CELL STRUCTURE AND FUNCTION

“The Class Cell”C. Dianne Phillips, GK-12 Fellow,

Department of Physics, University of Arkansas, Fayetteville

Ann Harbison, Science Educator, Winslow Public Schools

Goal:To develop an understanding of basic cell structure and function and the use of energy in carrying out cellular processes.

-Cellular Respiration in Plant and Animal Cells

-Production and use of ATP in cell

“ Understanding Cell Functions and Energy Conservation in the Cell”

Cell function and processes are typically difficult concepts for “concrete” thinkers and kinesthetic learners.

Due to the difficulty in having a “hands on” experience in a microscopic medium, memorization is the usual way to ensure content retention.

This activity is a hands on activity designed to reinforce understanding of 1)cell structure, 2) plant and animal cell function, and 3) the conservation of mass and energy within the cell through the use of role playing by the students.

Student’s knowledge: Students should have ...

Background: Unit Considerations - Student’s knowledge: Students will have ... an understanding of living vs. non-living

an understanding of the differences between eukaryotic and prokaryotic cells.

the ability to distinguish between Plant and Animal cells using the microscope.

a basic understanding of cell structure (organelles and membranes) and have been introduced to cell function.

Background for students cont.

Students should have a basic understanding of energy and basic energy transfer in a physical and chemical system. An understanding of solutions, osmosis, diffusion, and the role of proteins in enzymatic reactions.

Teacher’s knowledge: Teachers should have a working knowledge of:

Fundamental Cell structure and functionCellular Respiration/PhotosynthesisBreakdown of Glucose to produce ATPDiffusion and OsmosisEnzymatic Reactions

Content Objectives: ·        -Within cells, many of the basic functions of organisms—such as extracting energy from food and getting rid of waste—are carried out. - The way in which cells function is similar in all living organisms.

·        - All living things are composed of cells, from just one to many millions, whose details usually are visible only through a microscope.

- The cells in animals are different than those of plants.

Procedure: Activity #1, “What’s going on inside a cell” Animal CellTeacher’s version:

·        Separate class into groups of 2-3·        Give each group a print out of a typical animal cell and ask them to label the different organelles. ·        Assign each individual group to a specific organelle or structure in the animal cell. ·        Each group will research the function of their particular structure.

This can include an internet search or search of classroom or textbook reference materials. (15 minutes)·        The class will now create a class size replica of a cell.

-Students should be allowed to be very creative in this process. -A string may be used to represent the cell membrane if the

class size is small. ·        Each group will find their place in the cell and report their function to the other organelles in the cell. ***End of first class·        The class will resume their cell structure and review functions.·        The cell will now be given an assignment:

1) Production of ATP from glucose or2) Cellular Respiration

·        The class cell will now brainstorm and produce a “concept map,” strategy, for how to carry out the process based on the function of each organelle. Each organelle group should brainstorm independently and produce their own concept map. The class cell will then share their different strategies and discuss which one will be the most efficient.

TEACHER’S NOTE: you will need to facilitate in this process as students will attempt a logical, step by step process, which does not

accurately represent the simultaneous processes. *** End of second class

·        The class cell will now review their class concept map and will now simulate the process.

Activity #1, “Cell Structure and Function,” Animal and Plant Cells

C. Dianne Phillips and Ann Harbison, GK-12 Program U of A Fayetteville, AR and Winslow Public Schools

Materials:- string 1 roll/group- scissors 1 pair/group- construction paper 1 packet/group- plastic bags 1 box/group- cookies 1 baggie/group- candy (assorted) 1 baggie/group- tape (masking or clear) 1 roll/group

Procedure: (small group activity)1. Separate into groups of 2-32. Label all cell structures on the handout of an animal cell or plant cell. 3. Ask your teacher to assign your group a specific structure to research. Research your assigned organelle’s function in the cell and write the function of your organelle on a separate sheet of paper.

Groups: 1 – nucleus2 – mitochondria3 – Endoplasmic Reticulum (rough)

with Ribosomes4 – cell membrane5 - sugar splitting enzymes6 - Golgi Apparatus7 - Lysosomes

4. Each group will now create their organelle or structure out of construction paper, you may be creative here. (Full class activity)

5. Coordinate with the other groups to produce a class size animal cell.6. When each group is in place, each group will report their specific group’s function in the cell to the other organelle groups.7. How would you rank your group in importance in the cell?8. Which organelle (group) or structure is the most important?

9. Can you survive without any of the other groups? 10. Which structures do the plant and animal cells have in common? Which are different?

Cell membrane MitochondrianNucleus ribosomeRough Endoplasmic reticulum Golgi ApparatusLisosomes Protein GatesATP Glucose breaking enzymes

Cell membrane Cell WallChloroplast cytoplasmMitochondrion nucleusRibosome vacuoleRough Endoplasmic Reticulum

Sample Process: 1. nucleus – directing protein synthesis – run chemical experiments- they are the enzymes,

also structural proteins. Nucleus has to make enzymes that runthe enzymatic reactions.Sends proteins to Cell Membrane – protein gates that allow glucose toenter cell.

2. Enzymes breakdown glucose into pieces that are then stored in themitochondria.

simultaneous *mitochondria is the engine that runs all the time. It acts as thegenerator that produces ATP energy. Glucose pieces are broken downinto ATP energy which is sent to other organelles. If it runs out of energy,the cell dies instantly. Strychanine poison – stops the engine and shutsdown the mitochondria in every cell of the body.

3. endoplasmic reticulum - rough. Ribosomes – protein synthesis happens – nzymesfor chemical reactions and proteins for structure.-proteins are shipped off in membrane bound vesicles.

4. then they go to the golgi apparatus, (packaged ones become specific things – building blocks) . some remain...other enzymes float around and aid in

metabolic reactions Golgi = processing plant – Tyson’s mexican food – frozen dinner

5. lisosomes – least busy - Making proteins for structural things. - digest things – recycling plant- conserving mass and energy – we don’t

throw proteins away = recycle those amino acids!F. Closure, results and follow-through activities:

The teacher will lead the class in a discussion of the chemical reactionsthat occur during cellular respiration and during the breakdown ofglucose into ATP.

The groups will now begin the process again, but this time they will Investigate the plant cell. Emphasis:

Make a special effort to help the students to understand that both plantsand animals produce glucose. Many texts give the impression that plantsare simply here to provide glucose to animals. Plants make their ownglucose and utilize their own glucose to make ATP = is like the electricity– Animals can’t make their glucose to make ATP. We are dependent on plantss.

Review the entire energy cycle from Sun to plants and animals.G. Follow Through Activities:

Have the class describe the energy use in the cell using an analogue oftheir own use of energy in the home.

F. Standards: ·        LS 1.1 Recognize that science deals with inquiry about the natural world·        LS 2.1 Identify, describe, and explain various types of cells and cell processes. ·        LS 2.4 Identify the requirements for living organisms.·        LS 3.1 Design and conduct life science investigations to answer different kinds of questions.·        LS 3.3 Apply multiple strategies to problem solving.G. Assessments: Activity #1Each student will turn in:- labeled diagrams of cell structure for both Animal and Plant cells.- written report of functions for assigned organelles in both types of cells.- group concept maps for breaking glucose into ATP or Cellular Respiration or both.. Follow up group discussion questions: 1. Do both plant and animal cells produce glucose? ATP?

Explain your answer.2. Do both carry out cellular respiration? Write the chemical equations

involved in the processes. 3. Can a cell function without any organelle?4. Is one organelle more important than another? Explain your answer.5. How does the cell conserve mass?6. How does the cell conserve energy?

V. Inquiry-based Activity – See attached Activity This activity is considered a level 1 or 2 inquiry activity. The inquiry is found in the student’s research of organelle functions,

concept mapping of possible pathways (design), and implementation of strategy. VI. References:http://www.biology.lessons.sdsu.edu/classes/lab7/map.htmlhttp://www.vftn.org/projects/ludwig/lesson_plans.html

What’s next?This unit will prepare students to now move into DNA investigations:

- DNA extraction- Cell Reproduction: Mitosis and Meiosis.