Science
Strand III:
Standard 1:
SCI.III.1.2
Grade: 8th
Using Scientific Knowledge in Life Science
Cells - All students will apply and understanding of cells to the
functioning of multi-cellular organisms, including how cells
grow, develop and reproduce
Benchmark 2: Compare and contrast ways in which selected cells are
specialized to carry out life functions.
Constructing and Reflecting:
SCI.I.1.1 – Ask questions that can be investigated empirically.
SCI.I.1.4 – Gather and synthesize information from books and other sources of information.
SCI.II.1.1- Justify plans or explanations on a theoretical or empirical basis.
SCI.II.1.2 – Describe some general limitations of scientific knowledge.
SCI.II.1.3 – Show how common themes of science, mathematics and technology apply in real-world contexts.
Real World Context
Key Concept / Vocabulary
Classifications of organisms by cell type:
• plant
• animal
• bacteria
• selected cells
See Photosynthesis (SCI.III.2.MS.3).
See Reproduction (SCI.III.3.HS.2).
Selected specialized plant and animal cells:
• red blood cells
• white blood cells
• muscle cells
• nerve cells
• root cells
• leaf cells
• stem cells
Cell parts used for classification:
• organelle
• nucleus
• cell wall
• cell membrane
Specialized functions:
• reproduction
• photosynthesis
• transport
Cell shape
Specialized plant and animal cells:
• Red blood cells
• White blood cells
• Muscle cells
• Nerve cells
• Root cells
• Leaf cells
• Stem cells
Bacteria
Knowledge and Skills
Benchmark Clarification:
A cell is an integration of organelles, each
performing a specific role that allows the cell
to sustain life. Some specific tasks include:
reproduction, transport, and photosynthesis.
Students will:
•
Compare and contrast cells with different
functions.
•
Determine how cells are specialized to
perform specific tasks (e.g. reproduction,
transport, and photosynthesis) by relating
structure to function.
•
Observe cells and differentiate among
plant, animal, and bacterial.
•
Conclude that a cell is an integration of
organelles, each performing a specific role
that allows the cell to sustain life.
Resources
Coloma Resources:
• Book: Holt Science & Technology
Chapter 2 pgs. 32-52
• Prepared Slides
Other Resources:
•
SCoPE Unit Plan – Cell Structure
•
http://cellsalive.com/ “Cell pictures”
•
http://www.purchon.com/biology/respire.htm
“Respiration”
•
http://library.thinkquest.org/3564/ “Cell types”
•
•
Teacher’s Domain – all Cell Lessons –
excellent videos, interactives and images.
Awesome site! (go to life science 9-12)
•
DiscoverySchool – Human Body Lessons for
HS. Excellent!
•
REMC 11 Videos- Use the following website:
www.remc11.k12.mi.us
Michigan Teacher Network - SCI.III.1.HS.2
•
Kent ISD 1997 Biology Cell Model Checklist.
Instruction
•
•
•
Assessment
Required Assessment:
•
Plant & Animal Cells (attached)
Compare cell parts and functions to
parts of a city, factory, or school building
Use diagrams, models, manipulatives,
and prepared slides to show specialized
cells. Show students cells and have
them try to determine the function based
on shape and content.
Use Elodea to look at the chloroplasts
in the plant cell. Can be tied into osmosis
by using salt-water solution to dehydrate
the plant cells. (Can be ordered from
Carolina Biological Supply #ER-16-2101)
Optional Assessment:
•
Design, construct, and label a cell with 6 or
more structures. Based on the structures used,
describe what your cell is able to do. Examples:
food model; finger jello; craft materials.
Scoring Rubric
•
Make a Venn Diagram comparing plant and
animal cells.
Criteria
Apprent.
Basic
Meets
Exceeds
Construction of
cell
model
Constructs
a model
with fewer
than three
accurate
labels and
structures.
Constructs
a model
with three
to five
accurate
labels and
structures.
Constructs
a model
with six
accurate
labels and
structures.
Constructs
a model
with more
than six
accurate
labels and
structures.
Explanation of
relationship
Explains the
relationship
between
fewer than
three
structures
and the
cell’s
function.
Explains
the
relationship
between
three to
five
structures
and the
cell’s
function.
Explains
the
relationship
between
six
structures
and the
cell’s
function.
Explains
the
relationship
between
more than
six
structures
and the
cell’s
function.
•
•
•
Comparing plant and animal cells
Drawing an animal cell
The Green Machine lab
Teacher Notes:
Focus Question: How does the physical appearance of a cell indicate the possible function of the
cell?
See appendix for directions on KWL, SQR3
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.
NAME _
__________________
DATE
_ _HOUR
_____ _________________
Comparing Plant and Animal Cells
ACTIVITY 2-1. Chapter 2
LAB PREVIEW
1. What safety symbols are associated with this activity.
2. What is a chloroplast?
Problem: How do plant and animal cells differ?
Materials
•
•
Microscope
1 microscope slide
Procedure
•
•
dropper
El podealant
1. Follow the directions in Appendix A for use
on low and high power objectives on your
microscope and for making a wet-mount slide.
2. With forceps, remove a young leaf from the
tip of an Elodea plant. Place it on a microscope
slide. Add a drop of water and a coverslip.
3. Place the slide on the microscope stage and
observe the leaf on low power. Focus on the top
layer of cells. Make a drawing of what you see
on the next page.
4. Carefully focus down through the top layer of
cells to observe the layers of cells.
Record your observations in the table
5. Focus on one cell. Observe the movement
of chloroplasts along the cell membrane.
6. Observe the cell nucleus. It looks like a clear
ball. Look at the nucleus on high power.
7. Make a drawing of the Elodea cell on the
next page. Label the cell wall, cytoplasm,
chloroplasts and nucleus. Return to low power
and remove the slide.
8. Place a prepared slide of cheek cells on the
microscope stage. Locate the cells under low
power.
9. Switch to high power and observe the cell
Draw and label the cell membrane, cytoplasm,
and nucleus. Record your observations on the
next page.
•
•
forceps
1 coverslip
•
prepared slide of
human cheek cell
Data & Observations
Cell Part
Elodea
Cheek
cytoplasm
nucleus
chloroplasts
cell wall
cell
membrane
Copyright Glencoe Division of Macmillan/McGraw-Hill. Users of Merrill Life Science have the publisher’s
permission to reproduce this page.
Name _________________________Date _____________Class _________
Activity 2-1 (continued)
Drawings
Elodea leaf
Low power
Cheek Cell
High power
Analyze
1. What parts of the Elodea cell were you able to identify?
2. How many cell layers could you see in the Elodea leaf?
_______________________________________________________________
3. Describe any movement you observed in the Elodea leaf?
______________________________________________________________
4. What parts of the cheek cell were easy to identify?
______________________________________________________________
Conclude and Apply
5. Compare and contrast the shape of the cheek cell and the Elodea cell.
6. Identify the cell part that determines the shape of a plant cell. An animal cell.
______________________________________________________________
7. What can you conclude about the differences between plant and animal cells.
Copyright Glencoe Division of Macmillan/McGraw-Hill. Users of Merrill Life Science have the publisher’s
permission to reproduce this page.
Name ______________________
Date __________________
Drawing an Animal Cell
Directions: In the space provided below, draw an animal cell. Make sure to draw and label
all of the part listed below. Identify each part by coloring it the color indicated in the word
box.
Cell membrane
(yellow)
Mitochondria
(orange)
Nucleolus (blue)
Lysosome (green)
Nucleus (red)
Ribosome (black)
Cytoplasm (light
green)
Vacuole (brown
Name ______________________Date ________________________
Drawing a Plant Cell
Directions: In the space provided below, draw a plant cell. Make sure to draw and label all of
the part listed below. Identify each part by coloring it the color indicated in the word box.
Cell membrane
(yellow)
Mitochondria
(orange)
Cell wall (blue)
chloroplast (green)
Nucleus (red)
Ribosome (black)
Cytoplasm (light
green)
Vacuole (brown
.Name
Date ________________________
2-3 OBSERVING A HUMAN CELL
Instructions: 1. Read the text and complete the project. 2. Use the text to help you to
complete the investigation and answer the question.
Step 2
Step 3
All living things are made of cells; scientists call cells the "building blocks of life." Your
skin, muscles, skeleton, blood, internal organs and all other parts of your body are built of
trillions of cells.
Many of the cells of your body cannot be seen without the use of a microscope and
special stains. While completing this investigation you will use a microscope to observe a few
of the epithelial cells that line your mouth. You will use stains to make these cells more
visible.
Obtain the following materials:
□ one toothpick
□ methylene blue (stain)
□ medicine dropper
□ small container of water
□ microscope slide
□ cover slip
Summing Up
1. Indicate if the words or phrases below refer to cheek, onion, or Elodea cells by circling the
proper choice(s). More than one choice may be used for some phrases.
(a) not rectangular in shape
(b) chloroplasts
(c) Vacuole
(d) cell wall
(e) brick shape in appearance
(g) cytoplasm
(h) no cell wall
(i) an animal cell
(j) a plant cell
onion
onion
onion
onion
onion
onion
onion
onion
onion
cheek
cheek
cheek
cheek
cheek
cheek
cheek
cheek
cheek
Elodea
Elodea
Elodea
Elodea
Elodea
Elodea
Elodea
Elodea
Elodea
2. Complete the Venn diagram in Figure 2 to show which structures are parts of plant cells,
which are parts of animal cells, and which are parts of both.
Name _________________________Date ____________________Hour _______________
Find Out P. 29
Cells Procedure
Part A
Examination of a Chicken Egg
1. Obtain a chicken egg that has been broken into a dish. Also obtain a piece of the eggshell.
2. When you eat an egg for breakfast, you are eating a single cell! Notice the tiny bit of white that
has floated to the top of the yolk. This is the egg cell or ovum itself. The yolk is actually a food
storage packet for the developing chicken. Notice that the yolk held into a round shape by a
thin membrane.
3. Look for two twisted white strings in the egg white. These strings are called chalazae. The
chalazae help to keep the yolk more or less in the center of the white.
4. Another membrane surrounds the egg white. You can probably find remnants of this outer
membrane by examining a piece of eggshel1. Although the shell looks as though it consists of
one layer, it is actually made up of three layers. One way to prove that there are at least two
layers is to examine a brown eggshell. It is brown on the outside but white on the inside! The
eggshell also contains pores through which air enters and waste gases escape.
5. On the egg diagram in Figure 1, label the following structures: eggshell, outer membrane, egg
white, chalaza, yolk, yolk membrane, ovum.
Figure 1
6. Each person measure the diameter of the yolk in centimeters and record.
7. Compare results with your partner. If your measurements are different, measure again
and correct above.
_______________________________________________________________________
8. List two reasons why cells might have different sizes.
A._____________________________
B. ____________________________
Name____________________________________
Rubric
Hour _______________________
The Edible Cell
1. Plant cell ________________
Animal cell _____________________
2. Check off organelles:
Included
Functions
__________
endoplasmic reticulum
__________
__________
ribosomes
__________
__________
mitochondria
__________
__________
vacuoles
__________
__________
cytoplasm
__________
__________
nucleus
__________
__________
golgi bodies
__________
__________
lysosomes
__________
__________
cell membrane
__________
_________
cell wall
__________
_________
chloroplast
__________
Grade = _________
The Incredible, Edible Cell!
Problem: What are organelles? What organelles are found in a cell (plant/animal)? What are
the functions of those organelles?
Hypothesis:
Materials: * 2 blue or green pieces of fruit roll up .. Golgi Bodies * 2 red or yellow pieces of
fruit roll up .. Endoplasmic Reticulum * 1 teaspoon of round cake sprinkles .. Ribosomes * 4
hot tamales .. Mitochondria * 4 chocolate covered raisins .. Vacuoles * Jello/Knox mixture in
plastic cup * 1 paper plate * 1 small Dixie cup full of cell parts (organelle) materials * 1 plastic
knife * 1 plastic spoon
Procedures:
1. Getting the Jello Ready (Bill Cosby Impressions are encouraged!) Follow the package
directions to mix up batches of Jello gelatin mix. Pick a light colored flavor. Every 6 oz
package will make up 4 or 5 cells. Add some unflavored Knox gelatin to the Jello to make it
set up a little stiffer (just regular Jello fell apart during our first test). Pour the Jello/Knox
mixture into individual 9 oz. Solo brand plastic cups until they are about two-thirds full. Put
them into a refrigerator to set. This is the end of today's work. Make sure to label your cups!
You are going make 2 cells (one animal cell and one plant cell.)
2. Day Two, time to eat! Remove the Jello from the plastic cup onto the paper plate. We had
some problem with this. The students may need to run the knife around the very outside edge
of the Jello to loosen it. There are some suggestions that you might spray the cup with Pam
or some other non-stick material. We did not get a chance to try this yet. Running warm water
over the cup may also loosen the Jello.
3. Cut the Jello/Knox in half and remove the top half. Turn over the top and set it on the plate
beside the bottom half.
4. Use the spoon to dig out a hole in the bottom half of the Jello/Knox cytoplasm. Just
pushing the food pieces into the Jello causes it to crack and come apart, making for a very
messy cell. Place the gumball in this hole to represent the nucleus of the cell.
5. Using the spoon to make spaces and your diagram as a guide, place the other cell parts
into the cell. Parts can be put into both the top and bottom half of the Jello/Knox cell
6. Take the top part of the cell and carefully place it on the top. If the cell feels soft. you can
put the parts back into the plastic cup, then turn it over onto the paper plate. Then carefully
remove the plastic cup.
7. After reviewing the parts one final time, those students who wish to can feast on their cell.
Please use clean spoons in case the spoon you were working with fell on the floor or the
table.
Students will:
Compare and contrast cells with different functions.
Observe cells and differentiate among plant, animal and bacterial.
Name ________________________Date ________________________Class __________
ACTIVITY
2-2
DESIGNING AN EXPERIMENT
Observing the Parts of an Organism
Chapter 2
Text Page 48
LAB PREVIEW
1. What safety symbols are associated with this?
2. Why should care be taken when handling microscope slides?
______________________________________________________________________
How are the parts of your body different? How are they alike? How are the parts of plants
different? In Activity 2- 7 you learned how plant and animal cells differ: Are all the cells in an
organism alike?
Getting Started
In this activity, you will observe an
organism, determine its parts, and compare
and contrast the cells in each of the parts.
1. Looking Critically
List the parts of an organism and explain
how they work together. How are manycelled organisms different from one-celled
organisms?
Try It!
1. Observe the onion plant. Draw and label
what you observe.
Materials
Your cooperative group will use:
. onion plant with roots and leaves
. microscope
. microscope slides (3)
. coverslips (3)
. 250-mL beaker with water
. dropper
.forceps
.scissors
4. Prepare a wet mount slide of a thin layer
of each of the parts. Observe each slide
under low power and then turn to high
power.
2. In your group, decide how the onion
plant can be divided into its parts.
3. Use the scissors to cut the onion plant
into parts.
Describe what you see.
It's Alive, Alive, Allllllllllliiiiiiivvvvveeee!
Background: You will be in groups of three, each with your own job. The jobs to choose from
are Contractor, Architect, Surveyor. Your job, as a group, is to build the most realistic life-like
plant cell the world has ever seen.
Problem: What does a 3-dimensional cell look like? What are the various parts of plant cells?
Hypothesis:
__________________________________________________________________
Materials: Play-doh, food coloring or tempera paints (red, purple, green, blue, white), 1 pair
of gloves, yarn or undercooked spaghetti, pepper, plastic-bubble packing, aluminum foil,
plastic wrap, pencil shavings, scissors, 1 large knife, glue.
Procedure:
1.
Before we start be aware that on the final day you must present your cell to the class.
2. After you have decided upon your jobs, the Contractor and Architect will collaborate to
design the plant cell. The design should be drawn up on a piece of paper that explains
what materials will be used for each organelle. It should be colored the same color it will
appear when it is built. Take your time and make a good drawing. This should be
completed early on day two. Throughout this entire process the Surveyor should be
writing down the order in which each organelle was designed and the order in which it will
be built. Along with this the Surveyor must make a copy of the design that the group can
use when building it. The Surveyor's job is to basically take notes all the way through, so if
the final product doesn't come out as planned the Surveyor can look back at
their notes and answer why.
3. After you have finished your design, hand it in and your teacher will approve it. If it is
approved, you can start to build your cell.
4. Building should be the role of the contractor. Architects watch the builders to make sure
they are doing it exactly as planned. Surveyors should take notes on how it is built and
also can assist the Architects to make sure it is being built as planned.