Download IDENTIFY MOLECULES AND ORGANELLES Student Name ______

IDENTIFY MOLECULES AND ORGANELLES
Student Name ________
As you get to know the simulation, it’s important to take a moment to write down what
you’re observing in the cell.
A key part of science is taking good notes and figuring out how best to present your
information to others. Throughout this entire lesson on cells, we’ll be discussing
different ways of presenting what you learn. We’ll start with a simple list.
There are six kinds of molecules in the simulation. Can you find and name them all?
There are seven kinds of organelles in the simulation. Can you find and name them all?
Molecules
Organelles
Small structures that travel throughout the
body, cells and organelles and keep them all
functioning.
Structures inside the cell that perform
basic jobs using the molecules to keep the
cell healthy and alive.
© 2014 Amplify, Inc.
1
UNDERSTANDING SCALES
INSIDE THE BODY
Student Name ________
Order the following items by size, with smallest at the top and biggest at the bottom.
Organelle
Cell
Tissue
Molecule
Organ
Human
© 2014 Amplify, Inc.
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INVESTIGATION OF ORGANELLES
Student Name ________
Use the simulator to continue your investigation into the cell, organelles, and
molecules. Figure out which molecule or molecules enter and which molecule or
molecules leave for each organelle listed below. This is the first step to making a larger
model for tracing how all molecules travel through a cell.
© 2014 Amplify, Inc.
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CELLULAR INPUTS/OUTPUTS
Student Name ________
You have investigated what’s happening inside the cell, but how does the cell system
connect to the rest of the organism? Can you figure out which molecules the cell gets
from outside? And what molecules does the cell produce and send outside the cell?
Bloodstream
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En
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l
Cell Membrane
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es
av
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ce
th
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SESSION 2 EXIT TICKET
Student Name ________
Use the words in the box below to complete the sentences below.
Glucose
Carbon dioxide
ATP
mRNA
Proteins
Which molecule goes into the mitochondria?
______________ goes into the mitochondria.
Which molecule is made by ribosomes?
Ribosomes produce _______________.
© 2014 Amplify, Inc.
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WORKING WITH GRAPHS: CHOKING
Student Name ________
With a partner, create a graph that shows the effects of choking on the molecules
inside a cell. Which molecules will you graph to provide the best description? How are
they affected -- do their numbers go up or down?
CHOKING
[
No oxygen
]
Amount of Molecules
High
Low
Time
© 2014 Amplify, Inc.
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WORKING WITH GRAPHS: STARVING
Student Name ________
With a partner, create a graph that shows the effects of starving on the molecules
inside a cell. Which molecules will you graph to provide the best description? How are
they affected -- do their numbers go up or down?
STARVING
Amount of Molecules in the Cell
[
No Glucose
]
High
Low
Time
© 2014 Amplify, Inc.
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REVIEW YOUR MODELS: ANIMAL CELL
Student Name ________
Fill in the labels on the drawing below to show how you think the system works.
Cell Membrane
Ribosome
Mitochondria
Nucleus
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CHOKING HYPOTHESIS
Student Name ________
Using the model for a cell, put an “X” over organelles that won’t work when a cell
doesn’t get oxygen.
Oxygen
(O2)
Glucose
(sugar)
Carbon Dioxide
(CO2)
Cell Membrane
Protein
(cellular tools)
Ribosome
ATP
(energy)
mRNA
(instructions)
Mitochondria
Nucleus
Write an explanation for your answers: What do you think happens in the cell when
someone’s choking? Using your model, think about the effect on organelles, molecules,
and the cell as a whole. Be specific!
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© 2014 Amplify, Inc.
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STARVING HYPOTHESIS
Student Name ________
Using the model for a cell, put an “X” over organelles that won’t work when a cell
doesn’t get glucose.
Oxygen
(O2)
Glucose
(sugar)
Carbon Dioxide
(CO2)
Cell Membrane
Protein
(cellular tools)
Ribosome
ATP
(energy)
mRNA
(instructions)
Mitochondria
Nucleus
Write an explanation for your answers: What do you think happens in the cell when
someone’s starving? Using your model, think about the effect on organelles, molecules,
and the cell as a whole. Be specific!
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© 2014 Amplify, Inc.
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SESSION 3 EXIT TICKET
Student Name ________
Sum up what happens when someone chokes or starves. Talk about both the whole body
and the cell.
What evidence have you found in the cell to support this?
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EXPLORING INSULIN IN THE CELL PREDICTION
Student Name ________
You’ve made a decision as a class on which organelles you’re going to investigate. Write
down which they are and explain why we have chosen those.
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CELL MEMBRANE RESEARCHERS
Student Name ________
You are a Cell Membrane Researcher. Your job is to think about how the cell membrane
works with glucose.
Glucose
The cell membrane allows ______________ and ________________ to enter the cell.
© 2014 Amplify, Inc.
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CELL MEMBRANE RESEARCHERS
Student Name ________
Glucose
What about the glucose? If the cell membrane stops working, the amount of glucose
inside the cell will:
a. go up
b. go down
c. stay the same
Why do you think that?
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© 2014 Amplify, Inc.
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MITOCHONDRIA RESEARCHERS
Student Name ________
You are a Mitochondria Researcher. Your job is to think about how the mitochondria
works with glucose.
Glucose
The mitochondria uses _________ and _________ to make _________ and _________.
© 2014 Amplify, Inc.
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MITOCHONDRIA RESEARCHERS
Student Name ________
Glucose
What about the glucose? If the mitochondria stops working, the amount of glucose
inside the cell will:
a. go up
b. go down
c. stay the same
Why do you think that?
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© 2014 Amplify, Inc.
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MITOCHONDRIA PREDICTION
Student Name ________
You have predicted that if insulin acts on the mitochondria, without insulin, glucose
inside the cell will increase.
Glucose
© 2014 Amplify, Inc.
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MITOCHONDRIA PREDICTION
Student Name ________
Translate the prediction you made into a graph.
[
Time when
insulin stops
]
Amount of Glucose in Cell
High
Low
Time
© 2014 Amplify, Inc.
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CELL MEMBRANE PREDICTION
Student Name ________
You have predicted that if insulin acts on the cell membrane, without insulin, glucose
inside the cell will decrease.
Glucose
© 2014 Amplify, Inc.
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CELL MEMBRANE PREDICTION
Student Name ________
Translate the prediction you made into a graph.
[
Time when
insulin stops
]
Amount of Glucose in Cell
High
Low
Time
© 2014 Amplify, Inc.
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COMPETING CLAIMS
Student Name ________
Fill in the table below as a way of organizing your investigation.
Mitochondria research
Cell Membrane research
Hypothesis: State what you are
investigating.
Insulin helps the mitochondria
Insulin helps the cell membrane
Prediction: Without insulin, would
the amount of glucose increase
or decrease inside the cell?
The amount of glucose in the cell
will increase
The amount of glucose in the cell
will decrease
Reasoning: Why would the
amount of glucose increase
or decrease?
The cell can’t use the glucose that
comes in, so it piles up unused
No more glucose can come into
the cell
© 2014 Amplify, Inc.
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SESSION 4 EXIT TICKET
Student Name ________
Based on what you observed in the simulation, circle the organelle that insulin
acts on.
Mitochondria
or
Cell Membrane
You’ve just completed a challenging scientific investigation! Scientists often write up
reports after they conclude an investigation. Describe what you researched and what
you discovered. Make sure your answer includes the answer to these questions:
1. What happens in the bloodstream when you have diabetes?
2. What organelle does insulin work on?
3. What happens inside a diabetic cell without insulin?
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© 2014 Amplify, Inc.
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MAPPING THE ORGANELLES
Student Name ________
Please fill out the diagram below, writing the organelles in the correct area -- plants
only, animals only, or plants and animals.
Plant
Plant and Animal
Animal
© 2014 Amplify, Inc.
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INVESTIGATION OF PLANT CELL ORGANELLES
Student Name ________
Do the mitochondria, nucleus and ribosome do the same thing in the plant cell as they
did in the animal cell? And what about this new organelle, the chloroplast? What does
that do? How does it contribute to the system?
Fill the labels with the appropriate input and outputs for the plant cell’s organelles.
© 2014 Amplify, Inc.
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REVIEW YOUR PLANT CELL MODEL WORKSHEET Student Name ________
Input the correct molecules into the drawing to show how the plant cell system works.
© 2014 Amplify, Inc.
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SESSION 5 EXIT TICKET
Student Name ________
1. “All life on Earth is dependent on plants.” Do you agree or disagree with this
statement?
Agree
Disagree
Explain your reasoning.
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2. “Some animals, like lions, survive by only eating other animals for food. What do
you think would happen to lions if all the plants on Earth disappeared?”
A. Since lions do not eat plants, lions would survive if there were no plants.
B. Since lions only depend on animals for their food, lions would survive if there
were no plants.
C. Since lions are at the top of the food web and eat everything that is lower in the food web, lions would survive if there were no plants.
D. Since lions eat animals that eat plants, lions would not survive if there were no plants.
© 2014 Amplify, Inc.
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