1. The Processes of the Cell

2. Essential Question: What processes are necessary for the survival of a cell, tissue, organ, and organ system?
Standard:
S7L2a. Explain that cells take in nutrients in order to grow and divide and to make needed materials.
Instructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question.

3. Activating Strategy: Watch the time lapse video and answer the questions.
What were your observations?
In order for the changes you observed to occur, what has to happen to the cells in your body?
Instructional Approach(s): The teacher should present the information on the slide. You may want to speed through some of the video to get to the end. It will not take long for the students to get the point of the video.

4. Your cells are constantly working to perform many activities such as getting food, removing wastes, growing, reproducing, and making new materials.
What do your cells need in order to conduct these necessary activities?
Instructional Approach(s): The teacher should present the information on the slide. The teacher should question students until they can come up with the concept of energy. You may need to ask why they eat to help get to energy. However, if after a minute or two students have still not come up with an answer, tell them energy and move to the next slides.

5. Use the Cell Processes Foldable to take notes as you learn about the many processes cells need to stay alive.
Instructional Approach(s): Give each student a Cell Processes Foldable to use during the lesson to record important information. *Note: this lesson includes vocabulary that is not directly listed in the state standards; however, supplemental state documents identify these processes as necessary for cells to get food, remove waste, grow, reproduce, and make needed materials. Throughout the lesson, stress these aspects not all of the formal names of the processes. All of them are necessary to cells to conduct all of their functions.

6. To stay alive, cells need a constant supply of energy
To stay alive, cells need a constant supply of energy. Animal cells get energy from food, while plant cells get energy from sunlight.
Instructional Approach(s): The teacher should present the information on the slide.

7. All cells need chemical energy
All cells need chemical energy. Chemical energy is stored in the bonds between the atoms of every molecule.
A major source of chemical energy for most cells is stored in a sugar molecule called glucose.
Instructional Approach(s): The teacher should present the information on the slide. Students do not have to write down the definition of chemical energy. However, students will be applying the concepts throughout the lesson.

8. Photosynthesis
Instructional Approach(s): The teacher will present the information on the slide. Although students are not expected to necessarily know the input/output of the process of photosynthesis, most students already have knowledge about each component.

9. Plant cells make their own food through the process of photosynthesis.
In this process, plant cells take in light energy and change it into chemical energy in the form of glucose (food). Photosynthesis occurs in the chloroplasts.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information for photosynthesis on their foldable.

10. What do plants need to survive?
Instructional Approach(s): The teacher should pose the question to the students. Give a minute or less to gather student responses. Students should be able to already come up with sunlight and water. They may even come up with carbon dioxide. Plants need these substances for Photosynthesis.

11. So, why are plants so important to us?
Photosynthesis Sunlight + Water + Carbon Dioxide = C6H12O6 (Glucose) and Oxygen
So, why are plants so important to us?
Instructional Approach(s): The teacher should present the information on the slide. Students are not expected to know the terms reactants and products, but it is helpful for students to know what is needed to conduct photosynthesis and what made through the process of photosynthesis. Try to focus on the overall process and how it will link to cellular respiration and the needs of living organisms.

12. Where do animal cells get their chemical energy?
Let’s Review:
Plant cells make their own food by changing light energy into chemical energy (sugar/glucose) through the process of Photosynthesis which occurs in the Chloroplasts.
Instructional Approach(s): The teacher should present the information on the slide. Give students a chance to briefly response to the question “where do animal cells get their chemical energy?” Students should hopefully indicate that animal cells get their energy from the food they eat. You may need to remind students that our body is made up of animal cells. This may make answering the question a little easier. Their responses should lead into the next slide.
Where do animal cells get their chemical energy?

13. Once food is obtained in animal cells and made in plant cells, it must be broken down to release the chemical energy.
This process is called Cellular Respiration. Cellular respiration occurs in the Mitochondria.
Instructional Approach(s): The teacher should present the information on the slide. The students should record the important information about cellular respiration on their foldable. Make sure students understand that cellular respiration occurs in both plant and animal cells.

14. Cellular Respiration C6H12O6 (Glucose) + Oxygen = Carbon Dioxide, Water, and Energy (ATP)
Instructional Approach(s): The teacher should present the information on the slide. However, students are not expected to know the reactants and products of cellular respiration. Use the information to help students understand the general process.

15. Photosynthesis and Cellular Respiration are the opposite of one another. The input of one process is the output of the other process and vice versa.
Instructional Approach(s): The teacher should present the information on the slide. Once again reinforce the larger concepts that plants release oxygen as a waste product in photosynthesis which is necessary for cellular respiration and plants take in carbon dioxide which is a waste product from cellular respiration which is necessary for photosynthesis. Therefore, plants and animals are essential to each other.

16. Instructional Approach(s): The teacher should use the diagram to illustrate the processes of photosynthesis and cellular respiration.

17. Which is Photosynthesis? Cellular Respiration? How do you know?
Instructional Approach(s): The teacher should present the slide and ask students to identify which is Photosynthesis and which is cellular respiration. How do you know? Continue to ask for more “how do you know” facts until all of the choices have been used.

18. Animations/Video Clips on Photosynthesis and Cellular Respiration
Animation of Cellular Respiration and Photosynthesis:
BrainPop Video on Photosynthesis and Cellular Respiration:
Instructional Approach(s): The teacher should show the short animations and the video clip to reinforce photosynthesis and cellular respiration.
Video animation on Cellular Respiration and Photosynthesis:
[requires Adobe Plugin]

19. When learning the functions of cell organelles, we associated the Chloroplasts with solar panels and Mitochondria with Power Generators. With a seat partner, discuss why these analogies fit.
Instructional Approach(s): The teacher should present the information on the slide and then allow students to get with a partner to discuss the question. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses. Chloroplasts can be associated with solar panels because Chloroplasts use energy from the sun just like solar panels to produce a form of energy. Mitochondria can be associated with power generators because both use one form of energy (mitochondria use glucose/sugar as the form of energy) and change it into a form of energy that can be used (mitochondria changes the energy into ATP which is the form needed for cell functions and power generators produce electricity)

20. Comparing Photosynthesis and Cellular Respiration Venn Diagram
Instructional Approach(s): Students will do a comparison of Photosynthesis and Cellular Respiration. Use the link on the curriculum map. Differentiation: Provide some students/classes with the list of similarities/differences and have other students/classes use their notes to determine the similarities/differences

21. Cellular Respiration in Mitochondria
Tomato Plant
Photosynthesis
In Chloroplasts
Tomatoes eaten
Glucose
Instructional Approach(s): The teacher should use the slide to illustrate how energy from the sun is eventually turned into energy used in the cells to perform daily functions.
Cellular Respiration in Mitochondria
Energy

22. Photosynthesis & Cellular Respiration Storyboard [optional]
Instructional Approach(s): This is an optional activity in which the students can make their own story board similar to the previous slide. This may be an Anchor/Sponge activity or a homework assignment if time is limited in class.

23. Distributed Summarizing: Think, Pair, Share
Explain why plants and animals are so important to each other for survival?
Instructional Approach(s): Give the students about seconds to “think” on their own and then have them “pair” to discuss. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

24. Movement of Material In and Out of the Cell
Instructional Approach(s): The teacher should indicate that so far they have been discussing how cells get the energy they need to perform daily functions. Now, they are going to examine how materials move in and out of the cell. You may want to ask students why is it necessary for materials to move in and out of the cell.

25. How then do these particles and many others get in and out of cells?
We learned through photosynthesis and cellular respiration that oxygen, carbon dioxide, water, glucose, and energy are constantly used in cells.
How then do these particles and many others get in and out of cells?
Instructional Approach(s): The teacher should present the information on the slide. The question at the end may just be a rhetorical question or one you pose to the students and briefly discuss before leading to the next slide.

26. In our previous unit, we learned that the job of the cell membrane is to allow materials in and out of the cell.
Instructional Approach(s): The teacher should present the information on the slide.

27. The cell membrane is semi-permeable
The cell membrane is semi-permeable. This means that it can let some materials pass through while others can not.
Instructional Approach(s): The teacher should present the information on the slide. The word semi-permeable is not directly listed in the state standard, but other supporting documents from the state refer to semi-permeable. The students will apply the meaning of the word throughout the lesson when discussing the ability of some materials to move in and out of the cell membrane easier than others.

28. Animation of Semi-Permeable
Instructional Approach(s): The teacher should show the animation to help students better understand the word semi-permeable and what it means in regards to the cell membrane.

29. Materials must move in and out of a cell in order for it to survive
Materials must move in and out of a cell in order for it to survive. Let’s discuss the different ways in which this occurs.
Instructional Approach(s): The teacher should present the information on the slide which leads to the concepts that follow.

30. Some materials can move in and out of the cell membrane easily
Some materials can move in and out of the cell membrane easily. Other materials require help or are forced to move in and out of the cell.
Instructional Approach(s): The teacher should present the information on the slide. Ask students which movement is easy in the images and which is more difficult.

31. Natural Movement of Particles Demonstration
Instructional Approach(s): Call a small group of students to the front. For this demonstration, tell the students that they are going to need to hold their hands up so their hands are not touching anyone. Take a rope or string and begin circling the students. Keep making the circle smaller so that students have to get closer and closer together. Do this to the point that you notice students are starting to get a little bit uncomfortable, but don’t keep them in this position too long. Then ask some of the students in the group if they are uncomfortable and/or what it would take for them to feel more comfortable. Ask a student sitting down what he/she would expect students to do once the rope is removed. The students should come to the conclusion that the students will move apart. It is natural to move apart and want space. The same is true for particles. Particles naturally move from areas where they are crowded to areas where they are less crowded.

32. Particles naturally want to move from where they are more crowded to where they are less crowded.
Instructional Approach(s): The teacher should present the information on the slide. Use the images to reinforce the concept.

33. More Crowded (High Concentration)
Natural Movement of Particles
More Crowded (High Concentration)
Less Crowded (Low Concentration)
Instructional Approach(s): The teacher should use the images to demonstrate the concept of particle movement from more crowded to less crowded

34. How does this diagram represent Passive Transport?
The transport (movement) of substances across cell membranes without the use of energy is called Passive Transport.
How does this diagram represent Passive Transport?
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information about Passive Transport on their foldable. Ask the class the question “how does this diagram represent passive transport?” Hopefully students will point out that movement is occurring and that it seems to be moving quickly without any problems or additional help

35. Why do you think energy is not required for passive transport?
In Passive Transport, substances or particles move from high concentration to low concentration.
Why do you think energy is not required for passive transport?
Instructional Approach(s): The teacher should present the information on the slide while the students record important information about Passive Transport on their foldable. Tie passive transport back to the natural movement of particles. Since particles naturally want to move from being crowded to less crowded, energy is not required for passive transport because the particles are already moving in the direction in which they would want to travel.

36. Turn to an elbow partner and describe an experience that you could compare to Passive Transport [ex. Easily moving from a crowded area to a less crowded area]
Instructional Approach(s): Give the students about seconds to “pair” and discuss. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

37. There are different types of Passive Transport.
Instructional Approach(s): The teacher should present the information on the slide. Note: In some cases, facilitated diffusion or diffusion that occurs using protein channels or doorways is called passive transport. Focus on the fact that passive transport does not require energy .

38. Diffusion is a type of passive transport. Why?
Small particles such as oxygen and carbon dioxide move easily across the cell membrane from areas of high concentration to low concentration.
Diffusion is a type of passive transport. Why?
Instructional Approach(s): The teacher should present the information from the slide while the student records important information about Diffusion on their foldable. Once again, the particles easily move from high to low concentration which is their natural movement. Therefore, energy is not required so it is a type of passive transport.

39. Diffusion
How is diffusion important for Photosynthesis and Cellular Respiration?
Oxygen and Carbon Dioxide easily diffuse through the cell membrane. Both are necessary for energy production.
Instructional Approach(s): The teacher should pose the question to the class and get a few student responses to the question before clicking to reveal the answer

40. Everyday Examples of Diffusion
Smell of food, perfume, air freshener, and other substances.
Instructional Approach(s): The teacher should use the illustrations as examples of diffusion. You may want students to write a few examples down on their foldable.

41. Everyday Examples of Diffusion
Instructional Approach(s): The animated slide demonstrates diffusion

42. Diffusion Animations
[Requires Adobe Plugin]
Instructional Approach(s): The teacher should select 1-2 of the animations to demonstrate diffusion

43. If the diagram below represents a cell membrane and particles, why are there arrows showing the movement of some of the oval objects?
Instructional Approach(s): The teacher should pose the question to the class. Either ask the class or allow students to work in small groups 2-3 at most to discuss what is occurring. After a minute or so, listen to a few student responses. Explain the answer if needed: The ovals are crowded on the left side and are diffusing to the right side where they are less crowded.

44. Distributed Summarizing
Draw a diagram illustrating particles diffusing across a cell membrane.
Instructional Approach(s): The teacher may opt to use this as a formative assessment piece to determine student understanding of diffusion

45. Osmosis is the diffusion of water
Osmosis is the diffusion of water. Water moving from where it is crowded (high concentration) to where it is less crowded (low concentration).
Instructional Approach(s): The teacher should present the information on the slide while students record the important information about Osmosis on their foldable.

46. Osmosis [Diffusion of Water] Illustration
Instructional Approach(s): The teacher should show the animated illustration to demonstrate osmosis. The animation is slow so start the slide and just wait for it to move on its own. The teacher should read the explanations on the bottom of the screen during the animation.

47. Osmosis [Diffusion of Water] Illustration
Instructional Approach(s): The teacher should present the slide with the animation of osmosis. The animation should run as soon as the slide is shown.

48. Example of Osmosis Watering a plant
Instructional Approach(s): The teacher should present the information on the slide.

49. Pure water diffuses more than any other water mixture because it is more crowded (has a higher concentration) than any other water mixture.
Instructional Approach(s): The teacher should present the information on the slide.

50. The cell bursts and dies.
In this picture a red blood cell is put in a glass of distilled water (pure water with no salt or sugar in it). 
Because there is a higher concentration of water outside the cell, water enters the cell by OSMOSIS.
The cell bursts and dies.
Instructional Approach(s): The teacher should present the information on the slide. Ask students what is happening to the cell in the water and why? After a minute or less of discussing possible reasons, click the mouse to reveal the answer.

51. Video Clip and Animations on Diffusion/Osmosis
Instructional Approach(s): The teacher should select 2-3 of the animations to show to reinforce the concepts of Diffusion and Osmosis

52. Distributed Summarizing: Identify and Share some other examples of Diffusion/Osmosis.
Instructional Approach(s): This quick summarizer can be done as a class or in pairs. Spend a minute or two total time discussing and sharing examples of Diffusion/Osmosis.

53. Activities on Diffusion/Osmosis [see resources]
Egg-cellent Ideas for Osmosis and Diffusion
Diffusion Lab
Egg Osmosis | Egg Osmosis Demo
Gummy Bear Diffusion/Osmosis
Osmosis Vegetable Lab
The Perfect Taters Mystery
Instructional Approach(s): These are optional activities to demonstrate the processes of Diffusion and Osmosis. The teacher should select no more than two of the activities as either demonstrations or student labs. Or, the teacher may decide to set up lab stations with several of the activities if appropriate.

54. Some materials can move in and out of the cell membrane easily
Some materials can move in and out of the cell membrane easily. Other materials require help or are forced to move in and out of the cell.
Instructional Approach(s): The teacher should present the information on the slide.
Diffusion
?????

55. These particles need assistance.
Passive Transport
Some particles are not able to diffuse through the tiny openings in the cell membrane.
These particles need assistance.
Instructional Approach(s): The teacher should present the information on the slide.

56. Passive Transport
Some particles have to go through protein channels or doorways [shown as facilitated diffusion in the diagram to the right].
However, energy is not required and the particles still move from high concentration to low concentration.
Instructional Approach(s): The teacher should present the information on the slide.

57. There are some particles that naturally want to diffuse, but cannot be allowed to diffuse.
Energy must be used to make the particles stay where they are more crowded.
Instructional Approach(s): The teacher should present the information on the slide.

58. Active transport is different from passive transport because it requires energy. Active transport is necessary to make particles move against their natural tendency.
In active transport, particles move from less crowded (low concentration) to more crowded (high concentration).
Instructional Approach(s): The teacher should present the information on the slide while the students record important information about Active Transport on their foldable.

59. Active transport is important in organs such as the kidneys when harmful particles are made to stay in the organ when they naturally want to diffuse
Instructional Approach(s): The teacher should present the information on the slide.

60. Instructional Approach(s): The teacher should use the illustrations on the slide to reinforce the difference between passive transport and active transport. Notice the diagrams show moving from high to low concentrations and low to high. Remind students that ATP means Energy.

61. Instructional Approach(s): The teacher should use the diagram to further compare passive and active transport.

62. Instructional Approach(s): The teacher should show the slide with an animation of active transport.

63. Movement of Particles Activities
Cellular Movement of Particles Practice worksheet
Modeling Cellular Movement of Particles Activity
Animated Cellular Processes: Passive Transport/Active Transport
Instructional Approach(s): The teacher should select 1-2 of the activities if needed to reinforce the movement of particles in cells

64. If your cell needs a particle and the particle is too big to diffuse through the cell membrane and/or go through a protein channel or doorway, does your cell just go without that particle?
Instructional Approach(s): The teacher should present the information on the slide.

65. Although some particles are too large to go through the cell membrane, they can still get in or out of the cell through the process of Endocytosis and Exocytosis.
Instructional Approach(s): The teacher should present the information on the slide.

66. Endocytosis is the process by which the cell membrane envelops (engulfs) material that is too large to pass through the membrane and then pinches off inside the cell.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information about Endocytosis on their foldable. The image at the bottom is animated and comes in with a click of the mouse.

67. Endocytosis
Instructional Approach(s): The teacher should use the image to reinforce the process of endocytosis

68. Exocytosis is the process by which the cell membrane removes material that is too large to pass through the membrane.
The material is surrounded by a membrane within the cell and then expelled by being pushed out of the cell.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their foldable.

69. Exocytosis
Instructional Approach(s): The teacher should use the illustration/animation to reinforce the process of Exocytosis.

70. Instructional Approach(s): The teacher should use the picture to illustrate the difference in endocytosis and exocytosis

71. Endocytosis/Exocytosis Activities
Endocytosis/Exocytosis Activity – classroom demonstration of the processes
Modeling Endocytosis Activity – group activity demonstrating the process
Animated Cellular Processes: Endocytosis/Exocytosis
Instructional Approach(s): The teacher should select 1-2 of the activities if needed on endocytosis and exocytosis

72. Distributed Summarizing
Imagine that you are an oxygen molecule, carbon dioxide molecule, glucose molecule or food particle. Write a short story describing your journey into or out of a cell. Be sure to include which process is needed for your entrance/exit and why. Also, include your purpose for entering or exiting the cell.
Instructional Approach(s): Students write a short story as a particle moving in or out of a cell. The teacher may want to use the short story as a formative assessment to determine student understanding of the concepts. The Cell Processes Distributed Summarizing document is linked on the curriculum map.

73. We have discussed ways in which cells live and grow by getting the nutrients they need, as well as, removing their wastes. However, another important process must occur for growth and cell repair.
Instructional Approach(s): The teacher should present the information on the slide.

74. Think back to our activating strategy of the time lapse video of a little girl growing into a teenager. How does her body get larger?
Think of a time when you got a bad cut. Over time, what happened to the cut?
Instructional Approach(s): The teacher should present the information on the slide.
Organism’s grow or cells are replaced through a process called Mitosis.

75. Cells make more cells or divide through a process called mitosis (one cell makes two).
Instructional Approach(s): The teacher should present the information on the slide while the students records important information about mitosis on their foldable.

76. Video Clip of Growth by Cell Division: Mitosis
Instructional Approach(s): The teacher should show the short video clip of mitosis

77. Mitosis: The Amazing Cell Process that Uses Division to Multiply!
[see resources for handout]
Instructional Approach(s): The teacher should pass out the Amoeba Sisters Video Recap of Mitosis: The Amazing Cell Process That Uses Division to Multiply (on the curriculum map under videos/Mitosis and Meiosis). Show only the first 5+ minutes of the video because it goes into phases of Mitosis which the students do not need to know

78. Cells make sex cells to help in the reproduction of multi-cellular organisms through a process called meiosis (one makes four).
Instructional Approach(s): The teacher should present the information on the slide while the students record important information about Meiosis on their foldable. Meiosis will be covered in more depth during the genetics lesson. Just stick to meiosis and the formation of sex cells (one cell dividing to make four cells) for now.

79. Meiosis
Instructional Approach(s): The animated slide shows the steps involved in meiosis. Students should understand the general concept that meiosis is a process that results in 4 sex cells with half of the genetic material.

80. Meiosis: The Great Divide Video Clip
[watch first 3 minutes only]
Instructional Approach(s): The teacher shows the first 3 minutes of the video clip to reinforce meiosis.

81. Comparing Mitosis and Meiosis
Instructional Approach(s): The teacher should select one of the links to compare mitosis and meiosis. The first link is an animation and the second link is a short video.

82. Activities to Review Cell Processes
Cell Processes Image Shuffle Activity
Cell Processes QR Code Review
Cell Processes Review Cards [play Kaboom or other review game]
Instructional Approach(s): The teacher should select one or two of the activities as needed to review all of the cell processes covered in the lesson. Each activity is linked with additional details on the curriculum map.

83. Cell Processes Summarizer
Instructional Approach(s): Each student should complete the summarizer. The teacher should use the summarizer to place students into groups to complete the cell processes tiered differentiated task linked on the curriculum map.

84. Cell Processes Tiered Activity
Instructional Approach(s): The teacher should use the Cell Processes Summarizer to place students into groups to complete the Cell Processes Tiered differentiated activity linked on the curriculum map.