Science
Strand III:
Standard 1:
SCI.III.1.1
Grade: 8th
Using Scientific Knowledge in Life Science
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
Knowledge and Skills
Resources
Students will:
Coloma Resources:
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Apply the cell theory: the cell is the
basic unit of life and comes from
preexisting cells.
Book: Holt Science & Technology
Chapter 1 pgs. 2-30
Activities: Attached
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Explain mitosis, meiosis, and
differentiation, and how they relate to
growth in a multi-cellular organism.
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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
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.
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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.
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:
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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
Other Resources:
• ScoPE Unit Plan – Cell Structure
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http://www.cellsalive.net/ Cell photos
http://library.thinkquest.org/3564/ Cell types
http://biologylessons.sdsu.edu./classes/lab8/lab8.html
Mitosis Pictures
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
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Michigan Teachers Network Resources
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Models
Microscopes
Prepared Slides
Diagrams
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Textbooks & Supplemental Resources
Instruction
Assessment
Optional Assessment:
•
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 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.
• Microscope Lab Test to Identify the Phases of Mitosis
Criteria
Apprent.
Basic
Meets
Exceeds
Accuracy
of
concepts
Explains
the
concept
but in a
vague and
incomplete
way.
Explains some
concepts but
not the
relationship.
Describes
the
relationship
between
material
movement
and cell
function.
Describes
the
relationship
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.
CorrectExplains
ness of
with
mechanics inappropriate
vocabulary or
grammar.
Explains with
partially
correct
vocabulary
and grammar.
Explains
with
appropriate
vocabulary
and
grammar.
Explains
with
extended
vocabulary
and
complex
sentences.
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Comparing mitosis & meiosis chart
Discovering cell division
Internet activity – “Mitosis Adventure”
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.
Comparing Mitosis and Meiosis
Feature
Mitosis
Meiosis
What type of cell (body or sex)
Beginning cell (haploid or diploid)
Number of cells produced
End-product cell (haploid or diploid)
Number of chromosomes in cells
produced
Copy chart onto own paper. Give 5 to 10 minutes to find answers.
Then find a partner and compare, correct. Then correct with entire
class. Then make larger table with colors.
ACTIVITY - Ch 4
Date ______________________
Hour______________________
Discovering Cell Division
Materials per group
large sheet of posterboard or paper
circle stencil
Scissors
masking tape
Procedure
marker to title and label
metric ruler or meter stick
colored yarn 4 different colors
colored pencils (same 4 colors as the yarn)
NEATNESS COUNTS
1. On the sheet of posterboard, draw three circles as shown in Figure 1. Label these circles
A, B, and C.
2. Draw a line through the center of circle C; then draw a line perpendicular to that
line. (See Figure 1.) .
3. Beneath the three circles, draw an oblong shape as shown. Label this shape D. Draw a
line from one end of the oblong to the other. Then draw two circles side by side. Label
these circles E. Above each shape neatly label the phrase using the marker as shown.
Interphase
A
Anaphase
D
Prophase
Metaphase
B
Telophase
C
E
Figure 1
4. Use the 4 different colored pencils to draw the thin scrambled threads of chromatin in
circle A.
5. Cut one strand from each color yard. Each strand should be about 40 cm. long.
12. Take another pair of each color and using the scissors, carefully cut each yarn strand
pair in half through the middle of the masking tape. (See Figure 4.) As you do so, move
each half of the pair to opposite ends of the oblong shape. (See Figure 2.) D. Glue
them.
13. Take the last set of pairs, cut them as in step 12, placing 1 of each color into each of
the two circles labeled E. (See Figure 2.) Glue them.
Critical Thinking and Application
1. Each of the letters A through E represents a stage in the life of a cell. What do you see
happening to the cell from the first stage through the fifth stage?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. The strands of colored yarn represent genetic material in the cell. How does this
genetic material appear in the cell in stage A?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. What happens to the strands of genetic material in stages B and C?
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
SCIENTIFIC POSTER
Assessment Points
Points
Possible
Earned
Assessment
Teacher’s
Self
1. Correct title and labels are used.
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_______
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2. All drawings are completed.
_______
_______
_______
3. Directions were followed in handout.
_______
_______
_______
4. Drawings are neat and presentable.
_______
_______
_______
5. Drawings use the space of the paper well.
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________
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_______
Total
THE CYCLE OF THE CELL by MRS. VROON
http://go.hrw.com/cgi-bin/hst/sequence.pl
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Internet Activity
Use the activity below to assess or expand upon your knowledge of the subjects found in the
chapter. Print out your finished work and share it with your teacher and classmates!
Internet Activity: Mitosis Adventure
Imagine that you have shrunk to the size of a mitochondrion and have been
transported inside a cell about to divide. Describe your experiences and
observations as the cell goes through its cycle.
Thank you for visiting the Holt Science and Technology go.site!