Download Lesson Plan- Stem Cells: The Basics

Department of Biology
Lesson Plan- Stem Cells: The Basics Summary In this lesson students will be learning about the different types of stem cells. They will identify the
techniques used for obtaining stem cells, the therapeutic uses, the controversy surrounding them, and their
characteristics. Students will accomplish this by using Internet resources, short papers, and online scientist
interviews to learn about each type of stem cell. They will then compare the three types of stem cells. Key Concepts •
There are a number of different techniques for obtaining stem cells.
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There are three types of stem cells: embryonic, somatic cell nuclear transfer cells, and induced
pluripotent.
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Embryonic stem cells
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Taken from human embryos from the inner mass cells of a blastocyst.
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Are pluripotent and immortal
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Used for regenerative medicine and tissue replacement
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Are very controversial as they require the destruction of an embryo
Somatic Cell Nuclear Transfer Stem Cells
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Use denucleated egg cells and replace with somatic cell nucleus with desired phenotypes
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Very low success rate of transfer
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Pleuripotent but have some affects from denucleated egg cell
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Used for reproductive cloning or therapeutic cloning and tissue cultures
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Are somewhat controversial as they require human eggs
Induced Pluripotent Stem Cells
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Taken from adult somatic cells, uses reprogramming factors to culture cells.
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Are pluripotent
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Used for growing human tissues in a dish for study including drug trials and study of
disease phenotypes. Also used in regenerative medicine & tissue replacement
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No controversial issues
Objectives Students will be able to: •
Describe scientific techniques (IVF, therapeutic cloning, using cord blood and bone marrow,
inducing pluripotent stem cells) used for producing stem cells.
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Identify the type of stem cell (adult, embryonic) each technique yields.
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Provide an example of each technique.
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Describe how stem cells are currently used in research.
Materials •
Use worksheets and readings from Northwest Association for Biomedical
Research:http://nwabr.org/sites/default/files/LESSON_2.pdf
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Alternately, use the list of websites, interactives, and interviews listed below in the resources
section to have students perform research on their own.
Procedure 1.
Brainstorm what students already know about stem cells. Ask leading questions such as “Where
do scientists get stem cells?”, “What can scientists use stem cell to do?”, “Why are stem cells
controversial?”. Record all student answers on the board.
2.
Jigsaw activity- Have students count off by fours. Distribute copies of Student Handouts 2.1-2.4 to
groups so that each group is reading one article. Allow students time to read and summarize their
article on the Handout 2.5.
3.
Alternately, assign students a type of stem cells and ask them to use a list of resources (from list
below) to answer questions about their assigned cell type.
4.
Rearrange jigsaw groups to have groups with one person from each article/cell type group in a
second group. Each student should report out about their own article to the others in their group.
5.
Allow students to work together to complete worksheet 2.6. They should complete the table and
diagrams.
6.
Return to full class to review table and fill in any missing information or correct any errors.
(Answer key can be found on page 17 of link.
7.
Distribute handout 2.7. Allow time for student to read.
8.
Think-Pair-Share: Have students think alone for five minutes to answer the following questions: Which of these uses might be beneficial? Why? -Do any of these uses seem problematic? Why?
9.
Have students talk with a partner to discuss their ideas
10. Share with the full class.
11. For homework, have students find a current article on stem cell research and answer the following
questions:
i.
How are stem cells being used in this article?
ii.
What type of stem cell (adult, embryonic, or both) is used in the research?
iii.
What is the source of the stem cell?
iv.
Summarize techniques used in the research:
v.
Assessment Does this research show potential? Explain.
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Teachers can assess the chart found on Worksheet 2.6- correct responses are found on the link.
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Teachers can also assess the homework by collecting the 5 questions or by asking students to
discuss their articles with small groups or the entire class.
Additional Resources •
Teacher’s Domain Stem Cell resources including lesson plans, videos, and
interactives:http://www.teachersdomain.org/resource/biot09.sci.life.gen.stemcells/
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StemCellResources.org list of lesson plans and links
at:http://www.stemcellresources.org/teach_lessons.html
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List of Stem Cell Video Clips from HHMI: Linked to new AP Biology Standands created by Ann
Brokaw: http://bmcclain.wikispaces.com/file/view/HHMI+AP+Biology+Teacher+Guide.pdf – See
pages 25-26
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HHMI BioInteractive Activities and Resources dealing with Stem
Cells:http://www.hhmi.org/biointeractive/browse?field_bio_biointeractive_topics=23499&kw=
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Center for iPS Cell Research and Application out of Kyoto University: iPS
Basics:http://www.cira.kyoto-u.ac.jp/e/faq/faq2.html
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NobelPrize.org: The Nobel Prize in Physiology or Medicine 2012: info on Gurdon and
Yamanaka:http://www.nobelprize.org/nobel_prizes/medicine/laureates/2012/
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An animated tutorial showing some stem cell techniques from the University of Michigan can be
found at: http://www.stemcellresearch.umich.edu/overview/tutorial.html
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The 15-minute video “The Cloning Process” from NOVA ScienceNOW reviews stem cells and
touches upon different techniques. The video can be found
at:www.pbs.org/wgbh/nova/sciencenow/3209/04.html
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http://www.isscr.org/home/resources/learn-about-stem-cells/stem-cell-faq
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http://www.pbs.org/wgbh/nova/sciencenow/3209/04-related.html
• NAS Understanding Stem Cells: http://nas-sites.org/stemcells/stem-cell-basics/
Standards Massachusetts Strand: Technology/Engineering Bio-engineering 7.2 Adaptive and assistive bioengineered products. Technology/Engineering 7. Bioengineering Technologies 7.2 Describe and explain adaptive and assistive bioengineered products, e.g., food, bio-fuels, irradiation,
integrated pest management. AAAS Benchmarks for Science Literacy 6. THE HUMAN ORGANISM B. Human Development 6B (K-2) #2 A human baby grows inside its mother until its birth. Even after birth, a human baby is unable
to care for itself, and its survival depends on the care it receives from adults. 6B (3-5) #1 It takes about 9 months for a human embryo to develop. Embryos are nourished by the mother,
so substances she takes in will affect how well or poorly the baby develops. 6B (6-8) #3 Following fertilization, cell division produces a small cluster of cells that then differentiate by
appearance and function to form the basic tissues of an embryo. During the first three months of pregnancy,
organs begin to form. During the second three months, all organs and body features develop. During the
last three months, the organs and features mature enough to function well after birth. Patterns of human
development are similar to those of other vertebrates. 6B (6-8) #4 The developing embryo and later the newborn infant encounters many risks from faults in its
genes, its mother's inadequate diet, her cigarette smoking or use of alcohol or other drugs, or from
infection. Inadequate child care may lead to lower physical and mental ability. 6B (9-12) #1 As successive generations of an embryo's cells form by division, small differences in their
immediate environments cause them to develop slightly differently, by activating or inactivating different
parts of the DNA information. 5. THE LIVING ENVIRONMENT B. Heredity 5B (9-12) #4 Genes are segments of DNA molecules. Inserting, deleting, or substituting DNA segments
can alter genes. An altered gene may be passed on to every cell that develops from it. The resulting features
may help, harm, or have little or no effect on the offspring's success in its environment. C. Cells 5C (3-5) #2 Microscopes make it possible to see that living things are made mostly of cells. Some
organisms are made of a collection of similar cells that benefit from cooperating. Some organisms' cells
vary greatly in appearance and perform very different roles in the organism. 5C (9-12) #2 Within every cell are specialized parts for the transport of materials, energy transfer, protein
building, waste disposal, information feedback, and even movement. In addition, most cells in multicellular
organisms perform some special functions that others do not. 5C (9-12) #6 Gene mutation in a cell can result in uncontrolled cell division, called cancer. Exposure of
cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer. 8. THE DESIGNED WORLD A. Agriculture 8A (9-12) #1 New varieties of farm plants and animals have been engineered by manipulating their genetic
instructions to produce new characteristics. F. Health Technology 8F (9-12) #3 Knowledge of genetics is opening whole new fields of health care. In diagnosis, mapping of
genetic instructions in cells makes it possible to detect defective genes that may lead to poor health. In
treatment, substances from genetically engineered organisms may reduce the cost and side effects of
replacing missing body chemicals. 8F (9-12) #7 Biotechnology has contributed to health improvement in many ways, but its cost and
application have led to a variety of controversial social and ethical issues. National Science Education Standards Content Standard C: Life Science Structure and Function in Living Systems Specialized cells perform specialized functions in multicellular organisms. Groups of specialized cells
cooperate to form a tissue, such as a muscle. Different tissues are in turn grouped together to form larger
functional units, called organs. Each type of cell, tissue, and organ has a distinct structure and set of
functions that serve the organism as a whole. The Cell Cell functions are regulated. Regulation occurs both through changes in the activity of the functions
performed by proteins and through the selective expression of individual genes. This regulation allows cells
to respond to their environment and to control and coordinate cell growth and division. Cells can differentiate, and complex multicellular organisms are formed as a highly organized arrangement
of differentiated cells. In the development of these multicellular organisms, the progeny from a single cell
form an embryo in which the cells multiply and differentiate to form the many specialized cells, tissues and
organs that comprise the final organism. This differentiation is regulated through the expression of different
genes.