Download Theme Cellular Reproduction (Cell Cycle, DNA

Pre-AP Biology Curriculum Guide
GPISD
Theme
Cellular Reproduction (Cell Cycle, DNA Replication, Cell Differentiation & Cancer)
Number of Days
4 days
Overview
The student knows how an organism grows, the importance of cell differentiation, and what happens when mutations occur (cancer).
4.10C
2012-13
Explore, illustrate and compare life cycles in living organisms, such as butterflies, beetles, radishes or lima beans
Differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus,
cytoplasm, mitochondrion, chloroplast, and vacuole
Recognize that inherited traits of individuals are governed in the genetic material found in the genes, within the chromosomes in
7.14 C
the nucleus.
7.14 B
compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction
Some students have an oversimplified idea about cancer. Either they think that cancer is inherited or that only one environmental factor
Misconceptions
causes cancer. In reality, it is a combination of both a predisposition (gene) as well as environmental factors such as exposure to UV
rays, carcinogens, smoking, and pollution,
cell cycle, diploid, interphase, prophase, metaphase, anaphase, telophase, cytokinesis, chromosome, DNA replication, template,
Key Vocabulary
complementary, base-pairing, adenine, guanine, cytosine, thymine, hydrogen bonds, phosphate, deoxyribose, nitrogen base,
nucleotide, cancer, proteins, mutation, tumor
Student Expectations (Science)
Teaching Targets
Prior Knowledge
5A
7.12 D
TSW describe the stages of the cell cycle, including
deoxyribonucleic acid (DNA) replication and mitosis, and
the importance of the cell cycle to the growth of organisms
Students will know that prokaryotic cells undergo binary fission NOT mitosis.
Students will know that eukaryotic cell division requires DNA replication and nuclear
division as well as replication of all the parts of the cell.
In the context of the cell cycle, students will:
o analyze a diagram of the cell cycle.
o place pictures/descriptions of stages of cell cycle in the correct sequence
(Interphase, Mitosis, Cytokinesis)
o describe the stages of the cell cycle using verbal, written, and/or illustrated
explanations.
o know that most of a cells life cycle is spent in interphase, during which time DNA
replication and duplication of cell organelles occurs
o know that mitosis is for the purpose of nuclear division, while cytokinesis is the
division of the cytoplasm for the separation of a cell into two separate cells
o describe the importance of the cell cycle in terms of growth, repair, and to ensure
that all cells (except sex cells) have the same genetic information within an
organism.
The cell cycle is a set of stages that include:
o G0 = resting phase
o G1 = cells increase in size
o S = synthesis phase in which DNA replication takes place
o G2 = the cell grows in size and prepares to divide (proteins control division)
o M = mitosis in which the
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Pre-AP Biology Curriculum Guide
6A
5A
TSW identify components of DNA, and describe how
information for specifying the traits of an organism is
carried in the DNA.
TSW describe the stages of the cell cycle, including
deoxyribonucleic acid (DNA) replication and mitosis, and
the importance of the cell cycle to the growth of organisms
GPISD
2012-13
o Cytokinesis cell cytoplasm and organelles are divided evenly
In the context of mitosis, students will:
o describe the four stages of mitosis: prophase, metaphase, anaphase & telophase
o know that mitosis occurs in somatic cells.
o know that mitosis is an asexual form of reproduction.
o Recognize and understand that mitosis ensures that each somatic daughter cell has
the same number and types of chromosomes (2n).
Students will demonstrate using a hand model the stages of the cell cycle in order to
remember the sequence and major events that distinguishes each phase.
Students will describe the importance of the cell cycle in growth and development,
repair of damaged cells, and the replacement of dead cells.
Students will recall that DNA is composed of nucleotides and that it is a nucleic acid
that contains all the genetic instructions for a given organism.
Students will be able to determine the complementary base pairs for making a new DNA
strand using the base pairing rule, A-T and G-C.
Students will know that DNA replication ensures that all cells have the same genetic
information. In one organism various types of cells (i.e. liver, skin, epithelial, etc.) will
have the same genetic code (genome).
Students will describe what happens in process of DNA replication using verbal, written,
and/or illustrated explanations.
Students will describe where the process of DNA replication takes place using verbal,
written, and/or illustrated explanations.
Students will be able to determine the complementary base pairs for making a new DNA
strand using the base pairing rule, A-T and G-C.
Students will describe that the DNA semi-conservative process uses base pairing
A-T and G-C.
5C
TSW describe the roles of DNA, ribonucleic acid (RNA),
and the environmental factors in cell differentiation.
Students will know the role of the various enzymes involved in DNA replication
including: DNA helicase, DNA polymerase, DNA ligase
Students will explain why cells develop into different specialized cells if they all contain
the same DNA.
Specific genes in our DNA code for specific proteins whose job it is to regulate cell
growth and division.
Students will read about and summarize how environmental factors such as
temperature, exposure to smoking, UV rays, and carcinogenic chemicals can affect
DNA and thus change the structure of the protein. This results in the protein either not
functioning or becoming dysfunctional.
Students will describe the role of stem cells in differentiation.
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Pre-AP Biology Curriculum Guide
5D
GPISD
TSW recognize that disruptions of the cell cycle lead to
diseases such as cancer.
2012-13
Students will know that cancer is uncontrolled cell growth that can result in a group of
cells known as tumor, which can disrupt the normal functioning of tissues and organs in
the body.
Students will know that genes and environmental factors affect the appearance of
cancer in organisms.
Students will recognize that cancer results from mutations in genes such as the p 53
gene, which code for proteins that regulate the cell cycle and stops continual growth.
English Language Proficiency Standards (ELPS)
2A
TSW recognize the correct pronunciation of the cell cycle
and DNA replication vocabulary.
cell cycle, interphase, prophase, metaphase, anaphase, telophase, cytokinesis,
chromosome, DNA replication, template, complementary, base-pairing, adenine,
guanine, cytosine, thymine, hydrogen bonds, phosphate, deoxyribose, nitrogen base,
nucleotide, cancer, proteins, mutation, tumor
4E
TSW read materials about the cell cycle with support of
simplified text/visuals/word banks as needed.
Students may use a Spanish dictionary or Spanish version of text.
5B
TSW write using newly acquired vocabulary about the cell
cycle and cancer.
Students may complete Cloze Sentences or Read, Write, Pair, Share strategies with
sentence starters
Required Theme Activities
Focus Points
Cell Cycle Card Sort Activity
Top 10-12 key vocabulary terms to place on your classroom word wall. Word Wall
should be interactive, visible to student, and used by students on a regular basis. Use
student drawings or clipart to illustrate the vocabulary words, use them as a word bank
for a writing sentences or making concept maps.
LAB
The steps of the cell cycle need to be emphasized along with its importance to growth.
Somatic cells (2n; diploid) in the body undergo this process to produce two identical
cells for the purpose of growth, development, and repair.
Word Wall Cellular Reproduction
Word Wall - Cellular Reproduction
Spanish
Phases of the Cell Cycle
Concept map
Cell Division - New
Students will use the microscope to observe preserved slides of either whitefish or
Allium root tips in order to collect data and draw conclusions regarding roughly how
much time cells spend in the phases of the cell cycle (IPMAT). If supplies are limited,
teachers may use an online virtual lab Online Onion Root Tips
Activity - Modeling DNA Structure & Replication
Students will create a concept map in their journal that summarizes the cell cycle.
Reading to Learn
Students use nucleotide cutouts to show DNA structure and replication. As an extension
teachers may choose to have students create an animation by taking pictures of each
labeled step.
Stem Cells
LTF: Cell Division - New
Students will read about stem cells and summarize their role in cell differentiation.
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Pre-AP Biology Curriculum Guide
GPISD
Required Reading (Prentice-Hall Biology):
o 12-2 Chromosomes and DNA replication pg. 295
o 10-1 Cell growth pg. 241
o 10-2 Cell division pg. 244
o 10-3 Regulating the cell cycle pg. 250
Supporting Resources
Reading to Learn
2012-13
Students will observe mitosis in onion root tips.
Required reading sections will be from the Prentice-Hall Biology textbook unless
otherwise indicated. These reading selections are for Pre-AP students and will be
assigned and completed prior to the lessons.
Focus Points
Mitosis and the Cell Cycle
The Faces of Cancer Activity
Student will read about mitosis and the cell cycle. This reading should be used prior to
the drawing portion of the cell cycle card sort activity.
NIH and NCI Website Resource - Students use case studies of cancer patients to
gather information about various types of cancer, risk factors, and what role age plays in
the incidence of cancer.
Website - This site has a lot of information and activities regarding cancer.
Cell Biology and Cancer
Students will read about the p53 gene and answer questions based on their reading.
Reading to Learn - Regulating the Cell Cycle - New
Assessment
Formative Assessment Probe Whale and Shrew
Formative Assessment
Onion Root Tip
Cell Cycle Flipbook Project Rubric - New
Cell Cycle Flipcards - Modified - New
Focus Points
probe is designed to find out if students think that animal cell size is related to the overall
size of an animal.
Students will show mastery on identifying the phase of mitosis, describing what happens
during each phase, and explaining the importance of the cell cycle to living things by
completing an open-ended free response exit ticket.
Students will create a flipbook of the cell cycle and glue it into their journal for a project
grade. Students may choose to use craft material to represent chromosomes, spindle
fibers, nuclear membrane, centrioles, etc.
Students will match the stages of the cell cycle to its correct description on an index
card. Appropriate modification for special ed students.
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