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Lesson 1: Cell Theory State Standards LS.2 The student will investigate and understand that all living things are composed of cells. Key concepts include c) development of cell theory; Objectives Students will be able to describe the three key points of the cell theory. Students will be able to identify and discuss the scientists whom contributed to the cell theory. Engage The wacky history of cell theory: http://www.youtube.com/watch?v=4OpBylwH9DU Have the cell theory displayed in the room (on the board). Explore Role Play: Have students break up into groups of six and each pick a scientist who contributed to the cell theory to pretend to be for this activity. Each student will do research on their chosen scientist and then debate who should receive the most credit and why. Have students quickly create a pie chart of percentages of credit that each scientist deserves. Still in groups have students create a timeline of the events contributing to the cell theory. Scientists and events: 1653: Leeuwenhoek invented the compound microscope. 1665: Hooke coined the word cell. 1668: Redi’s experiment disproved that maggots came from rotting meat. 1838-1839: Schleiden and Schwann observed that plants and animals have cells and concluded that “all living things are made of cells.” 1855: Virchow stated, “All cells come from preexisting cells.” 1862: Pasteur’s experiment disproved spontaneous generation. Explain Quick Overview of cell theory and related events (just to make sure we are all on the same page). Elaborate Journal Prompts: A day in the life of the scientist you chose (specifically the day of the discovery/invention). Discuss the cell theory in your own (non-scientific) words. Evaluate Pie Chart: Present/Not Present Time Line Rubric: Dates Needs Work Not present Events Not present Scientists Not present Fair Some dates incorrect or missing Some events incorrect or missing Some Scientists incorrect or missing Journal: Formative Assessment (Read, give feedback, promptly return) Good All dates included, all correct All events included, all correct All scientists included, all correct Lesson 2: Plant and Animal Cells State Standards LS.2 The student will investigate and understand that all living things are composed of cells. Key concepts include: a) Cell structure and organelles; b) Similarities and differences between plant and animal cells; Objectives Students will use observations to compare and contrast plant and animal cell. Students will be able to describe why differences are present. Students will compare cell organelles to the parts of a submarine. Engage The Cell Song: http://www.youtube.com/watch?v=rABKB5aS2Zg Explore I will have several stations set up around the room with representations of plant and animal cells that students will spend a few minutes comparing and contrasting each cell then move on to the next station. Students will keep a log of all observations. Station 1: Microscopes set up with each cell. Station 2: 8x10in pictures of each cell. Station 3: Jell-O molds of each cell (that well will eat after each station has been explored). I will then ask students to form small groups and discuss possible differences and why they think these differences exist. I will hand out sheets of blank paper for students to illustrate any differences they may have saw. I will also pass out the blank venn-diagram of plants and animals at this point and allow them to begin working on it. Explain I will go over the differences between plant and animal cell and give a brief description on the functions of the organelles. I will hand out copies of the organelle function card and instruct students to quiz each other when they finish any assignments early or during free time. I will have students get with a partner for the following (responses to be turned in): Finish venn-diagram of plant and animal cells. Discuss the following: o Explain each difference: explain why different organelles (or different sizes/shapes of organelles) are needed for the survival of one organism but not the other (e.g. explain why a plant cell needs a cell wall and an animal cell does not)? o Possible answers: 1. Because plants cannot eat like animals can, they need chloroplasts/plastids to help produce food (energy). 2. Plant cells have larger vacuoles because plants cannot drink like animals can, so they store absorbed water in large vacuoles. 3. Plant cells have cell walls to help support their structure; they do not have bones like animals. 4. Plant cells are more rectangles shaped and ridged due to the cell wall used in support. Animals have bones and muscles for support. Elaborate On-Your-Own Discussion: Compare the parts of a cell, and the functions of those parts to the different parts of a submarine. (Source- Atkin, J. Myron., and Janet Coffey. "Involving Students in Assessment." Everyday Assessment in the Science Classroom. Arlington, VA: NSTApress, 2003. 82. Print.) Refer students to http://www.onr.navy.mil/focus/blowballast/sub/work1.htm http://www.onr.navy.mil/focus/blowballast/sub/work5.htm to find out about parts of a submarine and how it works. (if there is no access to the internet print out the following as handouts) Submarines: History - How They Work – Introduction To function underwater, submarines are built a bit differently than surface ships that float on the water's surface. In order to travel underwater, submarines must function in agreement with some key laws of nature, including Archimedes' Principle and Boyles' Law. Submarines are completely enclosed vessels with cylindrical shapes, narrowed ends and two hulls: the inner hull and the outer hull. The inner hull protects the crew from the immense water pressure of the ocean depths and insulates the sub from the freezing temperatures. This hull is called the pressure hull. The outer hull shapes the submarine's body. The ballast tanks, which control the sub's buoyancy, are located between the inner and outer hulls. To stay in control and stable, a submerged submarine must maintain a condition called trim. This means its weight must be perfectly balanced throughout the whole ship. It cannot be too light or too heavy aft or too light or too heavy forward. The submarine's crew must continually work to keep the submarine trim because burning fuel and using supplies affect the sub's distribution. Tanks called trim tanks, one forward (front half of boat) and one aft (back half of boat), help keep trim by allowing water to be added or expelled from them as needed. Once the submarine is underwater, it has two controls used for steering. The rudder controls side-to-side turning, or yaw, and diving planes, control the sub's rise and descent, or pitch. There are two sets of diving planes, the sail planes, which are located on the sail, and the stern planes, which are located at the stern (back) of the boat with the rudder and propeller. Some submarines, including the new Virginia class, make use of bow planes (diving planes located at the bow, or front of the boat) rather than sail planes. As you will notice on the above diagram of a submarine, it has a tall sail that rises out of the submarine's hull. Inside this fin-shaped sail is the conning tower ("conn" means to direct the steering of a vessel). The periscope and radio and radar antennas are usually extended through the conning tower. In the past, many of the controls used to operate submarine while on the surface were located here. A periscope enables a submarine to see what is happening on the surface while remaining underwater. Only the end of the periscope must break the water. The periscope is made with mirrors and lenses that reflect and bend images down a long tube to the eye of a Sailor. A submarine operating at periscope depth is completely submerged, but at a depth where the periscope is still able to break the surface. As advances in technology are made, the look and operation of submarines change. A major breakthrough in the new Virginia-class submarines is the use of Photonics Masts, eliminating the need for a conventional periscope. Instead of a Sailor on a Virginia-class boat using a series of mirrors and lens to view above the surface, several highresolution, color cameras will send visual images to large screen displays in the ship's control room via fiber optics. Submarines: How They Work - Propulsion Manual The very first submarines depended on people for the energy to move. Cornelius van Drebbel, whose submarine was tested on the Thames in 1620 and reported to have carried the King of England on one of its dives, used oars to move itself along. The oars extended from the craft and leather gaskets sealed the point of their emergence. In the mid-1770s, David Bushnell built a submarine Turtle that used hand and foot cranks for propulsion. This oneperson submarine, which was the first to be used during war, was very inefficient and exhausted its operator in a short time. Robert Fulton developed a three-person submarine Nautilus in the early 1800s that was the first to use diving planes to control depth. While submerged, it relied on a hand crank to move it along. For travel on the surface, the Nautilus was equipped with a sail. Steam & Gasoline Engines Fulton then tried to build a more efficient submarine using steam. Though the steam engine was actually small, the boiler, which supplied the steam, was large and bulky. Since oxygen was required for the fire, which in turn was required for steam, the submarine had to remain at the surface to operate the engines. To dive, the fires were extinguished and the smokestacks closed. The submarine was left with no power. In the 1860s, the Confederates built steam-powered submarines, known as Davids. The name was in reference to the Bible story where David defeated the giant Goliath. These Davids were made to fight the Goliath Union fleet. These submarines never completely submerged, but kept their air-intake pipes and smokestacks above the water's surface. By doing this, the fires to operate the steam engines never had to be extinguished. Gasoline & Diesel/Electric The first submarine in the U.S. Navy, the USS Holland (SS-1), used a gasoline engine while on the surface and an electric engine while submerged. The electric engine could recharge while the gasoline engine was being used. The electric engine allowed the submarine to travel underwater for a longer period of time, maybe a few hours, at a decent speed, and it produced no toxic fumes. The engine was relatively small, but the batteries were not. They were large, bulky and heavy, and many were required to supply power to the motor. Since they lost their charge within a few hours, the submarine would have to return to the surface often to recharge. Batteries presented other problems, since they emitted toxic fumes when contaminated with seawater, and they always contained dangerous acids. Evaluate Formative assessment of student logs and group discussions. Collaborative venn-diagram and reasons for differences discussion: Venn-Diagram: differences Venn-Diagram: Needs Work 0-1 correct differences listed 4-5 correct similarities Fair 2-3 correct differences listed 6-7 correct similarities Good 4 or more correct differences listed 8 or more correct similarities listed Differences discussion 0-1 correct differences listed Rational for No rational given differences discussion listed 2-3 correct differences listed Incomplete or scientifically irrelevant rationales given similarities listed 4 or more correct differences listed complete and scientifically relevant rationales given Fair 3-5 correct functions listed 3-5 reasonable comparisons listed Good 6 or more correct functions listed 6 or more reasonable comparisons listed On-your-own work: Functions of Organelles Comparisons to parts of a submarine Needs Work 0-2 correct functions listed 0-2 reasonable comparisons listed Organelle Function Cards Cut out the eight cards below on the heavy lines. Fold them along the dotted line so that the words are on the outside. Use the outsides as flash cards and the insides for additional notes, drawings, or anything that will help you remember the meaning of each term. Store cards in an envelope or zip-top bag to use for studying. Cytoplasm A constantly moving gel-like substance that surrounds the cell’s organelles Cell membrane Covers the cell’s surface and controls the materials that enter and exit the cell Mitochondria Supplies, stores, and produces energy for the cell Endoplasmic reticulum Produces proteins and lipid components for the cell Nucleus Contains the cell’s DNA and serves as the control center for the cell Vacuole Serves as a storage container for water and other materials Chloroplast The place in plant cells that contains chlorophyll and where photosynthesis occurs Cell wall A structure found in plant cells that provides strength and support to the cell membrane Activity Sheet-Venn Diagram Name: Date: Plant Cell Animal Cell Backward Design: 1. Identify Desired Results: I chose objectives that aligned with state standards. I want students be able to explain the basic functions of cell organelles and be able to compare and contrast plant and animal cells. Cells are important to students because “studying cell biology is in some sense the same as studying life”(Purves et. al. pg.62). We all started out as a single cell. Our entire body is made up of cells. Source: Purves, W. K., Sadava, D., Orians, G. H., & Heller, H. C. (2004). Life the science of biology. (7th ed.). Massachusetts, MA: Sinauer Associates, Inc. Objectives LS.2 The student will investigate and understand that all living things are composed of cells. Key concepts include: a) Cell structure and organelles; b) Similarities and differences between plant and animal cells; 2. Determine Assessment Evidence Plan: Acceptable evidence of student understanding and proficiency is: Students are able to: Explain the differences between plant and animal cells and why these differences exist Explain the functions of each cell organelle Formative assessment of student logs and group discussions. Collaborative venn-diagram and reasons for differences discussion: Venn-Diagram: differences Venn-Diagram: similarities Differences discussion Rational for differences discussion Needs Work 0-1 correct differences listed 4-5 correct similarities listed 0-1 correct differences listed No rational given Fair 2-3 correct differences listed 6-7 correct similarities listed 2-3 correct differences listed Incomplete or scientifically irrelevant rationales given Good 4 or more correct differences listed 8 or more correct similarities listed 4 or more correct differences listed complete and scientifically relevant rationales given Needs Work 0-2 correct functions listed 0-2 reasonable comparisons listed Fair 3-5 correct functions listed 3-5 reasonable comparisons listed Good 6 or more correct functions listed 6 or more reasonable comparisons listed On-your-own work: Functions of Organelles Comparisons to parts of a submarine 3. Learning Experiences and Instruction: The activities that will equip students with the needed knowledge are the observations of different representations of plant and animal cells (to view physical differences), reflecting in logs, group discussions (after observing the cells to discuss possible differences and why they exist), creating a venn-diagram for plants and animals (showing the similarities and differences), discussing how cell parts and functions compare to submarine parts and functions, and studying organelle function flash cards. I will teach (in lecture form) the differences between plant and animal cells and coach discussions regarding the differences and why differences are present. The materials best suited to accomplish the goals of the state standards are the lecture notes, organelle function flash cards, blank venn-diagrams, the cell song video, and the website materials on submarine. Lesson 3: Cell Division State Standards: LS.2 The student will investigate and understand that all living things are composed of cells. Key concepts include d) cell division. Objectives: Students will sequence the steps in the cell cycle, including the phases of mitosis. Engage: Have a colorful slide show of mitosis microscope slide pictures as students enter the room. Have students complete the KW sections of a KWL chart as slide show progresses. From: http://www.npr.org/2013/02/18/171937818/immortal-cells-of-henrietta-lacks-live-on-in-labs From: http://tasisbiology.blogspot.com/2007/11/mitosis-microscopes-animal-cells.html From: http://www.blackspvbiology.50megs.com/mitotic_cell_division.htm From: http://why.gr/#/state/itemCard/ID/204017/language/en_US From: http://www.carolina.com/plant-microscope-slides/onion-mitosis-cs-15-um-hematoxylin-stain-microscopeslide/302390.pr From: http://classes.midlandstech.edu/carterp/Courses/bio101/labquiz2/ss12.htm Explore: Have stations of microscopes set up around the classroom with pre-made slides of each phase of the cell cycle including mitosis. Each microscope will in chronological order according to the cell cycle and labeled. Have the students visit the microscopes in order, recording observations and/or questions in their scientific journals. After every student has had a chance to visit each microscope, have the students divide into groups and discuss their findings. Questions to think about: Describe what you think is going on in each stage. How did the cells on the slides progressively change? What do you think is the overall goal of the process depicted in this series of slides? Explain: Short Lecture containing the following: In eukaryotic cells, the cell cycle is an ordered set of events involving phases of cell growth, DNA replication, and division into two identical daughter cells. Nondividing cells are not considered to be in the cell cycle. The phases of the cell cycle, in order, are • interphase, which includes o first gap (G1) phase (cell growth) o synthesis (S) phase (cell growth and DNA/chromosome replication) o second gap (G2) phase (cell growth) • mitosis (M) (chromosome separation and nuclear division), which includes o prophase o metaphase o anaphase o telophase • cytokinesis (cytoplasmic division of cell). In prokaryotes, the process that provides for equal and identical replication of DNA in the daughter cells is called “binary fission.” DNA is not organized into chromosomes in bacteria. Because of surface-area-to-volume limitations, and to replace lost or damaged cells, tissues and single-celled organisms must have a way of reproducing. The most efficient way is mitosis. For unicellular organisms like prokaryotes, mitosis is also the method of asexual reproduction. Events during Mitosis- (Use pictures for explanations) Interphase: Cells may appear inactive during this stage, but they are quite the opposite. This is the longest period of the complete cell cycle during which DNA replicates, the centrioles divide, and proteins are actively produced. Prophase: During this first mitotic stage, the nucleolus fades and chromatin (replicated DNA and associated proteins) condenses into chromosomes. Each replicated chromosome comprises two chromatids, both with the same genetic information. Microtubules of the cytoskeleton, responsible for cell shape, motility and attachment to other cells during interphase, disassemble. And the building blocks of these microtubules are used to grow the mitotic spindle from the region of the centrosomes. Prometaphase: In this stage the nuclear envelope breaks down so there is no longer a recognizable nucleus. Some mitotic spindle fibers elongate from the centrosomes and attach to kinetochores, protein bundles at the centromere region on the chromosomes where sister chromatids are joined. Other spindle fibers elongate but instead of attaching to chromosomes, overlap each other at the cell center. Metaphase: Tension applied by the spindle fibers aligns all chromosomes in one plane at the center of the cell. Anaphase: Spindle fibers shorten, the kinetochores separate, and the chromatids (daughter chromosomes) are pulled apart and begin moving to the cell poles. Telophase: The daughter chromosomes arrive at the poles and the spindle fibers that have pulled them apart disappear. Cytokinesis: The spindle fibers not attached to chromosomes begin breaking down until only that portion of overlap is left. It is in this region that a contractile ring cleaves the cell into two daughter cells. Microtubules then reorganize into a new cytoskeleton for the return to interphase. Sources: VDOE: Science Standards of Learning Resources and http://www.cellsalive.com/mitosis.htm Video clip: http://highered.mcgrawhill.com/sites/0072495855/student_view0/chapter2/animation__how_the_cell_cycle_works.html Have Students complete the KWL chart Elaborate: Writing Prompt- 1 page min: Students can choose one of the following- all require online research: Have students locate information on diseases that result from defects in the process of mitosis. Then, have them describe the changes that cause each disease. Have students locate information on environmental factors that alter the process of mitosis or its rate. Then, have them provide plausible reasons why this happens. Have students compare the process of mitosis in animal and plant cells, noting any differences (phragmoplasts, centrioles, cleavage furrows). Evaluate: Formatively assess group discussions (give suggestions, correct misconseptions) and journal entries (Read, give feedback, promptly return). Have students self-assess KWL charts Writing Prompt Rubric: Quality of information Needs Work Info from a noncredible source missing Inaccurate Citation Accuracy of description/reasoning/comparisons Use of logic in No logic used description/reasoning/comparisons Use of scientific language No scientific pertaining to mitosis language Length Grade Activity Sheet Less than ½ page Fair Some accuracy, some inaccuracy Some logic used A few scientific words here and there ½ page Good Info from a credible source Present Completely accurate numerous logical explanations Numerous scientific explanations pertaining to mitosis Full page Mitosis Activity Sheet 1. Complete the table by checking the correct column for each statement. Statement Interphase Mitosis Cell growth occurs Nuclear division occurs Chromosomes are distributed equally to daughter cells. Protein production is high Chromosomes are duplicated DNA synthesis occurs Cytoplasm divides immediately after this period Mitochondria and other organelles are made. 2. Using colored pencils or pens, show how two chromosomes are passed from parent cell to two daughter cells. The following are not in the correct order. Please answer the questions below. 3. Which cell is in metaphase? ___________________________________________ 4. Cells A and F show an early and late stage of the same phase of mitosis. What phase is it? _________________________________________________________________ 5. In cell A, what is the structure labeled X? ____________________________________ 6. In cell F, what is the structure labeled Y? _____________________________________ 7. Which cell is not in a phase of mitosis? ______________________________________ 8. What two main changes are taking place in cell B? ____________________________ 9. Sequence the six diagrams in order from first to last. ___________________________ 10. Matching:match the term to the description A. Prophase B. Interphase C. Telophase D. Metaphase E. Anaphase _____ 1. The sister chromatids are moving apart. _____ 2. The nucleolus begins to fade from view. _____ 3. A new nuclear membrane is forming around the chromosomes. _____ 4. The cytoplasm of the cell is being divided. _____ 5. The chromosomes become invisible. _____ 6. The chromosomes are located at the equator of the cell. _____ 7. The nuclear membrane begins to fade from view. _____ 8. The division (cleavage) furrow appears. _____ 9. The chromosomes are moving towards the poles of the cell. _____ 10. Chromatids line up along the equator. _____ 11. The spindle is formed. _____ 12. Chromosomes are not visible. _____ 13. Cytokinesis is completed. _____ 15. Chromosomes are replicated. _____ 16. The reverse of prophase. Summative Assessment-Cell Test Name: Date: 1. Describe the cell theory in your own words. 2. Describe how each of the following scientists contributed to the cell theory: a. Leeuwenhoek b. Hooke c. Redi d. Schleiden and Schwann e. Virchow f. Pasteur 3. Match the following organelle with its function Cytoplasm _____ Cell Membrane_____ Cell wall_____ Mitochondria_____ Chloroplasts _____ Nucleus_____ Vacuole_____ Endoplasmic reticulum_____ A Contains the cell’s DNA and serves as the control center for the cell B The place in plant cells that contains chlorophyll and where photosynthesis occurs C A structure found in plant cells that provides strength and support to the cell membrane D Supplies, stores, and produces energy for the cell E A constantly moving gel-like substance that surrounds the cell’s organelles F Covers the cell’s surface and controls the materials that enter and exit the cell G Produces proteins and lipid components for the cell H Serves as a storage container for water and other materials 4. List three different organelles present in a plant cell that are not present in an animal cell and describe their functions. 5. Name each numbered stage in the plant cell cycle diagram: (interphase, prophase, metaphase, anaphase, or telephase) 1. 10. 2. 11. 3. 12. 4. 13. 5. 14. 6. 15. 7. 16. 8. 17. 9. 18. Plant Cells in Mitosis 6. Label each phase and answer the following questions regarding the picture. a. Are the cells depicted plant or animal cells? Explain your answer. b. If it were the other type of cell what would be different in the diagrams? c. What is the longest phase of the cell cycle? d. Why is mitosis important? e. Predict what would happen if an individual had faulty spindle fibers. f. Predict what would happen if cytokinesis was skipped. 7. Describe each phase of mitosis in your own words: Sources for worksheet and test: http://friedmanbiology.blogspot.com/2011/02/mitosis-worksheet.html http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=18&ved=0CGUQ FjAHOAo&url=http%3A%2F%2Fcf.edliostatic.com%2FMtnXfk8vp1loa3L2Vtgg0XKYEXWOJRSH.d oc&ei=HHt9UYXwCrbG4AOYt4HACQ&usg=AFQjCNGYy1Yh1Xlpmr2BJTS1NMyl5ps4XA&sig2=nuc O3PZEYttuHXmz34TlfQ http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=6&ved=0CEMQFj AF&url=http%3A%2F%2Fwww.northallegheny.org%2Fcms%2Flib4%2FPA01001119%2FCentricit y%2FDomain%2F1197%2Fthe-cell-cycleworksheetAK.doc&ei=H3x9UdWpJ5Hi4AOhn4CoAg&usg=AFQjCNERMvHWJEDq6C1RQj1b9uppI YTs3w&sig2=MqablN5jo7KmfCIALjUz7w