Science Biology Unit 04 Exemplar Lesson 01: Comparing Cells and Cell Structures

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1 Science Unit 04 Exemplar Lesson 01: Comparing Cells and Cell Structures Science Unit: 04 Lesson: 01 Suggested Duration: 7 days This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis In this lesson, students will examine the differences between prokaryotic and eukaryotic cells as well as compare specialized structures in plant and animal cells. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at B.4 Science concepts. The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells. The student is expected to: B.4A Compare and contrast prokaryotic and eukaryotic cells. Supporting Standard B.5 Science concepts. The student knows how an organism grows and the importance of cell differentiation. The student is expected to: B.5B Examine specialized cells, including roots, stems, and leaves of plants animal cells such as blood, muscle, and epithelium. Supporting Standard B.7 Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life. The student is expected to: B.7G Analyze and evaluate scientific explanations concerning the complexity of the cell. Supporting Standard Scientific Process TEKS B.10 Science concepts. The student knows that biological systems are composed of multiple levels. The student is expected to: B.10C Analyze the levels of organization in biological systems and relate the levels to each other and to the whole system. Supporting Standard B.1 Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: B.1A Demonstrate safe practices during laboratory and field investigations. B.2 Scientific processes. The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to: B.2E Plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology. B.2F Collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures. B.2H Communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports. GETTING READY FOR INSTRUCTION Performance Indicators Last Updated 04/30/2013 page 1 of 38

2 Science Unit: 04 Lesson: 01 Suggested Duration: 7 days High School Science Unit 04 PI 01 Design a model of prokaryotic and eukaryotic cells, and create a graphic organizer to compare and contrast these two types of cells. Examine specialized plant and animal cells, and predict and provide evidence for each cell s general function based on its structure. Standard(s): B.2H, B.4A, B.10C ELPS ELPS.c.1C, ELPS.c.3H, ELPS.c.5F Key Understandings All living organisms are composed of prokaryotic or eukaryotic cells, which contain structures that carry out specialized functions. What are the similarities and differences between prokaryotic and eukaryotic cells? What are the specialized structures contained within prokaryotic and eukaryotic cells? What are the specialized functions of the structures within prokaryotic and eukaryotic cells? Vocabulary of Instruction eukaryote prokaryote cell wall cell membrane ribosomes cytoplasm flagella cilia nucleus nuclear membrane nucleolus chloroplast Golgi apparatus lysosome mitochondrion plastid rough endoplasmic reticulum smooth endoplasmic reticulum vacuole vesicle Materials Amoeba prepared slide (1 2 slides at Station 2) bacillus bacterium prepared slide (1 2 slides at Station 7) beakers of water (small, 50ml, 1 at Station 3 and 1 at Station 4) card stock squares (small, 8, 1 per station 1 8) colored pencils (per station) coverslips (2 per lab group - 1 at Station 3 and 1 at Station 4) crystal violet stain with dropper (or other appropriate stain, 1 drop per lab group at Station 4) droppers (2 per microscope - 1 at Station 3 and 1 at Station 4) Elodea leaf, wet mounted (1 2 slides at Station 4) Elodea leaves (1 leaf per group at Station 3) Euglena prepared slide (1 2 slides at Station 1) flat toothpicks (1 per lab group at Station 4) forceps or tweezers (1 per microscope at Station 3) glue or tape (per group) human epithelium cells prepared slide (1 2 slides at Station 6) lab aprons (1 per student at Station 4) markers or colored pencils (per student) microscope (1 for teacher demonstration) microscope projection system (if available, 1 for teacher demonstration) microscope slides (clean, 2 per lab group - 1 at Station 3 and 1 at Station 4) microscopes (1 or 2 per station) model materials (various materials of teacher choice such as: poster board, glue, clay, chenille stems, buttons, etc., adequate materials for each student to make their models, see Advance Preparation) paper towels (2 per lab group at Station 4) posters or large graphics of structures for display during presentation (see Advance Preparation, per teacher) prepared animal slides: epithelium and muscle cells (at least 1 of each at Station 5) prepared bacteria slides: coccus, bacillus, and spirrillus (at least 1 of each at Station 1) prepared protist slides: Amoeba, Euglena, and Paramecia (at least 1 of each at Station 2) research materials on prokaryotes and eukaryotes (textbooks, Internet access, and/or other print materials, see Advance Preparation, per group) research materials on specialized cell structures (textbooks, Internet access and/or other print materials, see Advance Preparation, per student) safety goggles (1 per student at Station 4) scissors (per student) slices of purple onion (thin, see Advance Preparation, 1 slice per group at Station 3) slide (prepared, 1 for teacher demonstration) spirrilium bacterium prepared slide (1 2 slides at Station 8) sticky notes (2 colors, 2 per student) teased human muscle cells prepared slide (1 2 slides at Station 5) thin slice of onion, wet mounted (1 2 slides at Station 3) Attachments Last Updated 04/30/2013 page 2 of 38

3 Science Unit: 04 Lesson: 01 Suggested Duration: 7 days All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Viewing Cells (1 per student) Teacher Resource: Viewing Cells KEY Teacher Resource: Viewing Cells Station Cards (see Advance Preparation, 1 per station) Handout: Investigating Prokaryotes (1 per student, for half of class) Teacher Resource: Investigating Prokaryotes KEY Handout: Investigating Eukaryotes (1 per student, for half of class) Teacher Resource: Investigating Eukaryotes KEY Teacher Resource: PowerPoint: Prokaryotes and Eukaryotes Handout: Specialized Cell Structures (1 per student) Teacher Resource: Specialized Cell Structures KEY Teacher Resource: PowerPoint: Specialized Cell Structures Teacher Resource: Identifying Cells Station Setup (see Advance Preparation) Handout: Identifying Cells (1 per student) Handout: Endosymbiosis Web Quest and Discussion (1 per student) Handout: Endosymbiosis Web Quest and Discussion KEY Handout: Prokaryotic and Eukaryotic Cell Models PI (1 per student) Teacher Resource: Performance Indicator Instructions KEY Resources None Identified Advance Preparation 1. Prior to Day 1, locate and preview a video clip relating scale to use in the Engage portion of the lesson. It may be helpful to use the search terms Scale of the Universe. Look for a clip that will show large bacteria, amoeba, etc. 2. Prior to Day 1, print and laminate the station cards from the Teacher Resource: Viewing Cells Station Cards and place them at each station. Purchase and prepare thin slices of purple onion for Station 3. Each group should have one slice. 3. Prior to Day 2, arrange for access to student computers/internet or gather research materials for groups of four to research and answer questions on prokaryotes and eukaryotes. 4. Prior to Day 3, arrange for access to student computers/internet or gather research materials each student to research and answer questions on specialized cell structures. 5. Prior to Day 3, obtain posters or large graphics of cell structures to use while presenting the PowerPoint presentation. 6. Prior to Day 5, create a numbered card on cardstock to label each station, #1 8. Prepare any slides necessary for station activity per the Teacher Resource: Identifying Cells Station Setup. 7. Prior to Day 6, find an appropriate video clip or animation to illustrate endosymbiosis. The purpose of the clip is to help students better understand the concept of endosymbiosis. View the animation/movie before class so you know appropriate places within the clip to pause and check for student understanding. Showing a animation/movie will help prepare students for the next activity in which they read about and discuss endosymbiosis. 8. Prior to Day 6, arrange for each group of 2 3 students to have access to the Internet for their web quest research. Locate and preview websites and/or other resources for students to use to complete the web quest. 9. Prior to Day 7, decide what materials you would like students to use for their cell models and gather all materials. Consider using poster board, glue, clay, chenille stems, buttons, etc. 10. Prepare attachment(s) as necessary. Background Information Prior to this unit, in Grade 6, students learned the differences between prokaryotic and eukaryotic cells. In Grade 7, they learned the functions of basic organelles and looked at the hierarchy from the level of the cell to the level of an organism. Prior to this unit, in, students learned about the biomolecules that make up living organisms. Studying cells naturally follows biochemistry, as cells are the next level of organization in the hierarchy of living things. During this lesson, students have the opportunity to carry out laboratory investigations, such as the identification of cell structures and cell types. STAAR Note: The student expectations introduced in this lesson, B.4A and B.5B, are Supporting Standards. These will be reinforced in subsequent units before the test. INSTRUCTIONAL PROCEDURES Last Updated 04/30/2013 page 3 of 38

4 Instructional Procedures ENGAGE Comparing Cells and Cell Structures 1. Display the video clip on the scale of the universe (see Advance Preparation). 2. Facilitate a class discussion: Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 Materials: Science Unit: 04 Lesson: 01 Suggested Duration: 7 days What are the small units that make up plants and animals? Student answers may vary slightly, but they should know that cells make up plants and animals. How does the size of cells compare to those of atoms, molecules, and cell organelles? (Atoms are the smallest; molecules are next; and then cell organelles.) Use the website to view smaller and smaller objects, pausing to show organelles, molecules, and atoms. Do cells have to be contained within plants or animals? Students answers will likely vary, but guide students to the understanding that there are also single celled organisms such as bacteria and protists. Again, use the site to show examples to students so they can see the relative sizes. If cells are so small, how can you view them? By using microscopes 3. Take a few minutes to briefly review the parts of a microscope and how to use a microscope. Students should be familiar with using microscopes from their middle school experience (see Instructional Notes). microscope (1 for teacher demonstration) microscope projection system (if available, 1 for teacher demonstration) slide (prepared, 1 for teacher demonstration) Safety Note: Review microscope handling and safety with students. Instructional Notes: Use a microscope to point out and review the major parts of a microscope with students. Remind students to always start on the lowest power and to use the coarse adjustment knob, then the fine adjustment knob when focusing. If you have a camera that can display your microscope through a projector, use this equipment to demonstrate viewing a sample slide for students. Misconception: Students may think in terms of only two kinds of cells- plant and animal. EXPLORE Comparing Cells and Cell Structure: Viewing Cells Suggested Days 1 (continued) and 2 1. Divide the class into groups of two students. Distribute the Handout: Viewing Cells to each student. 2. Review the instructions for the investigation with students, answering any questions they may have. It may be helpful to ask a volunteer to read each station card allowed (see Advance Preparation). Students will move through five stations to view a variety of cells: bacteria, protists, wet-mounted plant cells, wet-mounted animal cells, and prepared animal cells. 3. Review safety precautions with students. 4. Instruct students to prepare a page in their science notebook for each of the stations sketches. 5. Instruct students to use the remainder of Day 1 to visit 2 3 stations. They will visit the remaining 2 3 stations at the beginning of Day Instruct students to follow the procedures carefully at each station and record all information in their science notebooks. 7. Monitor and assist students as necessary. 8. When students have completed the analysis questions on their handouts, instruct them to affix the handout to their notebooks. Materials: microscopes (1 3 per station) prepared bacteria slides: coccus, bacillus, and spirrillus (at least 1 of each at Station 1) colored pencils (per station) prepared protist slides: Amoeba, Euglena, and Paramecia (at least 1 of each at Station 2) forceps or tweezers (1 per microscope at Station 3) Elodea leaves (1 leaf per group at Station 3) slices of purple onion (thin, see Advance Preparation, 1 slice per group at Station 3) microscope slides (clean, 2 per lab group - 1 at Station 3 and 1 at Station 4) coverslips (2 per lab group - 1 at Station 3 and 1 at Station 4) droppers (2 per microscope - 1 at Station 3 and 1 at Station 4) beakers of water (small, 50ml, 1 at Station 3 and 1 at Station 4) flat toothpicks (1 per lab group at Station 4) crystal violet stain with dropper (or other appropriate stain, 1 drop per lab group at Station 4) paper towels (2 per lab group at Station 4) safety goggles (1 per student at Station 4) lab aprons (1 per student at Station 4) prepared animal slides: epithelium and muscle cells (at least 1 of each at Station 5) glue or tape (per group) Attachments: Handout: Viewing Cells (1 per student) Teacher Resource: Viewing Cells KEY Teacher Resource: Viewing Cells Station Cards Last Updated 04/30/2013 page 4 of 38

5 Science Unit: 04 Lesson: 01 Suggested Duration: 7 days (see Advance Preparation, 1 per station) Safety Notes: Students should wear lab aprons and safety goggles at Station 4, as they will be working with the crystal violet stain. Instruct students on the proper disposal of the Elodea leaves, onion slices, and cheek cell samples. Instructional Notes: Provide as many microscopes as possible at each station so that multiple lab groups can work at the same station at the same time. The number of microscopes at each station will determine the number of sets of materials per station. If you have a limited number of microscopes, consider having half of the class do this Explore activity while the other half works on the Explain activity and then reverse the groups. STAAR Notes: Students are introduced to prokaryotic cells and eukaryotic cells in Grade 6 (6.12B) and to cell organelles in Grade 7 (7.12D). Organelles included in middle school content include the cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast and vacuole. Misconception: Students may think that all cells look exactly the same or that animal cells always have a circular shape and plant cells always have a rectangular shape. Science Notebooks: Students record cell drawings and descriptions/information from each station into their science notebooks. EXPLORE/EXPLAIN Comparing Cells and Cell Structures: Prokaryotes and Eukaryotes 1. Divide the class into groups of four students. Distribute the Handout: Investigating Prokaryotes to two students in the group, and give the other two students the Handout: Investigating Eukaryotes. Each partner group will research a different type of cell. 2. Provide students with access to research materials to complete the handouts. 3. Instruct students to research and complete their handout within 15 minutes. 4. When students have completed their handouts, instruct the prokaryote researchers to teach their group partners about prokaryotes (approximately five minutes). Those being taught should record notes about what they learn on the back of their handout. Then, switch to having the eukaroyote researchers teach their group partners about eukaryotes (approximately five minutes). 5. When the peer teaching is complete, use the Teacher Resource: PowerPoint: Prokaryotes and Eukaryotes to review each cell type and ask Guiding Questions to ensure all students have a common understanding of each cell type. See the Instructional Notes. Allow students to correct or add to their notes on their handouts. 6. Review the hierarchy from the level of the cell to the level of an organism with students. See the STAAR Notes. 7. Upon completion of the class discussion, instruct students to affix their handouts in their notebooks and record a definition of prokaryote and eukaryote in their science notebooks. If you used two different colored sticky notes during the presentation, consider having students create their definitions on the sticky notes to reinforce the definitions. They can then affix the sticky notes to their notebooks. Suggested Day 2 (continued) Materials: research materials on prokaryotes and eukaryotes (textbooks, Internet access, and/or other print materials, see Advance Preparation, per group) sticky notes (2 colors, 2 per student) glue or tape (per group) Attachments: Handout: Investigating Prokaryotes (1 per student, for half of class) Teacher Resource: Investigating Prokaryotes KEY Handout: Investigating Eukaryotes (1 per student, for half of class) Teacher Resource: Investigating Eukaryotes KEY Teacher Resource: PowerPoint: Prokaryotes and Eukaryotes Instructional Note: Be sure to preview the PowerPoint notes, as they contain Last Updated 04/30/2013 page 5 of 38

6 Science Unit: 04 Lesson: 01 Suggested Duration: 7 days suggestions for the class discussion. STAAR Notes: Prior to this unit, in Grade 6, students learned the differences between prokaryotic and eukaryotic cells. In Grade 7, they learned the functions of basic organelles and looked at the hierarchy from the level of the cell to the level of an organism. Supporting Standard B.10C includes: analyzing the levels of organization in biological systems and relating the levels to each other and to the whole system. Be sure to preview the PowerPoint notes, as they contain suggestions for the class discussion. Check For Understanding: At the completion of this activity, students should be able to state the similiarites and differences between prokaryotic and eukaryotic cells. Students should also be able to name at least some of the specialized structures within prokaryotic and eukaryotic cells. In addition, students should be able to identify a cell as prokaryotic or eukaryotic based on the graphic displayed. Science Notebooks: Students should affix the handouts with notes and record definitions in their science notebooks. EXPLORE/EXPLAIN Comparing Cells and Cell Structure: Specialized Cell Structures Suggested Days 3 and 4 1. Assign students to new cooperative groups of four. 2. Distribute the Handout: Specialized Cell Structures to each student. Emphasize to students that they will be focusing only on the first four columns of the handout for their initial research (not the analogy column). 3. Inform students that they will each research 4 5 cell structures and then they will teach their group about these structures. Student 1 should research structures 1 5; student 2 should research structures 6 10; student 3 should research structures 11 14; and student 4 should research structures Allow students minutes for their research and then the remainder of the class time to teach each other about their cell structures. By the end of the class on Day 3, all students should have completed the first three columns of their handouts. 5. At the beginning of class on Day 4, instruct each group to select a speaker/representative that will share about 2 3 cell structures during the class discussion. Depending upon the number of groups in your class, assign each group 2 3 structures on which to report. 6. Using the Teacher Resource: PowerPoint: Specialized Cell Structures, guide students through a review of each cell structure, having the group representatives/speakers report to the class throughout the discussion. See the Instructional Notes. 7. As you go through this review, ask students to decide on an appropriate analogy to use for the fourth column on the handout. As a class, discuss possible analogies, and then allow students to pick the analogy that they feel they will remember best. 8. To wrap up the class discussion, Ask: Which specialized structures are found in both prokaryotic and eukaryotic cells? (Cell wall, cell membrane, ribosomes, genetic material, cytoplasm, flagella, and/or cilia) Are all of the specialized structures found in every eukaryotic cell? (No, eukaryotic cells might have some specialized structures, but don t need to have all of them.) Which specialized cell structure is in every eukaryotic cell and makes the cell easily identifiable as a eukaryotic cell? (The nucleus) Materials: research materials on specialized cell structures (textbooks, Internet access and/or other print materials, see Advance Preparation, per student) posters or large graphics of structures for display during presentation (see Advance Preparation, per teacher) Attachments: Handout: Specialized Cell Structures (1 per student) Teacher Resource: Specialized Cell Structures KEY Teacher Resource: PowerPoint: Specialized Cell Structures Instructional Notes: For the specialized cell structures analogy, you can compare structures to a variety of things such as: a city, a mall, an amusement park, a hospital, your school/campus, etc. Let the students be creative, but ensure their analogies make sense and tie back into the function/structure of each cell structure. Be sure to preview the PowerPoint notes, as they contain suggestions for the class discussion. Check For Understanding: At the completion of the discussion, students should be able to name the specialized structures within prokaryotic and eukaryotic cells, as well as name their general function. Last Updated 04/30/2013 page 6 of 38

7 Which specialized structure might be abundant in muscle cells? Why? (Mitochondria, because muscle cells require and expand great amounts of energy)] Which specialized structures are found only in plant cells, not in animal cells? (The cell wall and chloroplasts) Science Notebooks: Students should affix their specialized cell structures chart into their science notebooks. Science Unit: 04 Lesson: 01 Suggested Duration: 7 days 9. Instruct students to affix their chart in their science notebooks. ELABORATE Comparing Cells and Cell Structure: Identifying Cells Suggested Day 5 1. Distribute the Handout: Identifying Cells to each student. Note: Instructions for stations are located in the Teacher Resource: Identifying Cells Station Setup (see Advance Preparation). 2. Explain to students that they need to visit at least four stations (For example: Stations 1 or 2, 3 or 4, 5 or 6, and 7 or 8). 3. Project the following requirements, and then instruct students to view the cells at each station and record the following in their science notebooks for each cell viewed: Description of the cell and any cell structures visible Name the type of cell viewed Why it is this type of cell? 2 3 sentences describing how this cell s structure is related to its function Materials: microscopes (1 or 2 per station) card stock squares (small, 8, 1 per station 1 8) Euglena prepared slide (1 2 slides at Station 1) Amoeba prepared slide (1 2 slides at Station 2) thin slice of onion, wet mounted (1 2 slides at Station 3) Elodea leaf, wet mounted (1 2 slides at Station 4) teased human muscle cells prepared slide (1 2 slides at Station 5) human epithelium cells prepared slide (1 2 slides at Station 6) bacillus bacterium prepared slide (1 2 slides at Station 7) spirrilium bacterium prepared slide (1 2 slides at Station 8) Attachments: Teacher Resource: Identifying Cells Station Setup (see Advance Preparation) Handout: Identifying Cells (1 per student) Instructional Note: If you have a limited number of microscopes available, consider having students complete this activity in pairs and/or have half of the class do this activity today while the other half of the class does the activity for Day 6, then switch groups. Science Notebooks: Students record cell descriptions, cell names, and how the cells structures relate to its function for each station visited. ENGAGE Comparing Cells and Cell Structure: Endosymbiosis Suggested Day 6 1. Ask: Would you consider cells to be simple or complex? Why? Student answers will vary. Discuss all answers, and guide students to the conclusion that cells, while very small, are very complex. How did cells become so complex? Student answers will vary, and they may or may not have a lot of background knowledge on this concept. Discuss all answers, and then inform students that today they will be learning about a theory related to the complexity of cells. Instructional Notes: Prior to class, find an appropriate movie or animation to help students better understand the concept of endosymbiosis (see Advance Preparation). View the animation/movie before class so you know appropriate places to pause and check for student understanding. Showing an animation/movie will help prepare students for the next activity in which they read and discuss endosymbiosis. 2. Say/Ask: There is a theory called endosymbiosis (Write or project this term on the board.), which helps explain the complexity of cells and how eukaryotic cells evolved from prokaryotic cells. Knowing the meaning of endo and symbiosis can help you understand the basics of this theory. What does endo mean? Endo means within". What does symbiosis mean? Symbiosis means two organisms living together and usually to each other s benefit. This means endosymbiosis likely means what? It means one organism living Last Updated 04/30/2013 page 7 of 38

8 within another organism, to the benefit of both organisms. Science Unit: 04 Lesson: 01 Suggested Duration: 7 days 3. Next, show a video/animation on endosymbiosis to help students begin to better understand the concept of endosymbiosis (see Advance Preparation). EXPLORE/EXPLAIN Comparing Cells and Cell Structure: Web Quest 1. Divide the class into small groups of 2 3 students. See the Instructional Notes for grouping suggestion. 2. Distribute the Handout: Endosymbiosis Web Quest and Discussion to each student. Instruct students to work together to complete the web quest in order to increase their understanding of endosymbiosis. Provide students with access to research materials to complete the handouts. 3. Monitor and assist students as they complete the web quests. When students have completed their web quests, combine small groups into slightly larger groups of 4 6 students. 4. Instruct students to discuss the questions on their handout with their new group. 5. Then, students will write a 1 2 paragraph summary of their research/discussion in their science notebooks. In their summary, students should include their knowledge/understanding of the meaning of endosymbiosis, the evidence for endosymbiosis, and their opinion on the validity of this theory and their justifications for their reasoning. 6. As students are going through the discussion questions, monitor groups and interject into discussions as needed to help answer student questions or clarify points for students. 7. Students should affix their handouts to their notebooks. Suggested Day 6 (continued) Materials: Attachments: glue or tape (per group) Handout: Endosymbiosis Web Quest and Discussion (1 per student) Teacher Resource: Endosymbiosis Web Quest and Discussion KEY Instructional Notes: Some students may struggle with these concepts, so carefully group students and consider grouping stronger readers with struggling readers so that the stronger readers can assist the struggling readers in understanding the concepts. Carefully monitor, during the research and discussion, to ensure students are grasping the concepts correctly. These concepts will be discussed and deepened further in upcoming units, so it is critical that students have a good foundational understanding now to help them later. Science Notebooks: After the group discussions, students should record a 1 2 paragraph summary of their research and discussion in their science notebooks. EVALUATE Performance Indicator Suggested Day 7 High School Science Unit 04 PI 01 Design a model of prokaryotic and eukaryotic cells, and create a graphic organizer to compare and contrast these two types of cells. Examine specialized plant and animal cells, and predict and provide evidence for each cell s general function based on its structure. Standard(s): B.2H, B.4A, B.10C ELPS ELPS.c.1C, ELPS.c.3H, ELPS.c.5F 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY and Handout: Prokaryotic and Eukaryotic Cell Models PI (1 per student) for information on administering the assessment. Materials: model materials (various materials of teacher choice such as: poster board, glue, clay, chenille stems, buttons, etc., adequate materials for each student to make their models, see Advance Preparation) markers or colored pencils (per student) Attachments: Handout: Prokaryotic and Eukaryotic Cell Models PI (1 per student) Teacher Resource: Performance Indicator Instructions KEY Last Updated 04/30/2013 page 8 of 38

9 Viewing Cells Background: Important Figures in Cell History: In 1665, Robert Hooke, an English scientist, used a compound microscope to look at thin slices of oak cork. When he viewed the cork, he observed very small, hollow, room-like structures. He decided to call them cells because they resembled rooms that monks lived in. When he viewed the cork cells, he saw only the outer walls (cell walls) because these cells are nonliving. In 1674, Anton van Leeuwenhoek, used a simple microscope with one lens to view blood, scrapings from teeth, and rainwater. Van Leeuwenhoek was an amateur scientist and fabric merchant from Holland. His contributions included observing living cells and improving the quality of the microscope. In 1838, a botanist from Germany named Matthias Schleiden viewed plants and their parts using a microscope. He determined that cells make up plant parts. In 1839, a zoologist from Germany named Theodor Schwann viewed animal parts using a microscope. He determined that cells make up animal parts. In 1855, a German physician named Rudolph Virchow said all living cells come only from other living cells. Cell Theory: Together, the discoveries of these scientists led to the development of the cell theory. The cell theory states that: Cells are the basic units of all life; All living things are made up of cells, and New cells are produced from existing cells. Information source: Objective: In this investigation, you will practice using the microscope, and then locate and draw a variety of cells and cell structures present in different organisms. General Procedure: 1. Visit stations one through five. You can visit them in any order as they become available. 2. Record all your data/drawings in your science notebook. 3. After you have visited each station, complete the analysis questions. 2012, TESCCC 04/30/13 page 1 of 2

10 Viewing Cells - Analysis Questions 1. Who first saw and named cells? Why are they named cells? 2. Were the bacteria larger or smaller than the other cells? 3. Did the protist cells appear more like bacteria, plant, or animal cells? Explain your answer. 4. In your drawings of plant and animal cells, what structures did you notice that were different? Explain your answer. 5. In the plant cells you observed, all the cells had a similar shape. The cheek cells were more irregular in shape. Explain why you think the shapes might be different. 2012, TESCCC 04/30/13 page 2 of 2

11 Viewing Cells KEY 1. Who first saw and named cells? Why are they named cells? Robert Hooke first saw cells and named them that because they looked similar to the rooms of monks. 2. Were the bacteria larger or smaller than the other cells? The bacteria appeared smaller than the other cells. 3. Did the protist cells appear more like bacteria, plant, or animal cells? Explain your answer. Some protists appear like plant cells (Euglena) because they are green. Other protists appear like animal cells (Amoeba). 4. In your drawings of plant and animal cells, what structures did you notice that were different? Explain your answer. Student answers will vary, but should include something similar to this: The plant cells appeared more rigid and boxy on the edges (cell wall) and they also had green structures (chloroplasts). 5. In the plants cells you observed, all the cells had a similar shape. The cheek cells were more irregular in shape. Explain why you think the shapes might be different. The plant cells have a cell wall; the animal cells do not have a cell wall. Plant cells are more rigid to support the plant s shape. 2012, TESCCC 08/15/12 page 1 of 1

12 Viewing Cells Station Cards Station 1: Bacterial Cells Procedure: 1. Choose one of the bacteria slides (bacillus, coccus, or spirillus), and observe the cells using low power. 2. Observe the cells using medium power. 3. Observe the cells using high power. 4. Choose the best magnification power (low, medium, or high), and use colored pencils to draw what you see. Record your drawing in your science notebook. Your drawing should include: a. Name of the specimen b. Magnification level used c. Any cell structures that can be seen. Label any structures for which you already know the names. 5. Repeat steps 1 4 for the other two bacteria slides. 6. Clean up your area before leaving the station. 2012, TESCCC 08/15/12 page 1 of 5

13 Station 2: Protist Cells Procedure: 1. Choose one of the protist slides (Amoeba, Euglena, or Paramecia), and observe the cells using low power. 2. Observe the cells using medium power. 3. Observe the cells using high power. 4. Choose the best magnification power (low, medium, or high), and use colored pencils to draw what you see. Record your drawing in your science notebook. Your drawing should include: a. Name of the specimen b. Magnification level used c. Any cell structures that can be seen. Label any structures for which you already know the names. 5. Repeat steps 1 4 for the other two protist slides. 6. Clean up your area before leaving the station. 2012, TESCCC 08/15/12 page 2 of 5

14 Station 3: Preparing Wet Mount with Plant Cells Procedure: 1. Use forceps or tweezers to remove a leaf of Elodea or thin slice of purple onion. 2. Place the Elodea leaf or onion on a clean slide, and add a drop of water. 3. Put the cover slip on top of the water by placing the cover slip on the edge of the water at a 45-degree angle and slowly lowering it. If you have any air bubbles, tap the cover slip, and use a paper towel to remove the extra water. 4. Observe the cells using low power. 5. Observe the cells using medium power. 6. Observe the cells using high power. 7. Choose the best magnification power (low, medium, or high), and use colored pencils to draw what you see. Record your drawing in your science notebook. Your drawing should include: a. Name of the specimen b. Magnification level used c. Any cell structures that can be seen. Label any structures you for which you already know the names. 8. Remove the Elodea leaf or onion, and clean the slide and cover slip. Follow your teacher s instructions for proper disposal of the leaf and onion slice. 9. Clean up your area before leaving the station. 2012, TESCCC 08/15/12 page 3 of 5

15 Station 4: Making a Wet Mount with Animal Cells Procedure: 1. Use the flat side of a toothpick to rub the inside of your cheek for five to ten seconds. Use caution not to scrape your cheek too deeply. 2. Rub the end of the toothpick in the CENTER of a clean microscope slide. Dispose of the toothpick as directed by your teacher. 3. Place a SMALL drop of crystal violet on the area of the slide that was rubbed by the toothpick. 4. Touch the edge of a paper towel to the stain to soak up the stain. Repeat this process until most of the stain is removed. 5. Using a dropper, place one drop of water on the preparation. 6. Put the cover slip on top of the water by placing the cover slip on the edge of the water at a 45-degree angle and slowly lowering it. If you have any air bubbles, tap the cover slip and use a paper towel to remove the extra water. 7. Observe the cells using low power. 8. Observe the cells using medium power. 9. Observe the cells using high power. 10. Choose the best magnification (low, medium, or high), and use colored pencils to draw what you see. Record your drawing in your science notebook. Your drawing should include: a. Name of the specimen b. Magnification level used c. Any cell structures that can be seen. Label any structures for which you already know the names. 11. Dispose of the slide and cover slip as directed by your teacher. 12. Clean up your area before you leave the station. 2012, TESCCC 08/15/12 page 4 of 5

16 Station 5: Prepared Animal Cell Slides Procedure: 1. Choose one of the animal tissue slides (epithelial or muscle), and observe the cells using low power. 2. Observe the cells using medium power. 3. Observe the cells using high power. 4. Choose the best magnification (low, medium, or high), and use colored pencils to draw what you see. Record your drawing in your science notebook. Your drawing should include: a. Name of the specimen b. Magnification level used c. Any cell structures that can be seen. Label any structures for which you already know the names. 5. Clean up your area before leaving the station. 2012, TESCCC 08/15/12 page 5 of 5

17 Investigating Prokaryotes Objective: Research to determine characteristics, structures, and examples of prokaryotic cells. Teach your group partners about prokaryotic cells. Procedure: Use the research materials provided by your teacher to answer the questions below. Use these questions as a guide to teach your group partners about prokaryotic cells. Prokaryotic Cells Questions: 1. What is the basic definition of a prokaryotic cell? 2. What is the meaning of the word parts pro- and karyo-, and how can these word meanings help you understand what a prokaryotic cell is? 3. What specialized structures, if any, are present in prokaryotic cells? 4. What are examples of prokaryotic cells? 5. How do prokaryotic cells reproduce? 6. What are some ways that prokaryotic cells obtain energy? 2012, TESCCC 08/15/12 page 1 of 1

18 Investigating Prokaryotes KEY Student answers will vary slightly, but should be similar to those below. Prokaryotic Cells Questions: 1. What is the basic definition of a prokaryotic cell? A prokaryote is a small, usually single-celled, organism that has no nucleus and no other specialized organelles. 2. What is the meaning of the word parts pro- and karyo-, and how can these word meanings help you understand what a prokaryotic cell is? Pro- means before, and karyo- means nucleus of a cell; so, prokaryote means a cell that originated before the nucleus and has no nucleus. 3. What specialized structures, if any, are present in prokaryotic cells? Prokaryotic cells typically have a cell wall, cell membrane, cytoplasm, ribosomes, genetic material, and flagella or cilia. 4. What are examples of prokaryotic cells? Examples of prokaryotic cells include eubacteria and archaebacteria. 5. How do prokaryotic cells reproduce? Prokaryotes reproduce through binary fission. The DNA in the cell is copied, and then it grows larger and eventually splits into two cells. The two cells are genetically identical. 6. What are some ways that prokaryotic cells obtain energy? Prokaryotes can obtain energy through photosynthesis (light), chemosynthesis (inorganic chemicals), or by digesting other organisms. 2012, TESCCC 08/15/12 page 1 of 1

19 Investigating Eukaryotes Objective: Research to determine characteristics, structures, and examples of eukaryotic cells. Teach your group partners about eukaryotic cells. Procedure: Use the research materials provided by your teacher to answer the questions below. Use these questions as a guide to teach your group partners about eukaryotic cells. Eukaryotic Cells Questions: 1. What is the basic definition of a eukaryotic cell? 2. What is the meaning of the word parts eu- and karyo-, and how can these word meanings help you understand what a eukaryotic cell is? 3. What specialized structures, if any, are present in eukaryotic cells? 4. What are examples of eukaryotic cells? 5. How do eukaryotic cells reproduce? 6. What are some ways that eukaryotic cells obtain energy? 2012, TESCCC 08/15/12 page 1 of 1

20 Investigating Eukaryotes KEY Student answers will vary slightly, but should be similar to those below. Eukaryotic Cells Questions: 1. What is the basic definition of a eukaryotic cell? A eukaryotic cell has a nucleus and other membrane-bound organelles like mitochondrion, chloroplasts, lysosomes, Golgi apparatus, and endoplasmic reticulum. 2. What is the meaning of the word parts eu- and karyo-, and how can these word meanings help you understand what a eukaryotic cell is? Eu- means good, well, or true, and karyo- means nucleus or nut. This means a eukaryotic cell has a true nucleus. 3. What specialized structures, if any, are present in eukaryotic cells? Eukaryotic cells always have a membrane-bound nucleus and other membrane-bound organelles such as: chloroplasts, Golgi apparatus, lysosomes, mitochondrion, plastids, rough endoplasmic reticulum, smooth endoplasmic reticulum, vacuoles, and vesicles. 4. What are examples of eukaryotic cells? Eukaryotic cells include plant cells, animal cells, fungi, and protists. 5. How do eukaryotic cells reproduce? Eukaryotic cells reproduce through mitosis or meiosis. 6. What are some ways that eukaryotic cells obtain energy? Eukaryotic cells can obtain energy through photosynthesis or from digesting organic compounds. 2012, TESCCC 08/15/12 page 1 of 1

21 Specialized Cell Structures Instructions: Use the research materials provided by your teacher to complete the section of the chart you are assigned. Only complete the first four columns. Then, use your chart section to teach the others in your group about your cell structures. Structure In Prokaryotes, Eukaryotes, or Both? In Plant Cells, Animal Cells, or Both? Description Function Analogy Cell Wall Cell Membrane Ribosomes 2012, TESCCC 08/15/12 page 1 of 4

22 Cytoplasm Flagella Cilia Cytoplasm Nucleus Nuclear Membrane 2012, TESCCC 08/15/12 page 2 of 4

23 Nucleolus Chloroplast Golgi Apparatus Lysosome Mitochondrion 2012, TESCCC 08/15/12 page 3 of 4

24 Plastid Rough Endoplasmic Reticulum Smooth Endoplasmic Reticulum Vacuole Vesicle 2012, TESCCC 08/15/12 page 4 of 4

25 Specialized Cell Structures KEY Instructions: Use the research materials provided by your teacher to complete the section of the chart you are assigned. Only complete the first four columns. Then, use your chart section to teach the others in your group about your cell structures. Analogies will be completed during the class PowerPoint presentation and discussion. Structure In Prokaryotes, Eukaryotes, or Both? In Plant Cells, Animal Cells, or Both? Description Function Analogy Cell Wall Both Plant Rigid outer layer; outside of cell membrane Support, protection, helps cell maintain shape Cell Membrane Both Both Outer covering made of lipid bilayer Barrier between cell and its environment; controls what substances can enter or leave the cell; provides support and protection, especially in cells without a cell wall Ribosomes Both Both Made of protein and RNA; very small, spherical shaped Make proteins 2012, TESCCC 08/15/12 page 1 of 4

26 Cytoplasm Both Both Jelly-like substance Fills space between organelles; contains materials needed by the organelles Flagella Both Animal Long, thread-like extension of a cell Helps cell move Cilia Both Animal Short, hair-like projection on the cell surface Used to sweep away things from the cell surface or to help the cell move through fluid Nucleus Eukaryote Both Core, central portion of cell Contains genetic information (DNA); directs cell activities Nuclear Membrane Eukaryote Both Double-layer membrane surrounding the nucleus Separates nucleoplasm from cytoplasm 2012, TESCCC 08/15/12 page 2 of 4

27 Nucleolus Eukaryote Both Round structure within nucleus; made of protein and RNA Makes ribosomes Chloroplast Eukaryote Plant Oval or bean shaped with green color Helps capture sunlight to produce food (energy) for plants Golgi Apparatus Eukaryote Both Flattened sacs called cisternae Modifies and packages materials created in the cell for transport (inside or outside of the cell) Lysosome Eukaryote Both Small sacs Use digestive enzymes to breakdown old/worn-out organelles, viruses or bacteria, and/or food particles Mitochondrion Eukaryote Both Spherical or rod-shaped; inner and outer membranes Converts sugars into ATP (energy) for the cell 2012, TESCCC 08/15/12 page 3 of 4

28 Plastid Eukaryote Plant Double-membrane bound organelle Involved in food storage; function depends mostly upon which pigments are present Rough Endoplasmic Reticulum Eukaryote Both System of membranous tubes and sacs with ribosomes on the surface (making it appear rough) Helps make and transport new proteins to Golgi apparatus or outside of the cell Smooth Endoplasmic Reticulum Eukaryote Both System of membranous tubes and sacs Makes lipids; creates and stores steroids; stores ions that cells might need; metabolizes carbohydrates Vacuole Eukaryote Both Sacs: Smaller in animal cells, larger in plant cells Store a variety of things such as water, nutrients, or waste products Vesicle Eukaryote Both Small sacs Stores, transports, or digests materials within the cell 2012, TESCCC 08/15/12 page 4 of 4

29 Identifying Cells Station Setup Setup the following slides with a microscope at each station for students to identify: STATION 1 Euglena prepared slide STATION 2 Amoeba prepared slide STATION 3 Thin onion slice wet mount STATION 4 Elodea leaf wet mount STATION 5 Teased human muscle cells prepared slide (fibers of cells have been teased apart and isolated) STATION 6 Human epithelium cells prepared slide STATION 7 Bacillus bacterium prepared slide STATION 8 Spirillum bacterium prepared slide 2012, TESCCC 08/15/12 page 1 of 1

30 Identifying Cells Objective: View and identify a variety of cells, and describe how their structure relates to their function. Instructions: 1. You will visit at least four stations during this activity. You MUST visit: a. Station 1 or 2 b. Station 3 or 4 c. Station 5 or 6 d. Station 7 or 8 2. At EACH station you visit, view the cells, and then record the following in your science notebook: a. Description of the cell and any cell structures visible b. Name the type of cell viewed c. Why it is this type of cell? d. Two-three sentences describing how this cell s structure is related to its function. 2012, TESCCC 08/15/12 page 1 of 1

31 Endosymbiosis Web Quest & Discussion Objective: Research and gain knowledge on endosymbiosis and the evidence for endosymbiosis. Discuss with classmates about this theory and its validity. Use the resources provided by your teacher to help you research and answer the questions below: Part I: Endosymbiosis Web Quest Research Endosymbiosis Research Questions: 1. What did Kwang Jeon discover when researching Amoeba infected by bacteria? 2. What is endosymbiosis? 3. How does the meaning of the root words endo- and -symbiosis help you understand the meaning of endosymbiosis? 2012, TESCCC 04/19/13 page 1 of 3