Download STEM CELL RESEARCH - Mandarin High School

STEM CELL RESEARCH
Overview
• In this activity, you will learn how cell
specialization takes place in vertebrate
embryos.
– Explore a gallery of different kinds of
specialized cells.
– Explore how white blood cells are
specialized to fight viruses.
– Learn about the role of master control
genes in cell development.
– Learn about the significance of -- and
controversy surrounding -- stem cell
research, and then analyze the different
points of view in the stem cell debate.
Objectives
• Compare the structure and
function of different specialized
cells
• Learn how cell specialization
occurs in embryos
• Recognize the role of master
control genes in cell
development
• Understand the significance of
stem cell research
• Analyze different points of view
in the debate over stem cell
research
Multimedia Resources
• Gallery of Cells
• Immune Cells in Action
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The Embryo Takes Shape
Gene Control
Genetic Tool Kit
Stem Cells: Seeds of
Hope?
• Stem Cell Debate
• 1. Explore the Gallery of Cells stills and the
Immune Cells in Action video and note the kinds
of specialization cells undergo. Answer the
following in your composition book:
– How have each of these cells (red blood, epithelial,
muscle, liver, bone, neuron, and immune cells)
become specialized to perform a specific function?
• 2. Consider the following question while you
watch The Embryo Takes Shape video:
– If each cell has identical DNA, how do you think a cell
becomes specialized?
Copy the questions a-f and answer while viewing.
3. View The Embryo Takes Shape video. Answer the
following the following:
a. What directs the sequence of events that turn a blob of cells into
an embryo with specialized tissues and organs?
b. The narrator says that "cells talk to each other." What does that
mean?
c. How do cells in different parts of the embryo become different
kinds of cells and organs?
d. What kinds of proteins are found in different cells and organs?
e. What tells the cells which kinds of proteins to make?
f. What is the relationship between DNA, genes, and the proteins
that are produced in cells?
4.View the Gene Control video. Discuss the
following:
– What is the role of control genes?
– What kinds of chemicals do you think the
mother deposits on the egg?
– How do you think they might "turn on" the
control gene?
Copy the questions a-f and answer while viewing.
5.View the Genetic Tool Kit video. Discuss the following:
a. What do homeobox genes code for in animals?
b. Why are homeobox (also called homeotic) genes
called the master control genes, or master switches?
c. What other organisms besides fruit flies have
homeobox genes?
d. What does the presence of homeobox genes in fruit
flies and mice indicate about their evolution?
e. What does the presence of homeobox genes suggest
about the evolution of different eyes in different
organisms?
6. Show the Stem Cells: Seeds of Hope? video and have
students explore the Stem Cell Debate Web activity.
Discuss the following:
a. Why are stem cells considered so valuable for medical
research?
b. What are three sources of stem cells and the
advantages and disadvantages associated with using
each?
c. How might a stem cell be used to treat a disease such
as diabetes?
d. What issues surround the debate over government
funding of stem cell research?
e. What issue do you think needs to be debated as we
make decisions about stem cell research?
Standards
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Florida
Life Science
Standard 14: Organization and Development of Living Organisms
Describe the scientific theory of cells (cell theory) and relate the history of its
discovery to the process of science.
Classify and state the defining characteristics of epithelial tissue, connective
tissue, muscle tissue, and nervous tissue.
Describe fetal circulation and changes that occur to the circulatory system
at birth.
Standard 16: Heredity and Reproduction
Explain the basic processes of transcription and translation, and how they
result in the expression of genes.
Discuss the mechanisms for regulation of gene expression in prokaryotes
and eukaryotes at transcription and translation level.
Explain the relationship between mutation, cell cycle, and uncontrolled cell
growth potentially resulting in cancer.
Explain how and why the genetic code is universal and is common to almost
all organisms.
• Discuss the technologies associated with forensic
medicine and DNA identification, including restriction
fragment length polymorphism (RFLP) analysis.
• Describe the basic anatomy and physiology of the
human reproductive system. Describe the process of
human development from fertilization to birth and major
changes that occur in each trimester of pregnancy.
• Strand F: Processes of Life
• Standard 1: The student describes patterns of structure
and function in living things. (SC.F.1.4)
• 2. knows that body structures are uniquely designed and
adapted for their function
• Standard 2: The student understands the process and
importance of genetic diversity. (SC.F.2.4)
• 2. knows that every cell contains a "blueprint" coded in
DNA molecules that specify how proteins are assembled
to regulate cells
Bibliography:
• Teacher's Domain. Retrieved February 4,
2009, Web site:
http://www.teachersdomain.org/resource/t
dc02.sci.life.cell.lp_specializ