Unit #2: Cells and Body Tissue - - (15 Days)

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.

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 / hypertonic / endocytosis / translation / mitosis / regeneration
osmosis / hypotonic / exocytosis / DNA / prophase / fibrosis
active transport / isotonic / equilibrium / mRNA / metaphase
passive transport / facilitated diffusion / replication / tRNA / anaphase
selective permeability / plasmolysis / transcription / amino acids / telophase
MOTIVATION / TEACHER NOTES

1. Pre- Assess to determine what students already know about cells and tissue.
2. Teacher gives students cells and tissue samples to classifyby 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
TEACHING-LEARNING / TEACHER NOTES
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)

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)
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 :
Investigations:
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 notespage 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)
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. (
(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)
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)
TRADITIONAL ASSESSMENT / TEACHER NOTES

1. Lab activity or practical exam on tissue slides
2. Conduct a lab investigation using prepared slides of tissues
3. Unit Test: Multiple-Choice and 2-and 4-point response essays
4. Assignments / worksheets / notebook

5. Students evaluate their goals for the Unit
AUTHENTIC ASSESSMENT / TEACHER NOTES
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)
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)

TEACHING-LEARNING ACTIVITY #3

Worksheet 1: Label the diagram of the animal cell (attached)

1.______2.______

3.______4.______

5.______6.______

7.______8.______

9.______10.______

11.______12.______

13.______14.______

15.______16.______

TEACHING-LEARNING ACTIVITY #4

Cell Membrane

TEACHING-LEARNING ACTIVITY #7

Top of Form

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.

TEACHIING-LEARNING ACTIVITY #7 RNA CODE CHART

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)

TEACHIING-LEARNING ACTIVITY #7 DNA CODE CHART

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)

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.