Download A Journey Through the Cell: Part One—Cells: An Introduction

CURRICULUM MEDIA GROUP®
S.M.A.R.T.
box
TM
Standards-based MediA Resource for Teachers
A Journey Through the Cell:
Part One—Cells:
An Introduction
Teacher’s Guide
31359
A DIVISION OF
FILMS MEDIA GROUP
INTRODUCTION
This Teacher’s Guide provides information to help you get the most out of A Journey Through the Cell: Part
One—Cells: An Introduction. The contents in this guide will allow you to prepare your students before using the
program and present follow-up activities to reinforce the program’s key learning points.
In this video program, students become familiar with the basic structure of cells. Examples of many different
shapes and sizes of cells are presented with an overview of the structures and functions of different types of
cells. Emphasizing cells as the basic building blocks of all organisms, the program describes the organization
of cells and the formation of tissues, organs, and systems. The program concludes with an overview of the
organelles and their functions.
LEARNING OBJECTIVES
After viewing the program, students will…
● Understand that all living organisms are composed of one or more cells.
● Describe the structures and functions that are common to all cells and identify the differences between various
types of cells.
● Explain the functions of common cell organelles.
● Identify differences between plant and animal cells.
● Understand that cells are organized into tissue, which in turn functions as an organ in an organ system.
EDUCATIONAL STANDARDS
National Standards
This program correlates with the National Science Education Standards developed by the National Academy of
Sciences and Project 2061 Benchmarks for Science Literacy from the American Association for the Advancement
of Science. The content has been aligned with the following educational standards and benchmarks from these
organizations.
● Understand the behavior of organisms.
● Understand the diversity and adaptations of organisms.
● Understand matter, energy, and organization in living systems.
● Understand the molecular basis of heredity.
● Understand structure and function in living systems.
● Understand the cell.
● Understand that all living things are composed of cells, from just one to many millions, whose details usually
are visible only through a microscope. Different body tissues and organs are made up of different kinds of
cells. The cells in similar tissues and organs in other animals are similar to those in human beings, but differ
somewhat from cells found in plants.
● Understand that the genetic information encoded in DNA molecules provides instructions for assembling
protein molecules. The code used is virtually the same for all life forms. Before a cell divides, the instructions
are duplicated so that each of the two new cells gets all the necessary information for carrying on.
● Understand that complex interactions among the different kinds of molecules in the cell cause distinct cycles
of activities, such as growth and division. Cell behavior can also be affected by molecules from other parts of
the organism or even other organisms.
● Understand that 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.
● Understand that most cells function best within a narrow range of temperature and acidity. At very low temperatures, reaction rates are too slow. High temperatures and/or extremes of acidity can irreversibly change
the structure of most protein molecules. Even small changes in acidity can alter the molecules and how they
interact. Both single cells and multi-cellular organisms have molecules that help to keep the cell’s acidity within a narrow range.
2
● Understand that a living cell is composed of a small number of chemical elements—mainly carbon, hydrogen,
nitrogen, oxygen, phosphorus, and sulfur. Carbon atoms can easily bond to several other carbon atoms in
chains and rings to form large and complex molecules.
Reprinted with permission from National Science Education Standards © 1999 by the National Academy of Sciences, courtesy of the National
Academies Press, Washington, D.C.
From BENCHMARKS FOR SCIENCE LITERACY by the American Association for the Advancement of Science, copyright 1993 by the American
Association for the Advancement of Science. Used by permission of Oxford University Press, Inc. Please note: judgments about the alignment
of content presented here with the learning goals in BENCHMARKS FOR SCIENCE LITERACY are those of the author and do not represent the
opinion or endorsement of the AAAS or Oxford University Press, Inc.
English Language Arts Standards
The activities in this Teacher’s Guide were created in compliance with the following National Standards for the
English Language Arts from the National Council of Teachers of English.
● Use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment,
persuasion, and the exchange of information).
● Adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate
effectively with a variety of audiences and for different purposes.
● Employ a wide range of strategies as they write and use different writing process elements appropriately to
communicate with different audiences for a variety of purposes.
● Use a variety of technological and information resources (e.g., libraries, databases, computer networks, video)
to gather and synthesize information and to create and communicate knowledge.
● Conduct research on issues and interests by generating ideas and questions, and by posing problems. Gather,
evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to
communicate their discoveries.
Standards for the English Language Arts, by the International Reading Association and the National Council of Teachers of English, copyright
1996 by the International Reading Association and the National Council of Teachers of English. Reprinted with permission.
Technology Standards
The activities in this Teacher’s Guide were created in compliance with the following National Education
Technology Standards from the National Education Technology Standards Project.
● Proficient in the use of technology.
● Demonstrate a sound understanding of the nature and operation of technology systems.
● Use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
● Use technology tools to enhance learning, increase productivity, and promote creativity.
● Use technology to locate, evaluate, and collect information from a variety of sources.
The National Education Technology Standards reprinted with permission from the International Society of Technology Education.
PROGRAM OVERVIEW
This program introduces students to cells and their properties, including the shapes and sizes of cells, functions
of cells, eukaryotes and prokaryotes, the organization of cells, parts of the cell and their functions, respiration,
chromosomes and DNA, plant cells compared to animal cells, photosynthesis, diversity of life on Earth, and the
cell as the basic unit of life.
MAIN TOPIC AREAS
Topic 1: Introduction: What are Cells?
The program begins by explaining what a cell—the basic building block of all life—is. Viewers learn that there
are many different types of cells, varying in size, shape, structure, and function.
Topic 2: The Size of Cells
This section provides the student with a concept of how small cells can be (microscopic) in contrast with the
largest cells—egg cells.
Topic 3: Cell Types
Here, cells are divided into two types: prokaryotic, or having no nucleus or organelles, and eukaryotic, having
a nucleus and organelles.
Topic 4: Inside the Cell
This section of the program explores the structure of the cell and the function of several of the internal
organelles.
3
Topic 5: Plant Cells
The program concludes with a discussion of the structure of the plant cell and the importance of photosynthesis
to all living creatures on Earth.
FAST FACTS
● An average plant cell is about three times larger than an animal cell.
● The average life span for a stomach cell is two days; a brain cell can live for a lifetime.
● The adult human body contains about six quarts of blood, while an infant has about one quart of blood.
● The unfertilized ostrich egg is the world’s largest cell.
● The human brain is made up of about one trillion nerve cells.
● There are as many microbes in a single gram of soil as there are people in all of China.
● An average person sheds 40 pounds of skin cells over a lifetime.
● Direct sunlight causes the lysosomes in skin cells to burst. The enzymes released kill the cells of the epidermis
and lead to the blistering and peeling experienced with sunburn.
● Lysosomes are responsible for the loss of a tadpole’s tail during metamorphosis. They digest the tail and make
the materials used to construct parts of the new frog.
● There are over two hundred different types of cells in the human body.
VOCABULARY TERMS
bacteria: The smallest of microscopic organisms. Abundant in nature, they multiply rapidly. Certain species are
active agents in fermentation, while others appear to be the cause of certain infectious diseases.
cell: The fundamental unit that makes up all organisms on Earth.
cell membrane: Also called the plasma membrane. The cell membrane regulates the flow of materials into and
out of the cell.
cell wall: Rigid structure surrounding the cell membrane of plant cells. It acts as a “skeletal system” for the cell
by giving it support. Found in various forms in all kingdoms of organisms except Animalia.
chloroplasts: Perform photosynthesis by taking in sunlight, water, and carbon dioxide to make oxygen and
sugar (a form of food). Also contain a green pigment called chlorophyll, which gives plants a green color.
chromosomes: Long, thread-like bodies composed of DNA and protein, found in the nucleus of eukaryotic cells.
They contain the genes that contain the code for all the organism’s proteins.
cytoskeleton: The transparent network of protein filaments that maintains the cell’s shape, holds organelles in
place, and moves parts of the cell around if needed.
DNA (deoxyribonucleic acid): The chemical that makes up all genes, and therefore chromosomes.
endoplasmic reticulum (ER): A folded membrane that moves materials around in the cell.
eukaryotic cell: A cell with a nucleus and other organelles with membranes around them. Animal, plant, fungi,
and protista cells are eukaryotic.
golgi body (golgi apparatus): Package and move proteins to the outside of the cell.
lysosome: Contains enzymes that digest waste and worn-out cell parts.
microbe: A minute, single-cell life form; a microorganism.
microorganism: An organism of microscopic or submicroscopic size.
mitochondria: Organelles where food molecules are broken down and energy is released.
nucleus: Control center of the cell where DNA is stored.
organelle: One of the structures found in the cell, which perform a function of the cell.
photosynthesis: The process in green plants and certain other organisms by which carbohydrates are synthesized from carbon dioxide and water using light as an energy source. Most forms of photosynthesis release
oxygen as a by-product.
plant: An organism that uses photosynthesis to produce its own food. Its cells contain cellulose and a cell wall.
prokaryotic cell: A cell that does not have a nucleus and other organelles with membranes around them.
Bacteria are examples of prokaryotic cells.
RNA (ribonucleic acid): The chemical that “copies” the information from the DNA and carries it to the
ribosomes to be translated into protein.
ribosome: The site of protein synthesis, where the RNA is translated into protein.
4
vacuole: Vacuoles store water, food, pigments, waste, or other materials. Vacuoles are large in plant cells and
small in animal cells.
virus: Not classified by a kingdom, a virus cannot “live” on its own, but uses another cell’s machinery to
reproduce.
PRE-PROGRAM DISCUSSION QUESTIONS
1. Energy is often defined as the ability to do work. Do cells require energy?
2. How large are cells?
3. Do all cells look alike?
4. Name as many parts of the cell as you can and tell what they do for the cell.
5. Why is it valuable to study the structure, functions, and relationships of cells?
POST-PROGRAM DISCUSSION QUESTIONS
1. Cell organelles perform many different functions. What happens if an organelle does not function correctly?
Consider organelles such as mitochondria, chloroplasts, ribosomes, etc.
2. Why do different types of cells have different shapes and structures?
3. How does the plant cell use photosynthesis to grow and thrive?
4. Cells work together as organ systems to do work in the body. Which cell organelles perform a function similar
to an organ system in the body?
5. How many different types of cells can you name?
6. The video focuses on the structure of eukaryotic cells. What types of cells are prokaryotic? How do they
survive without a nucleus?
GROUP ACTIVITIES
What’s in the Water?
Collect samples from ponds, streams, and other water sources in your area. Work in small groups to examine
each water sample under a microscope. Sketch examples of any organisms that are visible. How do they differ?
How are they the same? Why do you think some samples have more organisms than others?
Let the Sunshine In
Explore how sunlight affects a plant. Using several types of indoor houseplants, cover portions of the leaves
of each plant with large and small stickers or paper cutouts. Maintain the plants with sunlight and water over
several weeks. Check each plant about once a week to observe and record any changes in the areas that are
blocked from sunlight by the stickers. Is the health of the plant affected overall? How do plants use sunlight in
photosynthesis?
INDIVIDUAL STUDENT PROJECTS
What’s in a Cell?
Make a poster showing a typical animal cell and a typical plant cell, with labels.
Growing CO2
Design an experiment to show that seeds produce carbon dioxide (evidence of cell respiration) as they grow.
INTERNET ACTIVITIES
Genetic Engineering
Investigate current events in genetic engineering. Use the Internet to find out about current research, political
actions, and sociological perspectives. Choose one aspect that is of particular interest to you and share it with
the class through an oral presentation.
Bacteria is Good
Bacteria are often thought of as harmful. Actually, most bacteria are not harmful; they perform important functions for human beings. In what ways do bacteria help us? Use the Internet to find out more about ways in
which bacteria benefit human life.
Cell Malfunctions
Search the Internet for examples of how external factors (such as the environment, drugs, etc.) can affect the
functioning of cells, either positively or negatively. Identify at least three factors, and explain how each impacts
the cell.
5
ASSESSMENT QUESTIONS
Q: All living things on Earth are made of cells. (True or False)
A: True
Feedback: Cells are the building blocks of all life.
Q: Most cells are microscopic. They are measured in units called _________ .
(a) microbes
(b) millimeters
(c) pixels
(d) microns
A: (d)
Feedback: They are measured in units called microns, or micrometers.
Q: Ostrich eggs contain all of the nutrients needed to develop the baby ostrich. (True or False)
A: True
Feedback: Egg cells from animals other than mammals contain all of the nutrients needed to develop the
offspring.
Q: The outer covering of a plant cell is called the __________.
(a) cell membrane
(b) cell wall
(c) cytoskeleton
(d) vacuole
A: (b)
Feedback: The cell wall surrounds the outside of a plant cell.
Q: Organisms whose cells have no visible nucleus are called eukaryotes. (True or False)
A: False
Feedback: Organisms whose cells have no visible nucleus are called prokaryotes.
Q: Name four cell organelles and their functions.
A: May include the cell wall, cell membrane, cytoskeleton, ER, vacuole, chloroplasts, nucleus, golgi apparatus,
mitochondria, etc.
Feedback: The organelles inside the cell perform many important functions which sustain the cell.
Q: Name two types of proteins, and describe what each one does.
A: May include chlorophyll, hemoglobin, enzymes, etc.
Feedback: Proteins make up most of the mass of an organism.
Q: Chromosomes are made up of ribosomes. (True or False)
A: False
Feedback: The chromosomes are made up of DNA which carries all the organism’s genetic information.
Q: The _______________ is the transportation system of the cell.
(a) mitochondria
(b) cytoskeleton
(c) endoplasmic reticulum (ER)
(d) cell membrane
A: (c)
Feedback: The ER transports molecules around the cell.
Q: A tree trunk is so strong because its cells have very thick ______________.
(a) cell walls
(b) cell membranes
(c) nuclei
(d) vacuoles
A: (a)
Feedback: The cell wall provides the tree with strong support.
Q: Chromosomes are found in the nucleus of the cell. (True or False)
A: True
Feedback: The chromosomes are made up of DNA which carries all the organism’s genetic information.
6
Q: If the vacuoles of a tomato plant are not full of water, ________________.
(a) the tomatoes will not get red.
(b) the tomatoes will not grow.
(c) the plant will wilt.
(d) the plant will need more sun.
A: (c)
Feedback: The plant will wilt if the vacuoles are not full enough to provide adequate turgor to support the plant.
ADDITIONAL RESOURCES
Communication Technology Lab of Michigan State University “Microbe Zoo”
www.commtechlab.msu.edu
The Franklin Institute Online: Living Things
www.fi.edu/tfi/units/life
Basic Principles of Genetics: An Introduction to Mendelian Genetics
http://anthro.palomar.edu/mendel/default.htm
Human Genome Project Information
www.ornl.gov/TechResources/Human_Genome/home.html
Cells alive!
www.cellsalive.com
PUBLICATIONS
The Cartoon Guide to Genetics by Larry Gonick, Mark Wheelis (Contributor). Harper Perennial, 1991.
ISBN: 0062730991
Exploring The Way Life Works: The Science of Biology by Mahlon B. Hoagland, Bert Dodson, Judith Hauck.
Jones & Bartlett Pub., 2001. ISBN: 076371688X
The Origin of Species by Charles Darwin. Grammercy, 1998. ISBN: 0517123207
The Other End of the Microscope: The Bacteria Tell Their Own Story, by Bert Dodson (Illustrator),
Eleanor S. Tupper (Editor), Elmer W. Koneman. American Society for Microbiology, 2002. ISBN: 1555812279
The Way Life Works by Mahlon Hoagland and Bert Dodson. Times Books, 1995. ISBN:0812920201
OTHER PRODUCTS
Cells—The Inside and Out
These information-rich programs take an entertaining route in examining both the inner workings of the cell and
the ways intercellular reactions occur. With extremely clear graphics and a witty narrative, the whole array of
cellular organelles is presented, as well as the structure and function of the cell membrane. 2-part series, 29-33
minutes each. © 2002
Order #: 30836, www.cambridgeeducational.com, 1-800-468-4227
Cells: The Building Blocks of Life
This video takes a close-up look at the lowest common denominator of all life: the cell. It illustrates essential
cellular processes—transportation of materials, communication, energy transfer, protein-building, waste disposal, movement, and the all-important mitosis and meiosis—as well as key cellular landmarks like the nucleus,
ribosomes, mitochondria, the Golgi complex, the endoplasmic reticulum, and lysosomes. Special attention is
given to recent advances in biotechnology. A viewable/printable instructor’s guide is available online. Correlates
to National Academy of Sciences National Science Education Standards and the American Association for the
Advancement of Science Benchmarks for Science Literacy. A Cambridge Educational Production.
(16 minutes) © 2005
Order #: 33835, www.cambridgeeducational.com, 1-800-468-4227
7
Cells, Tissues, and Skin
After an introductory segment on cell characteristics, this program discusses the way human body cells function
and combine into the structures that sustain life. Topics include membrane permeability and the processes of
passive and active transport; cytoplasm, with its cytosol, organelles, and inclusions; the constituent parts of the
nucleus and the stages and processes of the cell cycle; the four basic tissue types; and the skin, the body’s
largest organ. A viewable/printable instructor’s guide is available online. A Films for the Humanities & Sciences
Production. A part of the series s (22 minutes) © 2009
Order #: 39505, www.cambridgeeducational.com, 1-800-468-4227
The World of Living Organisms
Developed to increase students’ understanding of biological concepts, structures, and processes, this 10-part
series covers such topics as cell structure and function; transportation in cells; cells and energy; cell growth,
repair, and reproduction; sexual reproduction; viruses and bacteria; bacterial growth and disease; plant systems
and families; roots and stems; and seeds and germination. Each of the programs clarifies the theories and
concepts with lab demonstrations, interviews with experts, and real-life biological applications in industry
and science.
• Examines plant and animal life at the cellular or microscopic level.
• Demonstrates the application of scientific knowledge in solving global problems.
• Interviews with experts reveal the interdependence of science, technology, and society.
(14 minutes each) © 1995
Order #: 6108, www.cambridgeeducational.com, 1-800-468-4227
8
CURRICULUM MEDIA GROUP®
200 American Metro Blvd, Suite 124
Hamilton, NJ 08619
Phone 800-257-5126
Fax 800-329-6687
[email protected]
A DIVISION OF FILMS MEDIA GROUP
COPYRIGHT © 2004
PACKAGE
© 10/2009