Standard B-2: The student will demonstrate an understanding of the structure and function of cells and their organelles.
Indicators
B-2.1 Recall the three major tenets of cell theory (all living things are composed of one or more cells; cells are the basic units of structure and function in living things; and all presently existing cells arose from previously existing cells).
B-2.2 Summarize the structures and functions of organelles found in a eukaryotic cell (including the nucleus, mitochondria, chloroplasts, lysosomes, vacuoles, ribosomes, endoplasmic reticulum [ER], Golgi apparatus, cilia, flagella, cell membrane, nuclear membrane, cell wall, and cytoplasm).
B-2.3 Compare the structures and organelles of prokaryotic and eukaryotic cells.
B-2.4 Explain the process of cell differentiation as the basis for the hierarchical organization of organisms (including cells, tissues, organs, and organ systems).
B-2.5 Explain how active, passive, and facilitated transport serve to maintain the homeostasis of the cell.
B-2.6 Summarize the characteristics of the cell cycle: interphase (called G1, S, G2); the phases of mitosis (called prophase, metaphase, anaphase, and telophase); and plant and animal cytokinesis.
B-2.7 Summarize how cell regulation controls and coordinates cell growth and division and allows cells to respond to the environment, and recognize the consequences of uncontrolled cell division.
B-2.8 Explain the factors that affect the rates of biochemical reactions (including pH, temperature, and the role of enzymes as catalysts).
A. State and National Standards to be covered:
B-2.6 Summarize the characteristics of the cell cycle: interphase (called G1, S, G2); the phases of mitosis (called prophase, metaphase, anaphase, and telophase); and plant and animal cytokinesis.
B. Performance Objectives:
B-2.6 Summarize the characteristics of the cell cycle: interphase (called G1, S, G2); the phases of mitosis (called prophase, metaphase, anaphase, and telophase); and plant and animal cytokinesis.
(1) student performance:
Students will listen, observe and take notes over lectured material. Students will be given a list of vocabulary words to define w/o using the book and given 5-10 minutes to complete. We will go over these definitions and address any misconceptions during the lecture that will follow. Next lab will be preformed to help demonstrate the cell cycle. Finally students will look at onion root stem cross sections and asked to identify each step. Students will be allowed to correct their vocabulary assignment as homework/classwork if time permits.
(2) Conditions for completing performance.
Students will participate in and complete the vocabulary assignment. Students will complete the lab and turn in completed questions. Students will answer questions about stages of cell cycle while observing visuals
(3) Criteria for rating performance
Vocabulary assignment will be rated on participation. Lab activity will be rated on completion and accuracy. Onion root will be rated on participation.
C. Body of Lesson Plan:
1. Concept Exploration:
Ask students what they already know about the cell cycle/cell division. Need to understand that human cells have 46 chromosomes or 23 homologous pairs (carry the same genes in the same order)
In 1951 a woman by the name of Henrietta Lacks went to John Hopkins Hospital with a cancerous tumor. She died a few months laters, but her tumor cells are still alive today and tests are still run on her tumor. How is this possible?
To address this question, ask class ‘why do cells divide?’ with reproduction, growth, and repair as answers. Of these three, ask which of the following examples falls into those categories: You got a sunburn, 3 days later your skin starts to peel (repair). The peeling skin is made of dead skin cells, what killed them?
2. Concept Introduction:
Cell division is necessary for reproduction, growth and repair of an organism, but how do cells divide? In order for a cell to divide, four events must take place: 1) reproductive signal, 2) replicate the DNA, 3) the cell must distribute or segregate the replicated DNA to each of the 2 new cells, and 4) cell membrane must undergo cytokinesis to separate the 2 new cells. What do you think would happen if the cells did not undergo cytokinesis and separate? (polyploidy, like in strawberries).
The process of cell division is called the cell cycle and consists of 2 main parts, interphase and mitosis. Your cells spend most of their time in interphase and only a brief stint in mitosis. Interphase consists of 3 sub phases, called G1, S, and G2 (visual). Using visual, ask what do you think happens in G1? Takes places right after cell division, the cell needs to recover, get more resources into the cell to prepare for more cell division. G1 is a growth phase. What about the S phase. Cell is now recovered and is getting ready to divide again. What does it need to do before it can divide and replicate itself? It needs to make more DNA, so the S stands for synthesis. G2, like G1 is another growth phase, only here the cell is preparing for cell divison instead of recovering from it. What else is the cell doing in interphase?, normal cell functions. Do cell organelles do anything special here?, double in number before division.
Mitosis is the part of the cell cycle where the cell actually divides and consists of 4 phases, prophase, metaphase, anaphase, and telophase (visual). Showing a continuum picture at first, go through and ask what is going on and what it look like?
Prophase: The chromosomes become visible
Spindle forms
Centrosomes move to opposite poles or sides of the cell
Metaphase: Chromosomes line up along the equator
Anaphase: Centromeres divide
Chromatids separate and move to opposite poles
Telophase: Nuclear membrane forms around each group of chromosomes
Chromosomes unwind
Cytokinesis begins
Cytokinesis: the division of the cytoplasm of a dividing cell. Ask if anyone know what it means or what cyto and kinesis mean? Animal cells with only a plasma membrane divide their cytoplasm by furrowing the membrane, like taking a string and tightening between the two poles. What actually happens in microfilaments made of actin monomers act to contract, just like a muscle cell, and pinching the cell in two. These actin monomers appear to be under the control of calcium ions released from storage in the cell. Plant cells divide differently, why? Cell wall. To deal with this, plant cells just send vesicles from the Golgi apparatus to the middle of the cell. These vesicles fuse to form a new cell membrane and deliver materials to create a new cell wall.
3. Concept Application: Lab and ID visuals. Vocab to be completed/corrected for homework
Template for Science Lesson Plans
Use the provided template in order to write the lesson plans.
A. State and National Standards
Identify the relevant state and national standards. With the exception of process skill standards you should limit the lesson to ~3 standards.
National Science Education Standards (NSES)
http://www.nap.edu/html/nses/
South Carolina State Science Standards
http://ed.sc.gov/agency/offices/cso/standards/science/
B. Performance objectives
Based on the content and the national and the state science standards develop performance objectives. Objectives are what you want your students to learn and how they will demonstrate understanding. Remember that objectives have three parts: (1) the students’ performance, (2) the conditions for completing the performance, and (3) the criteria for rating the performance.
C. Body of the Lesson Plan – 3 Step Learning Cycle
1. Concept Exploration
a. Identify interesting objects, events or situations students can
observe.
b. Allow students time to explore the objects, events or situations.
2. Concept Introduction
Teacher directs students’ attention to specific aspects of the exploration
experience. Present concepts in a simple, clear, and direct manner.
3. Concept Application
Identify different activities in which students extend the concepts in
new and different situations. Encourage students to identify patterns,
discover relationships among variables, and reason through new
problems.
D. Review / Evaluation
The teacher evaluates the students’ performances. In addition the
students need to evaluate their understanding of the lesson
Vocabulary List
1. Cell Cycle
2. DNA
3. Cytokinesis
4. Interphase
5. G1-phase
6. S-phase
7. G2-phase
8. Mitosis
9. Anaphase
10. Metaphase
11. Telophase
12. Prophase
13. Nuclear envelope
14. Chromosome
15. Chromatid
16. Centromere
17. Spindle fibers
18. Chromatin
19. Cleavage furrow
20. Vesicles