CELLS Grade 7 Life Science Rinda Van Zuilen Table of Contents Standards Rationale Concept Map Lesson Plans Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 Day 11 Day 12 Day 13 Day 14 Day 15 Ordering and Planning Dates Reflections on Schedule of Lessons Special Student Considerations Assessment Potential Safety Concerns Lab Rules Classroom Management Teaching Resources Self-Evaluation Standards Covered in this Unit National Standards - Structure and Function in Living Systems - All organisms are composed of cells--the fundamental unit of life. Most organisms are single cells; other organisms, including humans, are multicellular. - Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing more cells. This requires that they take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs. State Standards - The student will understand that all organisms are composed of cells that carry on the many functions needed to sustain life. Unifying Science Concepts - Systems, Order, and Organization - Evidence, Models, and Explanation - Form and Function Rationale This unit covers these national and state standards. This unit would be the lead into genetics and evolution. This would be because the students would need to understand that cells contain genetic information. They would also need to understand the process of cell division as a part of genetics and evolution prior to these units. Parts of a microscope How to use the microscope Concept Map to use the microscope you need to know Robert Hooke Microscope using a was discovered by can be seen by using a The cell can be categorized into Single celled and multi celled organisms which can be divided into grows and repairs by Cell Division 2 types of division are Animal cells and plant cells Mitosis and Meiosis which contain Can be divided into Nucleus, nucleolus, chromosomes, RER, SER, ribosomes, Golgi apparatus, centrioles, mitochondrion, lysosome, cytoplasm, cytosol, peroxisome, plasma membrane, vacuoles, chloroplast Interphase, Prophase, Metaphase, Anaphase, Telophase Day One Objectives: Students will be able to label the parts of a microscope. Students will be able to use and carry a microscope properly. Students will be able to create a wet mounted slide. Key Concepts: Microscope parts and usage Wet mounting Materials: Microscope Microscope worksheet Slides Slip Covers Specimen – thread fibers Lesson Activity Microscope worksheet Have an overhead of the same worksheet and fill in the worksheet with them. Explain what each part of the microscope is and what it does. Explain the steps to using a microscope properly and how to carry the microscopes safely. Time: 20 minutes Wet Mounting Demonstrate to the students how to create a wet mount. Explain why you wet mount slides. Then have the students try it using just water, then wet mount the thread fibers. Allow the students to look at the water under the microscope so that they can identify what a water bubble looks like. Then have them look at the thread fibers under different magnifications. http://www.greatscopes.com/act005.htm Time: 30 minutes Reading Assignments: None Homework Assignments: None Teaching Strategies: Lecture, Demonstration, Hands-on practice (laboratory) Day Two Objectives: Students will be able to explain the concept that larger objects are composed of smaller units, like cells. Students will be able to demonstrate how to carry a microscope. Students will be able to label the parts of a microscope. Key Concepts: Larger objects are composed of smaller units. Microscope usage Materials: Picture of a brick house from a distance Picture of a brick house close enough to see windows and the door Picture of a brick house from four feet away Picture of an onion or a real onion Picture of an onion cut in half or a real onion Picture of the magnified cells of an onion Lesson Activity: KWL worksheet Students will write down what they know about cells, what they want to know about cells, and at the end of the unit they will write down what they have learned about cells. Then discuss with the class the things that they know and want to know. Time: 15 minutes Picture Activity Begin by having the students look at a picture of a brick house from a distance, ask students to explain what they see and discuss how you can tell the shape of the house. Then show a closed picture of the house, ask what is different from the previous picture and discuss how you can notice more detail: walls, windows, doors, stairs, and chimney. Then show the pictures of the bricks and explain how each brick forms part of the structure of the building. Next ask if this can be related to plants and animals then explain how animals and plants also have an overall structure as well as different parts. Then show an onion in the same manner as the house. Explain how the bricks that make up the house are like how plants and animals have cells, that are too small to see with the naked eye but are visible under a microscope. Time: 30 minutes Microscope Review Look at the worksheet on microscope parts, how to use and how to carry. Have students recall wet mounting. Time: 5 minutes Reading Assignments: Chapter 1 Section 1 pages 16 -22 in Science Explorer: Cells and Heredity (2000). Homework Assignments: None Teaching Strategies: Diagnostic Assessment, Inquiry, Discussion, Review Day Three Objectives: Students will be able to explain the history of cells. Students will be able to explain the cell theory. Key Concepts: History of science Cell theory Materials: Microscope, cork Lesson Activity: Lab – Have the students look at cork under the microscopes and have the lab partners do a Think, Pair, Share about what they’ve seen. Then lead a class discussion about what we’ve just observed. Time: 10 minutes Lecture – explaining how Robert Hooke discovered the cell. Why he named it the way he did. Talk about the development of the microscope and how we are now able to see things we’ve never seen before. Time: 15 minutes Use: http://www.cellsalive.com/ to show students the types of things that we can see using microscopes. Time: 5 minutes Show: The Magic of Cells Video. Time: 20 minutes Reading Assignments: None Homework Assignments: None Teaching Strategies: Laboratory, Think-Pair-Share, Inquiry, Lecture, Video Day Four Objectives: Students will be able to explain the similarities and differences between bacteria, plant, and animal cells. Students will be able to identify differences between prokaryotic and eukaryotic cells. Students will be able to determine if bacteria, plant, and animal cells are prokaryotic or eukaryotic. Key Concepts: Plant cell Animal cell Bacteria cell Eukaryotic vs. prokaryotic cells Materials: Microscope Bacteria slides Plant cell slides Animal cell slides Lesson Activity: Lab on bacteria, plant and animal cells Time: 30 minutes Collaboration of students’ similarities and differences they found as a class. Time: 8 minutes Lecture on prokaryotes vs. eukaryotes based on similarities and differences that they found. Some concepts to mention: Prokaryotes don’t have definite structures. Eukaryotes have definite structures. Time: 10 minutes Mention that for the rest of the unit we will be concentrating on eukaryotes, plants and animals, and their similarities and differences based on their structures. Time: 2 minutes Reading Assignments: None Homework Assignments: None Teaching Strategies: Laboratory, Lecture, Class Discussion, Grouping: lab/table partners Bacteria, Plant, and Animal Lab Part I. Materials: Microscope Prepared slides of bacteria cells Prepared slides of plant cells Prepared slides of animal cells Procedure: In pairs obtain 1 of each of the 3 specimens. View them under the microscope under low and high power. Draw each of them under the power where there is most detail. Make a detailed drawing of each and label which power was used. Part II. Label the drawings as prokaryotic and eukaryotic. Day Five Objectives: Students will be able to identify and explain function of the parts of the cell. Key Concepts: Cell organelles Materials: Textbook Lesson Activity: Introduction: - Overview of yesterday’s activities and how we looked at similarities and differences of bacteria, plant, and animal cells - We noticed that within the eukaryotic cells there were various structures and these structures are called organelles. - In the jigsaw activity you will learn what these organelles are, where they are located in the cell, if they are located in only plant or animal cells and their function. Time: 10 minutes Jigsaw Activity: - Students will be separated into groups of 5. - Each person will then move to another group and become an expert on 2-3 organelles of the cell. - Students will then gather into groups and begin sharing the information they became an expert on. Time: 40 minutes Reading Assignment: Pages 23-31 to obtain information Homework Assignment: Tell students about CELLO project and give them a list of items that will be needed next week. Teaching Strategies: Jigsaw, Review Jigsaw Activity Expert Group #1 Cell Membrane Cell Wall Expert Group #2 Vacuole Cytoplasm Lysosome Expert Group #3 Endoplasmic Reticulum Ribosomes Expert Group #4 Nucleus Nucleolus Chromatin Expert Group #5 Mitochondria Golgi Bodies Chloroplast Day Six Objectives: Students will be able to identify and explain function of the parts of the cell. Key Concepts: Cell organelles Materials: Textbook Lesson Activity: Continue the jigsaw activity until experts have shared their information. Time: 25 minutes Summarize the findings of the expert groups and make sure that everyone has accurate and correct information regarding each of the organelles by discussing with the class what they were told by their experts. Time: 20 minutes Explain the Analogy assignment and give an example. How a cell is related to a school: Nucleus=office, related by directing activities Cell Membrane=walls, related by forming barrier Lysosomes=janitors, related by cleaning Vacuoles=storage rooms, related by storage Etc. Time: 5 minutes Reading Assignments: None Homework Assignments: Analogy Assignment Reminder about the items that are needed in the CELLO project Teaching Strategies: Jigsaw, Class Discussion, Review Cell Analogy Assignment Directions: Compare the cell and its organelles to something you are familiar with. Possible themes: city, school, computer, human body, etc. Requirements: 1. Make a picture/drawing/image of the theme you are using. Label the parts. 2. Make a picture/drawing/image of the type of cell you are comparing your theme to (plant or animal). 3. Organelles must be included, labeled and described. a. Relate the role of the organelle to your theme object. b. Explain its function. 4. Include these organelles (choosing only the ones that relate to your type of cell (plant or animal) a. Cell Wall b. Cell Membrane c. Vacuole d. Cytoplasm e. Lysosome f. Endoplasmic Reticulum g. Ribosomes h. Nucleus i. Nucleolus j. Mitochondria k. Chloroplast l. Golgi Bodies Day Seven Objectives: Students will be able to draw and label the parts of plant cells and animal cells. Students will be able to create their own wet mounted slides. Key Concepts: Plant cells vs Animal Cells Materials: Microscope slides and cover slips, Elodea, onion, toothpicks, iodine, methylene blue, medicine droppers. Lesson Activity: Discuss some of the interesting and well-done analogy assignments to give more examples to the students. Time: 5 minutes Introduction to Plant and Animal Lab Overview of the information that they gathered about organelles of cell and their functions. Time: 5 minutes Plant and Animal Lab Introduction on how they are going to look at real plant and animal cells, draw them, and label the parts. Cheek Cells: Procedure: 1. Before you begin, make sure your slide and coverslips are clean. You don’t want lint or fingerprints on your slide. If the slide is dirty, rinse it off and dry it well with a paper towel. 2. Put a drop of methylene blue on a clean slide. Caution: Methylene blue will stain clothes and skin. 3. Gently scrape the inside of your cheek with the flat side of a toothpick. Scrape lightly. 4. Stir the end of the toothpick into the stain and throw the toothpick away. 5. Place the coverslip at a 45-degree angle on the edge of the water/saliva mix. Allow the liquid to spread down the edge of the coverslip. Once it has spread, carefully lower the coverslip over the liquid. —If you have a lot of air bubbles regardless of size, rinse of your slide and start over. It’s important that you make a good slide. 6. Use the SCANNING objective to focus. You probably will not see the cells at this power but you can eliminate blurriness by focusing now. 7. Switch to low power. Cells should be visible, but they will be small and look like irregular shaped objects. 8. Once you think you have located a cell, switch to high power and refocus. 9. Draw what you see and label the parts. Elodea: Procedure: 1. Before you begin, make sure your slide and cover slips are clean. You don’t want lint or fingerprints on your slide. If the slide is dirty, rinse it off and dry it well with a paper towel. 2. Place a drop of water in the center of a clean glass slide. 3. Remove a leaf from the Elodea plant and place it on the drop of water on the slide. Make sure the leaf is flat. 4. Carefully place a cover slip over the drop of water and Elodea leaf. 5. Place the slide on the stage of the microscope with the leaf directly over the opening in the stage. 6. Using the SCANNING objective, locate the leaf under the microscope. 7. Switch to the low power. Adjust until the leaf is in focus. 8. Once you have located a cell, switch to high power. 9. Draw what you see and label the parts. Onion: Procedure: 1. Peel a translucent piece of tissue from the onion. The smaller the piece the better. (Translucent means that you can see light through the specimen, but it is not transparent.) 2. Place the piece of onion on a glass slide and add a drop or two of the iodine solution. 3. Cover the slide with a cover slip using the same technique that you used for your cheek cells. 4. Observe the onion cell under both low and high power. 5. Draw what you see and label the parts. Time: 40 minutes Reading Assignment: None Homework Assignment: Bring the items needed for the CELLO project. Create a table comparing the parts of plant and animal cells Teaching Strategies: Laboratory Using your drawings from the lab. Create a table comparing Plant Cells and Animal Cells. PLANT CELLS ANIMAL CELLS Day Eight Objectives: Students will be able to describe the cell as a 3D object rather than the 2D object they are accustomed to observing. Students will be able to describe the appearance and location within the cell of the various cell organelles. Students will be able to compare and contrast their 3D plant cell and their 3D animal cell. Key Concepts: Cell as a 3D object Materials: Teacher – plastic sacks, twist ties, jello, boiling water, gelatin, large mixing bowls, spoons Student – plastic “Tupperware” sandwich sized containers, canned fruits, paper, pencil Lesson Activity: Review and complete the lab from Day Seven, Time: 15 minutes CELLO Project 1. Students, in lab partners, will select 2 plastic sacks. They will put one plastic sack in a small square "tupperware" container so that the plastic sack completely lines the container and the extra sits outside the container. The other sack should be open on the desk. 2. Each student or group of students should then put similar amounts of "Knox Blox", warm, lemon gelatin into the two sacks so that the container will be close to full. Then fruits representing required cell organelles should be put into the gelatin: plums to represent nuclei, mandarin oranges to represent mitochondria, grapes to represent chloroplasts etc. The plastic sacks represent cell membranes while the plastic container represents a cell wall. 3. The "cells" should then be closed using twist ties and refrigerated to set (several hours or until next day). http://www.cbv.ns.ca/sstudies/science/sci3.html Time: 35 minutes Reading Assignments: None Homework Assignments: None Teaching Strategies: Laboratory Day Nine Objectives: Students will be able to make a table comparing plant and animal cells organelles. Students will be able to determine organelles based on the type of cell and its function. Key Concepts: Plant cell vs. Animal Cell Materials: 10 pictures of plant and animal cells. Lesson Activity: Discuss our CELLO lab from yesterday. Place plant cells together and show the relationship between one cell and forming the plant. Place animal cells together and show the relationship between one cell and forming an animal. Remind the students about how looked at the cork, cheek cell, Elodea, and onion. Make comparisons to those drawings and the way the CELLO cells look all placed together. Time: 20 minutes “Is it a Plant or Animal Cell” Exercise In groups of 3, students will be given a picture of a cell and they will have to determine if it is a plant or animal cell using the tables that they have created and give an explanation of at least 2 reasons why. Students will then present their picture to the class with their justification and the class will determine if they agree or disagree and why. Time: 30 minutes Reading Assignments: None Homework Assignments: None Teaching Strategies: Class Discussion, Demonstration, Presentations, Debate, Day Ten Objectives: Students will be able to use key cell concepts in context. Key Concepts: Microscope use, Cell Theory, Prokaryotic vs. Eukaryotic Cells Cell Organelles, Plant cells vs. Animal cells, Cells as a 3D object Materials: Table, 3 chairs, 9 X’s cut-out of paper, 9 O’s cut-out of paper, 9 ½ pieces of paper, yarn, hole punch Lesson Activity: Complete group presentations from “Is it a Plant or Animal Cell” exercise. Time: 15 minutes HOLLYWOOD CELLS (based on Hollywood Squares, TV game show) To begin: Have 9 students be #3’s and split the rest of the class into 1’s and 2’s. Number 3’s are going to be celebrities and the rest of the students will be contestants. Before the Game: Have the celebrities choose who that want to be (or make it up ahead of time). Write their names on the ½ sheet of paper, punch it and use the yarn to make a nametag. Have 3 of them sit on the table, 3 sit on chairs in front of the table, and 3 sit on the floor in front of the chairs. Assign one group to be the O team and the other X team. To Play: Each group sends up a contestant. To see which team begins have a coin toss. The team who wins picks a celebrity to answer the question from the teacher. The celebrity to give an answer. (tell the celebrities before to give the correct answer if they can or to bluff an answer, but at all times remain confident and try and fool the contestants if the answer isn’t correct) The contestant then has to agree with the answer or disagree. If the contestant is correct they give the celebrity their teams letter to hold. If they are incorrect the other team gets a chance to answer a question and give their letter to the celebrity. The teams alternate until one team gets 3 letters in a row. Reading Assignments: Pages 61 – 69 on Cell Division Homework Assignments: None Teaching Strategies: Group Presentations, Interactive games Day Eleven Objectives: Students will be able to explain how cells grow, divide and die. Students will be able to explain pertinent vocabulary words in their own words Students will be able to explain the history of DNA. Key Concepts: Cell growth and reproduction DNA Materials: Film: “The Intricate Cell” American Cancer Society Lesson Activity: Watch the film. Time: 30 minutes Do an overview of the new vocabulary words associated with cell division. Explain the Watson and Crick discovery of the shape of DNA. Why it works, Base pairing, how we are now able to determine different disease from DNA knowledge. Time: 20 minutes Reading Assignments: None Homework Assignments: None Teaching Strategies: Video, Lecture Day Twelve Objectives: Students will be able to explain the different phases of mitosis. Key Concepts: Cell Division Materials: Textbook Computer Lab Lesson Activity: Introduction: Explain that we are going to cover what happens during each stage of mitosis and how we are going to do the jigsaw activity. Time: 5 minutes Jigsaw: Students will be divided into 6 groups. Each person will then move to another group and become and expert on a phase of mitosis. Using textbook as well as Internet to learn about the phase assigned. Students will then gather into groups and begin sharing the information they became an expert on. Time: 45 minutes Reading Assignments: Pages 61-68 for information Homework Assignments; None Teaching Strategies: Jigsaw Group #1 – Interphase Group #2 – Prophase Group #3 – Metaphase Group #4 – Anaphase Group #5 – Telophase Group #6 – Cytokinesis Day Thirteen Objectives: Students will be able to explain the different phases of mitosis. Students will be able to construct a model of DNA as a structure. Key Concepts: Cell Division DNA Materials: None Lesson Activities: Complete Jigsaw activity from previous day. Time: 15 minutes Summarize the findings of the expert groups and make sure that everyone has accurate and correct information regarding each of the organelles by discussing with the class what they were told by their experts. Time: 15 minutes “Make a DNA Model using Candy” 1. Gather together red and black licorice sticks, colored marshmallows or gummy bears, toothpicks and string. 2. Assign names to the colored marshmallows or gummy bears to represent nucleotide bases. There should be four different colors each representing either adenine, cytosine, guanine or thymine. 3. Assign names to the colored licorice pieces with one color representing the pentose sugar molecule and the other representing the phosphate molecule. 4. Cut the licorice into 1 inch pieces. 5. String half of the licorice pieces together lengthwise alternating between the black and red pieces. 6. Repeat the procedure for the remaining licorice pieces to create a total of two stands of equal length. 7. Connect two different colored marshmallows or gummy bears together using the toothpicks. 8. Connect the toothpicks with the candy to either the red licorice segments only or the black licorice segments only, so that the candy pieces are between the two strands. 9. Holding the ends of the licorice sticks, twist the structure slightly. Time: 20 minutes Reading Assignments; None Homework Assignments: None Teaching Strategies: Jigsaw, Lecture, Hands-on inqury Day Fourteen Objectives: Students will be able to observe different phases of mitosis. Students will be able to state why cells divide. Students will be able to draw the different stages of mitosis and try to arrange them in order of division. Students will be able to demonstrate each phase of mitosis and the main characteristics of each. Key Concepts: Cell Division Materials: Prepared onion root tip mitosis slides. Microscope Lesson Activity: Explain that the stain to be used in this preparation is different because something will be noticeable that could not be seen in past labs (chromosomes). Try to have the students guess this by questioning them about the cells they are observing - i.e. dividing cells - and how these are different than previous cells observed. Nuclei were observed before but not the chromosomes. Once the slide has been obtained, observe it and draw all the different views of cells present under high power. Be careful to observe the nucleus and chromosomes since this is what was not observed previously. Time: 20 minutes What the students are observing is an ordered process by which the cells divide the chromosomes so that one copy of each goes to each new cell. Once they have drawn all the different views of cells they have observed, they should share them with their lab groups, the teacher and perhaps the class. Hopefully all the stages of mitosis have been observed and drawn. These can be put on the board or overhead so that the entire class can see all the phases/views and copy them onto their papers. It is not necessary to name the observed cells with a phase of mitosis, but it may be easier so that students can more easily differentiate them and relate them to a new vocabulary term. Once all the students have drawings of all the phases of mitosis, ask them to arrange the pictures in a way that would show a logical sequence of cell division. Have one member from each group explain what order they put the drawings and why they did it that way. Time: 30 minutes Reading Assignments: None Homework Assignments: None Teaching Strategies: Laboratory, Group Discussion Day Fifteen Objectives: Students will take an exam on unit thus far. Students will be able to use cell concepts in problems. Key Concepts: All thus far Materials: Exam, KWL worksheet Lesson Activities: Exam Time: 30-40 minutes KWL Completion Students will be asked to reflect on what they have learned in the unit thus far, how that compares to what they knew before and what they wanted to learn. They will also be asked what they did as a student to learn the information and how they might have done things differently to learn more. What they liked most about the unit and what they liked least. Should be at least half of a page in length. Time: 10 minutes Reading Assignments: None Homework Assignments: None Teaching Strategies: Exam, KWL Ordering and Planning Dates All materials can be ordered at the beginning of the unit. Prepared slides of plant, animal, and bacteria cells may need to be ordered earlier depending on delivery time. This situation also applies to Elodea order, as it needs to be fresh when used in lab. Other materials can be purchased at a grocery store or found in the school: onion, plastic sacks. Jello, gelatin, bowls, spoons. Reflections on Schedule of Lessons Through the lessons that are present in my unit the nature of science is present in the fact that I am teaching the history of science in my lesson about Watson and Crick discovering the structure of DNA and in my lesson about the history of the microscope and the discovery of cells by Hooke. It is also present in the orderliness of cell division. As well as the study of natural objects such as cells. The exploration of the natural world such as plant cells, animal cells and bacteria cells. Inquiry is part of my unit in that I have 5 days devoted to looking at things under the microscope and allowing the students to discover what they can. The students will learn the relationship between science and math by having to determine the correct magnification of the microscope when using the microscope with different lenses. The community is involved in the teaching of these lessons in that parents are expected to provide the materials for the CELLO activity. The lessons address gender equity in that when students are called upon to answer questions they will be equally male and female. Make sure that all students are given an equal chance to answer questions and not only call upon the boys that are eagerly raising their hands. Do the same with multi-cultural students. By using the Internet in the mitosis stages jigsaw students are using technology as well as in all of the labs that are using microscopes. The lessons are challenging to 7th grade students but they are not so difficult that they will not be able to accomplish them. They are in the Zone of Proximal Development for these students. They are also getting to learn using games, which is interesting to these students in the review game. The CELLO project is interesting to these students and the 3D DNA model being made out of candy is interesting to these students because they are getting to use things that are familiar to them. Special Student Considerations Emotional Behavior Disorder Provide a structured classroom Create a quiet cool down area Establish cues as reminders for inappropriate behavior Establish a positive relationship with the student Provide positive feedback Model positive behavior Learning Disabilities Altered tests Extra time to complete assignments and tests Peer tutoring Provide outlines of lectures and discussions Emphasize important information Present information using multiple learning strategies Allow students to show learning in multiple ways Mild Mental Retardation Break skills and assignments into smaller steps/segments Peer tutoring Group work Activity-based instruction Using real-life applications for skills Attention Deficit Disorder Provide a structured classroom Help student organizing his/her materials Provide brief and clear material/instructions Provide positive feedback Establish cues as reminders for attention Emphasize important material Keep distractions to a minimum Visual Impairment Speak all instructions Have student seated close to the front of the room Hearing Impairment Have all instructions visual Note takers Assessment Diagnostic Assessment I would probably not have a formal diagnostic assessment, instead I would ask questions during class. I would check for previous knowledge by a show of hands or by questioning students individually. Depending on the response that I get from the in class questioning I may give a quiz to find out the students’ prior knowledge. Examples: In a cell, where is the cell membrane located? Do plant cells have cell membranes? What structures do plant cells have that animal cells don’t? Explain the cell theory. What are the stages in cell division? What happens in each stage? Formative Assessment Questions that would be asked in this unit. Knowledge Label the parts of a microscope. Tell the stages of cell division in order. Comprehension Explain the functions of cell organelles. Explain what happens at each stage of cell division. Application Demonstrate wet mounting. Application Compare and contrast plant cells, animal cells, and bacteria cells. Synthesis Why do different cell types require different organelles? Evaluation What would happen if cell division stopped? Day 4 – Drawings and labeling of lab on bacteria, plant, and animal cells. Day 7 – Compare and Contrast plant and animal cell table Day 8 – CELLO project Day 13 – Candy DNA model No points will be given for these. Summative Assessment Day 6 – Analogy Assignment – 10 points Day 15 – Test on unit – 50 points Cell Analogy Assignment - 10 points Directions: Compare the cell and its organelles to something you are familiar with. Possible themes: city, school, computer, human body, etc. Requirements: 1. Make a picture/drawing/image of the theme you are using. Label the parts. 2. Make a picture/drawing/image of the type of cell you are comparing your theme to (plant or animal). 3. Organelles must be included, labeled and described. a. Relate the role of the organelle to your theme object. b. Explain its function. 4. Include these organelles (choosing only the ones that relate to your type of cell (plant or animal) a. Cell Wall b. Cell Membrane c. Vacuole d. Cytoplasm e. Lysosome f. Endoplasmic Reticulum g. Ribosomes h. Nucleus i. Nucleolus j. Mitochondria k. Chloroplast l. Golgi Bodies Full credit will be given if the student has completed the requirements. Test on Unit - 50 points Matching (1 point each) 1. _____ Rigid structure in plant cells 2. _____ Jelly-like substance in the cell 3. _____ Powerhouse of the cell 4. _____ Gatekeeper of the cell 5. _____ Storage unit of the cell is larger in plants than in animals 6. _____ Where proteins are made 7. _____ DNA 8. _____ The stomach of the cell 9. _____ The control center of the cell 10. _____ Capture energy from the sun and use it to produce food for the cell 11. _____ Network of passageways 12. _____ Dark spot in the nucleus where ribosomes are made A. Cell Membrane B. Cell Wall C. Nucleus D. Mitochondria E. Nucleolus F. Ribosome G. Vacuole H. Lysosome I. Chloroplast J. Cytoplasm K. Chromatin L. Endoplasmic Reticulum Short Answer (3 points each) 1. Explain the differences between a plant cell, animal cell and a bacteria cell. 2. Explain why cells divide. Give at least 2 reasons. 3. Explain the three parts to the cell theory. 4. Explain the correct way to carry a microscope. 5. Put the 6 stages of mitosis in order. 6. Name 3 discoveries that have been made using the microscope. Multiple Choice (2 point each) 1. _____ This stage of mitosis the chromosomes line up across the center of the cell? A. Prophase B. Metaphase C. Anaphase D. Telophase 2. _____Who discovered the shape of DNA? A. Watson and Crick B. Robert Hooke C. Charles Darwin D. Alexander Fleming 3. _____ Which organelle makes energy usable for the cell? A. Lysosome B. Mitochondria C. Golgi Body D. Ribosome 4. _____ What is the cell wall of a plant made of? A. Glucose B. Cellulose C. Chitin D. Fructose 5. _____ During this stage the cell grows and copies its DNA. A. Anaphase B. Cytokinesis C. Prophase D. Interphase 6. _____ During this stage the cytoplasm divides and the organelles are distributed into two cells. A. Anaphase B. Cytokinesis C. Prophase D. Interphase 7. _____ In DNA, what does adenine pair with? A. Cytosine B. Guanine C. Thymine D. Adenine 8. _____ This stage of mitosis the chromatin condenses to form chromosomes. A. Telophase B. Metaphase C. Prophase D. Anaphase 9. _____ This stage of mitosis the centromeres split and the chromatids move to opposite ends of the cell. A. Metaphase B. Telophase C. Anaphase D. Prophase 10. _____ This stage of mitosis a new nuclear membrane is formed around each region of chromosomes. A. Anaphase B. Prophase C. Telophase D. Metaphase Safety Potential Safety Concerns Day 1, 2, 4, 7, 14 – Microscopes and Slides Students must know the proper way to carry and handle the microscope. Walking with one hand under the base and the other hand holding the arm. Students must know how to properly handle slides. Carefully hold the slides and walk them to their lab station. Students must listen to instructions carefully. Day 8 – Hot water To make the jello boiling water must be used. The students must be careful in handling the boiling water, when moving the water the students must walk and listen to directions carefully. Day 13 – Scissors Students must carry scissors correctly and must walk when carrying them from one place to another. Day 4 – Bacteria Students must wear goggles and gloves when handling the bacteria slides. Students must not wear loose clothing and have long hair tied back. Students must walk when carrying bacteria and must listen to instructions carefully. Lab Rules 1. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ASK YOUR TEACHER BEFORE PROCEEDING WITH THE ACTIVITY. 2. Never work alone in the laboratory. 3. Do not eat food, drink beverages, or chew gum in the laboratory. 4. Be alert and proceed with caution at all times in the laboratory. Notify the teacher immediately of any unsafe conditions you observe. 5. Keep hands away from face, eyes, mouth, and body while using chemicals or lab equipment. Wash your hands with soap and water after performing all experiments. 6. Know the locations and operating procedures of all safety equipment including: first aid kit(s), and fire extinguisher. Know where the fire alarm and the exits are located. 7. Any time chemicals, heat, or glassware are used, students will wear safety goggles. NO EXCEPTIONS TO THIS RULE! 8. Dress properly during a laboratory activity. Long hair, dangling jewelry, and loose or baggy clothing are a hazard in the laboratory. Long hair must be tied back, and dangling jewelry and baggy clothing must be secured. Shoes must completely cover the foot. No sandals allowed on lab days. 9. Report and accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the teacher immediately, no matter how trivial it seems. Do not panic. Classroom Management Rules: 1. Raise hands to be recognized. 2. Stay seated until given permission to leave. 3. Leave all food and drink with the exception of water outside of classroom. Procedures: 1. Entering the classroom Stand at the door when students are entering the room. 2. Getting to work immediately Have a “Do Now” prepared each day as part of the routine. Require that it is handed in and give 3 daily work points for attempting the “Do Now”. 3. Tardiness Don’t acknowledge that they came in late but talk with them about it during “work time” or at the end of the hour. Tardy is determined by anyone that enters the room after the bell rings, I will keep track by writing down the names of the students that enter late. I will follow the school’s rules regarding tardiness. 4. Signaling attention from class Raise my hand and as the students see me, each of them raises their hands until entire class is paying attention. After the students catch on to looking for me it will turn into me just raining my hand. 5. Ending class Remain in seats until bell rings and the teacher has given permission to leave. 6. Handling minor disruptions Use the Principle of Least Intervention when dealing with disruptions. First, use non-verbals, such as eye contact with the student. Next, be positive and praise good behavior of others. Use verbal reminders and continue to use these until it becomes necessary to apply a consequence. 7. Handling late work Late work will be accepted for 75% credit after 1 day, 50% credit after 2 days, 25% credit after 3 days, after 3 days no credit will be given. Have a “late work” basket to hand in late work. Also give 5 late work coupons to be used whenever they need one and they will receive a 3 day extension. 8. Handling missed work because of absences Allow 2 days to make up work for every day the student is absent after 2 days the late work procedure will take effect. Put in “late work” basket. There will also be a basket for assignments to be picked up from the previous day. Speak with the student during work time or after school about the work that they missed. 9. Collecting work Pass work to front of room at the beginning of class or have a “today’s work” basket to be used as the student finishes work or on the way out of the door at the end of class. 10. Returning work The teacher will return work while students are working the current days work. 11. Out of seat behavior Allow “out of seat behavior” only during work time, this does not include chatting with friends. 12. Out of room behavior Have a hall pass next to the door and they can use it freely to use the bathroom but it can only be used once a day by each student. 13. Dealing with students that forget pencils, paper, textbook Require collateral for forgotten pencils, paper, or book to ensure the return of items. Collateral can be anything of value to the student, they can choose it but it must be approved by me. 14. Encouraging and leading class discussions so that all students participate Have class discussions be a time when there is no need to raise you hand, allow free discussion. The use of groups with a speaker for the group but they are given time to discuss in their group what they want said. 15. Group work In group work have roles for each group member to ensure participation, have these roles change each time so that everyone gets a chance to be each role. I will create groups randomly and groups will change after each grading period. The students will be allowed to confidentially grade each other and themselves within the group dynamic. Extreme situations will be handled by removing the student from the room by taking the student into the hall or my office and discussing the consequences of the student’s actions outside of the room. The classroom management strategies currently used in my apprenticeship site are: Students raise hands to be recognized. Students get 3 warnings by writing the first letter of their name on the board and making a mark by it. After 3 the student is sent to the desk that is outside the door and my cooperating teacher has a discussion with the student. The principle of least intervention is used in my apprenticeship site. My cooperating teacher uses eye contact to initially tell the student that they are behaving inappropriately. Teaching Resources The display that I would use with this unit would have a poster of a diagram of an animal cell and a poster of a diagram of a plant cell. I would also have pictures of single celled organisms and posters of the different phases of cell division. Audio-visual or software aids The Magic of Cells Videotape Cells: The Building Blocks of Life Cell Biology CD-ROM Internet Resources www.middleschoolscience.com/life.htm www.reachoutmichigan.org/funexperiments/agesubject/biology.html www.accessexcellence.org/AE/AEC/AEF/ www.iit.edu/%7Esmile/biolinde.html www.cloudnet.com/~edrbsass/edsci.htm#biology Print Resources Alberts, Bruce. (2004). Essential Cell Biology. New York, NY: Garland Science Pub. Campbell, Neil A. and Jane B. Reece. (2004) Biology. New Jersey: Prentice Hall. Cronkite, Donald, Ph.D. (2000). Science Explorer: Cells and Heredity. Needham, MA: Prentice Hall. Snustad, P.D. and M. J. Simmons. (2003). Principles of Genetics. New Jersey: Wiley and Sons, Inc.