Unit Overview
The purpose of this unit is to teach students the organization, function, and importance of the animal cell.  The cell, being the basic form of life, is the make up of all living organisms.  As students begin to gain an understanding of the cell and its functions, they will realize the complexity of all living organisms.  Students will then become aware of the complexity of themselves as humans.  They will begin to comprehend that everything they are capable of is made possible by the organization of the smallest unit of life; the cell.
 I find the topic of cell organization to be the most fascinating of all the sciences.  Through the understanding of the cell, researchers and scientists have been able to make breakthroughs in the war against genetic, bacterial, and viral diseases.  As a result, the life span of human beings and the standard of living has increased.  Because students of today are going to be are future researchers and scientists, I believe it is important to educate them and even more so, interest them in the field of biology.
 This unit on cell organization has been created for a tenth grade biology classroom.  It is 3 weeks in length and will start by introducing the cell, then continuing on to organelles, and ending with the cellular organization of humans.  New York State standards requires tenth grade students to be able to diagram a cell and explain the components.  The students must also be able to explain the organization of cells in an organism.

Goals
1. Students will become familiar with the animal cell and the organelles contained therein.
2. Students will become familiar with the functions of cellular organelles.
3. Students will develop a concept of cellular organization in humans.
4. Students will discover that all complex life is made up of cells.
5. Students will develop an understanding of a human’s cellular complexity.
6. Students will gain an understanding of the effects that cellular research makes in our world today.

Objectives:  The students will be able to – (Bloom’s Taxonomy)
1. List the 7 major animal cell organelles. (Knowledge)
2. Describe each organelle’s specific function. (Knowledge)
3. Diagram an animal cell and label all of the cells components. (Analysis and Knowledge)
4. State the organic structures that make up each organelle. (Knowledge)
5. Explain how the organelles of a cell interact with each other. (Comprehension)
6. Explain how each organelle contributes to the structure and well being of an organism. (Comprehension)
7. Illustrate the steps involved in protein synthesis by constructing a diagram and labeling the organelles and chemicals involved in each step. (Analysis and Knowledge)
8. Define what a “tissue” is and give examples of human tissues. (Knowledge and Comprehension)
9. Define what an “organ” is and give examples of human organs. (Knowledge and Comprehension)
10. Explain the relationship between cells, tissues, and organs. (Comprehension)

Instructional Overview
 Science is a very visual and hands-on subject.  Throughout the course of this 3-week unit, I will use microscope visuals along with videos and diagrams.  The first lesson will introduce the cell and its make up.  Students will be given a labeled diagram of a 3-D animal cell.  I will also have students look at slides of animal cells under a microscope.  Each slid will be stained in a way that highlights specific organelles so students can see how they actually look.
 As the week progresses, I will use a video followed by direct instruction to present the organelles and their functions.  I will go over each organelle separately, describing the organic make up of each, and the contribution its function makes to the cell.  Next I will get into the interaction between the organelles of animal cells.  I have another video to introduce this idea, and to complement the video I will construct a table that lists each organelle, its function, and its interaction with other organelles.  On an overhead projector I will place a diagram of a cell and organelles.  I will single out each of the seven organelles.  One at a time I will put an “x” through an organelle and ask the students how this “missing” organelle would effect the others.  I will guide them to the correct answers.
 The following week, I will begin to explain how each organelle contributes to the structure and well being of the organism it makes up.  To make this a successful lesson, I am going to start by describing the structure of humans.  I am going to use humans as my example of an organism from now on because it is most practical.  We are all humans!  By describing the structure of humans, I can work backwards and explain how our structure is obtained from the functions of cells.  I will complement my lesson with a video on human structure.  Next, I will put students in seven small groups.  I will assign each group with an organelle, and ask each to discuss how they think the organelle contributes to human structure and growth.  I will walk the room and guide the discussions.  I will have each group present their conclusions and I will add any information that they may lack.
 My next lesson will be an extension of this previous lesson, and will finish up week two.  I am going to expand on the concept of protein synthesis.  This is the most important of all the functions, and involves the nucleus, ribosome, endoplasmic reticulum, and the Golgi body - five of the seven organelles that the students now know.  I will first introduce this with a video that uses 3-D graphics to show protein synthesis.  I will then use handouts and direct instruction for the rest.  I will use humans as examples, and show numerous ways protein synthesis effects the body.
 Finally, in week three, I will use the beginning of the week to explain the arrangement of cells in the human body.  Due to the previous lesson, students should have an easy time comprehending this.  I will start with cells, and explain how they make up tissues, and how tissues make up organs.  I will end the week with a culminating activity.  It is a scientific research activity that will require the students to use all the knowledge they have obtained thus far.

Assessment Overview
 Throughout this unit I will continuously use both formal and informal assessments.  Informally, I will observe students constantly to check their understanding of content.  During direct instruction I will ask questions, have students define terms, and pose science related problems in order to observe the students comprehension of the material.  During group work, I will observe the chemistry among the students.  The main things I will look for are social skills, equal participation, and an understanding of the problem.  I will also give out peer evaluations to be used by the groups.  This way the students have a chance to evaluate their partners.  I will compare these evaluations to the notes I take on each student’s group work.
 As I begin the unit, I will pose questions to gauge the students prior knowledge on animal cells. I will use this informal assessment to pinpoint an appropriate starting point for the unit.  After I complete the first lesson, I will give a worksheet containing the 3-D cell and pictures of the slides seen under the microscope, so that students will learn how to label both.  The next day I will set up a quiz for the students.  There will be seven microscope set-ups and a quiz sheet.  Each microscope will contain a slide of an animal cell with a pointer on a specific organelle.  The quiz sheet will contain the 3-D diagram.  The students will have to identify the organelles under each microscope and label the 3-D diagram.
 After the lesson on organelle function and organic make up, I will give a quiz containing multiple choice, short answer, and matching questions.  This will be the bulk of the knowledge-based portion of this unit.  To assess the understanding of organelle interaction within cells, I would like to break the class into seven small groups.  I will give each group a diagram of a cell with an “x” through one of the organelles (as I did in class).  Nothing will be labeled on this diagram.  I will allow the groups to discuss how the missing organelles would effect the other six organelles.  After 30 minutes of discussion, I will ask each group to share what they discussed.  I will grade each group on their effort and the accuracy of their answers.  I will also factor in the peer evaluations.
 At the end of the week I will have a test.  It will contain multiple choice, T/F, short answer, matching, and an essay question.  The essay question will ask the students to construct a table containing the seven organelles.  One column will contain the names of the organelles, one will contain the function of each, and the last column will contain a list of all the organelles that interact with the aforementioned organelle. Students must also give one reason explaining why the interaction occurs.
 The following week will be the lesson on the contributions that organelles make to the structure and well being of the human body.  During this lesson I have split the class up into groups and had each group present to the class.  (Included in the instructional overview)  I will informally assess the presentations I have assigned at this time.  I want to make sure students have a good grasp of this concept.  I will then quiz the students on this material.  The quiz will contain multiple choice, short answer, and matching questions.
 The next lesson is on protein synthesis.  To assess this lesson I will assign an essay having the students describe the steps to protein synthesis, along with the organelles and molecules involved in each step.  On the last day of the week I will schedule a test.  It will contain multiple choice, T/F, short answer, matching questions, and include all the information covered during the week.
 The last week will contain the lesson on the arrangement of cells in the human body.  This lesson sums up everything the class has learned thus far.  To assess the students’ knowledge up to this point, I will give a one-question test.  The test will ask the students to pick a human organ and explain the function of the organ, the function of the tissues that make up the organ, and the function of the cells that make up the tissues.  I will hand out a rubric to show the students exactly what I want in their answers.  This test will incorporate everything covered thus far.
The rest of the unit will be dedicated to the culminating activity.  It will be a performance assessment and will encompass all of what has been covered in the unit.  I am going to break the students up into groups.  Each group will be assigned a human disease.  What the students don’t know is that each disease specifically effects a cellular organelle and its function.  The students will research their assigned diseases and have to make a presentation.  I will hand out a rubric for the presentation so that students know what is expected of them.  (This rubric is part of my unit)  The performance assessment will require students to present the following information: the cause of the disease, what organelle is effected, the cellular function that is lost, the symptoms caused by the loss of this function, treatments of the disease, and future research.  This will give students an idea of the impact scientific research makes in the world.  In the end, students should not only walk away with an understanding of cellular organization, but also an understanding of the difference they can make with their knowledge.
 
 

Table of Specifications

Category Knowledge Reason Show Total
Animal Cell 10sr 5sr, 1e 1pr 15sr, 1e, 1pr
Nucleus 7sr 4sr  11sr
Mitochondria 6sr 3sr  9sr
Cell membrane 6sr 3sr  9sr
Endoplasmic Reticulum 5sr 5sr  10sr
Lysosome 5sr 3sr  8sr
Organization 1e 7sr 1pa 7sr, 1e, 1pa
Protein Synthesis 6sr 5sr, 1e  11sr, 1e
Total 45sr, 1e 35sr, 1e 1pr, 1pa 80sr, 2e, 1pr, 1pa

Test Items

Selected Response:
1.  What is the genetic material contained inside the nucleus of an animal cell called?
a. Deoxyribose Nucleic Acid (DNA)
b. Mono-saccharide
c. Cytoplasm
d. Poly-peptide

2. What is the name of the substance that is both, synthesized in the mitochondria and used as a source of cellular energy?
a. Ca++ (Calcium ion)
b. ADP (Adenosine Diphosphate)
c. ATP (Adenosine Triphosphate)
d. Phospholipid

2. What two organic molecules make up the cell membrane?
a. Saccharides & Nucleotides
b. DNA (Deoxyribose Nucleic Acid) & RNA (Ribo-nucleic Acid)
c. ADP (Adenosine Diphosphate) & ATP (Adenosine Triphosphate)
d. Phospholipids & Proteins
 

2. The function of a lysosome is to
a. Synthesize proteins
b. Digest cellular waste
c. Synthesize ATP (Adenosine Triphosphate)
d. Protect the cell from the external environment
 
 

True / False
1. Rough endoplasmic reticulum is actually the combination of endoplasmic reticulum
 with a mitochondrion.

2. The ribosome is the site at which protein transcription takes place.

3. A group of cells that work together is called a tissue.

4. The function of the mitochondria is to control cell division.
 
 

Short Answer
1. The __________ is the organelle that is responsible for controlling the movement of
 molecules in and out of a cell.

2. The function of the mitochondria is to produce energy for the cell by synthesizing
 what product?  __________
 

3. The combination of similar tissues that work together in the human body is called a  __________.

4. During protein synthesis, the mRNA leaves the nucleus and attaches itself to which
organelle?  __________
 

Matching
Directions:  match the organelle with its correct function.
1. Nucleus _____
2. Ribosome _____
3. Lysosome _____
4. Mitochondria _____
5. Cell membrane _____ a. Cellular digestion
b. Controls cell division
c. Controls flow of molecules in and out of cell
d. Site of protein synthesis
e. Produces energy used by the cell
 

Directions:  match the step of protein synthesis with the organelle at which it occurs.
1. Ribosome
 

2. Golgi body
 

3. Nucleus
 

4. Endoplasmic Reticulum a. STEP 1 – mRNA template is transcribed in
      this organelle.

b. STEP 2 – mRNA is translated by tRNA    and synthesis takes place at this organelle

c.  STEP 3 – protein is packaged during
     synthesis by this organelle

d.  STEP 4 – protein is now ready to be
     packaged by this organelle for final
     destination
 
 

Essay
 Construct a table that lists 5 organelles, their functions, and all the other organelles that each interacts with.  Be sure to give one explanation describing how the organelles interact and one reason for the interaction. (I have done one for you).  The table should have 3 columns and be set up following the example below.
Organelle Function Interacting organelles

Name of organelle
 Function of organelle 1. Name of organelle
? Explanation of how the organelles interact.
? Reason for the interaction

(Example)
Do not use this organelle in your answer

Mitochondria
Synthesizes ATP 1. Ribosome
? Mitochondria provides ATP to ribosome during protein synthesis.
? ATP is the energy source for protein synthesis.

1. Nucleus
? Mitochondria provides ATP during DNA transcription.
? ATP is the energy source for DNA transcription.

Please construct a table of your own and complete it with 5 of the remaining organelles!
 

Essay
In an essay, name the steps to protein synthesis.  For each step, name the organelle at which it takes place.  Make sure to list the molecules involved in each step along with a description of what the molecules do to aid protein synthesis.  Then state the multiple destinations a protein may have after it is synthesized and describe the relevance of each destination.
 

Performance Assessment
 I am going to break the students up into groups.  Each group will be assigned a human disease.  What the students don’t know is that each disease specifically effects an organelle and its function.  The students will research their assigned diseases and have to make a presentation.  I will hand out a rubric for the presentation so that students know what is expected of them.  This activity will require students to present the following information: the cause of the disease, what organelle is effected, the cellular function that is lost, the symptoms caused by the loss of this function, treatments of the disease, and future research.  I am going to ask students to organize their data in the same order as it appears on the rubric.  The student’s grade depends on the data presented.  I am not grading presentation style or creativity.  The grading is broken down in the rubric on the next page:
 

Cause of Disease Clear explanation of the disease and how the disease originates inside the body.  States the genetic factors or mutations that are involved.
4pts Explanation of the disease and how the disease originates inside the body.
 
 

3pts    Explanation of the disease.
 

1pt
Effected Cellular organelle(s) and lost function States cellular organelle effected.
States what cellular function is lost.  Clear description explaining why the organelle effected causes loss of a specific cellular function.
6pts  States organelle(s) effected.  States what cellular function is lost.
Explains the link between the organelle effected and the lost function

4pts States organelle(s) effected. States what cellular function is lost.
 

2pts States organelle(s) effected.

1pt
Symptoms caused by loss of cellular function Clear explanation of what symptoms are caused by this disease.  Clear explanation on how the effected organelle produces these symptoms.
4pts Explanation of what symptoms are caused by the disease.  Mentions that the effected organelle produces these symptoms.
3pts  States symptoms of the disease.

1pt
Treatments for disease Active treatments are clearly explained.  Meaningful and clear explanation of how the treatments counteract the lost cell function, and how this curbs the symptoms.
3pts Active treatments are explained. Explanation of how the treatments counteract the lost cell function.

2pts  Active treatments are explained.
 

1pt
Future research Clearly explains the direction of future research.  Clear explanation of how future research ties into the effected cellular organelle and its function.
3pts Explains the direction of future research and mentions the cellular organelle involved.

2pts  States future research.

1pt
Integrity
 This unit complies with the New York State standards and is part of the science curriculum.  This unit is constructed so that each section is related.  The goals and objectives are related to the instructional overview, which is related to the assessment overview.  Overall, this unit was not only designed to teach cell organization, but it was designed to interest the student in the field of science.