* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Homeostatic Crisis at Cellular Level
Survey
Document related concepts
Biochemical switches in the cell cycle wikipedia , lookup
Cell membrane wikipedia , lookup
Tissue engineering wikipedia , lookup
Extracellular matrix wikipedia , lookup
Cell encapsulation wikipedia , lookup
Endomembrane system wikipedia , lookup
Programmed cell death wikipedia , lookup
Cellular differentiation wikipedia , lookup
Cell growth wikipedia , lookup
Cell culture wikipedia , lookup
Cytokinesis wikipedia , lookup
Transcript
One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Georgia Performance Standards Framework for Biology 9-12 Unit: Organization Differentiated (Tiered) Task Homeostatic Crisis: What is the Response of the Organism at the Cellular Level? Overview: In this task student groups will research, build and compare models of different types of cells. They will then choose a cell type other than the one they created and will research and pose a “homeostatic crisis scenario” to the developers of that cell type model. Finally, they will respond to the “homeostatic crisis scenario” developed for their cell type model and comment on the responses provided by other groups for their cells. Standards (Content and Characteristics): SB1. Students will analyze the nature of the relationships between structures and functions in living cells. a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell membrane, in maintaining homeostasis and cell reproduction. SB3. Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems. b. Compare how structures and function vary between the six kingdoms (archaebacteria, eubacteria, protists, fungi, plants, and animals). SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science. a. Exhibit the above traits in their own scientific activities. Enduring Understandings: • Cells have particular structures that underlie their functions. • All cells are composed of many different molecules that are organized into specialized structures that carry out cell functions. • Multi-cellular organisms are formed as highly organized arrangements of differentiated cells. • Cellular processes of prokaryotic and eukaryotic cells are similar, in spite of their structural differences. Georgia Department of Education Kathy Cox, State Superintendent of Schools Biology 9-12 Organization August 17, 2007 Page 1 of 11 Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Framework for Biology 9-12 Essential Question(s): 1. How is the organization/function of organelles in a cell similar to the organization/function of departments in an industry? 2. How are unicellular and multi-cellular organisms similar or different? 3. How are prokaryotic and eukaryotic organisms similar or different? 4. How are responses to conditions which threaten homeostasis the same and different for a variety of different cell types belonging to organisms in the same kingdom? 5. How are responses to conditions which threaten homeostasis the same and different for similar cell types belonging to organisms representing different kingdoms of life? Pre-Assessment: Ask students to describe how the function and interdependence of organelles in a cell is similar to the infrastructure and elements of a working city. Pre-assessment ends with each student preparing an index card with 4 facts and four questions about the functions of cell organelles. Outcome/ Performance Level Expectations • • • Performance Task: (Detailed description including notes for teacher role) Teacher notes: Have students refer to the Six Kingdom Graphic Organizer completed in the Kingdom Wall activity. BASIC INTERMEDIATE ADVANCED Explain how cell organelle structure relates to the maintenance of homeostasis with the cell and the organism. Compare and contrast cell and cell organelle types and functions across and within the kingdoms of life (multi-cellular plants, complex animals, bacteria, fungi etc.) Describe how cell organelles from a variety of cell types function to maintain homeostasis within the organisms of which they are a part. 1. In small groups, have students research organelles of cells from mesophyll cells of a leaf, a eubacterial cell, and a human white blood cell etc. 2. Students then construct a model of the cell, including representations and descriptions of the functions of each organelle. Teacher note: Depending on how much time and 1. In small groups, have students research organelles of cells from an animal kidney cell, a fungi cell, and an archaebacterial cell etc. 2. Students then construct a model of the cell, including representations and descriptions of the functions of each organelle. Teacher note: Depending on how much time and room you have and Georgia Department of Education Kathy Cox, State Superintendent of Schools Biology 9-12 Organization August 10, 2007 Page 2 of 11 Copyright 2007 © All Rights Reserved 1. In small groups, have students research organelles of cells from a CAM or C-4 plant, a human stem cell, a euglenoid cell, and an archaebacterial cell etc... 2. Students then construct a model of the cell, including representations and descriptions of the functions of each One Stop Shop For Educators Georgia Performance Standards Framework for Biology 9-12 room you have and how many finished cells you expect, set your own time and size limitations. 3. Each group will complete a comparative tour of the cells of other class groups and will prepare a comparison chart for the cells they analyze. Students will fill out their Cell_Organelles graphic organizer. Teacher note: Differentiate this activity to assign cell types for comparison that include basic differences in process and degree of organization. how many finished cells you expect, set your own time and size limitations. 3. Each group will complete a comparative tour of the cells of other class groups and will prepare a comparison chart for the cells they analyze. Students will fill out their Cell_Organelles graphic organizer. Teacher note: Differentiate this activity to assign cell types for comparison that include more challenging differences in process and degree of organization. 4. Each group will be assigned one cell from another class group to research. They will prepare a realistic “homeostatic crisis scenario” (see suggestions in the activity below). 5. Each group will research the “homeostatic crisis scenario” prepared for their cell type and will predict how the cell will respond to the crisis. 6. Groups will review 4. Each group will be assigned one cell from another class group to research. They will prepare a realistic “homeostatic crisis scenario” (see suggestions in the activity below). 5. Each group will research the “homeostatic crisis scenario” prepared for their cell type and will predict how the cell will respond to the Georgia Department of Education Kathy Cox, State Superintendent of Schools Biology 9-12 Organization August 10, 2007 Page 3 of 11 Copyright 2007 © All Rights Reserved organelle. Teacher note: Depending on how much time and room you have and how many finished cells you expect, set your own time and size limitations. 3. Each group will complete a comparative tour of the cells of other class groups and will prepare a comparison chart for the cells they analyze. Students will fill out their Cell_Organelles graphic organizer. Teacher note: Differentiate this activity to assign cell types for comparison that include even more challenging differences in process and degree of organization. 4. Each group will be assigned one cell from another class group to research. They will prepare a realistic “homeostatic crisis scenario” (see suggestions One Stop Shop For Educators Georgia Performance Standards Framework for Biology 9-12 and comment on each other’s “homeostatic crisis responses”. Each comment must include a justification. Resources crisis. 6. Groups will review and comment on each other’s “homeostatic crisis responses”. Each comment must include a justification. in the activity below). 5. Each group will research the “homeostatic crisis scenario” prepared for their cell type and will predict how the cell will respond to the crisis. 6. Groups will review and comment on each other’s “homeostatic crisis responses”. Each comment must include a justification. http://cellsalive.com/ Cells: The Building Blocks of Life. AIMS Multimedia (1996). Retrieved June 14, 2007, from unitedstreaming: http://www.unitedstreaming.com/ Homework/ Extension Have students complete Cell_City_Analogy such as the one below that includes writing a newspaper article or skit or essay describing a homeostatic imbalance in the “city”. Allow students to respond in their own chosen mode. (Suggestions: Create a collage or draw a model of a city, include various elements and infrastructure labeled as cell organelles with explanations of the analogies. Write a skit in which the narrator is a bus, train or trolley conductor calling the sites and functions of elements of the city at stops along the transportation route. Prepare a poem or essay, which you are prepared to verbally present to a group of students, which compares a cell to a city.) Have students compare structural/chemical differences of cells among the six kingdoms. For example, chitin present in fungi cell walls and some animal classes (crustaceans/insect) and the role these specialized structures have in maintaining homeostasis in these organisms. Georgia Department of Education Kathy Cox, State Superintendent of Schools Biology 9-12 Organization August 10, 2007 Page 4 of 11 Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Framework for Biology 9-12 Instructional Tasks Accommodations for ELL Students • • • • Instructional Tasks Accommodations for Students with Specific Disabilities Instructional Tasks Accommodations for Gifted Students • • • Pair verbal directions with visual cues Assign groups and various levels of complexity for cell types based on ability Highlight text in pre-selected research articles. Allow students to discuss meaning of text and consult with peers or teacher prior to proposing homeostatic crisis scenarios and solutions. Allow consultation of translation programs and English to native language glossaries on cell biology terms. Cloze paragraph Pair with stronger lab partner Break down steps See descriptions above. For alternative assignment, allow students to prepare papers to contribute to a medical conference on the “Role of the Cell Organelle in the Maintenance of Homeostatic Balance of Organisms in Response to Stress”. Georgia Department of Education Kathy Cox, State Superintendent of Schools Biology 9-12 Organization August 10, 2007 Page 5 of 11 Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Framework for Biology 9-12 Lab Activity: Cell Structure and Function 1. In small groups, have students research organelles of assigned cells. 2. Students then construct a model of the cell, including representations and descriptions of the functions of each organelle. Teacher note: Depending on how much time and room you have and how many finished cells you expect, set your own time and size limitations. 3. Each group will complete a comparative tour of the cells of other class groups and will prepare a comparison chart for the cells they analyze. Students will fill out their Cell_Organelles graphic organizer. Teacher note: Differentiate this activity to assign cell types for comparison that include basic differences in process and degree of organization. 4. Each group will be assigned one cell from another class group to research. They will prepare a realistic “homeostatic crisis scenario”. Teacher note: Suggestions to assist with this process: Exposure to arsenic for animal cells Dehydration Extremely hot, dry and sunny day for the C-4 or CAM plant cell Exposure to a saline environment Exposure to high oxygenation levels for a eukaryotic cell Exposure to high levels of alcohol for a human kidney or liver cell Exposure to a pathogenic bacterial cell for a white blood cell Exposure to a freshwater environment for a marine algal or an animal blood cell 5. Each group will research the “homeostatic crisis scenario” prepared for their cell type and will predict how the cell will respond to the crisis. 6. Groups will review and comment on each other’s “homeostatic crisis responses”. Each comment must include a justification. Teacher note: The function of the organelles is a major focus of this activity. Relating the functions to different types of cells and homeostasis is critical. The assessment of this activity should not be a diagram of the cell to label the specific parts but rather a comparison of why some organelle are in some cells but not others and their role in maintaining homeostasis. The assessment should also include the relationship of the cell organelles to the life processes (protein synthesis, respiration, photosynthesis, and variations in these with cell and organism adaptations.). Georgia Department of Education Kathy Cox, State Superintendent of Schools Biology 9-12 Organization August 10, 2007 Page 6 of 11 Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Framework for Biology 9-12 Cell Organelles Comparison Sheet for Various Cell Types Organelle Present in Prokaryotic or Eukaryotic Cells or Both Present in Cells of Plants or Animals or Both Key cell processes to which it is related Nucleus Cell Membrane Cytoplasm Ribosomes Endoplasmic Reticulum Golgi Apparatus Lysosomes Mitochondria Chloroplasts Cell Wall Plasmid Chromosome (other specialized) Georgia Department of Education Kathy Cox, State Superintendent of Schools Biology 9-12 Organization August 10, 2007 Page 7 of 11 Copyright 2007 © All Rights Reserved Describe the function particularly as it relates to maintenance of homeostasis in the organism One Stop Shop For Educators Georgia Performance Standards Framework for Biology 9-12 Name of Cells on Tour Comparative Cell Tour Similarities Differences Ideas on Basis Between Cells Between Cells for Similarities Noted on Tour Noted on Tour Noted Georgia Department of Education Kathy Cox, State Superintendent of Schools Biology 9-12 Organization August 10, 2007 Page 8 of 11 Copyright 2007 © All Rights Reserved Ideas on Basis for Differences Noted One Stop Shop For Educators Georgia Performance Standards Framework for Biology 9-12 Homeostatic Crisis Scenario Proposed to a Colleague Group Cell Type Description of Homeostatic Crisis Proposed to Group Background Research Source #1 Background Research Source #2 Background Research Source #3 Internet Citation: Summary of Contribution of Source to Creation of Crisis Scenario: Internet Citation: Summary of Contribution of Source to Creation of Crisis Scenario: Internet Citation: Summary of Contribution of Source to Creation of Crisis Scenario: Georgia Department of Education Kathy Cox, State Superintendent of Schools Biology 9-12 Organization August 10, 2007 Page 9 of 11 Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Framework for Biology 9-12 Homeostatic Response Scenario Proposed for Your Cell and Organism Cell Type Description of Homeostatic Crisis Proposed for this Cell Response of Cell Explanation and Justification: Organelles: Response Explanation and Justification: contributed by organelles of other cells in the organism: Prediction of survival of organism facing this crisis: Explanation and Justification: Georgia Department of Education Kathy Cox, State Superintendent of Schools Biology 9-12 Organization August 10, 2007 Page 10 of 11 Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Framework for Biology 9-12 Cell City analogy In a far away city called Grant City, the main export and production product is the steel widget. Everyone in town has something to do with steel widget making and the entire town is designed to build and export widgets. The town hall has the instructions for widget making. Widgets come in all shapes and sizes and any citizen of Grant City can get the instructions and begin making their own widgets. Widgets are generally produced in small shops around the city. These small shops can be built by the carpenter’s union (whose headquarters are in town hall). After the widgets are constructed, they are placed in special carts which can deliver them anywhere in the city. In order for the widgets to be exported, the carts take them to the post office, where they are packaged and labeled for export. Sometimes widgets don’t turn out right and the “rejects” are sent to the scrap yard, where they are broken down for parts or destroyed altogether. The town powers the widget shops and carts from a hydraulic dam that is in the city. The entire city is enclosed by a large wooden fence and only the post trucks (and citizens with proper passports) are allowed outside the city. Match the underlined parts of Grant City with the corresponding organelle or macromolecule found in a cell. Then write a newspaper article describing a possible problem in making widgets and the effect it would have on the parts of the town. 1. Mitochondria _______________________ 2. Ribosomes_________________________ 3. Cell membrane______________________ 4. Nucleus____________________________ 5. Endoplasmic reticulum_______________ 6. Nucleolus__________________________ 7. Lysosome__________________________ 8. Golgi apparatus_____________________ 9. Protein_____________________________ return to task Georgia Department of Education Kathy Cox, State Superintendent of Schools Biology 9-12 Organization August 10, 2007 Page 11 of 11 Copyright 2007 © All Rights Reserved