Science
Grade: 10th
SCI.III.1.1
Strand III:
Using Scientific Knowledge in Life Science
Standard 1:
Cells - All students will apply an understanding of cells to the functioning
of multi-cellular organisms, including how cells grow, develop, and
reproduce.
Benchmark 1:
Explain how multi-cellular organisms grow, based on how cells grow and
reproduce.
Constructing and Reflecting:
SCI.I.1.1- Ask questions that can be investigated empirically.
SCI.I.1.2- Design and conduct scientific investigations.
SCI.II.1.1- Justify plans or explanations on a theoretical or empirical basis.
Vocabulary
Context
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Respiration
Protein synthesis
Mitosis
Meiosis
Simple sugars
Amino acids
Fatty acids
Water
Minerals
Carbohydrates
Fats and lipids
Nucleic acids
Carbon
Hydrogen
Oxygen
Nitrogen
Cell theory
The growth of plants and animals (e.g. onion)
Cancer Growth
Reproduction
Fertility
Paternity Testing
Blood Transfusions
Resources
Knowledge and Skills
Students will:
•
Apply the cell theory: the cell is the
basic unit of life and comes from
preexisting cells.
•
Explain mitosis, meiosis, and
differentiation, and how they relate to
growth in a multi-cellular organism.
Coloma Resources:
Glenco Biology – Section 6.3 & Chapter 9
Enzyme Lab pg. 164
Other Resources:
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Explain that respiration provides
energy for making cell components.
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Describe how the chemical
composition of cells originates from
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outside the cell, such as the products
of digested food, and are used as the
building blocks by the cell to synthesize •
more complex chemicals.
Show how growth of multi-cellular
organisms is the result of an increase
in the number of cells, not just a
change in their size.
ScoPE Unit Plan – Cell Structure
http://www.cellsalive.net/ Cell photos
http://library.thinkquest.org/3564/ Cell types
http://biologylessons.sdsu.edu./classes/lab8/lab8.html
Mitosis Pictures
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Teacher’s Domain – all Cell Lessons – excellent
videos, interactives and images. Awesome site! (go to
life science 9-12)
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DiscoverySchool – Human Body Lessons for HS.
Excellent!
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REMC 11 Videos- Use the following website:
www.remc11.k12.mi.us
Michigan Teachers Network Resources
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Models
Microscopes
Prepared Slides
Diagrams
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Textbooks & Supplemental Resources
Other Resources:(continued from column at
right)
Videoconferences Available
For more information, see
www.remc11.k12.mi.us/dl or call Janine
Lim 471-7725x101 or email
jlim@remc11.k12.mi.us
III.1.HS.1:
• Cloning and Stem Cells from Hook’s
Discovery and Learning Center
• Space Farming from NASA Johnson
Space Center (photosynthesis)
REMC Materials:
• III.1.HS.1 Explain how multi-cellular
organisms grow, based on how
cells grow and reproduce.
Vernier probes available: O2 Gas
Sensor, Gas
Pressure Sensor
Instruction
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Give a written description and include a
visual (e.g. picture, diagram, etc.) of
how size limits the efficiency of cells to
move basic molecules for cell growth.
Relate how molecules moving in and
out of the cell affect the life span of a
cell. Corresponds to standard I.1.4
Assessment
Optional Assessment
• Use shoes to model the phases of mitosis for pairing,
aligning, and separating of the chromosomes.
• Make a poster or collage to differentiate between the phases
of mitosis using yarn and other craft materials.
• Vocabulary Quiz on the names and functions of
chromosomes, chromatids, etc…
Use potato cubes of different sizes
soaked in iodine (Lugal’s solution) for a • Microscope Lab Test to Identify the Phases of Mitosis
set time. Remove cubes and slice in
half to show how far the iodine entered • The teacher will give students a written description and
include a visual (e.g., picture, diagram, etc.) of how size
the cube. Associate this movement of
limits the efficiency of cells to move basic molecules for cell
iodine with the movement of essential
growth. Students will write a description that relates how
materials moving in and out of a cell.
molecules moving in and out of the cell affect the ability of a
The smaller the cell the more efficient
cell to function. (Give students rubric before activity.)
the movement of materials is for the
Criteria
Apprent.
Basic
Meets
Exceeds
whole cell. The more efficient the
movement of materials is for the whole
Accuracy Explains
Explains
Describes
Describes
cell the more efficient the cell becomes. of
the
some
the
the
concepts concept
concepts but relationship relationship
Corresponds to standard I.1.2
Examine the white fish blastula & the
onion root tip under the microscope.
Draw and label sketches of the stages
of mitosis. (Can be ordered from ER30-8946)
Use colored toothpicks to represent
chromosomes undergoing meiosis,
pipecleaners represent the cell
membrane. Students model the
reduction division of chromosomes
from 46 to 23.
but in a
not the
vague and relationship.
incomplete
way.
between
material
movement
and cell
function.
with an
example or
added
relevant
information.
Complete
ness of
explanation
Explains
without
supporting
details.
Explains
with partial
supporting
details.
Explains with
related
details from
the activity.
Explains
with details
from the
activity and
relates to
basic
molecules.
Effectiven
ess of
visuals
Explains
without a
visual.
Explains
with a visual;
missing
some
components.
Explains with
an accurate
and
complete
visual.
Explains
with
additional
examples of
visuals.
Explains
with partially
correct
vocabulary
and
grammar.
Explains with
appropriate
vocabulary
and
grammar.
Explains
with
extended
vocabulary
and
complex
sentences.
CorrectExplains
ness of
with
mechanics inappropriate
vocabulary
or
grammar.
** Cell cycle concept map (make rubric)
Teacher Notes:
Focus Question: Why are multi-cellular organisms made of many small cells instead of one large cell?
Mind-Map Comparing Stages of Meiosis and Mitosis
- excellent resource for organizing and presenting graphically - Visual Learning
Techniques - Graphic Organizers, Mind Maps, and Flowcharts
Apply an understanding of cells to the functioning of multicellular organisms including how
cells grow, develop and reproduce
Although most cells are too small to see with the unaided eye, learning about these units of life is
central to our understanding of all organisms. It is through the study of cells that biologists have come to
understand and interpret the unity that underlies the great diversity of living things. Biologists sometimes
express their understanding of this unity in terms of the Cell Theory: 1) all organisms are composed of
cells; 2) all cells arise from preexisting cells; and 3) the cell is the basic living unit of organization of all
organisms.
Of these three principles, currently in the summer of 2001, none are assigned to the elementary level
articulation of the Michigan Curriculum Framework Science Standards and Benchmarks. In middle
school the benchmarks address the concept that all organisms are composed of cells and that cells are
the basic living unit of organization. With the use of tools such as the hand lens and microscope,
common living things can be found to be made up of cells. It becomes increasingly important for the
explanation of why and how selected specialized cells are needed by plants and animals since students
often think incorrectly that there are only those two types of cells….plant and animal. The specialization
of functions that cells perform will dictate their actual form....i.e. comparison of a red blood cell to a
striated muscle cell.
In high school, students have difficulty discriminating between cell division, growth/enlargement, and
differentiation. Living things do not simply get larger due to cells growing larger. Growth of the organism
is the result of cell division and resulting increase of number of cells. The actual trigger for cell division
is the ratio of surface area of the cell to volume but total growth of the organism is not due to just bigger
sized cells.
Specialized cells and organelles carry out life functions and can be tied to actual classification of
organisms by cell type. Scientifically literate high school students will be able to reason that cells
specialize in order to efficiently divide or share the function needed to keep the organism alive. The
differences in cell type form basic divisions in the way scientists classify living things.