Project SING Mitosis Unit. PE SEP, DCI, CCC Evidence Statements

Transcription

1 Project SING Mitosis Unit Phenomenon: The Immortal Life of Henrietta Lacks Cancer vs. normal cell division Target Audience: Private, Catholic, all boys high school in a suburban setting. Student population: 75% White, 10% African American, 7% Hispanic, 4% Asian, 3% 2 or more races College Prep Biology, 10 th Grade PE SEP, DCI, CCC Evidence Statements HS-LS1-4 SEP: Develop a complex model that allows for manipulation and testing of a proposed process or system. DCI: LS1.B In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. CCC: Systems and System Models - students can use models and simulations to predict the behavior of a system, and recognize that these predictions have limited precision and reliability due to the assumptions and approximations inherent in the models. They can also design systems to do specific tasks. From the given model, students identify and describe the components of the model relevant for illustrating the role of mitosis and differentiation in producing and maintaining complex organisms, including: Parent and daughter cells (i.e., inputs and outputs of mitosis) Students identify and describe the relationships between components of the given model, including: Mitotic cell division produces two genetically identical daughter cells from one parent cell. Daughter cells receive identical genetic information from a parent cell or a fertilized egg. Students use the given model to illustrate that mitotic cell division results in more cells that: Allow growth of the organism Can replace dead cells to maintain a complex organism. Students make a distinction between the accuracy of the model and the actual process of cellular division. HS-LS3-3 SEP: Make and defend a claim based on evidence about the natural Students make a claim that includes the idea that inheritable genetic variations world that reflects scientific knowledge and student-generated may result from viable errors occurring during replication and mutations evidence. caused by environmental factors.

2 DCI: Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. CCC: Students suggest cause and effect relationships to explain and predict behaviors in complex natural and designed systems. Students use reasoning and valid evidence to describe that new combinations of DNA can arise from several sources, including meiosis, errors during replication, and mutations caused by environmental factors. HS-PS4-4 SEP: Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. DCI: When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted into thermal energy (heat). Shorter wavelength electromagnetic radiation (ultraviolet, X- rays, gamma rays) can ionize atoms and cause damage to living cells. CCC: Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. Students describe the cause and effect reasoning in each claim, including the extrapolations to larger scales from cause and effect relationships of mechanisms at small scales (e.g., extrapolating from the effect of a particular wavelength of radiation on a single cell to the effect of that wavelength on the entire organism). Scientific Explanation of the Phenomenon (Consider how the unobservable causes the observable): The video of the normal cells dividing as compared to the cancer cells dividing will lead us to the following discoveries: The cell cycle and cell division in a normal cell. The cell cycle and cell division in a cancer cell. What is the similarities and differences are between the two. The cell cycle timing is generally observable by the clock that runs through the video. The parts of the cell cycle are basically the same between a cancer cell and a normal cell, the timing is faster due to mutations in genes in the cell. Other things that are different between the cells are receptor proteins in the cell membrane that do not allow cells to grow on top of each other in mounds. These receptors are different in cancer cells thus the growth of the cells on top of each other. Also, the normal cell will stop dividing when it is touching other cells. Does not happen with cancer cells. They continue to grow and divide no matter how close they are to each other. Cells have stages that they go through when dividing. These stages are the same whether prokaryote or eukaryote cells, plant or animal cells. Certain things must happen within the cell for division to take place to prepare for division. Certain things must occur during division for it to occur properly. Some of the things that must happen are: Replication of the DNA Nuclear membrane and nucleolus disappear

3 Chromosomes condense Spindle fibers form Chromosomes align at the center of the cell Sister chromatid separated by spindle fibers to either end of the cell Nuclear membranes reform Cytokinesis occurs

4 Concept Map Project SING Saxon Mitosis SING.docx 6/18/2017 4:22 PM Katie Saxon

5 What question will students generate? (Intro Subphenomenon) (Lesson Question) Key Activity What are students doing? (Include 3-D Connection) Key Learning (Observation/Evidence) What are student figuring out? Connections to Phenomenon Description of Student Artifact/Evidence of Learning Why do cells divide? Why do cells divide? What does mitosis look like in plant and animal cells? How do cells divide? Surface Area to Volume Lab SEP: Engage in arguments from evidence. Analyze and interpret data. Using mathematics and computational thinking. CCC: size, scale, proportion Grow cells in petri dish. (Real or virtual) SEP: Constructing explanations. CCC: cause and effect Onion/Cheek Cell Lab SEP: Developing and using models. Constructing explanations CCC: structure and function Cell division engineering problem SEP: Constructing explanations and designing solutions. CCC: systems and system As cells get larger, they divide. Larger cells have greater needs food When cells touch each other, they stop dividing. Will divide again when room given in the petri dish. Cancer cells continue to grow on top of each other. See different stages of mitosis in animal and plant cells. What do the chromosomes look like in each stage of mitosis. Model mitosis and its phases. Normal cells divide at a certain rate due to their size and volume. Cancer cells divide faster. Cancer cells lose their ability to stop growing when there is no more room. How cells actually divide. The steps/stages a cell goes through to divide. Come up with a working model of mitosis Analysis of data from lab. Scientific argument smaller cell more diffusion, larger cell less diffusion. Cell s ability to move substances in and out. Observations and analysis of cell growth and regrowth. Drawings of plant and animal cells in different stages of mitosis, labeled and described. Working model made with different arts and crafts supplies. A video of their model of mitosis. An Aurasma of their model.

6 What is the difference between a cancer cell and a normal cell? models Cancer webquest SEP: Asking questions and defining problems. CCC: cause and effect/structure and function Causes of cancer Types of cancer Treatments of cancer How cancer cells are different from normal cells. Henrietta Lacks type and treatment of her cancer. Answers to pointed questions regarding cancer, cancer cells. Assessment In Google folder Activities/Hand Outs/Etc. In Google Folder