The Cell Cycle & Mitosis Day One Lesson Plan

Transcription

1 The Cell Cycle & Mitosis Day One Lesson Plan Purpose/Rationale Community Resources UBD Big Idea UBD Essential Questions & Enduring Understandings Virginia SOLs Materials To allow students to gain an understanding of: o The function of cell division o The purpose of cell division o The mechanisms of cell division To demonstrate the stages of mitosis No community resources are utilized in this lesson plan. However, the teacher could discuss how all eukaryotic cells divide via mitosis, tying this into environmental concepts (e.g. similarities between plants and animals, how plant and animal cells divide and maintain themselves in nature). How does cancer impact the cell cycle? How do aberrations in the normal function of the cell and cellular division impact normal cellular metabolism and potentially result in cancer? 1. What is cancer? 2. How can cigarettes result in cancer? 3. As a society, how can we limit exposure to chemicals or other forces that impact normal cellular metabolism and function? Assessment Evidence What does normal cell division look like? That is, what are the normal rates and functions of the cell cycle stages? How does form and function of the cell affect the rate of cell division? How can outside forces affect the rate of the cell cycle, or the processes occur during the cell cycle? Does exposure to carcinogens affect normal cell metabolism? This lesson plan is designed to be implemented in a 7 th grade life science class. It is designed to meet the following Virginia Life Science SOLs: LS.1.d) models and simulations are constructed and used to illustrate and explain phenomena LS.2.d) cell division LS.12) the student will investigate and understand that organisms reproduce and transmit genetic information to new generations Multiple colors of play-doh Student drawing templates Colored pencils

2 Safety & Class Management Issues Engage (5 minutes) Explore (5 minutes) Pencils, play-doh, and other manipulative can be easily used to create distractions or cause harm (poking, throwing, etc.). The teacher should ensure that students are using their tools in a proper, respectful manner, and only manipulating them when needed (i.e. not when the teacher/others are speaking). Procedures for Teaching 1. Multiplication vs. Division Warmup Activity o Give each student a small ball of play-doh and instruct them to observe/examine its size. o Explain to each student that the ball is representative of a cell, and that the cell needs to replicate itself. o Ask the students to make two balls out of the play-doh, then have them compare the size of the balls with that of the original ball. o Have the students repeat the replication process four more times, until each student has 16 cells. o Ask the students why the cells keep getting smaller and smaller. o Ask the students if this is how cell division & replication works with plant and animal cells. Have them justify their answer do human cells get smaller and smaller as they divide? Why or why not? o Explain that cells double in size before dividing, so that each subsequent cell is the same size, and has all the same components, of the 1 st cell. o Potential modification: make each ball out of two different colors of play-doh, so that when the cell is divided, the colors don t get evenly divided between the F2 cells. This could represent how, if cells don t replicate before dividing, each F2 daughter cell would get different portions of genetic material, organelles, etc. and wouldn t be a whole, functional cell. 2. Mitosis GIF/Video o Play a video or GIF of a cell undergoing mitosis (the students can watch this while you hand out the activity sheet for the day). o Ask the students if what they observe is similar or different from what they observed when the play-doh cells were dividing. o Explain that what they are seeing is the cell replicating before it divides, then ask if any student knows the processes responsible for this. o Hand out notes on the process of mitosis so that students

3 can learn about the phenomena and discuss with partners. Explain (15 minutes) Elaborate (20 minutes) 3. Note Discovery o The students are to read and discuss the notes in small groups. o Each section of the notes (stage of the cell cycle) should be read and discussed one at a time in sequence o The students should color-code and highlight the notes as they go, in order to demarcate the important information (vocabulary, different stages, etc.) 4. Note Discussion o As a class or in small groups, the students are to discuss how the actual process of cell division differs from the play-doh division in the engage activity. o The teacher will introduce the concepts of division and multiplication, and ask the students to discuss which (or both) of the processes are taking place, and why. 5. Annotated Student Drawings o Each student will be given an activity sheet with the cell cycle drawn, but not labeled o The students are to work in pairs to annotate the diagram with labels of the cell structures, the stages of mitosis, and the processes occurring within the cells o The students are to help teach each other the order of occurrence of the steps, using their notes, discussion, and prior knowledge as reference points o We will go over the information as a class to ensure that all of the students understand how the process occurs Assessment Procedures Formative Assessment Annotated cell cycle drawings Student note worksheets Discussion with the students o Potential Questions to Ask Students: Why do cells need to divide? Do all cells divide at the same rate? Why do you think this is true? How does this relate to the cells need to divide? What changes are occurring in the nucleus of the cell? What is the difference between chromatin and chromosomes? In what stages of the cell cycle is chromatin found?

4 Summative Assessment Activity Sheet In what stages of the cell cycle are chromosomes found? What are the roles of centrioles and spindle fibers? How do telophase and cytokinesis differ in plant and animal cells? Why is this the case? A written test on the cell cycle and mitosis will be given at the end of the unit. Attached

5 The Cell Cycle & Mitosis Day Two Lesson Plan Purpose/Rationale Community Resources UBD Big Idea Virginia SOLs Materials Safety & Class Management Issues To observe the stages and appearance of mitosis in healthy cells. To compare mitosis in healthy cells vs. in cancer cells. To determine what types of plants are most effective as cancer drugs. No community resources are utilized in this lesson plan. However, the lab investigation centers around the use of botanicals and other naturallysourced medicines in the treatment of cancer, an investigation which directly ties into human health and the interrelationship between humans and the natural world. How do aberrations in the normal function of the cell and cellular division impact normal cellular metabolism and potentially result in cancer? This lesson plan is designed to be implemented in a 7 th grade life science class. It is designed to meet the following Virginia Life Science SOLs: LS.1.d) models and simulations are constructed and used to illustrate and explain phenomena LS.1.j) current applications are used to reinforce life science concepts LS.2.d) cell division LS.12) the student will investigate and understand that organisms reproduce and transmit genetic information to new generations Whitefish blastula cell photos Lab activity sheets Ensuring that students are focused and on-task in the classroom. Procedures for Teaching Engage (5 minutes) Explore (15 minutes) 1. Pre-laboratory Questions o Students are to answer the pre-laboratory portion of the worksheet. o They will answer the questions individually in order to reflect on their knowledge of how cancer and mitosis are related. o We will discuss student responses prior to beginning the lab activity to ensure that everyone understands the role of mitosis in cancer. 2. Procedure: Healthy Cell Mitosis o Divide the students into groups of 2-4 students within their assigned tables. o Instruct students to observe the images of the whitefish blastula cells in various stages of cell division. o Students should record their observations about the stages

6 Explain (15 minutes) Elaborate (10 minutes) of mitosis on their lab worksheet. 3. Procedure: Cancer Cell Mitosis o Students will remain in their small groups at their lab tables. o In their groups, students will read the information presented in this section of the lab sheet. o Explain to students that they are to discuss and answer the questions in this section in their groups. o Go over the questions and answers before allowing the students to go to the next steps. o Ensure that all students understand that cancer is the result of rapid, uncontrolled mitosis. o 4. Procedure: Determining Natural Sources for Cancer Drugs o Introduce the fact that many types of medications and drugs are sourced from chemicals found in nature in plants, bacteria, fungi, and animals. o Have the students to read over the table of medicinally significant organisms. o Allow the students to discuss the merits of each of the organisms as a cancer drug within their groups. 5. Conclusion Questions o Read the conclusion questions aloud. o Ask each group to report which organism they chose as being the most likely cancer drug. o Record (via tally) the student opinions on the board. o Ask some of the students why they chose the plant or bacterium that they did (justify their answers). o Explain that the rosy periwinkle is actually used in a cancer medication on the market today. o Explain why the rosy periwinkle works to reduce cancer it slows down chromosome duplication, suppressing the rate of out-of-control mitosis. Assessment Procedures Formative Assessment Discussion of student responses in the pre-lab Lab worksheet Discussion with the students o Potential Questions to Ask Students: How does cancer occur? Do you think that cancer occurs the same in all tissues (hint: if cancer is abnormal mitosis, do you think it would occur more in cell types that undergo mitosis more frequently)? What do you think would happen if cancer went on

7 without being stopped or slowed? Summative Assessment Activity Sheet A written test on the cell cycle and mitosis will be given at the end of the unit. Attached

8 8