What are living things made of ?
Learning Targets Learning Experiences
Learning Targets
Learning Experiences
32 I can describe the ways cells obtain information from nearby cells and the environment in the context of cell membrane composition. (2, 4) 33 I can modify a membrane model to explain the phenomenon of cell communication in terms of membrane composition. (2)
34 I can make calculations from a hands-on activity and illustrate the amount of time spent in each phase of the cell cycle by a cell. (4) 35 I can use a model to describe patterns in typical cell growth and relate those patterns to the mechanisms of cell reproduction for growth, differen- tiation, and repair. (4)
Students will analyze images, illustrations, videos, and animations and role-play to identify the ways cells (1.) receive information from their environment as well as neighboring cells and (2.) use that information to maintain homeostasis or carry out other cellular actions. Students modify their cell membrane models to include cell surface receptor proteins and cell surface markers. These features allow messages to be transmitted without actually entering the cell. Role play of cell communication pathways: • Students will act out cell communication using the classroom and desks as cell and nuclear membranes. The students will be exploring a basic model of a signal transduction pathway, which will be followed by the students creating their own, more elaborate analogy based on real examples. Through this activity, the students will understand the processes that are involved in cell-to-cell communication and signal transduction pathways (sample lesson plan). • Students will use body movement cards to take on a variety of roles in cell communication and pass messages in a mimic of signal transduction pathways.
Students are assessed for prior knowledge and misconceptions related to cell life cycles (see resource list for knowledge probes). After reviewing print and online sources, students work in groups to generate models of a particular phase of the cell cycle. Models are constructed using paper plates and various art supplies. The members of each group become “subject experts” for their respective phase and participate in a Jigsaw activity where new groups are composed of members from each of the phase specific groups. Members peer teach the details of each cell cycle phase. Using calculations made from a hands-on activity, students generate a graphic illustrating the amount of time a cell spends in each phase of the cell cycle. Potential activities include video, image, or microscope observations in which students identify cells in each phase, determine relative abundance, and estimate amount of time spent in each phase. Students review videos, animations, or diagrams that illustrate the relationship between the cell cycle and the growth and maintenance of an organism – beginning with a fertilized egg that develops into an organism through repeated rounds of mitosis, followed by further cell division as a part of tissue maintenance and repair. Students communicate comprehension of this process by creating a booklet, poster, presentation, flipbook, or other visual explanation.
Teacher Resources
Teacher Resources
Pathways with Friends — Genetic Sciences Learning Center Directed by instructional cards, students kinesthetically model cell communication by acting as components in a cell signaling pathway. bit.ly/pathways-with-friends Classroom Cell Communication — MIT Department of Biology Students act out cell communication using the classroom and desks as cell and nuclear membranes. bit.ly/classroom-cell-communication
Teacher Tip In General Biology, discus- sions of cell signaling are introductory, not mired in the details of signal transduction pathways, but introducing the variety of ways cells exchange
Probe Strategy Option — Uncovering Student Ideas Vol. 4 (Sample Chapter) Page Keeley. Question based probing strategies are used to assess students’ prior conceptions. The sample chapter specifically addresses cell growth misconceptions. bit.ly/Uncovering-Student-Ideas Cell Cycle Videos — Hudson Alpha Institute for Biotechnology Short videos investigate regulation of the cell cycle vimeo.com/channels/alabamacompendium Mitosis Video — Science with the Amoeba Sisters Short animated YouTube video that explains mitosis and relates the process to growth and repair www.youtube.com/user/AmoebaSisters The Cell Cycle — Alabama Science in Motion M8Mitos Students view onion root tip slides and identify the phase of the cell cycle as well as explain normal and uncontrolled cell division. bit.ly/AMSTI-ASIM Cell Cycle & Mitosis Tutorial — University of Arizona Students will participate in an interactive web-based tutorial to learn about the steps of the cell cycle. Students will identify steps of the cell cycle in an onion root and learn how to calculate amount of time cells spend in each step.
Misconceptions
V Organisms grow by cell division, but the cells do not themselves increase in size or mass. V In the early development of an organism, cells grow in size but the number of cells remains constant. V In the early development of an organism, the organism grows in size and mass with- out cell division or cell growth. V All cells in an organism are largely the same. Cells are not organized into the body structures of the organism they are part of.
information with nearby cells and their environment.
Cell Signaling — Learn.Genetics Short video that outlines the basics of cell signaling. bit.ly/cell-communication
Fight or Flight — Learn.Genetics Students will travel inside the body and see how cell signaling brings about physiological changes during the fight or flight response. A play by play script of the movie is included. After watching the movie, the teacher can initiate a student-led class discussion about the movie. bit.ly/fight-or-flight-response
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bit.ly/cell-cycle-and-mitosis 3D Cell Cycle — Teacher Created Student will create a 3D model of a part of the cell cycle. www.hudsonalpha.org/compendium
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A Field Guide to the Alabama Standards
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The Biology Compendium
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