis. At the conclusion of the book
summary, students will judge the accuracy of the book and identify any possible mistakes
the book made about photosynthesis. (Affective/ Attitudes) (Caring about their grade,
their learning and understanding, this activity will promote motivation and selfdetermination)
Day 9
context Using their pg. 17 and pg. 18 homework assignments and notes comparing photosynthesis
and cellular respiration,
performance: students will work in teams on an activity reviewing these two processes. (Affective and
capability Procedural (Cognitive))
performance: Students will be expected to be active members in their team, each member taking turns
action to answering the review questions
quality Each student is expected to answer two correct answers during the course of the game;
team members are expected to be active members, contributing to the teams final
answers in the review game.

Day 10
context
performance:
capability
performance:
action

Go over pg.17/18 on board

Have a short question and answer period about photosynthesis and cellular respiration
Split class into three of four teams depending on starting class size
Jeopardy-like review game
Homework assignment: continue extra credit assignment; bring in baby picture of student
and current picture

Working as a large group and referencing their two pictures,

Students will be able to discuss what happens in the body as it grows up and create
plausible explanations of how we grow. (Procedural)
Students will label three differences between their childhood picture and their current
picture; and complete a worksheet introducing the phases of mitosis, and students will

create a pneumonic to remember each phase

quality Students will be graded on participation for this lesson and completion of the mitosis
worksheet and creating a pneumonic device.
The teacher begins with the following dialogue.
o Warmup: Write down three things that are different from the baby picture to the current
picture.
o Class discussion- What are some of the differences? How were you able to change like
that? Did any of you get a scratch or cut when you were young? Can you see where that
cut or scratch is? Why or why not?
The students are handed a worksheet that contain the stages of mitosis. The teacher goes over
each stage and introduces important vocabulary
Ticket out the door: Have the students write a mnemonic to help remember the order of the
stages. *Explain to students what a mnemonic is and why it will be helpful for them to create
one. (UDL)
Day 11
context Using their mitosis worksheet and other notes taken the day before, students will work
individually and in lab groups.
performance: Students will be able to create a graphic organizer, clearly outlining each phase in mitosis
capability (Declarative/ Verbal)
performance: After completing or spending fifteen minutes working on the graphic organizer
action individually, students will work in lab groups to classify the phase of each cell on the
following web quest
(http://www.biology.arizona.edu/cell_bio/activities/cell_cycle/activity_description.html)
quality Students must complete their graphic organizer, clearly labeling each phase 100%
correctly. Then students will be expected to label the phases of each cell with 85%
accuracy.

Warm-up: Share pneumonic devices with class: Create a graphic organizer which depicts
and explains each phase
Divide class into lab groups to work on the following web quest:
http://www.biology.arizona.edu/cell_bio/activities/cell_cycle/activity_description.html
Students will work the rest of the period on labeling each of the 36 pictures

Day 12
context Working in lab groups and as a large class
performance: Students will complete labeling each of the 36 cells from the previous days lab, and as a
capability large class, students will be able to describe the functions of all the cell parts, describe the
following processes: passive transport, osmosis, active transport, and transport protein,
explain photosynthesis and cellular respiration, and depict the phases in mitosis.
(Declarative and Intellectual/Procedural)
Performance: Students will fill in a crossword puzzle containing all of the above terms and concepts as
action a review for the unit test.
Quality Students must complete the crossword puzzle with 95% accuracy and within the class
period so the teacher can review the answers before the class period ends.

Finish lab activity from previous day

Work independently on the crossword review puzzle; students may ask the teacher questions
about any concepts on the test

Review crossword puzzle and explain the format of the test to the students

Day 13: Unit Test

UDL: Students who need extra time will be granted extra time to work on the exam and
will take the test in another room with an instructional aid.

Part Five (Monthly Plan)

Monday

Pre-Test
Cell Rap VideoYouTube

Tuesday

PowerPoint: Cell
structures and
function

Wednesday

Edible Cell Lab

Thursday

Web quest
Activity

Packet Workday
Review Cell
structures and
functions for quiz
Hand out study
guide
Go over quiz
Share some cell
stories with whole
class- collect
stories for grade
Provide feedback
on cell storieshighlight key
themes in each of
stories on the
board
Web quest
activity to identity
mitotic phasesFinish for
homework
Hand out study
guide for test

Levels of
Organization
PowerPoint

Passive/Active
Transport
Introduction
Reading

Quiz on cell parts

and functions

Finish transport
notes

Microscope
activity- drawing
cells

Hand out and

explain creative cell
story due Monday (2
pages)

Continue
photosynthesis
and cellular
respiration notes

Mitosis
Introductionnotes

Graphic Organizer
of mitosis review

Cells/Tissue/Organ
Grouping Game

Introduce extra
credit assignment
due on Unit Test
day
Photosynthesis and
Cellular
Respiration
Introduction

Review/ practice
activity

Review web quest

answers

Unit Test

Review game for

test tomorrow

Animal vs. Plant

Cell PowerPoint
Graphic
OrganizerIndependent Practice

Note Sheet
Busy Factory
reading and group
work
Review web quest

Friday

Extra credit
assignment due

Answer study
guide questions

*Bolded Items will be collected and graded

Acting out mitotic

phases activity

3D art project to
model the four
mitotic phases

Part Six: (Blueprint Map for Assessing Essential Content)

Instructional
Goals
Demonstrate how
a cell membrane
contributes to
homeostasis

Summarize how
the processes of
photosynthesis
and cellular
respiration are
related.

Essential Content
In order to understand the
six common characteristics
of life, students need to
accurately describe how a
cell membrane helps sustain
a balanced internal cell
environment. Students will
write a creative, fictional
story demonstrating their
knowledge of homeostasis.
Students will have a mastery
of vocabulary and will be
able to explain the following
cellular processes in detail:
passive transport, osmosis,
active transport, and
transport protein.
Students will use their
knowledge of cellular
processes including active
and passive transport and
discuss how the cell uses
these methods in
photosynthesis and cellular
respiration.

Students may choose to read

Top Secret by John Reynolds
Gardiner for an extended
practice activity (and if
completed, receive 10 bonus
points on unit exam). Then,
students will summarize the
book explaining how the
main character of this book
discovers the mystery of
photosynthesis. At the
conclusion of the book
summary, students will judge
the accuracy of the book and

Declarative

Procedural
Creative cell story
including concepts
from the
active/passive
transport lecture.

On the unit test,

students will be able to
answer multiple
choice, true/false, and
matching type
questions relating to
these vocabulary
terms.
In class discussion
on how transport is
crucial for
photosynthesis and
cellular respiration.
Students will discuss
with their seat
partner before the
whole class
discussion.
Book report
describing the
process of
photosynthesis and
evaluating the book
as a whole.

Differentiate the
parts of the cell
which make
human cells more
complex than
bacterial cells.

identify any possible

mistakes the book made
about photosynthesis.
Given an unlabeled animal
cell, students will be able to
correctly identify all
structures with no errors.

With 80% accuracy, students

will be able to create a
sketch of an animal cell and
include all of the essential
internal structures.

Compare and
contrast the
complexity of
multicellular life
and unicellular
life.

Students need to understand

cellular organizational levels
so they can categorize the
differences between
unicellular and multicellular
organisms with 100%
accuracy.
Students will be able to cite
three examples of
multicellular organisms and
three examples of unicellular
organisms with 80%
accuracy.

On the quiz, students

will be given a word
bank and must label
the parts of an animal
cell.
As a ticket out the
door after the Edible
Cell Lab, students
will draft what an
animal cell looks like,
recalling on their
experiences building
one in the lab.
Students will fill out
a graphic organizer
and then play a
game grouping
students into
different levels of
organization.
As a homework
assignment, students
will research
multicellular and
unicellular organisms
and bring in pictures
of all six.

Identify the five

Students will listen to a cell
essential cell parts rap song describing the
that combined to
various cell parts.
form a functional
cell.

Recall how
animals acquire
energy through
the food web and

Students will read sections of

Busy Factory and create a
movement to remember the
function of each essential
cell part.
By using a graphic
organizer, students will list
similarities and differences
between how plants and

In class discussion
after the video,
students will create a
list of the cell parts
mentioned in the
song.
Students will create
a movement or each
of the cell parts to
remember the
functions.
In class completion of
graphic organizer.

point of
differences in
energy
acquisition for
plant cells.

animals receive energy, how

they are shaped, and
differences between each
cells vacuoles.

Diagram that
phases of mitosis
and justify why
the daughter cells
have the same
chromosome
number as their
parent cell.

Students will model the

phases of mitosis using craft
supplies and creating a
graphic organizer/ foldable
to diagram each phase.

By understanding the phases

of mitosis, students will be
able to differentiate between
sexual and asexual
reproduction with 100%
accuracy.

In class students will

create a 3-D art
project modeling the
phases of mitosis.

Students will be able

to answer multiple
choice questions on
the unit test describing
either sexual or
asexual reproduction
and should be able to
distinguish between
the two types.

Part Seven (Unit Test and Answer Key)

Unit 3 Test on Cells- 55 points
Name:_________________________________
Date: ____________
Period: __________
Directions (1-11): Match the organelle with its function by placing a capital letter to the right of the
organelle name.
(1 Point Each)
A. Surrounds cell membrane; makes cell rigid (hard)
Ribosomes
B. A thin protective covering around a cell; Allows things

Lysosomes

Cell Wall

in and out
C. Store materials, especially water
D. Controls the cell, contains genetic material (DNA)

Mitochondria

Vacuole

E. Packaging the materials to move within the cell

F. Makes proteins for cell
G. Provides energy for the cell; does NOT use sunlight

Cell Membrane

Golgi Body

H. Uses sunlight to make food; Photosynthesis provides

energy
I.

Cytoplasm

Nucleus

Internal fluid environment for the cells

J. Protein transport system inside the cell made of a

network of tubes
K. Digests food particles; packages the waste and sends it

Chloroplast

Endoplasmic Reticulum

out of the cell

Directions (#12-22): Using the organelles listed above; write which organelles are in plant cells and
animal cells. *Hint: you will use terms more than once
(1/2 point each)
Plant Cell

Animal Cell

Multiple Choice: Write the CAPITAL LETTER of the correct answer on the line. (6 points)
23.) ________ A cell that does not have a nucleus and has only the five essential cell parts is a(n)
A. eukaryote
B. Animal Cell
B. Prokaryotic
D. Both A and B
24.)_________ A plant cell is different than animal cell in that a plant cell has
A. Larger vacuoles
B. Chloroplasts
C. Cell Wall
D. All of the above
25.)_________ The correct order for the levels of cellular organization is
A. tissue cell organ system organism organ
B. cell organ organ system organism tissue
C. organ system organismcell tissue organ
D. cell tissue organ organ system organism
26.)_________ This type of transport involves the movement of water into and out of the cell without
using any energy.
A. Osmosis
B. Facilitated Transport
C. Active Transport
D. Omoto Transport
27.) __________ Which of the following statements is NOT true about passive transport
A. materials usually move from higher to lower concentration
B. does not require the use of energy
C. Proteins in the cell membrane must actively move materials out of the cell
D. compared to riding a bike down a hill
28.) _________ What ways does the cell maintain homeostasis?
A. active transport
B. Passive transport
C. osmosis
D. All of the above
29-31: Answer the following questions about the cell diagram. (4 Points)

29.) _______ During passive transport the materials will move into/out of (circle one) the cell
shown.
30.) _______ This movement of materials will/ will not (circle one) use energy.
31.) _______ During exocytosis the materials will move into/out of (circle one) the cell shown.
32.) _______ This movement of materials will/ will not (circle one) use energy.
33-37: Write the CAPITAL LETTER of the correct term on the line in front of the statement. (5 Points)
33. ______ Made of only one cell
34. _______ Made of more than one cell.
35. _______ Cells start growing and becoming different from one another
36. ________ A layer of cells that are alike.
37. _______ A group of tissues that go together and have a specific function in your body

A. Differentiation
B. Organ
C. Unicellular
D. Tissue
E. Multicellular

38-43: Write the CAPITAL LETTER of the correct term on the line in front of the statement. (5 Points)
38. _______ Division of a cell that forms two new cells.
39. _______ Chromosomes split and begin to move away from each other.
40. _______ Chromosomes form and the nucleus disappears.
41. _______ Cell division begins to be seen, chromosomes begin to uncoil (get messy)
42. _______ Chromosomes line up in the middle.
43.
Contains the B.
genetic
material (DNA). C. Mitosis
A._______
Anaphase
Prophase
E. Chromosomes

F. Metaphase

D. Telophase

G. Cytokinesis

H. Interphase

43-46: Directions: Fill in the blanks using the word bank provided. (4 Points)
Photosynthesis

Cellular Respiration

Water

Oxygen

Carbon Dioxide
Sugar

43. The equation in #44 is for ____________________________.

44. LIGHT ENERGY + __________________ + water Oxygen + ______________________
45. The equation in # 46 is for ______________________.
46. ____________________+ Sugar ATP + _____________________+ Carbon Dioxide
47. Explain how the processes of photosynthesis and cellular respiration are related. Include the
organelles, the materials used (reactants) and the materials produced (products) for each process. (7.5
Points)

48-50: Place a T for True or a F for False next to the line indicating whether the statement is true or false.
(3 Points)
48.________ The daughter cell is an exact replica of the parent cell in asexual reproduction.
49. ________Only one parent is involved in sexual reproduction.
50. _________ In order to adapt and be better suited to a changing environment, sexual reproduction is
favored over asexual reproduction.

Unit 3 Test on Cells

Date: ____________

Name: ___KEY___
Period: __________

Directions (1-11): Match the organelle with its function by placing a capital letter to the right of the
organelle name.
(1 Point Each)
A. Surrounds cell membrane; makes cell rigid (hard)
F- Ribosomes
B. A thin protective covering around a cell; Allows things in

K-Lysosomes

A-Cell Wall

and out
C. Store materials, especially water
D. Controls the cell, contains genetic material (DNA)

G-Mitochondria

C-Vacuole

E. Packaging the materials to move within the cell

F. Makes proteins for cell
G. Provides energy for the cell; does NOT use sunlight

B-Cell Membrane

E-Golgi Body

H. Uses sunlight to make food; Photosynthesis provides energy

I.

Internal fluid environment for the cells

J. Protein transport system inside the cell made of a network

I-Cytoplasm

D-Nucleus

of tubes
K. Digests food particles; packages the waste and sends it out
of the cell

H-Chloroplast

J-Endoplasmic Reticulum

Directions (#12-22): Using the organelles listed above; write which organelles are in plant cells and
animal cells. *Hint: you will use terms more than once
(1/2 point each)
Plant Cell
Ribosomes, lysosomes, mitochondria, central vacuole, cell membrane, golgi body,
cytoplasm, nucleus, ER, chloroplast, cell wall
Animal Cell
Ribosomes, lysosomes, mitochondria, vacuole, cell membrane, golgi body, cytoplasm,
nucleus, ER

Multiple Choice: Write the CAPITAL LETTER of the correct answer on the line. (6 points)
23.) ________ A cell that does not have a nucleus and has only the five essential cell parts is a(n)
A. eukaryote
B. Animal Cell
B. Prokaryotic
D. Both A and B
24.)_________ A plant cell is different than animal cell in that a plant cell has
A. Larger vacuoles
B. Chloroplasts
C. Cell Wall
D. All of the above
25.)_________ The correct order for the levels of cellular organization is
A. tissue cell organ system organism organ
B. cell organ organ system organism tissue
C. organ system organismcell tissue organ
D. cell tissue organ organ system organism
26.)_________ This type of transport involves the movement of water into and out of the cell without
using any energy.
A. Osmosis
B. Facilitated Transport
C. Active Transport
D. Omoto Transport
27.) __________ Which of the following statements is NOT true about passive transport
A. materials usually move from higher to lower concentration
B. does not require the use of energy
C. Proteins in the cell membrane must actively move materials out of the cell
D. compared to riding a bike down a hill
28.) _________ What ways does the cell maintain homeostasis?
A. active transport
B. Passive transport
C. osmosis
D. All of the above
29-31: Answer the following questions about the cell diagram. (4 Points)

29.) _______ During passive transport the materials will move into/out of (circle one) the cell shown.
30.) _______ This movement of materials will/ will not (circle one) use energy.
31.) _______ During exocytosis the materials will move into/out of (circle one) the cell shown.
32.) _______ This movement of materials will/ will not (circle one) use energy.
33-37: Write the CAPITAL LETTER of the correct term on the line in front of the statement. (5 Points)
33. __C____ Made of only one cell
34. ___E____ Made of more than one cell.
35. ____A___ Cells start growing and becoming different from one another
36. ____D____ A layer of cells that are alike.
37. ___B____ A group of tissues that go together and have a specific function in your body

A. Differentiation
B. Organ
C. Unicellular
D. Tissue
E. Multicellular

38-43: Write the CAPITAL LETTER of the correct term on the line in front of the statement. (5 Points)
38. ___C____ Division of a cell that forms two new cells.
39. ____A___ Chromosomes split and begin to move away from each other.
40. ____B___ Chromosomes form and the nucleus disappears.
41. ____D___ Cell division begins to be seen, chromosomes begin to uncoil (get messy)
42. ___F____ Chromosomes line up in the middle.
43.
Contains the B.
genetic
material (DNA). C. Mitosis
A._______
Anaphase
Prophase
E. Chromosomes

F. Metaphase

D. Telophase

G. Cytokinesis

H. Interphase

43-46: Directions: Fill in the blanks using the word bank provided. (4 Points)
Photosynthesis

Cellular Respiration

Water

Oxygen

Carbon Dioxide
Sugar

43. The equation in #44 is for ____photosynthesis_______.

44. LIGHT ENERGY + __carbon dioxide______ + water Oxygen + ________sugar________
45. The equation in # 46 is for ______________________.
46. ____oxygen___+ Sugar ATP + ____water_____+ Carbon Dioxide
47. Explain how the processes of photosynthesis and cellular respiration are related. Include the
organelles, the materials used (reactants) and the materials produced (products) for each process. (5
Points)
Photosynthesis: Chloroplast, plant cell, LIGHT ENERGY + carbon dioxide + water Oxygen + sugar
Cellular Respiration: Mitochondria, both plant and animal cells, oxygen+ Sugar ATP + water+ Carbon
Dioxide

48-50: Place a T for True or a F for False next to the line indicating whether the statement is true or false.
(3 Points)
48.___T___ The daughter cell is an exact replica of the parent cell in asexual reproduction.
49. __F___ Only one parent is involved in sexual reproduction.
50. ___T___ In order to adapt and be better suited to a changing environment, sexual reproduction is
favored over asexual reproduction.

Part Eight: Lab Materials

The Incredible, Edible Cell

Name:

The past two days, our class has learned about the major organelles inside a cell
and their functions. Now it is time to put your knowledge into action and build
your very own, incredible, edible cell!
Directions: Using the materials at your lab bench, make a model animal cell.
Please be sure to follow all of the steps listed below because at the end of the
period you will be asked to explain your cell and name the function of every
organelle! Good luck, and remember do not eat your cell until your teacher has
checked and collected this lab sheet.

Step 1: Make a rough sketch of what your cell will look like. Make sure you
include the following organelles: nucleus, cell membrane, smooth endoplasmic
reticulum, rough endoplasmic reticulum, lysosome, cytoplasm, Golgi apparatus,
and mitochondria.

Step 2: Start by placing a thin layer of icing on your cookie. The icing will
represent the cytoplasm. As you decorate your cell, be sure to fill in this chart.
(Hint: You can look off of this chart when you present your cell to the teacher)
Name of Organelle
Cell Membrane

Nucleus

Smooth ER

Rough ER

Mitochondria

Golgi Apparatus

Lysosome

Piece of Candy Used

Function of Organelle

Vacuole

Cytoplasm

Step 3: Answer the following conclusion questions in complete sentences.

1. If it was possible to remove the mitochondria from an animal cell, what is the
most likely result?

2. Why do we often depend on models? Why are models useful when discussing
cells?

Step 4: Raise your hand when you finished with steps #1-3 and as a group you are
ready to explain your cell to a teacher. Teachers will use a rubric to grade your
responses.

The Incredible, Edible Cell Rubric

Date:

Names:

4. Distinguished

3. Proficient

2. Apprentice

1. Novice

Neatness:

All parts of the

cell are clearly
constructed.

The Majority of
the cell's parts
are clearly
constructed.

Only half of the

cell's parts are
constructed.

Only one of the

cell's parts is
constructed.

Parts of Cell
and their
Functions Are
Identified
Orally

All parts of the

cell and their
functions are
identified orally.

The majority of
the parts of the
cell and their
functions are
identified orally.

Only half of the

parts of the cell
and their
functions are
identified orally.

Only one of the

cell's parts and
its functions is
identified orally.

The majority of
the materials are
appropriate to
the size and
shape of the part
of the cell.

Only half of the

materials are
appropriate to
the size and
shape of the part
of the cell.

Only one of the

materials is
appropriate to
the size and
shape of the part
of the cell.

Uses Material All materials are

Appropriately: appropriate to
the size and
shape of the part
of the cell.
Adapted from www.aas.org

Additional Comments:

Final Score: