9-12

C1: Relate the parts of a cell to its function.

Curriculum Organizing Questions	What function(s) does this cell structure perform? Where might we find DNA in this cell? What cell parts help to transport materials? What cell parts transfer food energy to other forms? What cell parts build proteins? What cells parts are involved in information feedback? What cell parts are involved in waste removal? What cell parts are involved in movement? What specialized functions (if any) does this cell perform, and what cell structures are involved?
Elaboration	Students should be able to relate functions to the parts that they see, but not be required to memorize names of the parts.
Specific Ideas	In some cells the common types of molecules are organized into structures that perform the same basic functions more efficiently. In particular the nucleus encloses the DNA and a protein skeleton helps to organize operations. SFAA p. 63 The work of the cell is carried out by the many different types of molecules it assembles, mostly proteins. Benchmarks 5C3 Every cell is covered by a membrane that controls what can enter and leave the cell. In all but quite primitive cells, a complex network of proteins provides organization and shape and, for animal cells, movement. Benchmarks 5C1 Within every cell are specialized parts for the transport of materials, energy transfer, protein building, waste disposal, information feedback, and even movement. Benchmarks 5C2 Plant cells contain chloroplasts, the site of photosynthesis. NSES C1e The genetic information stored in DNA is used to direct the synthesis of the thousands of proteins that each cell requires. NSES C1c
Developmental & Instructional Implications	It may be easier for students to understand that the cell is the basic unit of structure (which they can observe) than that the cell is the basic unit of function (which has to be inferred from experiments). Benchmarks p.342 Emphasizing vocabulary can impede understanding and take the fun out of science. Discussion of what needs to be done is more important than naming the parts that do it. Care should be taken to not limit models of cells to two dimensional representations, or to only a few examples of cell type. Students seem to confuse 'cell' with 'molecule' and have a generalized concept of 'very small units that make up larger things.' Driver p. 25
Examples

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