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Life Science: Cells Teacher’s Guide Grade Level: 6–8 Curriculum Focus: Life Science Lesson Duration: 2 class periods Program Description Everybody is made up of trillions of cells, each working like a tiny factory that does its part to “manufacture” what’s needed to keep the body going. Inside the cell membrane is a nucleus, which holds the cell’s DNA, and organelles that carry out the cell’s specific task. Red blood cells are expert transporters of oxygen and carbon dioxide. White blood cells attack invading germs. All reproduce by mitosis, or cell division. A glitch in this process can lead to the growth of cancerous cells that crowd out healthy ones. Cells’ ability to replicate is what keeps every living thing alive. But when the process goes awry, that ability threatens health and can be deadly. Discussion Questions • What are the cell membrane, nucleus, and organelles and what do they do for the cell? • How do cells reproduce? • Describe the unique properties of red and white blood cells and their functions. • How do skin cells help protect the body, and what effect does ultraviolet radiation have on skin cells? • What is the process by which a regular cell begins to replicate indefinitely and becomes cancerous? • Why are cancer cells damaging to the body? • What is the single-celled organism that produces sores on fish and ultimately kills them? Lesson Plan Student Objectives • Discover and understand the parts and functions of cells. • Create and draw cartoon characters with the features of different cells. Life Science: Cells Teacher’s Guide 2 Materials • Computer with Internet access • Print resources about cells • Paper and markers or other art supplies Procedures 1. Review with the class the parts of a cell and the jobs carried out by each part. The Cells Alive! Web site (www.cellsalive.com) can be very helpful for the review. There you can see interactive diagrams featuring the parts of both plant and animal cells and watch animations of cell division. 2. Because cells are such mighty little things, it’s not much of a leap to think of them as tiny superheroes. For example, the Dynamic Dermo (skin cell) may only live three weeks, but it has the power to fend off bacteria, shield sunrays, and keep the body temperature steady. Students will appreciate cells’ superpowers better when they each choose a type of cell and create a superhero that represents the cell’s abilities and special features. Encourage students to be creative, but, at a minimum, each report should include a drawing of the superhero cell, a fitting name, costume, and a character sketch or bio that includes details about the cell’s abilities. Remind them that not all cells are good guys. Some students may choose to create villains that hail from the constellation Cancer, for example. After everyone has compiled their characters, have students work in small groups to write and illustrate a comic strip featuring their heroes and villains. For example, what happens when Lucky Leukocyte meets the evil Bacteria Boy? 3. The following Web sites will provide students with inspiration to create their characters: • BBC’s Cell Biology http://www.bbc.co.uk/education/asguru/biology/01cellbiology/index.shtml and Bitesize Revision: Life Processes and Cells http://www.bbc.co.uk/schools/ks3bitesize/science/biology/lifecells1_2.shtml • Cells Alive! http://www.cellsalive.com/ • How Cells Work http://science.howstuffworks.com/cell.htm • Neuroscience for Kids: Neurons http://faculty.washington.edu/chudler/cells.html Published by Discovery Education. © 2005. All rights reserved. Life Science: Cells Teacher’s Guide 3 Assessment Use the following three-point rubric to evaluate students’ work during this lesson. 3 points: Students were highly engaged in class discussions; produced a complete cell superhero, including all of the requested information; and collaborated on an informative, creative comic strip. 2 points: Students participated in class discussions; produced an adequate cell superhero, including most of the requested information; and collaborated on an average comic strip. 1 point: Students participated minimally in class discussions; created an incomplete cell superhero with little or none of the requested information; and did not collaborate well in producing the comic strip. Vocabulary cell Definition: The smallest independently functioning unit in an organism; cells contain nuclei and organelles inside a membrane. Context: The human body is made up of trillions of cells. cell membrane Definition: The structure that surrounds a cell Context: The cell membrane is semipermeable, which means it allows things such as food and waste to pass in and out of the cell. DNA Definition: An acid found in a cell nucleus that carries the genetic information a cell needs to replicate Context: DNA is short for deoxyribonucleic acid. hemoglobin Definition: The compound found in red blood cells that carries oxygen Context: Hemoglobin is what gives red blood cells their color. mitosis Definition: Cell division Context: Cells reproduce by mitosis, a process in which a cell’s nucleus and other parts split into two new cells. nucleus Definition: The control center of a cell, which contains DNA and regulates the cell’s functions Context: You can think of the nucleus as the cell’s “brain.” Published by Discovery Education. © 2005. All rights reserved. Life Science: Cells Teacher’s Guide 4 organelle Definition: A structure within a cell that has a specific function Context: Examples of organelles are mitochondria, which provide the cell with energy, and vacuoles, which get rid of cellular waste. transformation Definition: The process by which a normal cell begins to replicate indefinitely, becoming a cancerous cell Context: After transformation, a cell multiplies out of control and can crowd out normal cells. Academic Standards National Academy of Sciences The National Science Education Standards provide guidelines for teaching science as well as a coherent vision of what it means to be scientifically literate for students in grades K–12. To view the standards, visit this Web site: http://books.nap.edu/html/nses/html/overview.html#content This lesson plan addresses the following national standards: • Life Science: Structure and function in living systems; Reproduction and heredity; Regulation and behavior Mid-continent Research for Education and Learning (McREL) McREL's Content Knowledge: A Compendium of Standards and Benchmarks for K–12 Education addresses 14 content areas. To view the standards and benchmarks, visit http://www.mcrel.org/compendium/browse.asp This lesson plan addresses the following national standards: • Science: Life Sciences—Understands the principles of heredity and related concepts; Understands the structure and function of cells and organisms • Language Arts: Viewing—Uses viewing skills and strategies to understand and interpret visual media; Writing—Uses the general skills and strategies of the writing process, Gathers and uses information for research purposes; Reading—Uses reading skills and strategies to understand and interpret a variety of informational texts Support Materials Develop custom worksheets, educational puzzles, online quizzes, and more with the free teaching tools offered on the Discoveryschool.com Web site. Create and print support materials, or save them to a Custom Classroom account for future use. To learn more, visit Published by Discovery Education. © 2005. All rights reserved. Life Science: Cells Teacher’s Guide • http://school.discovery.com/teachingtools/teachingtools.html Published by Discovery Education. © 2005. All rights reserved. 5