Download Lesson 1: Cell Theory State Standards LS.2 The student will

Lesson 1: Cell Theory
State Standards
LS.2 The student will investigate and understand that all living things are composed of cells. Key
concepts include
c) development of cell theory;
Objectives
Students will be able to describe the three key points of the cell theory.
Students will be able to identify and discuss the scientists whom contributed to the cell theory.
Engage
The wacky history of cell theory: http://www.youtube.com/watch?v=4OpBylwH9DU
Have the cell theory displayed in the room (on the board).
Explore
Role Play: Have students break up into groups of six and each pick a scientist who contributed
to the cell theory to pretend to be for this activity. Each student will do research on their
chosen scientist and then debate who should receive the most credit and why. Have students
quickly create a pie chart of percentages of credit that each scientist deserves.
Still in groups have students create a timeline of the events contributing to the cell theory.
Scientists and events:






1653: Leeuwenhoek invented the compound microscope.
1665: Hooke coined the word cell.
1668: Redi’s experiment disproved that maggots came from rotting meat.
1838-1839: Schleiden and Schwann observed that plants and animals have cells and
concluded that “all living things are made of cells.”
1855: Virchow stated, “All cells come from preexisting cells.”
1862: Pasteur’s experiment disproved spontaneous generation.
Explain
Quick Overview of cell theory and related events (just to make sure we are all on the same
page).
Elaborate
Journal Prompts: A day in the life of the scientist you chose (specifically the day of the
discovery/invention).
Discuss the cell theory in your own (non-scientific) words.
Evaluate
Pie Chart: Present/Not Present
Time Line Rubric:
Dates
Needs Work
Not present
Events
Not present
Scientists
Not present
Fair
Some dates incorrect
or missing
Some events
incorrect or missing
Some Scientists
incorrect or missing
Journal: Formative Assessment (Read, give feedback, promptly return)
Good
All dates included, all
correct
All events included,
all correct
All scientists included,
all correct
Lesson 2: Plant and Animal Cells
State Standards
LS.2 The student will investigate and understand that all living things are composed of cells. Key
concepts include:
a) Cell structure and organelles;
b) Similarities and differences between plant and animal cells;
Objectives
Students will use observations to compare and contrast plant and animal cell.
Students will be able to describe why differences are present.
Students will compare cell organelles to the parts of a submarine.
Engage
The Cell Song: http://www.youtube.com/watch?v=rABKB5aS2Zg
Explore
I will have several stations set up around the room with representations of plant and animal
cells that students will spend a few minutes comparing and contrasting each cell then move on
to the next station. Students will keep a log of all observations.
Station 1: Microscopes set up with each cell.
Station 2: 8x10in pictures of each cell.
Station 3: Jell-O molds of each cell (that well will eat after each station has been explored).
I will then ask students to form small groups and discuss possible differences and why they
think these differences exist. I will hand out sheets of blank paper for students to illustrate any
differences they may have saw.
I will also pass out the blank venn-diagram of plants and animals at this point and allow them to
begin working on it.
Explain
I will go over the differences between plant and animal cell and give a brief description on the
functions of the organelles.
I will hand out copies of the organelle function card and instruct students to quiz each other
when they finish any assignments early or during free time.
I will have students get with a partner for the following (responses to be turned in):


Finish venn-diagram of plant and animal cells.
Discuss the following:
o Explain each difference: explain why different organelles (or different
sizes/shapes of organelles) are needed for the survival of one organism but not
the other (e.g. explain why a plant cell needs a cell wall and an animal cell does
not)?
o Possible answers:
1. Because plants cannot eat like animals can, they need chloroplasts/plastids
to help produce food (energy).
2. Plant cells have larger vacuoles because plants cannot drink like animals can,
so they store absorbed water in large vacuoles.
3. Plant cells have cell walls to help support their structure; they do not have
bones like animals.
4. Plant cells are more rectangles shaped and ridged due to the cell wall used in
support. Animals have bones and muscles for support.
Elaborate
On-Your-Own Discussion: Compare the parts of a cell, and the functions of those parts to the
different parts of a submarine. (Source- Atkin, J. Myron., and Janet Coffey. "Involving Students
in Assessment." Everyday Assessment in the Science Classroom. Arlington, VA: NSTApress, 2003.
82. Print.)
Refer students to
http://www.onr.navy.mil/focus/blowballast/sub/work1.htm
http://www.onr.navy.mil/focus/blowballast/sub/work5.htm
to find out about parts of a submarine and how it works.
(if there is no access to the internet print out the following as handouts)
Submarines: History - How They Work – Introduction
To function underwater, submarines are built a bit differently than surface ships that float on the water's surface. In
order to travel underwater, submarines must function in agreement with some key laws of nature, including
Archimedes' Principle and Boyles' Law.
Submarines are completely enclosed vessels with cylindrical shapes, narrowed ends and two hulls: the inner hull
and the outer hull. The inner hull protects the crew from the immense water pressure of the ocean depths and
insulates the sub from the freezing temperatures. This hull is called the pressure hull. The outer hull shapes the
submarine's body. The ballast tanks, which control the sub's buoyancy, are located between the inner and outer
hulls.
To stay in control and stable, a submerged submarine must maintain a condition called trim. This means its weight
must be perfectly balanced throughout the whole ship. It cannot be too light or too heavy aft or too light or too heavy
forward. The submarine's crew must continually work to keep the submarine trim because burning fuel and using
supplies affect the sub's distribution. Tanks called trim tanks, one forward (front half of boat) and one aft (back
half of boat), help keep trim by allowing water to be added or expelled from them as needed.
Once the submarine is underwater, it has two controls used for steering. The rudder controls side-to-side turning, or
yaw, and diving planes, control the sub's rise and descent, or pitch. There are two sets of diving planes, the sail
planes, which are located on the sail, and the stern planes, which are located at the stern (back) of the boat with the
rudder and propeller. Some submarines, including the new Virginia class, make use of bow planes (diving planes
located at the bow, or front of the boat) rather than sail planes.
As you will notice on the above diagram of a submarine, it has a tall sail that rises out of the submarine's hull. Inside
this fin-shaped sail is the conning tower ("conn" means to direct the steering of a vessel). The periscope and radio
and radar antennas are usually extended through the conning tower. In the past, many of the controls used to operate
submarine while on the surface were located here.
A periscope enables a submarine to see what is happening on the surface while remaining underwater. Only the end
of the periscope must break the water. The periscope is made with mirrors and lenses that reflect and bend images
down a long tube to the eye of a Sailor. A submarine operating at periscope depth is completely submerged, but at a
depth where the periscope is still able to break the surface.
As advances in technology are made, the look and operation of submarines change. A major breakthrough in the
new Virginia-class submarines is the use of Photonics Masts, eliminating the need for a conventional periscope.
Instead of a Sailor on a Virginia-class boat using a series of mirrors and lens to view above the surface, several highresolution, color cameras will send visual images to large screen displays in the ship's control room via fiber optics.
Submarines: How They Work - Propulsion
Manual
The very first submarines depended on people for the energy to move. Cornelius van Drebbel, whose submarine was
tested on the Thames in 1620 and reported to have carried the King of England on one of its dives, used oars to
move itself along. The oars extended from the craft and leather gaskets sealed the point of their emergence.
In the mid-1770s, David Bushnell built a submarine Turtle that used hand and foot cranks for propulsion. This oneperson submarine, which was the first to be used during war, was very inefficient and exhausted its operator in a
short time.
Robert Fulton developed a three-person submarine Nautilus in the early 1800s that was the first to use diving planes
to control depth. While submerged, it relied on a hand crank to move it along. For travel on the surface, the Nautilus
was equipped with a sail.
Steam & Gasoline Engines
Fulton then tried to build a more efficient submarine using steam. Though the steam engine was actually small, the
boiler, which supplied the steam, was large and bulky. Since oxygen was required for the fire, which in turn was
required for steam, the submarine had to remain at the surface to operate the engines. To dive, the fires were
extinguished and the smokestacks closed. The submarine was left with no power.
In the 1860s, the Confederates built steam-powered submarines, known as Davids. The name was in reference to the
Bible story where David defeated the giant Goliath. These Davids were made to fight the Goliath Union fleet. These
submarines never completely submerged, but kept their air-intake pipes and smokestacks above the water's surface.
By doing this, the fires to operate the steam engines never had to be extinguished.
Gasoline & Diesel/Electric
The first submarine in the U.S. Navy, the USS Holland (SS-1), used a gasoline engine while on the surface and an
electric engine while submerged. The electric engine could recharge while the gasoline engine was being used.
The electric engine allowed the submarine to travel underwater for a longer period of time, maybe a few hours, at a
decent speed, and it produced no toxic fumes. The engine was relatively small, but the batteries were not. They were
large, bulky and heavy, and many were required to supply power to the motor. Since they lost their charge within a
few hours, the submarine would have to return to the surface often to recharge.
Batteries presented other problems, since they emitted toxic fumes when contaminated with seawater, and they
always contained dangerous acids.
Evaluate
Formative assessment of student logs and group discussions.
Collaborative venn-diagram and reasons for differences discussion:
Venn-Diagram:
differences
Venn-Diagram:
Needs Work
0-1 correct
differences listed
4-5 correct similarities
Fair
2-3 correct
differences listed
6-7 correct similarities
Good
4 or more correct
differences listed
8 or more correct
similarities
listed
Differences discussion 0-1 correct
differences listed
Rational for
No rational given
differences discussion
listed
2-3 correct
differences listed
Incomplete or
scientifically
irrelevant rationales
given
similarities listed
4 or more correct
differences listed
complete and
scientifically relevant
rationales given
Fair
3-5 correct functions
listed
3-5 reasonable
comparisons listed
Good
6 or more correct
functions listed
6 or more reasonable
comparisons listed
On-your-own work:
Functions of
Organelles
Comparisons to parts
of a submarine
Needs Work
0-2 correct functions
listed
0-2 reasonable
comparisons listed
Organelle Function Cards
Cut out the eight cards below on the heavy lines. Fold them along the dotted line so that the
words are on the outside. Use the outsides as flash cards and the insides for additional notes,
drawings, or anything that will help you remember the meaning of each term. Store cards in an
envelope or zip-top bag to use for studying.
Cytoplasm
A constantly
moving gel-like
substance that
surrounds the
cell’s organelles
Cell
membrane
Covers the cell’s
surface and
controls the
materials that
enter and exit the
cell
Mitochondria
Supplies, stores,
and produces
energy for the cell
Endoplasmic
reticulum
Produces
proteins and
lipid
components for
the cell
Nucleus
Contains the cell’s
DNA and serves as
the control center
for the cell
Vacuole
Serves as a storage
container for water
and other
materials
Chloroplast
The place in plant
cells that contains
chlorophyll and
where
photosynthesis
occurs
Cell wall
A structure found
in plant cells that
provides strength
and support to the
cell membrane
Activity Sheet-Venn Diagram
Name:
Date:
Plant Cell
Animal Cell
Backward Design:
1. Identify Desired Results:
I chose objectives that aligned with state standards. I want students be able to explain the basic
functions of cell organelles and be able to compare and contrast plant and animal cells. Cells
are important to students because “studying cell biology is in some sense the same as studying
life”(Purves et. al. pg.62). We all started out as a single cell. Our entire body is made up of cells.
Source: Purves, W. K., Sadava, D., Orians, G. H., & Heller, H. C. (2004). Life the science of
biology. (7th ed.). Massachusetts, MA: Sinauer Associates, Inc.
Objectives
LS.2 The student will investigate and understand that all living things are composed of cells. Key
concepts include:
a) Cell structure and organelles;
b) Similarities and differences between plant and animal cells;
2. Determine Assessment Evidence Plan:
Acceptable evidence of student understanding and proficiency is:
Students are able to:


Explain the differences between plant and animal cells and why these differences exist
Explain the functions of each cell organelle
Formative assessment of student logs and group discussions.
Collaborative venn-diagram and reasons for differences discussion:
Venn-Diagram:
differences
Venn-Diagram:
similarities
Differences discussion
Rational for differences
discussion
Needs Work
0-1 correct differences
listed
4-5 correct similarities
listed
0-1 correct differences
listed
No rational given
Fair
2-3 correct differences
listed
6-7 correct similarities
listed
2-3 correct differences
listed
Incomplete or
scientifically irrelevant
rationales given
Good
4 or more correct
differences listed
8 or more correct
similarities listed
4 or more correct
differences listed
complete and
scientifically relevant
rationales given
Needs Work
0-2 correct functions
listed
0-2 reasonable
comparisons listed
Fair
3-5 correct functions
listed
3-5 reasonable
comparisons listed
Good
6 or more correct
functions listed
6 or more reasonable
comparisons listed
On-your-own work:
Functions of Organelles
Comparisons to parts of
a submarine
3. Learning Experiences and Instruction:
The activities that will equip students with the needed knowledge are the observations of
different representations of plant and animal cells (to view physical differences), reflecting in
logs, group discussions (after observing the cells to discuss possible differences and why they
exist), creating a venn-diagram for plants and animals (showing the similarities and differences),
discussing how cell parts and functions compare to submarine parts and functions, and studying
organelle function flash cards.
I will teach (in lecture form) the differences between plant and animal cells and coach
discussions regarding the differences and why differences are present.
The materials best suited to accomplish the goals of the state standards are the lecture notes,
organelle function flash cards, blank venn-diagrams, the cell song video, and the website
materials on submarine.
Lesson 3: Cell Division
State Standards:
LS.2 The student will investigate and understand that all living things are composed of cells. Key
concepts include
d) cell division.
Objectives:
Students will sequence the steps in the cell cycle, including the phases of mitosis.
Engage:
Have a colorful slide show of mitosis microscope slide pictures as students enter the room.
Have students complete the KW sections of a KWL chart as slide show progresses.
From: http://www.npr.org/2013/02/18/171937818/immortal-cells-of-henrietta-lacks-live-on-in-labs
From: http://tasisbiology.blogspot.com/2007/11/mitosis-microscopes-animal-cells.html
From: http://www.blackspvbiology.50megs.com/mitotic_cell_division.htm
From: http://why.gr/#/state/itemCard/ID/204017/language/en_US
From: http://www.carolina.com/plant-microscope-slides/onion-mitosis-cs-15-um-hematoxylin-stain-microscopeslide/302390.pr
From:
http://classes.midlandstech.edu/carterp/Courses/bio101/labquiz2/ss12.htm
Explore:
Have stations of microscopes set up around the classroom with pre-made slides of each phase
of the cell cycle including mitosis. Each microscope will in chronological order according to the
cell cycle and labeled. Have the students visit the microscopes in order, recording observations
and/or questions in their scientific journals.
After every student has had a chance to visit each microscope, have the students divide into
groups and discuss their findings.
Questions to think about:



Describe what you think is going on in each stage.
How did the cells on the slides progressively change?
What do you think is the overall goal of the process depicted in this series of slides?
Explain:
Short Lecture containing the following:
In eukaryotic cells, the cell cycle is an ordered set of events involving phases of cell growth, DNA
replication, and division into two identical daughter cells. Nondividing cells are not considered
to be in the cell cycle. The phases of the cell cycle, in order, are
• interphase, which includes
o first gap (G1) phase (cell growth)
o synthesis (S) phase (cell growth and DNA/chromosome replication)
o second gap (G2) phase (cell growth)
• mitosis (M) (chromosome separation and nuclear division), which includes
o prophase
o metaphase
o anaphase
o telophase
• cytokinesis (cytoplasmic division of cell).
In prokaryotes, the process that provides for equal and identical replication of DNA in the
daughter cells is called “binary fission.” DNA is not organized into chromosomes in bacteria.
Because of surface-area-to-volume limitations, and to replace lost or damaged cells, tissues and
single-celled organisms must have a way of reproducing. The most efficient way is mitosis. For
unicellular organisms like prokaryotes, mitosis is also the method of asexual reproduction.
Events during Mitosis- (Use pictures for explanations)
Interphase: Cells may appear inactive during this stage, but they are quite the opposite. This is
the longest period of the complete cell cycle during which DNA replicates, the centrioles divide,
and proteins are actively produced.
Prophase: During this first mitotic stage, the nucleolus fades and chromatin (replicated DNA
and associated proteins) condenses into chromosomes. Each replicated chromosome comprises
two chromatids, both with the same genetic information. Microtubules of the cytoskeleton,
responsible for cell shape, motility and attachment to other cells during interphase,
disassemble. And the building blocks of these microtubules are used to grow the mitotic spindle
from the region of the centrosomes.
Prometaphase: In this stage the nuclear envelope breaks down so there is no longer a
recognizable nucleus. Some mitotic spindle fibers elongate from the centrosomes and attach to
kinetochores, protein bundles at the centromere region on the chromosomes where sister
chromatids are joined. Other spindle fibers elongate but instead of attaching to chromosomes,
overlap each other at the cell center.
Metaphase: Tension applied by the spindle fibers aligns all chromosomes in one plane at the
center of the cell.
Anaphase: Spindle fibers shorten, the kinetochores separate, and the chromatids (daughter
chromosomes) are pulled apart and begin moving to the cell poles.
Telophase: The daughter chromosomes arrive at the poles and the spindle fibers that have
pulled them apart disappear.
Cytokinesis: The spindle fibers not attached to chromosomes begin breaking down until only
that portion of overlap is left. It is in this region that a contractile ring cleaves the cell into two
daughter cells. Microtubules then reorganize into a new cytoskeleton for the return to
interphase.
Sources: VDOE: Science Standards of Learning Resources and
http://www.cellsalive.com/mitosis.htm
Video clip: http://highered.mcgrawhill.com/sites/0072495855/student_view0/chapter2/animation__how_the_cell_cycle_works.html
Have Students complete the KWL chart
Elaborate:
Writing Prompt- 1 page min: Students can choose one of the following- all require online
research:



Have students locate information on diseases that result from defects in the process of mitosis.
Then, have them describe the changes that cause each disease.
Have students locate information on environmental factors that alter the process of mitosis or
its rate. Then, have them provide plausible reasons why this happens.
Have students compare the process of mitosis in animal and plant cells, noting any differences
(phragmoplasts, centrioles, cleavage furrows).
Evaluate:
Formatively assess group discussions (give suggestions, correct misconseptions) and journal
entries (Read, give feedback, promptly return).
Have students self-assess KWL charts
Writing Prompt Rubric:
Quality of information
Needs Work
Info from a noncredible source
missing
Inaccurate
Citation
Accuracy of
description/reasoning/comparisons
Use of logic in
No logic used
description/reasoning/comparisons
Use of scientific language
No scientific
pertaining to mitosis
language
Length
Grade Activity Sheet
Less than ½ page
Fair
Some accuracy,
some inaccuracy
Some logic used
A few scientific
words here and
there
½ page
Good
Info from a
credible source
Present
Completely
accurate
numerous logical
explanations
Numerous
scientific
explanations
pertaining to
mitosis
Full page
Mitosis Activity Sheet
1. Complete the table by checking the correct column for each statement.
Statement
Interphase
Mitosis
Cell growth occurs
Nuclear division occurs
Chromosomes are distributed equally to
daughter cells.
Protein production is high
Chromosomes are duplicated
DNA synthesis occurs
Cytoplasm divides immediately after this period
Mitochondria and other organelles are made.
2. Using colored pencils or pens, show how two chromosomes are passed from parent
cell to two daughter cells.
The following are not in the correct order. Please answer the questions below.
3. Which cell is in metaphase? ___________________________________________
4. Cells A and F show an early and late stage of the same phase of mitosis. What phase is
it? _________________________________________________________________
5. In cell A, what is the structure labeled X? ____________________________________
6. In cell F, what is the structure labeled Y? _____________________________________
7. Which cell is not in a phase of mitosis? ______________________________________
8. What two main changes are taking place in cell B? ____________________________
9. Sequence the six diagrams in order from first to last. ___________________________
10. Matching:match the term to the description
A. Prophase
B. Interphase C. Telophase D. Metaphase E. Anaphase
_____ 1. The sister chromatids are moving apart.
_____ 2. The nucleolus begins to fade from view.
_____ 3. A new nuclear membrane is forming around the chromosomes.
_____ 4. The cytoplasm of the cell is being divided.
_____ 5. The chromosomes become invisible.
_____ 6. The chromosomes are located at the equator of the cell.
_____ 7. The nuclear membrane begins to fade from view.
_____ 8. The division (cleavage) furrow appears.
_____ 9. The chromosomes are moving towards the poles of the cell.
_____ 10. Chromatids line up along the equator.
_____ 11. The spindle is formed.
_____ 12. Chromosomes are not visible.
_____ 13. Cytokinesis is completed.
_____ 15. Chromosomes are replicated.
_____ 16. The reverse of prophase.
Summative Assessment-Cell Test
Name:
Date:
1. Describe the cell theory in your own words.
2. Describe how each of the following scientists contributed to the cell theory:
a. Leeuwenhoek
b. Hooke
c. Redi
d. Schleiden and Schwann
e. Virchow
f. Pasteur
3. Match the following organelle with its function
Cytoplasm _____
Cell Membrane_____
Cell wall_____
Mitochondria_____
Chloroplasts _____
Nucleus_____
Vacuole_____
Endoplasmic reticulum_____
A Contains the cell’s DNA and serves as the
control center for the cell
B The place in plant cells that contains
chlorophyll and where photosynthesis occurs
C A structure found in plant cells that provides
strength and support to the cell membrane
D Supplies, stores, and produces energy for
the cell
E A constantly moving gel-like substance that
surrounds the cell’s organelles
F Covers the cell’s surface and controls the
materials that enter and exit the cell
G Produces proteins and lipid components for
the cell
H Serves as a storage container for water and
other materials
4. List three different organelles present in a plant cell that are not present in an
animal cell and describe their functions.
5. Name each numbered stage in the plant cell cycle diagram:
(interphase, prophase, metaphase, anaphase, or telephase)
1.
10.
2.
11.
3.
12.
4.
13.
5.
14.
6.
15.
7.
16.
8.
17.
9.
18.
Plant Cells in Mitosis
6. Label each phase and answer the following questions regarding the picture.
a. Are the cells depicted plant or animal cells? Explain your answer.
b. If it were the other type of cell what would be different in the diagrams?
c.
What is the longest phase of the cell cycle?
d. Why is mitosis important?
e. Predict what would happen if an individual had faulty spindle fibers.
f. Predict what would happen if cytokinesis was skipped.
7. Describe each phase of mitosis in your own words:
Sources for worksheet and test:
http://friedmanbiology.blogspot.com/2011/02/mitosis-worksheet.html
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=18&ved=0CGUQ
FjAHOAo&url=http%3A%2F%2Fcf.edliostatic.com%2FMtnXfk8vp1loa3L2Vtgg0XKYEXWOJRSH.d
oc&ei=HHt9UYXwCrbG4AOYt4HACQ&usg=AFQjCNGYy1Yh1Xlpmr2BJTS1NMyl5ps4XA&sig2=nuc
O3PZEYttuHXmz34TlfQ
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=6&ved=0CEMQFj
AF&url=http%3A%2F%2Fwww.northallegheny.org%2Fcms%2Flib4%2FPA01001119%2FCentricit
y%2FDomain%2F1197%2Fthe-cell-cycleworksheetAK.doc&ei=H3x9UdWpJ5Hi4AOhn4CoAg&usg=AFQjCNERMvHWJEDq6C1RQj1b9uppI
YTs3w&sig2=MqablN5jo7KmfCIALjUz7w