LS1+(9-11)+-+1


 * Students demonstrate understanding of structure and function-survival requirements by…**

1a __explaining the relationships between and amongst the specialized structures of the cell and their functions__ (e.g. transport of materials, energy transfer, protein building, waste disposal, information feedback, and even movement).

1b __explaining that most multicellular organisms have specialized cells to survive, while unicellular organisms perform all survival functions. (e.g. nerve cells communicate with other cells, muscle cells contract, unicellular are not specialized).__


 * Students demonstrate understanding of differentiation by…**

1c __comparing the role of various sub-cellular structures in unicellular organisms to comparable structures in multicellular organisms (e.g. oral groove, gullet, food vacuole in Paramecium compared to digestive systems in multicellular organisms).__



What do these GSEs mean? What subtopics do students need to address to understand these GSEs?

 * LS-1a**



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Specialized cell structures w/ functions Shouldn't these functions be represented in your concept Map? Can you make it more clear that you've only addressed 1a and not 1b & c? user:fogleman
 * Materials transport:
 * Energy Transfer:
 * Protein building
 * Waste disposal
 * Information feedback
 * Movement

What ideas do students need to understand before they can address the topics described above?

 * 4 organic molecules (Carbohydrates, Lipids, Proteins, Nucleic Acids)
 * Cell Hierarchy/Evolution - Prokaryotic, Eukaryotic, Plant, Animal
 * Bacteria/Virus relationships

What misconceptions are students likely to have about these topics?

 * Students have difficulty discriminating between cell division, enlargement and differentiation. They may believe that living things grow because their cells get larger. The role of cell differentiation in growth is poorly understood.
 * Students think in terms of two kinds of cells - plant and animal.
 * Students are unsure about the hierarchy of atoms, molecules and cells. Cells are described as the components of many things including carbohydrates and proteins.
 * Students are unsure about the differences in organelles between plant and animal cells.
 * Students are unsure about the differences and similarities between the cell membrane, plasma membrane, and cell wall.

What phenomena and representations help students understand these topics?
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 * **Cellsalive.com:** Provides animations, and printouts. As well as, online quizzes as a resources for students studying at home.
 * Modern cotton differs from its predecessor by the features of its cells. Here is an explanation that ties cotton cellular characteristics to its genes.

What activities or activity sequences can be used to address these GSEs?

 * A project comparing a cell and organelle's to a town, school building etc.
 * Students make concept map connecting all the main ideas with linking words
 * Students make DNA strand
 * Protein synthesis activity where student is "protein" and rotates to different stations in the classroom, set up as organelles (nucleus-transcription/translation-ribosome-golgi etc.)

Related Web Resources
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