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)(What to teach)
Instruction (Methodology)(How to teach)
A1
The Cell Membrane
The Master of Homeostasis
A2
Terms to Know
• Homeostasis
• Diffusion
• Osmosis
• Active Transport
• Cell membrane
• Plasma membrane
• Selectively permeable
• Gradient
• Dynamic equilibrium
• Hypotonic solution
• Hypertonic solution
• Isotonic solution
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
Point out that these adaptations that enable an organism to change internally in order to survive is known as homeostasis.
A1. PPT Slide 1
A2. PPT Slide 2Have students write these terms in their notes packet and define them as you go along in the PowerPoint Presentation
A3. PPT Slide 3
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)
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.
B17Cell OrganellesThe Nuts and Bolts of a Cell
B18
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?
B17. PPT Slide 17
B18. PPT Slide 18
Terms to Know• Organelle• Plasma membrane• Cell wall• Mitochondria• Vacuole• Lysosome• Centrioles• Ribosome• Chromatin• Endoplasmic reticulum• Golgi apparatus• Cytoplasm• Nucleus• Nuclelous• Nuclear membrane
A19
A20Cell 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
A21The Cell Membrane• The cell membrane, or plasma
Have students write the terms in their notes and define the terms as you go along in the PowerPoint Presentation
A19. PPT Slide 19Explain that this is an animal cell
A20. PPT Slide 20
A21. PPT Slide 21
Centrioles
Nucleus
EndoplasmicReticulum
Cytoplasm
Cell Membrane
Lysosome
Golgi Apparatus
Mitochondria
Chromatin
NucleolusNuclear Membrane
Ribosome
Vacuole
Does this cell look organized?
membrane, is a selectively permeable layer on the outside of the cell, which contains all of the organelles within– Remember that the plasma membrane helps maintain homeostasis within an organism• All cells have a cell membrane
A22Cell 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• The cell wall allows the cell to become quite turgid without bursting
A23Mitochondria• 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• Mitochondria is the powerhouse of the cell
A24Golgi 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
A25Lysosome• A lysosome contains digestive enzymes and is responsible for digesting excess or worn out organelles, food particles, and engulfed viruses or bacteria
A22. PPT Slide 22
Activity Refer to “Organelle Activity” below.
A24. PPT Slide 24Refer to “Organelle Activity” below
A25. PPT Slide 25Refer to “Organelle Activity” below
A26. PPT Slide 26Refer to “Organelle Activity” below
A26Vacuole• 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
A27Centrioles• 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
A28Chromatin• Long strands of DNA found in the eukaryotic cell nucleus is known as chromatin and condenses to form chromosomes
A29Endoplasmic 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– Can be rough “ER” with ribosomes attached or smooth ER without ribosomes
A30Ribosomes• Ribosomes are non-membrane-bound organelles in the nucleus where proteins are assembled
A31Cytoplasm• Cytoplasm is the clear, gelatinous fluid in cells that is the site of numerous chemical reactions
A27. PPT Slide 27Refer to “Organelle Activity” below
A28. PPT Slide 28Refer to “Organelle Activity” below
A29. PPT Slide 29Refer to “Organelle Activity” below
A30. PPT Slide 30
A31. PPT Slide 31
A32. PPT Slide 32
– In eukaryotes, it suspends the organelles
A32Nucleus• The nucleus is the central membrane-bound organelle that manages cellular functions and contains DNA• The nucleus is surrounded by a nuclear membrane which can dissolve or allow structures out to the cytoplasm
A33Nucleolus• The nucleolus is found in the nucleus and produces ribosomes
A34Review Link
A35Animal Cell Diagram
A36Plant Cell Diagram
A33. PPT Slide 33
A34. PPT Slide 34Follow the link to demonstrate a video animation of the parts of a cell.
A35. PPT Slide 35Animal Cell DiagramUse this diagram to reinforce cell parts.
A36. PPT Slide 36Use this diagram to reinforce cell parts.
Sample TestClick 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.
EvaluationCell Structure and Function Test