Youngstown City Schools
SCIENCE: ANATOMY
UNIT #2: CELLS AND BODY TISSUE - - (15 DAYS)
SYNOPSIS: Students analyze the chemical and structural organization of cells to find out how they function independently
and as a part of a tissue. Students view and compare prepared slides of human tissue in terms of how their form is directly
related to their function. Students write about cells and the functions they perform; how concentrations of materials can
determine how materials move into and out of cells; and how certain factors are responsible for the aging process.
ENABLERS: Cells structure and function based on types of cells and organelles of each cell. Microscope use and slide
preparation or creation.
STANDARDS
II. CELLS AND BODY TISSUE
A. Tissues are a group of similar cells performing the same function
B. The structure, function, location of various types of tissues
1. epithelial
2. connective
3. muscle
4. nervous tissue
C. Cells carry out all the chemical activities needed to sustain life
D. The 4 major elements that make up living matter and several trace elements
E. The major components of the cell
1. structure
2.functions
F. Transport across a membrane
1. active
2. passive
G. Process of DNA replication and mitosis
H. The role of RNA in protein synthesis
I. The 4 major types of tissue
1. form is related to function
2. diseases and cancer
J. Tissue slides using a microscope
1. prepared tissue slides
2. living tissue slides
K. The process of tissue repair (wound healing)
LITERACY STANDARDS
RST – 9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent
understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
WHST – 2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds
on that which precedes it to create a unified whole; include formatting
(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the
topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
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d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to
manage the complexity
of the topic; convey a knowledgeable stance in a style that responds to the
discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the information or explanation
provided (e.g., articulating implications or the significance of the topic).
WHST - 8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on
any one source and following a standard format for citation.
Vocabulary
diffusion
osmosis
active transport
passive transport
selective permeability
hypertonic
hypotonic
isotonic
facilitated diffusion
plasmolysis
endocytosis
exocytosis
equilibrium
replication
transcription
translation
DNA
mRNA
tRNA
amino acids
mitosis
regeneration
prophase
fibrosis
metaphase
anaphase
telophase
TEACHER NOTES
MOTIVATION
1. Pre- Assess to determine what students already know about cells and tissue.
2. Teacher gives students cells and tissue samples to classify by microscope activity based on
plant vs. animal and organelle recognition.
3. Teacher shows students how outlined notes will be evaluated, all notes should not only
include key information but have reactions and written reflections as a biologist of medical
professional would write, per task.
4. Students set personal and academic goals.
5. Preview for students what the Authentic Assessment will be and what they will be expected to do
TEACHER NOTES
TEACHING-LEARNING
1. Teacher introduces the topic of cell activity by referring to chemical activities needed to sustain life
that they studied in the first unit; students work in pairs to identify how those functions are carried
out by cells. Students share out in a class discussion; teacher records information on chart paper
that is posted in the classroom. ( II.C)
2. Teacher emphasizes the 4 most common elements (O, C, H, N ) and trace amounts of other
elements comprising the cells (such as iron, sodium, potassium), their locations in organic and
inorganic compounds and their roles; students take notes. ( II.D)
3. Teacher shows a PowerPoint to review the major components of the cell; students label a cell
drawing (attached page 6) and write a function for each part during the presentation. ( II.E.1, II.E.2)
http://www.clickbiology.com/a-level-animal-cell-structure-and-function-powerpoint-quiz-andworksheets/
4. Teacher shows diagrams of the structural features of the cell membrane and discusses how these
allow it to play a dynamic role in many cellular activities (attached - cell membrane page 7).
Students summarize how the cell membrane is much more than a passive envelope surrounding
the contents of the cell and separates the contents from the surrounding environment. ( II.F)
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TEACHER NOTES
TEACHING-LEARNING
5. Teacher introduces activities to investigate active and passive transport in cells using a PowerPoint ;
students are assigned to conduct one of the investigations and give a report to the rest of the class.
(II.F1, II.F2 )
PowerPoint : http://www.authorstream.com/Presentation/regan444-1217662-active/
Investigations:http://www.harford.edu/faculty/WRappazzo/bio099/Laboratory/CellMembraneLab.pdf
6. Teacher reviews DNA structure and replication; students create a step-by-step diagram to illustrate
DNA replication using a least 4 triplet codons. Students write a summary to explain how replication
maintains the continuity of the genetic code and why that is important to cell functioning. (II.G
partial)
7. Teacher describes and illustrates how the entire genetic code of DNA is written with only 64 “words”
(using drawings, PowerPoint, or interactive computer simulation) to show the relative roles of DNA
and RNA in protein synthesis (attached teacher notes page 8). Teacher explains how DNA never
leaves the nucleus but its codon is carried to the ribosomes by matching the complementary codons
between DNA to mRNA to tRNA with its attached amino acids that are dropped off to build the new
protein molecule; students draw another set of diagrams (using the same 4 triplet codons they used
in T-L activity #6.above) to illustrate the two major phases of transcription and translation and the
ordering of amino acids (using code charts attached pages 9-10).
Teacher has students look at their diagrams and the code chart to determine if their codons spelled
out something other than the name of an amino acid (i.e., stop, start codons) and asks how those
codons would affect the whole translation process, such as, what would happen if there was a
misreading of the codons during the process (a letter dropped, 2 letters switched, or the reading of
the code started in the wrong place); students work in small groups and use their codes to show
each of the three types of misreadings and discover how the translation is affected. Students share
their results with the class. (II.H) (RST- 9)
8. Teacher explains using illustrations that mitosis begins after DNA has replicated, it consists of four
stages (i.e., prophase, metaphase, anaphase, telophase) and results in two daughter nuclei, each
identical to the original nucleus; students view microscope slides of embryonic tissue to identify
various stages of mitosis. (II.G partial)
9. Teacher introduces the attributes of a tissue: a) appearance - cells are organized into layers or
groups, cells are similar within a tissue; b) cells in different tissues are different - they vary in size,
shape, arrangement, function; c) tissues perform certain functions - they cover or line body
surfaces, bind and support body parts, cause parts to move, are sensitive to changes and transmit
impulses ( but the teacher does not tell them the names of the specific types of tissues yet);
students take notes. Students make stained slides of their own cheek cells and draw what they
see; students practice using microscope techniques for improved viewing. (II.A.; II.I.1, II.J.2)
10. Students view prepared slides of common tissues (without telling them what it is) and they draw
what they see under the microscope ( e.g., skin, brain, bone, muscle, fat, tendons, blood, etc.);
students use the appearance of the tissues (e.g., size, shape, number, arrangement of cells) to infer
what their function could be and given the choices of functions (e.g., covers or lines body surfaces,
binds and supports body parts, causes parts to move, is sensitive to changes and transmits
impulses) . (II.A; II.I.1; II.J.1)
11. Teacher then tells them the four different types of tissues and describes where they would be
found; students infer which specific type of tissue they observed (e.g., epithelial, connective,
muscle, and nerve tissue). Class discusses each slide and what they know about it because of the
way it looks under the microscope, which teacher translates to understanding the relationship
between form and function. (II.A; II.B.1, 2, 3, 4; II. I.1)
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TEACHER NOTES
TEACHING-LEARNING
12. As a follow up, teacher describes the 4 major body tissues; students create a comparison matrix
or note cards for each specific type of tissue in terms of its name, function, location in the body and
a simple sketch. Teacher introduces the terminology used for naming the specific types of epithelial
tissue (e.g., simple squamous epithelium, simple cuboidal epithelium, pseudostratified columnar
epithelium, etc.); students discuss what the name implies in terms of its function, shape, or location.
At the end of the lesson, a lab practical is an option. (II.A; II.B.1, 2, 3, 4; II.I.1)
13. Teacher explains concept that form is related to function by giving examples (e.g., wings- to fly,
fins- to swim) and explains that students have already related the concept of form and function to
cell organelles, types of cells and now, the various tissues. The teacher suggests that the concept
has a similar application at the organ and system level. Students consider other structures that
have similar functions. Students go to internet site (Similarities and Differences: understanding
homology and analogy) to see examples of these structures in humans, other animals and plants.
Note: the focus is to see the wide range of examples and not be concerned with the evolution of the
traits at this time. ( http://evolution.berkeley.edu/evolibrary/article/similarity_hs_01/
(II.I. 1)
14. Teacher introduces what cancer is and how it is the by-product of broken DNA replication; students
watch video lesson about cancer and tissues and write three questions about something they did
not know before the video or they have a question about now. Class discusses students’ questions.
Teacher hands-out class notes about Cells and Cancer (attached pages 11-14 of unit plan);
students work in small groups to view changes which they see in the drawings which indicate the
presence of cancer. Class discusses their findings; teacher shows slides of cancerous tissue from
the internet. (II.I .2) http://www.khanacademy.org/science/biology/#science/biology/v/cancer
15. Teacher explains the series of events that occur with a tissue injury in terms of the clotting, scab
formation, growth of granulation tissue, action of phagocytes and fibroblasts, and regeneration of
surface epithelium; students take notes. Teacher mentions how the ability to regenerate differs with
types of tissues and may be replaced by scar tissue; students talk about the tissues that would be
most affected by scar tissue and how it would interfere with normal organ function. ( II.K)
TEACHER NOTES
TRADITIONAL ASSESSMENT
1.
2.
3.
4.
5.
Lab activity or practical exam on tissue slides
Conduct a lab investigation using prepared slides of tissues
Unit Test: Multiple-Choice and 2-and 4-point response essays
Assignments / worksheets / notebook
Students evaluate their goals for the Unit
TEACHER NOTES
AUTHENTIC ASSESSMENT
1.
Students evaluate progress on their unit goals
2.
(On demand – with 3 x 5 card notes) Students write an essay about a selected cell
organelle explaining how its structure directly related to its function and contributes to the
overall functioning of the cell. (II.E.1,2)
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TEACHER NOTES
AUTHENTIC ASSESSMENT
3.
Students write an informative text to explain why it is essential that medical personnel
give only the proper intravenous (IV) solutions to the patient by discussing the normal
conditions (isotonic) inside and outside of cells, the movement of molecular traffic across
the cell membranes, and the results from using an incorrect solution (both hypertonic or
hypotonic).
Students introduce the topic and organize the information so that the each new element
builds on previous ones to create a unified whole, which includes formatting, graphics,
and multimedia (if it is used). Only facts, definitions, details, and examples should be
significant and relevant to the topic and appropriate to the audience’s knowledge of the
topic. The major sections of the text should be linked using varied transitions and
sentence structures to create cohesion and clarify the relationships. Precise language,
specific vocabulary and techniques such as metaphor, simile, and analogy should be
used to manage the complexity of the topic. The style of the writing should blend the
knowledge level of the discipline with the expertise of the reader. A concluding statement
should support the information or explanation provided. (II F.1, 2; WHST- 2)
4.
Students gather information from a variety of print and digital sources that describe how
certain events (e.g., toxic chemicals, external physical factors, friction, diet, oxygen
deprivation) and the cells’ inability to carry out cell division will contribute to the aging
process. Students research a selected factor and assess the strengths and limitations of
each source by integrating the scientific facts and evidence related to cells, tissues, and
organs of the body. The factual information cited should maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and follow a standard format for
citation. (II.I.1, 2; II.K; WHST - 8)
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TEACHING-LEARNING ACTIVITY #3
http://www.clickbiology.com/a-level-animal-cell-structure-and-function-powerpoint-quiz-and-worksheets/
Worksheet 1: Label the diagram of the animal cell (attached)
1.________________
2._______________
3.________________
4._______________
5.________________
6._______________
7.________________
8._______________
9.________________
10._______________
11._______________
12._______________
13._______________
14._______________
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15._______________
16._______________
TEACHING-LEARNING ACTIVITY #4
Cell Membrane
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TEACHING-LEARNING ACTIVITY #7
Codon Chart – Teacher Notes
The continuity of life is made possible by the storage, replication and transcription of genetic code
from one generation of life forms to the other in the form of DNA and RNA in some cases. The subject
of this article is the codon chart which is an important piece of reference when it comes to
understanding DNA and RNA transcription, as well as the creation of the 20 amino acids.
What is a Codon?
DNA (Deoxyribonucleic Acid) is the molecule which contains all the genetic code of an organism. DNA
is the blueprint from which all the proteins that make body functions possible are created. Consider
the entire genetic code to be a book. This book is unique in the sense that it is written using just four
alphabets which are nucleotides. The words in this book are all entirely three letter words formed from
these four nucleotide letters and they are called codons! Adenine, Guanine, Cytosine and Thymine (A,
G, C, T) are the four nucleotides that form codons in the DNA. While in RNA (Ribonulciec Acid)
molecule, genetic code is made up of the four letter A, G, C, U. In RNA, Thymine is replaced by
Uracil.
The four nucleotides form 64 triplet combinations or codons. So the entire genetic code is written
using just 64 words! Each one of the codons encodes one of the 20 different amino acids. Amino acids
are the building blocks of proteins. More than one codon can translate into the same amino acid. A
gene is a segment of DNA which is a series of codons that contains information about synthesis of
proteins. Transcription is the process of reading a gene and extracting information from it for protein
synthesis.
The start of DNA transcription of a gene is signaled by the start codon, which is unique for RNA and
DNA. There are stop codons too, which signal the end of transcription. The information about
synthesis of every gene is read from the DNA in the cell nucleus and transferred in the form of
messenger RNA segments to the exterior cytoplasm. In there, with the help of tRNA (transport RNA
molecules), the proteins are synthesized with the right amino acid sequences.
The DNA and RNA codon chart that is presented below details the various nucleotide combinations
that create the 20 known amino acids. There is redundancy in the coding as more than one nucleotide
combination can lead to the creation of the same amino acid.
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RNA CODE CHART
TEACHIING-LEARNING ACTIVITY #7
Amino Acid / Start-Stop Codon Codon (Nucleotide Triplet Combinations)
Phenylalanine (Phe)
(UUU, UUC)
Leucine (Leu)
(UUA, UUG, CUU,CUC, CUA, CUG)
Methionine (Met) / Start Codon
(AUG)
Valine (Val)
(GUU, GUC, GUA, GUG)
Serine (Ser)
(UCU, UCC, UCA, UCG, AGU, AGC)
Proline (Pro)
(CCU, CCC, CCA, CCG)
Threonine (Thr)
(ACU, ACC, ACA, ACG)
Alanine (Ala)
(GCU, GCC, GCA, GCG)
Tyrosine (Tyr)
(UAU, UAC)
Histidine (His)
(CAU, CAC)
Glutamine (Gln)
(CAA, CAG)
Asparagine (Asn)
(AAU, AAC)
Lysine (Lys)
(AAA, AAG)
Aspartic Acid (Asp)
(AAU, GAU, GAC)
Glutamic Acid (Glu)
(CAA, GAA, GAG)
Cysteine (Cys)
(UGU, UGC)
Tryptophan (Trp)
(UGG)
Arginine (Arg)
(CGU, CGC, CGA, CGG, AGA, AGG)
Serine (Ser)
(UCU, UCC, UCA, UCG, AGU, AGC)
Glycine (Gly)
(GGU, GGC, GGA, GGG)
Isoleucine (Ile)
(AUU, AUC, AUA)
Stop Codon
(UAA, UAG, UGA)
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DNA CODE CHART
TEACHIING-LEARNING ACTIVITY #7
Amino Acid / Start-Stop Codon Codon (Nucleotide Triplet Combinations)
Phenylalanine (Phe)
(TTT, TTC)
Leucine (Leu)
(TTA, TTG, CTT,CTC, CTA, CTG)
Methionine (Met) / Start Codon
(ATG)
Valine (Val)
(GTT, GTC, GTA, GTG)
Serine (Ser)
(TCT, TCC, TCA, TCG, AGT, AGC)
Proline (Pro)
(CCT, CCC, CCA, CCG)
Threonine (Thr)
(ACT, ACC, ACA, ACG)
Alanine (Ala)
(GCT, GCC, GCA, GCG)
Tyrosine (Tyr)
(TAT, TAC)
Histidine (His)
(CAT, CAC)
Glutamine (Gln)
(CAA, CAG)
Asparagine (Asn)
(AAT, AAC)
Lysine (Lys)
(AAA, AAG)
Aspartic Acid (Asp)
(AAT, GAT, GAC)
Glutamic Acid (Glu)
(CAA, GAA, GAG)
Cysteine (Cys)
(TGT, TGC)
Tryptophan (Trp)
(TGG)
Arginine (Arg)
(CGT, CGC, CGA, CGG, AGA, AGG)
Serine (Ser)
(TCT, TCC, TCA, TCG, AGT, AGC)
Glycine (Gly)
(GGT, GGC, GGA, GGG)
Isoleucine (Ile)
(ATT, ATC, ATA)
Stop Codon
(TAA, TAG, TGA)
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TEACHIING-LEARNING ACTIVITY #14
Cells and Cancer: Types of cells and cancer
Your body is made up of billions of cells that can only be seen under a microscope.
These cells are grouped together to make up the tissues and organs of our bodies.
These cells are basically the same, but they do vary in some ways. This is because the
body organs do very different things. For example, nerves and muscles do very different
things. So nerve and muscle cells are different.
The different types of cells can be grouped together or classified according to the job
they do, or the type of body tissue they make up. For example there are:
Epithelial tissue cells
Connective tissue cells
Cells of the blood and lymphatic system
Epithelial Tissue
‘Epithelial’ tissue is basically skin tissue that covers and lines the body. As well as
covering the outside of the body, epithelial cells cover the inside too. They cover all the
body organs, for example the organs of the digestive system and line the body cavities
such as the inside of the chest cavity and the abdominal cavity.
Most cancers are cancers of the epithelial cells. Cancers of the epithelial cells are called
‘carcinomas’. Carcinomas make up about 85% of all cancers.
There are different types of epithelial cells and these can develop into different types of
cancer. For example, epithelial cells can be
Flat surface covering cells called squamous cells
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Glalndular cells called adenomatous
transitional cells
Layers of stretchy cells called
So you can have:
Squamous cell carcinoma of squamous cells, Adenocarcinoma of glandular cells,
Transitional cell carcinoma of transitional cells.
Squamous cells and adenomatous cells are found in all body organs. Cancers are
named after the body organ they grow in as well as the type of cell. So a cancer of the
squamous epithelial cells covering the lung would be ‘squamous cell lung cancer’.
Connective tissue
Connective tissue is the name for the supporting tissue of the body, the bones,
cartilage, tendons and fibrous tissue that supports the body organs. Connective tissue
cancers are called sarcomas. Sarcomas can develop from
Bone
Cartilage
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Muscle
Sarcomas are much less common than carcinomas. They make up about 6% of all
cancers.
Blood and lymph tissue
There are many different types of blood and lymph tissue cells. These are really
specialised connective tissue cells. The blood cells are made in the bone marrow in
tissue called haematopoetic tissue. Blood and lymph tissue can develop into
Cancers of the blood cells – leukaemias
lymphomas
Cancers of the lymphatic system –
Leukaemias and lymphomas make up about 5% of all types of cancer. But they are the
commonest type of cancer affecting children.
Other body tissues and cancer
Other body tissue cells can become cancerous. But these types of cancer are very rare.
The biggest group of these rare cancers are brain tumours. Brain tumours develop from
the cells that support the nerve cells in the brain, called glial cells. These cancers also
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get their names from the cells they developed from. So cancers of the glial cells are
called ‘gliomas’.
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