What are living things made of?
Learning Targets
Learning Experiences
Learning Targets Learning Experiences
V Cells contin- ue reproducing throughout the lifespan of the individual. V Cells have no mechanisms to stop cell growth or cell division. Misconceptions
Teacher Tips In this learning progression, the
36 I can develop a model of chromosome movement and can use the model to explain the maintenance of chromo- some number during mitosis. (4) 37 I can use chromosome models to illustrate mitosis and to explain the role of mitosis in maintaining populations of cells. (4) 38 I can use a model to demonstrate errors that may occur during cell division.(4) 39 I can identify the strengths and limitations of a model in representing the
40 I can use evidence to describe the internal and external factors that influence cell cycle control mechanisms. (4) 41 I can use a model to compare multiple pathways to tumor formation. (4)
Students illustrate chromosome behavior during mitosis using chromosome models (either preexisting or student-built). The model should allow students to distinguish between replicated and unreplicated chromosomes. Students extend the model using various items (yarn for spindle fibers, paper plates for animal cells, etc.) to demonstrate the events and cellular processes involved in each stage of mitosis. The same models allow students to investigate the impact of errors in the process of cell division. Using information they have learned regarding the process of cell division, students critique the cell cycle model they previously developed for learning target #35. Based on an assessment of their model’s strengths and weaknesses, students are given the opportunity to revise the model.
Using web-based interactives, students investigate the pro- cess of cell cycle regulation, identifying the basic mechanisms, checkpoints, and general categories of signaling factor mole- cules (both internal and external). Once students can describe the process of cell cycle regula- tion, they engage in activities that explore the consequences of losing control of the cycling process. The goal is for students to relate errors in control mechanisms to uncontrolled cell growth (cancer). Using a hands-on activity, reading passage, or digital resource (see list), students recognize that cancer-causing alterations to the rate of cell division result from mutations in cell cycle regulatory genes. NOTE: At this point, students have not learned the molecular process whereby DNA mutations lead to disease. Conversations relating cell cycle mutations to cancer should be general and not focus on the details of the mechanism.
focus is on the cell cycle and how it is necessary for growth and maintenance in multi- cellular organisms. Students will create an effective model, whether two-dimensional or three-dimensional, that depicts the events of the cell cycle. Students must be able to use this model to explain the importance of the cell cycle for multicellular organisms. In addition, teachers should include information about checkpoints during mitosis and how uncontrollable cell growth occurs and results in cancer. Teachers should stress to students that mitosis only makes (somatic) body cells and that meiosis, which makes gametes (sex cells), will be discussed later. The ChromoSock Meiosis Kit can also be used for mod- eling mitosis. However, the instructor manual associated with the kit only describes meiosis. Supplemental proto- cols for using ChromoSocks to model mitosis that can be found on the compendium website.
cell cycle and cell differentiation. (4)
Teacher Resources
Cancer as Genetic Disease — Howard Hughes Medical Institute In this video Dr. Charles Sawyers provides an overview of the types of genes that, when mutated, can lead to the development of cancer. bit.ly/cancer-genetic-disease C4 (Collecting Cancer Causing Changes) — HudsonAlpha Institute for Biotechnology This kit has students pull colored beads representing specific types of mutations, allowing students to apply the cell cycle to examine risk of developing cancer. This kit is available for purchase through Carolina Biological Supply. Regulation of the Cell Cycle — HudsonAlpha Institute for Biotechnology This series of short clips explains cell cycle regulation and the relationship to
Teacher Tip Traditionally, teachers have used a variety of methods such as posters, flip books, and student-developed diagrams for students to demonstrate their under- standing of the cell cycle. However, to meet the stan- dard, students must develop and use models. This requires students to have more flexibility in the method
Teacher Resources
ChromoSocks — Hudson Alpha Institute for Biotechnology Kit uses socks as model chromosomes to mimic the movement of chromosomes during cell division. This kit is available for purchase from Carolina Biological, from Alabama Science in Motion as C4Chromo, and was distributed at GREAT: Cell Division workshops in 2014/15. www.hudsonalpha.org/compendium Pipe cleaners, pool noodles or yarn can be used to model chromosome movement during mitosis.
cancer. vimeo.com/channels/alabamacompendium Cell Division and Cancer — Scitable by Nature.com A reading passage regarding cell division and cancer. bit.ly/cell-division-and-cancer Cell Biology and Cancer — Learner.org An extensive reading opportunity for students to enhance their knowledge about cell biology and cancer bit.ly/cell-bio-and-cancer Clay Cell Tumors — Students create clay models of cellular populations to predict the impact of changes in cell cycle regulation that: • result in a loss of contact inhibition • ignore signals to pause the cell cycle for DNA damage detection and repair • lead to persistent signaling for cell growth and division www.hudsonalpha.org/compendium Cell Cycle and Cancer — Howard Hughes Medical Institute Students will explore the phases, checkpoints, and protein regulators of the cell cycle in this highly interactive animation. bit.ly/cell-cycle-and-cancer they use both construct- ing models and conveying understandings. Many of the resources included will help students investigate the factors that influence the cell cycle and inform their developing models.
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A Field Guide to the Alabama Standards
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The Biology Compendium
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