Celll Theoy and Organelles Biology

8/3/2019 Celll Theoy and Organelles Biology

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Cell Theory and Cell

OrganellesBy:

ChristopherMeisler

Science Methods

This is a 6 day unit plan covering: First Observation of cells, Cell Theory and the

organelles of both Plant and A nimal Cells. Some ideas I have come up w ith for gradingare: a long term 3D model of cell, multiple worksheets, a rap on Cell Theory, an egg-

speriment, and a seeing is believing project. I went away form old school tes and used

more project and worksheets.



Day 1: First Observation of the C ell and Introduction of the 3D Cell project

Here is where you would start the unit. The first day would b e introducing all the

basics and all material that is going to be covered. To help the stu dents understand that

cells are not easily seen I've included a project called: Is Seeing Believing? H ere also is agood time to introduce the long term 3D p roject that the students would be making . For

this make sure the students understand that they may not un derstand all of it right away

but they will know enough to start. In a day or 2 the studen ts will hav e all the informationneeded to do the project.



Title: Is Seeing Believing?

Grade level/ Subject: 6- 10 Life Science

Overview : Students will be cutting out a small section of a picture that is in black and

white. Then from here the students will write down what thev see. Then usin e a handheld magnifying class the students will then write down in detail what they see. From

hear the students will take turns at a microscope and look at there piece and once again

record what they see.

Purpose: This is to help the students see there is another world out there that they can't

see with their ow n eyes.

Objectives:

1. Students will understand that there is things out there that can't been s een with

eyes alone.

Materials

Old Newspaper

Scissors

Hand held M agnifying glass

Microscope

Paper (for recording data)Writing item

Procedures:1. Cut a black and white photograph out of a page in a newspaper. W ith you eyes

only, closely examine the photo. Record your observation.2. Exam ine the sam e photo but this time use a hand held magnifying glass.3. Now take the same photo and place it under a microscope, using the clips to hold

it in place. Shine the light onto the photo and bring the microscope into focus onto

part of the photo. Once again record what you see.

Observing:What did you see in the photo with the hand lens that you couldn't see with your eyes?

What did you see with the microscope that you couldn't see with you eyes of the handlens?



TITLE: MAKING THREE DIMENSIONAL PLANT AND ANIMAL CELLS

(Long Term Project)AUTH OR: Patricia (Pat) Brickley, Battle Mtn. Jr. High,

Battle Mo untain, NV.

GR AD E LEVEL ISUBJECT : Appropriate for grades 6-10.

OVER VIEW: Man y students have trouble visualizing cells as 3-dimensional un its,

containing several different parts, working together. As they study pictures in text books,

slides and videos, and look at leaves or their own skin, they often g et the impression that

cells are flat, 2-dimensional units.

PURP OSE: The purpose of this activity is to provide students with a hands-on activity

which w ill enhance their understanding of the 3-D characteristics of cells while

reinforcing their knowledge of plant and animal cell structure.

OBJEC TIVES: Students will be able to:1. Com pare and contrast the structures of plants and animals.

2. Dem onstrate and understand the 3-dimensional aspect of cell structure.

3. Identify the various parts of plant and animal cells.

RESOURCESIMATERIALS:Play-doe, food coloring o r tempera paints (red , purple, green, blue), 1 pair disposable

gloves, yam or undercooked spaghetti, pepper, plastic-bubble packing, alum inum foil,

plastic w rap, penc il shavings, scissors, 1 large knife, glue

Cell structure list and possible materials for each group:1. Cytoplasm -- play-doe (plain - approx. 26 0s or 80z)*

2. Endoplasmic reticulum -- yam or cooked spaghetti

3. Ribosomes -- pepper

4. Mitochondria -- play-doe (purple - approx. 7g)**5. Vacuole -- plastic-bubble packing

6. Lysosome -- play-doe (red - approx. 5g)7. Chloroplasts -- play-doe (green - approx. log)

8. Cell wall -- aluminum foil (approx. 12" X 7")9. Cell membrane -- plastic wrap (approx. 12" X 16")

10. Nucleus -- play-doe (blue - approx. 20g)

11 . Nuclear membrane -- plastic wrap (approx. 3"X6")12. Chromosomes --pencil shavings

* Play-doe recipe: Th is makes abou t 850g (3002) - enough

for 3 groups.

1 C soda (salt for baking) 4 t cream o f tarter1 C flour 2 T oil1 C corn starch 1-314 C wa ter



Stove top method: Mix and cook until the dough leaves the side of pan. Cool on platewith wet cloth on top.

Oven method: Bake @ 150 F overnight.** To color play-doe use food coloring or tempera paints.

(Using rubber o r disposable gloves is a good idea.)

ACTIVITIES AND PROCEDURES:

1. After studying cell structure, divide the class into small groups.

2. Gather all materials and have them laid out according to the number of student groups.(See material list below.)

3. Distribute m aterials and lists of cell structures to each group.

4. Inform g roups they will be making two cells - one plant and one animal cell. When

they finish, each cell will be abo ut the size of a tennis ball. The first part of the class

period will be spent making the cell structures themselves. Instruct them to wait before

putting the cells together until you can explain the procedure. Have group leaders assignresponsibility, for each cell part, to the group mem bers. (The cell structure list also

includes possible materials which could be used. These materials could be expanded or

substituted.)

5. Have the "cell membrane people" cut the large piece of plastic wrap in half and placeeach piece on the table.6. Have the "cytoplasm people" form 2 balls using the plain play-doe or clay. Lay 1 ball

on each piece of plastic wra p and press each into a "pancake" about 6".

7. Instruct them to design ate one pancake, "animal cell and the other "plant cell".

8. Have members of each group find the supplies the need to represent their cell

structu res, cut, form , fold, paste, etc. until their structure is simulated. Th en place the

finished structures in a pile on the center of the approp riate pancake. (Exc eption --cell wall)

9. When all of the cell parts are completed and in place, have someone in each group"gather up" the pancake carefully cupping it around its "topping" and seal all of the edgestogether forming a ball. Next have the "cell membrane people" wrap the plastic wraparound the cytoplasm and have the "cell wall people" wrap the alum inum foil around the

plant cell.

10. Depending on the length of time available, cells may be set aside for the next classperiod or each may be cut in half with a large knife right away.



Day 2 : Cell Theory, Rap, S tart Egg-sperament

On day 2 you actually start talking about the concepts and idea behind cells. To

begin you have to start with the C ell Theory. In order to help I included information that

also has important date in Cell history. In orde r to help understand this I have included a

Cell Rap that will prove to be fun and interesting. With abou t 15 minu tes left in class

you are going to want to introduce the Egg-sperament. This will be taking place over the

next 4 days.



The CELL THEORY, or cel l doctr ine, states th a t al l organisms are

composed o f sim ilar uni ts of organization, called cells. The conce pt was

formally art ic ula ted in 1839 by Schleiden & Schwann and has rema ined as

th e foundation of modern biology. The idea predates o the r gr ea t paradigmsof biology including . (1859),

(1865), and th e establishment of

(1940).

Ul tra st ruc tur al research and modern molecular biology have added many

tenets to t he ce ll theory, bu t it remains as th e preeminent the or y of

biology. The Cell Theory is t o as Atomic Theory is t o Physics.

Formulation of th e Cell Theory

I n 1838, Theodor Schwann and Ma tthia s Schleiden were enjoying a f t e r -

dinner coffee and talking about th e ir stu dies on cells. I t has been sugge sted

t h a t when Schwann hea rd Schleiden describe pla nt cells wi th nuclei, he was

stru ck by th e similarity of these plant cells t o cells he had observed in

animal tissues. Th e two s cie ntis ts went imm ediately to Schwann's lab t o look

a t h is slides. Schwann published his book on animal and plant ce lls (Schwann

1839) th e n ex t year, a treat ise devoid of acknowledgments o f anyone else's

con tribution , including t h a t of Schleiden (1838). H e summ arized his

observations into t h re e conclusions about cells:The ce l l is th e uni t of str uc tu re, physiology, and organization in living

things.

The cell retains a dual existence as a distin ct en tit y and a building

block in th e

con struc tion of organisms.

Cells form by free-ce l l formation, similar to th e formatio n o f crystals

(spontaneous generation).

We know today th a t t he f i r s t two tene ts a re cor rec t , b u t th e th i rd is

clear ly wrong. The co rrec t in terpreta t ion o f cel l forma tion b y division was

finally promoted by oth ers and formally enunciated in Rudolph Virchow 's

powerful dictum, "O m n~ s ellula e cellula" ... "I,

The o f t h e Cell Theory include:

all known living things ar e made up of cells.



th e ce l l is s t ructura l & functional u nit o f a ll l iving things.

all cells come fr o m pre-ex isting cells by division.

(Spontaneous Generation does no t occur).

cells contains he re dit ar y inform ation which is passed fro m

cell t o cell d uring c ell division.

All cells ar e basically t h e same in chemical composition.

all energy flow (metabolism & biochem istry) of l i fe occurs

with in cells.

As w ith any theory, it s ten ets a re based upon previous observations and

facts, which a re synthesized into a coherent whole via t h e sc ien t i f ic method.

The Cell Theory is no di ff e re n t being founded upon th e observations o f

many. (Landmarks in th e Stud y o f Cells)

Credi t f o r t h e f i r s t compound (more than one lens) microscope is usually

given t o Zacharias Jansen, of Middlebu rg, Holland, around t h e year 1595.

Since Jansen was very young a t th a t t ime, i t ' s possible th a t his fa th er Hans

made th e f i r s t one, bu t young Jansen perfe cte d th e production. Detai ls

about th e f i r s t Jansen microscopes are n ot clear, b u t the re is some evidence

which allows us t o make some guesses abo ut th em (Jansen microscopes).

I n 1663 an English scie ntis t, R ob ert Hooke, discovered cells in a piece o f

cork, which he examined under his prim itiv e microscope (fiqures). Actually,

Hooke only observed cell walls because cork cells are dead and wi tho ut

cytoplasmic contents. Hooke drew th e cells he saw and also coined th e wo rd

CELL. he word cel l is der ived fro m t h e Lat in word 'cellula' which means

small compartment. Hooke published his findings in his famous w ork,

Microqraphia: Physiological Descriptions of M inu te Bodies made by

Magnifying Glasses (1665).

Ten yea rs l a te r Anton van Leeuwenhoek (1632-1723), a D utc h businessman

and a con tem pora ry o f Hooke used his own (single lens) monocular

microscopes and was t h e f i r s t person t o observe ba cteria and protozoa.

Leeuwenhoek is known to have made over 500 "microscopes," of which fewer

than ten have survived to th e present day. I n basic design, probably a ll o f

Leeuwenhoek's instru me nts were simply po we rful ma gnifying glasses, no t

compound microscopes o f t h e typ e used today. Leeuwenhoek's sk ill a t

grinding lenses, tog eth er w ith his naturally acute eyesight and gre at c are in



adjusting t h e l ighting where he worked, enabled him t o build microscopes

th a t magnified over 2 00 times, w ith clearer and brig ht er images tha n any o f

his colleagues a t th a t t ime. I n 1673, Leeuwenhoek began writ in g le tt e rs t o

th e newly form ed Royal Society o f London, describing wh at he had seen w ith

his lenses. His f i r s t le tt e r contained some observations on th e stings o f

bees. For th e n ex t f i f t y years he corresponded with th e Royal Society. His

observations, wr it te n in Dutch, were transla ted into English o r L atin and

pr in ted in th e Philosophical Transacfions o f the Royal Society. Leeuwenhoek

looked a t animal and plant t issues, a t m ineral crystals, and a t fossils. He was

th e f i r s t t o see microscopic single cel led prot is ts w ith shel ls, th e

foraminifera, which he described as "l it t l e cockles. . . no bigg er tha n a

coarse sand-grain." H e discovered blood cells, and was t h e fi r s t t o see living

sperm cells of animals. He discovered m icroscopic animals such as nematodes

(round worms) and rot if e rs . The l is t of his discoveries is long. Leeuwenhoek

soon became famous as his le tt e rs were published and transla ted. I n 1680

he was elected a full member o f t h e Royal Society. A f t e r his dea th on

August 30,1723, a member of th e Royal Society wro te ... "Antony van

Leeuwenhoek considered th a t wha t is tr u e in natu ral philosophy can be most

fruit fu l ly invest igated by th e experimental method, supported by th e

evidence of t h e senses; fo r which reason, by diligence and tire les s labour he

made wi th his own hand ce rtain most excellent lenses, wi th t h e aid o f which

he discovered many sec rets o f Nature, now famous throug hou t th e whole

philosophical World". No tru er de f ini t ion of th e scien t i f ic me thod may be

found.

Between 1680 and t h e early 180 0's it appears th a t no t much was

accomplished in th e study o f cel l structu re. This may be due t o t h e lack o f

quality lens fo r microscopes and th e dedication to spend long hours o f

detai led observation over what microscopes existed a t t h a t t ime.

Leeuwenhoek did n ot re co rd his methodology fo r grindin g qua lity lenses and

thus microscopy suffe red fo r over 100 years.

German natur-philosophe r and microsco pist, Lorenz Oken had been tra ine d

in medicine at Freibu rg University. He went on t o become a renown

philosopher and thin ke r of th e 29 th century. I t s repor ted th a t in 1805

Oken sta te d th a t "Al l l iv ing organisms or iginate fro m and consist o f cells" ...which may have been th e f i r s t statem ent o f a cel l theory.



Around 1833 Ro bert Brown rep orte d th e discovery o f t h e nucleus. Brown

was a natu ralist who visite d t h e "colonies of Australia" from 1801 throu gh

1805, whe re he cataloged and described over 1,700 new species of plants.

Brown was an accomplished technicia n and an ex trao rdi na rily g ift ed obse rver

o f m icroscopic phenomena. I t was Brown who i de nt if ie d t h e naked ovule in

t h e gymnospermae. This is a diff i cu lt observation t o make even wit h a

modern instrument and th e b en ef i t of hindsight. But itwas wit h th e

observation of t h e incessant agitation of minute suspended partic les t h a t

Brown's name became inextr icably l inked. The e ff e c t, since desc ribed as

Brownian Movement, was f i rs t notic ed by him in 1827. Having worke d on t h e

ovum, it was na tura l to d i rec t a t ten t ion to t he s t ruc tu re o f pollen and it s

Brown interrelat ionship with th e pisti l . I n h e course o f his microscopic

studies o f t h e epidermis o f orchids, discovered in these cells "an opaque

spot," which he named t h e nucleus. Doubtless th e same "spot" had been seen

often enough befo re by othe r observers, bu t Brown was th e f i r s t t o

recognize it as a component pa rt o f t h e vegetable cell and to give it a name.

This nucleus (or areola as he called it ) of t h e cell, was n o t confined to th e

epidermis, being also found, in th e pubescence of t h e surfac e and in t h e

parenchyma or intern al cells o f t h e tissue. This nucleus o f th e cel l was n ot

confined t o only orchids, b u t was equally man ifest in many oth e r

monocotyledonous families and in t h e epidermis of dicotyledonous plants, and

even in t h e early stages of development of th e pollen. I n ome plants, as

Tradascantia v irginica, it was uncommonly dis tinc t, especially in t h e tiss ue o f

th e stigma, in th e cells of th e ovum, even befo re impregnation, and in all th e

stages of formation o f t h e grains of pollen.

I t s upon t h e works o f Hooke, Leeuwenhoek, Oken, and Brown th a t

Schleiden and Schwann bui lt th ei r Cell Theory. I t was t h e German profe sso r

of botany a t th e Univers ity o f Jena, br. M. J. Schleiden, who bro ugh t t h e

nucleus to popular attentio n, and t o asse rted i ts all- importance in t h e

function of a cell. Schleiden free ly acknowledged his indebtedness t o Brown

for f i rst knowledge of th e nucleus, b u t he soon ca rr ie d ou t his own

observations o f th e nucleus, f a r beyond those o f Brown. He came t o believe

th a t th e nucleus is really th e most important port io n of th e cell , in th a t it is

th e or iginal stru ct ur e from which th e remainder of th e cel l is developed. He

called it t h e , He outlined his views in an epochal paper p ublished in

Mu ller 's Archives in 1838, under t i t l e of "Beitrage zur Phytogenesis." This

paper is in its el f o f value, ye t t h e most important outgrow th of Schleiden's



observations of th e nucleus did n ot spring fro m his own labors, b u t fr o m

those of a fr ien d t o whom he mentioned his discoveries th e year previous t o

th e ir publication. This frie nd was Dr. Theodor Schwann, professo r o f

physiology in th e U nive rsity o f Louvain.

Schwann was puzzling over c erta in details o f animal histology which he

could n ot c learly explain. He had no ted a strange resemblance o f embryonic

co rd mate rial, fr o m which t h e spinal column develops, to vegeta ble cells.

Schwann recognized a cell-lik e chara cter of ce rtai n animal tissues. Schwann

fe lt th a t th is sim ilar i ty could not be mere coincidence, and it seemed t o fit

when Schleiden called his atte ntio n t o t h e nucleus. Then a t once he reasoned

t h a t if th e re really is t h e correspondence between vegetable and animal

t issues t h a t he suspected, and if t h e nucleus is so im porta nt in th e vegetable

cell as Schleiden believed, th e nucleus should also be found in t h e u ltim ate

partic les o f animal tissues. A closer study o f animal t issues under t h e

microscope showed, in particu lar in embryonic tissues, t h a t t h e "opaque

spots" t h a t Schleiden described were found in abundance. The location o f

these nuclei a t comparatively regular intervals suggested th a t th e y are

found in de fini te compartments of th e tissue, as Schleiden had shown t o b e

th e case with vegetables; indeed, t h e walls th a t separated such cell- l ike

compartments one fr o m ano ther were in some cases visible. Soon Schwann

was convinced t h a t his original premise was r ig ht , and th a t all animal tissues

ar e composed of cells n ot unlike t h e cells of vegetables. Ad opting t h e same

designation, Schwann propounded what soon became famous as th e CELL

THEORY. So expe ditious was his observations t h a t he published a book

early in 1839, only a few months a ft e r th e appearance of Sch leiden's paper.

The main them e o f his book was t o u nify vegetable and animal tissues.

Accepting c ell- stru ctu re as t h e basis of all vegetable t issues, he sought t o

show th a t t h e same is tr u e of animal t issues.

And b y cell Schwann meant, as did Schleiden also, what t h e wo rd ord inarily

implies--a cavity walled in on all sides. H e knew th a t t h e cell m ight be f i l le d

with f lu id contents, bu t he regarded these as re lat ively subordinate in

importance t o t h e nucleus and cell wall.

Their main thesis, t h e similar i ty of development o f v egetab le and animal

tissues and t h e cellular natu re of life, was supported almost immediately by



a mass o f care fully gath ered evidence which a mu lt itude o f microscopists

confirmed. So Schwann's work became a classic almost fr o m t h e moment o f

it s publication. Various othe r workers disputed Schwann's claim t o p ri or ity

o f discovery, in particu lar an English microscopist, Valentin, who ass erte d

t h a t he was working closely along th e same lines. So did many othe rs, such as

Henle, Turpin, D u-m orti er, Purkin je, and Mulle r, all of whom Schwann himself

had quoted in his work. Many physiologists had, earlier tha n any o f t h e

above, foreshadowed t h e cell theory, including Kaspar Frie dric h W o l ff

around th e close of t h e previous century, and Treviranus in 1807.

But, as we have seen in t h e scie ntific method, it is one thin g t o foreshadow a

discovery, it is quite another t o give it full expression and make it t h e

cornerstone o f fu tu re discoveries. And when Schwann put for wa rd t h e

exp l ici t c laim th a t "th er e is one universal principle of development fo r th e

elementary parts, of organisms, however diff ere nt, and th is principle is t h e

form ation of cells," he enunciated a doctr in e which was f o r all pra ctica l

purposes absolutely new and opened up a novel fi e ld f o r t h e m icroscop ist t o

enter. A most imp ortant er a in Cell Biology dates from t h e publication of his

book in 1839.

Landmarks in Stu dy of Cell Biology

Jansen cre di te d w it h 1 st compound microscope

Hooke describe d 'ce lls' in cork.

7[ I 6 2 6I7edi postulated t h a t l iving things do n ot arise f ro m spontaneous

generation.

Brown descibed th e cell nucleus in cells of t h e orchid.

11674IT11838 ldchleiden and Schwann proposed cell theo ry. 11

Leeuwenhoek discovered protozoa. H e saw ba cte ria some 9 years

later .

Alb rec ht von Roell iker realized th a t sperm cells and egg cells a re also



1 8 5 6 IN. Pringsheim o bserved how a sperm cell p en etra ted an egg cell.

Il i -

Rudolf V irchow (physician, patho logist and anth ropo logist) expounds

his famous conclusion: omnls cellula e cellula, t h a t is cel ls develop onl).

from exlstlng cells [cells come fro m pree xist ing cel ls]

1857

11879 ~ l e m m i n ~escribed chromosome behavior during m ~ to s ~ s .

17,

Koll iker described mitochondria.

1869

I/

Miescher i so la ted DNA f o r th e f i r s t t ime.

1883

7

Germ cells ar e haploid, chromosome the or y of he red ity.

11898

I/

11941 I ~ o o n s sed f luorescen t labeled ant ibo d~e s o de te ct cel lular ant igens.

i i i

Golgi described th e qolqi apparatus.

/1926

11952 l ~ e ~nd co-worke rs esta blishe d a continuous human cell l ine.

Svedberg developed th e f i r s t analyt ical ul t racen tr i fuge.

Behrens used dl f fer en t la l cent r l fuqat lon to separate nuc le i f ro mcytoplasm.

Siemens produced th e f i r s t commercial transmlsslon e lectron

mlcroscope.

11953 /Crick, Wilk ins and W atson proposed str uc tu re o f DNA double-helix.

Eagle systema tically defined th e n utrit io na l needs o f animal cells in

culture.

1957

Meselson, Stahl and Vinograd developed density gradient

cen trifugation in cesium chloride solut ions f o r sepa rating nucleic

acids.



Ham introd uce d a defined serum-f re e medium. Cambridge

Inst rum ents produced th e f i r s t commerc ia l scanninq e lect ron

microscope.

Sato and colleagues publish papers showing th a t d i f fe re n t cel l l ines1976 requi re d i f fere nt mix tures of hormones and growth fa cto rs in serum-

f r e e media.

1981Transgenic mice and fru it f l ies ar e produced. Mouse embryonic stem

&line established.

1 9 8 7 / ~ i r s tnocko ut mouse create d.

il!1998 Mic e ar e cloned fr o m somatic cells.ii

2000 Human genome DNA sequence dr a ft .



Cell Theory Rap

Cell Theory Rap

Listen close to the story I tell.It's the rapp ing story of the living cell.It's a happy tune that's sort of cheery.About a real tough topic called the cell theory.

All anima ls, plants, and p rotists too,Are ma de of cells with different jobs to do.They're the basic units of all organisms,And I hope by now you got the rhythm.

It all started with one dude named Hooke.Who at som e cork cells took a look.He used a scope and took his time.'Cause a cell is small and thinner than a dime.

Say 1, 2, 3 ,4 ,Are you ready to learn some more?The animal cell has many parts,And you m ust know each one by heart.

Like the farmer man in the dell.The nucleus controls the cell.its gives the orders -- kind of like a b rain.And it's protected by a nuclear mem brane.

Around the cell, you'll find another "skin,"

The cellular mem brane holds the whole cell inBut its job isn't simple there's no doubt,It lets some particles go in and out.

Now p lease don't lose your science enthusiasm,Listen to the story of the cytoplsm.All around the cell this thick fluid does go,But in the nucleus it will not flow.

And don't forget those ribosomes -This is where proteins come from.

These protein factories are so small, you'll agree,You need an electron m icroscope to see.

Just when you thought you we ren't having any fun,Along comes teh endoplasm ic reticulum.These tubelike structures serve as a track,To carry stuff to the membrane and back.

Now hav e you ever seen any doughnuts without holes?In a cell, they're called vacuoles.They're filled with stuff like H 2 0



Cell Theory Rap

And they carry food so the cell can grow.

Las of all, but no t the very lea st,Mitochondria - mighty cellular beasts,Since they turn sugars into energy so well,We call them the pow erhouse of the cell.

Now m y friend, you know it well,The unforgettable story of the living cell.

"Science World"10-5-90



Title: Egg-sperament

Gra de level1 Subject: 6 - 10Life Science

Overview: Using 5 liquids you will soak a raw eye in them, and m easure the diameter of

each after everyday.

Purpose: To o bserve how various materials enter or leave a cell, using an eg g as a m odel

of the cell.

Materials:

Raw eggsVinegar

H 2 0

Food coloring

Salt waterAny other liquid you choice

Procedures:1. Observe what happens when you soak an uncooked egg in vinegar, then in water,

food coloring, salt wa ter, and finally a liquid of your cho ice.

2. Mea sure the circumference of the egg everyday, and graph your results.

3. explain the changes that you observe in your egg



Name:

Date:

Directions: Record the circumference of each egg everyday for4

days. Then on aseparate sheet of paper record w hat you observe. Mainly focus on the ch anges that occur.

Then after the 4 days make a graph for each egg. Any type of graph will do.

Vinegar

1.

Water1.

2.

3.

4.

5.

Food Coloring

1.

2.

3.

4.

5 .

Salt Water

1.

2.3.

4.

5 .

You Choice

1.2.

3.

4.

5 .



Day 3: Cell Rap Cont.., P arts of the Animal cell, and Animal Cell Worksheet

To start class of have the class go ahead and review the Cell Rap and se e if

anyone is brave enough to try and recite from memory. A sk how their take home projectsare going. From here it's a good time to start going over the animal cell's history and theorganelles. Explain what each organelle does. In order to help the students study, have

them do the coloring worksheet. Have them m easure out all of the egg-speram ent

samples and record.



Animal Cell Coloring

Animal Cell Co loring

Directions : Choose a color fo r each of t h e pa rts below and fill in th e square wi th th e

color o f your choice. Color th e cell pa rt t o match.

Cell Mem brane

Cytoplasm

Nucleoplasm

Nuclear

Membrane

Nucleolus

Golgi Apparatus

Flagella

Ribosome

Smooth Endoplasmic

Reticulum

Rough Endoplasmic

Reticulum

Mitochondr ia

Lysosome

Microtubules



Animal Cell Coloring Page 2 f 3



Animal Cell Coloring

6. Microtub ule

7. Mitochondria

8. Nucleus



Day 4: Cell Rap Cont.., Parts o f the Plant cell, and Plant Cell W orksheet

To start class of have the class go ahead and review the Ce ll Rap an d see if

anyone is brave enough to try and recite from mem ory. Ask how their take home projec ts

are going. From here it's a good time to start going over the plant cell's history and the

organelles. Explain w hat each organelle does. In order to help th e students study, have

them do the coloring w orksheet. Hav e them measure out all of the egg-speram ent

samp les and record.



Plant Cell Coloring Page 1 of 2

Name

Plant Cell Coloring

Direction s: Choose a color fo r each of t h e pa rts below andfill

in th e square wi th th ecolor o f your choice. Color th e cell pa rt t o match.

Cell Mem brane

Cytoplasm

Nucleoplasm

Nuclear

Membrane

Nucleolus

to lg i Apparatus

Vacuole

Ribosome

Smooth Endoplasmic

Reticulum

Rough Endop lasmic

Reticulum

Mitochondr ia

Chloroplasts

Microtubules

Cell Wa ll



Plant Cell Coloring

Compare and Co ntrast t h e animal cell t o t h e plant cel l - t h a t is , descr ibe how

the y are a like, and how the y are d i f ferent .



Cell City Analogy Page 2 of 2

9. Nucleolus

** Crea te your own analogy o f th e cel l using a di f fe re nt model. Some ideas

m igh t be: a school, a house, a fac to ry, o r anything you can imagine**



Day 5: Egg-sperament wrap of, Review Cell Rap, and W orksheet

Have the students come in and do their last bit of recording for the egg-speram ent,and explain the guide lines for the graphs once m ore. Here is another to work on the C ell

Rap again. For som e extra practice have the students do the C ell city worksheet in class.

Have any questions and answer period for the test.



Cell City Analogy

Cell City Analogy

I n a far away ci ty called Gran t City, th e main ex po rt and

production product is th e stee l widget. Everyone in th e town has

something t o do w ith s teel widget making and th e en t ire town isdesigned t o build and e xp or t widgets. The t ~ h a las th e

instructions fo r widget making, widgets come in all shapes and sizes and any citi ze n o f

Grant can ge t t h e ins tructions and begin making th ei r own widgets. Wid gets ar e generally

p roduced in s - m d s h o p around the c ity , these small shops can be bu i l t by th e ~ a rp e n le r ' s

union (whose headq uarters ar e in town hall).

A f t e r t h e widge t is con structed , th ey a re placed on sp&al_ca&s which can deliv er t h e

widget anywhere in th e c i ty . I n order for a widget t o be expor ted , th e ca r ts take th e

widget t o t h e postalof f ice, where th e widgets are packaged and labeled fo r expo rt .Sometimes widgets d on ' t turn o ut r ight , and th e "re jects" are sent t o th e scrap yard

where they are broken down f o r p arts o r destroyed altogether. The town powers th e

widget shops and ca rts fr o m a hydra&damthat is in th e ci ty. The en t ire ci ty is

enclosed by a large wooden fe-n n, only t h e postal truc ks (and cit izen s w ith proper

passports) are allowed outside th e c ity .

Match th e par ts o f th e c i t y (underlined) w i th th e pa r ts o f th e cell.

1.

Mitochondr ia

2 . Ribosomes

3. Nucleus

4.Endoplasmic

Reticulum

5.Golgi

Apparatus

6 . Protein

7. Cell

Membrane

8. Lysosomes



Cell City Analogy Page 2 of 2

9. Nucleolus

** Crea te your own analogy of t h e cell using a dif fe re n t model. Some ideas

m ight be: a school, a house, a facto ry, o r an ything you can imagineX*



Day 6: Test day

Have the students turn in the cell city sheet if they didn't and also turn in the egg-

sperament. In order for this to be fair have all the students name in a hat an d you w ill be

randomly d rawing nam es for the order they are to go in. All the stude nts will need torecite the en tire Ra p in front of the class. Seems how the ma jor grading criteria for this is

the 3D model let the students know they w ill have 1 more week form today to have it

completed an d turned in.

Celll Theoy and Organelles Biology

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Transcript of Celll Theoy and Organelles Biology