CSI Identification (________________) examining cells Table of Contents Page Number(s) Description 1 Cover Page 2 Terms of Use 3 Table of Contents 4 Teacher Instructions 5 Crime Scene Scenario 6 Items for File Folders (optional) 7 Suspect Information 8-9 Forensic Lab Report (student copy) 10-24 Evidence - Cell Images (2/page) 25-27 Answer Guide 28-29 Sample Lab Report (teacher copy) 30 Note from the Seller 31 Credits Teacher Instructions Overview In this lesson, students will be given a mystery to solve, based on their knowledge of cells. To solve the mystery, they need to know the major differences between plant and animal cells. Students apply their knowledge to a “real-life” scenario in which they must classify cells as plant or animal. Students will record their conclusions in a forensic lab report similar to one that could be used in court. Clear Learning Targets I can identify the organelles in plant and animal cells. I can label drawings of plant and animal cells. I can compare and contrast plant and animal cells. Advance Preparation 1. Make copies of Forensic Lab Report and Suspect Information for each group. 2. Print enough cell pictures for each group. 3. Assemble “Evidence Folders” for each group (optional). Instructional activity 1. Tell the students they are going to play the part of forensic scientists analyzing evidence from a crime scene. 2. Present the scenario for them (page 4). 3. Since police detectives usually work with a partner, divide the students into groups of two. Give each pair a sample cell picture and a copy of the “Forensic Lab Report”. Answer any questions they may have before allowing them to begin their investigation. 4. Have student groups decide what they will need to do in order to identify the cell as plant or animal. Students should conclude that first they need to study the pictures of the cells taken by the evidence technicians. Tell the groups that they must record in a scientific manner the information they find through their observations and they must organize their data carefully. (Optional: Students can glue their cell picture to page 2 of the Forensic Lab Report.) 5. Have student groups conduct observations, record data, and draw conclusions. Sample assessment Have students present their findings to the class as if they are testifying in court. Be sure they back up their findings with facts and use their technical lab report as evidence to support their statements. Crime Scene Scenario Imagine the following: Scene: Unguarded Apartment Complex 7038 Dark Alley Nowhereville, XQ 04073 Setting: Apartment 6B Mr. and Mrs. Worrywart decided to take their family on a much needed trip at the end of the summer. Their children, Jane and Joe, were excited to be spending a week at the beach before they had to go back to school. Mr. Worrywart was concerned about leaving their apartment unoccupied while they were on vacation, so he arranged to have a friend stop by to check on things until they returned. Unfortunately, when the family arrived home yesterday, they were shocked to find their home was in disarray and all of their valuables had disappeared! Mr. Worrywart immediately called 911. When the police arrived, they began to examine the crime scene. It appeared to be a robbery, but with no obvious clues as to who committed the crime. There were no signs of forced entry, and there were no fingerprints that could not be accounted for. It is possible, however, that the perpetrators used gloves. A forensic specialist was called in to examine the crime scene and collect trace evidence (small but measurable amounts of physical or biological material). Even when it seems like there is no evidence left behind by the culprits, the specialist can use laboratory tests that can tell who was at the crime scene from a drop of blood or a single strand of hair. Testing is regularly done in forensic testing labs across the US and in many other parts of the world from only a single cell. To be able to perform these tests, forensic scientists need biological evidence to work with. Often, there is very little material left at the scene of a crime, and not in quantities that will allow analysis. Luckily for the Worrywart family, several different cells were recovered from the crime scene and have been labeled as evidence. These cells are from the bags the culprit used to carry the valuables out of the Worrywart’s home. Since the bags were heavy, they had to be dragged across the floor leaving cells behind. Your challenge is to identify the origin of these cells by classifying them as either plant cells, animal cells, or neither. You must record your findings in a Forensic Lab Report that will be used in future court proceedings. SUSPECT A Height: 182 cm Weight: 210 lbs Eyes: blue Hair: blonde Possessions: clothing, baseball hat, watch, wallet, $13.56, cotton bag SUSPECT B Height: 177 cm Weight: 135 lbs Eyes: hazel Hair: brown Possessions: clothing, earrings, bracelet, purse, $6.75, leather bag SUSPECT C Height: 189 cm Weight: 240 lbs Eyes: brown Hair: black Possessions: clothing, ring, watch, wallet, $24.90, plastic bag State Bureau of Investigation Department of Justice Forensic Lab Report 432 Crime Scene Lane, Misdemeanor, XZ 98765 Phone: (123) 555-4567 Fax: (123) 555-8910 www.examiningtheevidence.com To: Sensational Elementary School Attn: Mrs. Teacher 101 Cutting Edge Drive Entertaining, IQ 24073 Report Date: _________________________ Examined by: _________________________ _________________________ ITEMS SUBMITTED The following items were submitted by Officer Meticulous of Law-breaker County Sherriff’s Office by way of Federal Express: ITEM NUMBER(S) One brown box containing: 1 DESCRIPTION One plastic bag marked “Law-breaker County Sherriff’s Office Entry 080122093 Tag KC070276 Item Number ____________” containing an image of a cell taken with an electron microscope. FACTS SIGNIFICANT TO THE CASE In the boxes below, draw simple “composite sketches” of a plant cell and an animal cell. Label any identifying features on each of the diagrams. PLANT CELL ANIMAL CELL 1 2 Answer “Guide” EXPECTED CONCLUSIONS The chart below lists the item numbers, the type of cell, and some of the identifying features present in each cell images. Use this as a guide when working with students. Items with an asterisk are more challenging and could be given to students in need of a more advanced problem. Item # Type of Cell Identifying Features 1 Plant A cell wall is present. The sides of the cell appear more rigid. 2 Animal This is a human cell. The cell membrane surrounds the cell in a more rounded, undefined shape. 3 Animal These are blood cells. They are not closely packed together. 4* Plant The shape of this cell is rounded, but the chloroplasts and a large central vacuole are clearly visible. 5 Plant These are onion cells. They are closely packed together. The cell wall and the nucleus are visible in the image. 6 Plant The cell wall and chloroplasts are visible in the image. It appears to be closely packed between other cells. 7* Animal 8 Plant These are cells from a leaf. The cell wall and nucleus are visible. The cells are packed tightly together. Stomata cells are also visible. 9 Animal These are cheek cells. The nucleus is visible. The cells have a flexible cell membrane and an undefined shape. 10 Animal The nucleus is visible in the center of the image. There are many smaller vacuoles. The edges of the cell are not rigid. 11 Plant 12* Animal 13 Plant The nucleus is visible in the image. The outer edge is not rigid. There is not a large vacuole. The cell wall is present. Chloroplasts, the nucleus, and a large central vacuole are visible in the image. The cells are tightly packed together. The cell does not appear to have a rigid cell wall or larger central vacuole. The cell wall and large vacuoles are visible in the image. The cells surrounding it are packed together in an orderly fashion. Note from the Seller Thank you so much for your purchase. I hope you and your students enjoy it. Questions, comments and suggestions inspire me so I would love to hear from you. My email address is: iTeachSTEM2kids@gmail.com. Don’t forget to leave feedback on Teachers Pay Teachers to earn credits toward your next purchase! Get Connected Click on the icons above for more products, freebies and ideas for your classroom! Visit my blog here: http://iteachstem.blogspot.com/ Click HERE to follow my Teachers Pay Teachers store so you never miss out! Credits (clipart, paper and font artists) A special thanks to the following graphic artists.
