Download Cellular Structure and Function

This lesson provided by:
Author:
Chastity Bradford
Organization:
Lesson Plan ID:
34223
Title:
Sickle Cell: The Sticky Cell
Part III of III: Cellular Structure and Function
Overview/Annotation:
This 7th grade life science educational module is designed to provide
a hands-on approach to learning how genetics determine the fate of
a cell. This is an interactive "student-centered" module that utilizes
technology, manipulatives, and hands-on activities to provide
exceptional resources for teachers and a dynamic learning
experience for students with various learning styles.
Specifically, the lesson focuses on understanding how Sickle Cell
Anemia is an inherited genetic disorder, illustrates how the structure
of the red blood cells affect blood flow, and explains how possible
gene combinations can be passed from parents to offspring. This
lesson serves as lesson 3 of a 3 lesson plan module.
This lesson was created under Tuskegee University Math and
Science Partnership Grant (MSP), NSF Funded.
Content Standard(s):
SC2015(7) Life 12. Construct and use models (e.g., monohybrid
Science
crosses using Punnett squares, diagrams,
simulations) to explain that genetic variations
between parent and offspring (e.g., different
alleles, mutations) occur as a result of genetic
differences in randomly inherited genes located
on chromosomes and that additional variations
may arise from alteration of genetic information.
SC2015(7) Life 13. Construct an explanation from evidence to
Science
describe how genetic mutations result in harmful,
beneficial, or neutral effects to the structure and
function of an organism.
Local/National
Standards:
National Science Education Standards for Life Science Content,
Standard C, grades 5 – 8 (structure and function in living systems,
reproduction and heredity)
Podcast(s):
Primary Learning
Objective(s):
The students will be able to identify how the structure of the red
blood cells affect blood flow.
The students will be able to identify how Sickle Cell Anemia is an
inherited genetic disorder.
Additional Learning
Objective(s):
The students will be able to identify basic patterns of inheritance
(e.g., dominance, recessive, and codominance).
The students will be able to determine what possible gene
combinations can be passed from parents to offspring.
Approximate Duration of 91 to 120 Minutes
the Lesson:
Materials and
Equipment:
7th Grade Life Sciences textbook (optional resource)
2 Large Tables (set-up)
2 Large Bowls or 2 Wacky Noodles (Chromosome Structures)
Velcro
Parent (Paper Alleles) 60 Total [15 SS & 15 ss in each bowl or
pinned to wacky noodles]
Amino Acids (Chemistry molecule model set)
Bag of Red Hots Candy (Red Blood Cells)
Bag of Runts banana candy (Sickle Cells)
(15) 25 mL or 50 mL Erlenmeyer flasks (labeled by genotype)
(15) 15 mL Conical Tubes
Tape
Name tag stickers
Sharpies
Technology Resources
Needed:




Computer with Internet access
Projector & screen
Microsoft PowerPoint accessibility
Laptops and/or iPads are optional
Background/Preparation: This lesson plan is most effective after students have been
introduced to the concepts of the cell’s structure and function,
understand how the cell’s structure and function affects blood flow,
understand how to complete a Punnett square to determine their
genotype, and the students should understand the role of
hemoglobin.
After reviewing the lesson plan and giving the Pre-Test (included in
the assessment section of this lesson), utilize the results of the PreTest to determine the vocabulary focus and additional instructional
activities or strategies that may be needed before teaching this
lesson.
Teachers should review the following: how to draw a Punnett
square, the difference between phenotype and genotype, and be
familiar with probability. Please keep in mind this is lesson #3 of a 3
part lesson plan module.
Procedures/Activities:
Important Note: Teachers may want to give the Pre-Test at least a
day before teaching the lesson to assess the students' prior
knowledge and identify possible vocabulary foci.
1. The teacher will engage the students in a discussion about any
previous knowledge of an inherited disease and a Punnett square.
The teacher may want to also use a KWL chart to assess knowledge
before, during, and after this lesson. Optional KWL Chart
Suggested Engagement Questions:
How can someone get an inherited disease?
Is Sickle Cell Anemia an inherited disease? Why? or Why Not?
What is a Punnett square?
2. Students will watch a video from the American Society of
Hematology that illustrates a real life example of an inherited
disease.
Note: This short clip should be used as an example of an inherited
disorder that can be determined through traits from parents.
3. After reviewing the video, the teacher will replay the video and
pause at various segments in the video clip to assess/facilitate
learning. The teacher will clarify unclear or confusing information
as needed for each segment.
Suggested Engagement Questions:
Did the video mention blood flow? Why is this important?
Did the patient have Sickle Cell Anemia?
What does this suggest about the parents?
4. The teacher may facilitate an additional discussion using an
interactive PowerPoint. (Optional PowerPoint--see uploaded
attachments for document.)
Activity Stations
5. The teacher will walk around the room with 2 bowls or large
noodle chromosome structures labeled mother and father, each
containing alleles (letters). The students must select one pair from
each bowl. Each student will also receive a punnett square and
complete it to determine their genotype.
The teacher will model step #5 and walk around and monitor the
students as they complete this task. Additional clarification will be
provided as needed.
6. Once the students have determined their genotype, they will write
it on their name tag and place it on their shirts. Based upon their
genotypes, the students will then be divided into five groups of 6
students each. Each group will have 2 heterozygous (Ss), 2
homozygous recessive (ss), and 2 homozygous dominant (SS)
genotypes per group.
The teacher will walk around and monitor the students as they
complete this task, additional clarification will be provided as
needed. (make sure at-risk students are paired with proficient
students)
7. The students will then proceed to Station 1: Build Your
Hemoglobin Protein Station. At this station, the students will use
the chemistry molecule model set (colored balls that represents
amino acids) to build the protein hemoglobin. The teacher will
model and show a visual example. (See attachment entitled Teacher
Notes for pictures.)
Notes: (Black = glutamate/normal, Red = Valine/Sickle cell
substitution)
8. After building their protein (hemoglobin), the students will
proceed to Station 2: The Red Blood Cell Station to demonstrate
how a simple change in protein structure can have a devastating
effect on protein function.
The students will exchange their hemoglobin (model set) for the
appropriate red blood cell shape. The Red Hots represent normal red
blood cells composed of normal hemoglobin. The banana Runts
represent sickle-shaped red blood cells composed of abnormal
hemoglobin. The students with heterozygous (Ss) genotype will
obtain 2 Red Hots and 2 banana Runts. The students with
homozygous recessive (ss) genotype will obtain 4 banana Runts.
The students with homozygous dominant (SS) genotypes will obtain
4 Red Hots.
Each group will take three 25 mL Erlenmeyer flasks and their
shaped red blood cells. (See attachment entitled Teacher Notes for
pictures.)
9. Using their 25 mL Erlenmeyer flasks, the students will conduct
the hands on demonstration of blood flow. The students will place
red blood cells in the appropriate genotype labeled flask. The
students will attach a conical tube representing blood vessels to the
neck of flask using tape, and rock back and forth 5 times.
They will record their observations in a table or science journal.
Crescent-shaped blood cells clog blood vessels, impeding blood
flow. (See attachment entitled Teacher Notes for pictures.)
10. After all the stations have been completed, the teacher will tell
the students to display their results/journals on their tables, and do
an additional "chat and check" with each group and give each group
an opportunity to ask questions if needed.
11. The teacher will provide each group with a digital camera or
iPad and allow them to take pictures of each item they made in each
station.
12. The students will use the pictures to create a photo journal and
summarize what each picture represents or illustrates.
13. The teacher will provide the groups with a time they can share
their items and journals with their classmates (may be completed on
a different day).
Attachments:**Some files SickleCellPPT(1).pptx
will display in a new
CellStructure&FunctionTest.doc
window. Others will
TeacherNotes&Pictures.doc
prompt you to download.
Assessment Strategies:
The teacher may utilize the test included in this lesson (see
attachment), modify the included test, or create a different test. The
teacher may use the same test for the Pre-Test and the Post-Test.
Remember, you give the Pre-Test before teaching the lesson and the
test again (Post-Test) at the end of the lesson. The teacher may
review the scores on the test and provide remediation accordingly.
The lesson utilizes informal and formal assessment strategies.
Informal Assessment: activities/photo summary
Formal Assessments: Pre-Test/Post-Test
Extension:
The teacher will allow the students to work in groups to come up
with a different way they can create their own hemoglobin and red
blood stations. Students must include a written plan with their
created model.
Remediation:
At-risk students or students with learning disabilities will receive
accommodations by working in small groups (pair at-risk students
with proficient students) during the interactive activities. The
teacher will also monitor that group closely.