Lesson 1 Cell Theory

State Standards

LS2 The student will investigate and understand that all living things are composed of cells Key

concepts include

c) development of cell theory

Objectives

Students will be able to describe the three key points of the cell theory

Students will be able to identify and discuss the scientists whom contributed to the cell theory

Engage

The wacky history of cell theory httpwwwyoutubecomwatchv=4OpBylwH9DU

Have the cell theory displayed in the room (on the board)

Explore

Role Play Have students break up into groups of six and each pick a scientist who contributed

to the cell theory to pretend to be for this activity Each student will do research on their

chosen scientist and then debate who should receive the most credit and why Have students

quickly create a pie chart of percentages of credit that each scientist deserves

Still in groups have students create a timeline of the events contributing to the cell theory

Scientists and events

1653 Leeuwenhoek invented the compound microscope

1665 Hooke coined the word cell

1668 Redirsquos experiment disproved that maggots came from rotting meat

1838-1839 Schleiden and Schwann observed that plants and animals have cells and

concluded that ldquoall living things are made of cellsrdquo

1855 Virchow stated ldquoAll cells come from preexisting cellsrdquo

1862 Pasteurrsquos experiment disproved spontaneous generation

Explain

Quick Overview of cell theory and related events (just to make sure we are all on the same

page)

Elaborate

Journal Prompts A day in the life of the scientist you chose (specifically the day of the

discoveryinvention)

Discuss the cell theory in your own (non-scientific) words

Evaluate

Pie Chart PresentNot Present

Time Line Rubric

Needs Work Fair Good

Dates Not present Some dates incorrect or missing

All dates included all correct

Events Not present Some events incorrect or missing

All events included all correct

Scientists Not present Some Scientists incorrect or missing

All scientists included all correct

Journal Formative Assessment (Read give feedback promptly return)

Lesson 2 Plant and Animal Cells

State Standards

LS2 The student will investigate and understand that all living things are composed of cells Key

concepts include

a) Cell structure and organelles

b) Similarities and differences between plant and animal cells

Objectives

Students will use observations to compare and contrast plant and animal cell

Students will be able to describe why differences are present

Students will compare cell organelles to the parts of a submarine

Engage

The Cell Song httpwwwyoutubecomwatchv=rABKB5aS2Zg

Explore

I will have several stations set up around the room with representations of plant and animal

cells that students will spend a few minutes comparing and contrasting each cell then move on

to the next station Students will keep a log of all observations

Station 1 Microscopes set up with each cell

Station 2 8x10in pictures of each cell

Station 3 Jell-O molds of each cell (that well will eat after each station has been explored)

I will then ask students to form small groups and discuss possible differences and why they

think these differences exist I will hand out sheets of blank paper for students to illustrate any

differences they may have saw

I will also pass out the blank venn-diagram of plants and animals at this point and allow them to

begin working on it

Explain

I will go over the differences between plant and animal cell and give a brief description on the

functions of the organelles

I will hand out copies of the organelle function card and instruct students to quiz each other

when they finish any assignments early or during free time

I will have students get with a partner for the following (responses to be turned in)

Finish venn-diagram of plant and animal cells

Discuss the following

o Explain each difference explain why different organelles (or different

sizesshapes of organelles) are needed for the survival of one organism but not

the other (eg explain why a plant cell needs a cell wall and an animal cell does

not)

o Possible answers

1 Because plants cannot eat like animals can they need chloroplastsplastids

to help produce food (energy)

2 Plant cells have larger vacuoles because plants cannot drink like animals can

so they store absorbed water in large vacuoles

3 Plant cells have cell walls to help support their structure they do not have

bones like animals

4 Plant cells are more rectangles shaped and ridged due to the cell wall used in

support Animals have bones and muscles for support

Elaborate

On-Your-Own Discussion Compare the parts of a cell and the functions of those parts to the

different parts of a submarine (Source- Atkin J Myron and Janet Coffey Involving Students

in Assessment Everyday Assessment in the Science Classroom Arlington VA NSTApress 2003

82 Print)

Refer students to

httpwwwonrnavymilfocusblowballastsubwork1htm

httpwwwonrnavymilfocusblowballastsubwork5htm

to find out about parts of a submarine and how it works

(if there is no access to the internet print out the following as handouts)

Lesson 2 Plant and Animal Cells

State Standards

LS2 The student will investigate and understand that all living things are composed of cells Key

concepts include

a) Cell structure and organelles

b) Similarities and differences between plant and animal cells

Objectives

Students will use observations to compare and contrast plant and animal cell

Students will be able to describe why differences are present

Students will compare cell organelles to the parts of a submarine

Engage

The Cell Song httpwwwyoutubecomwatchv=rABKB5aS2Zg

Explore

I will have several stations set up around the room with representations of plant and animal

cells that students will spend a few minutes comparing and contrasting each cell then move on

to the next station Students will keep a log of all observations

Station 1 Microscopes set up with each cell

Station 2 8x10in pictures of each cell

Station 3 Jell-O molds of each cell (that well will eat after each station has been explored)

I will then ask students to form small groups and discuss possible differences and why they

think these differences exist I will hand out sheets of blank paper for students to illustrate any

differences they may have saw

I will also pass out the blank venn-diagram of plants and animals at this point and allow them to

begin working on it

Explain

I will go over the differences between plant and animal cell and give a brief description on the

functions of the organelles

I will hand out copies of the organelle function card and instruct students to quiz each other

when they finish any assignments early or during free time

I will have students get with a partner for the following (responses to be turned in)

Finish venn-diagram of plant and animal cells

Discuss the following

o Explain each difference explain why different organelles (or different

sizesshapes of organelles) are needed for the survival of one organism but not

the other (eg explain why a plant cell needs a cell wall and an animal cell does

not)

o Possible answers

1 Because plants cannot eat like animals can they need chloroplastsplastids

to help produce food (energy)

2 Plant cells have larger vacuoles because plants cannot drink like animals can

so they store absorbed water in large vacuoles

3 Plant cells have cell walls to help support their structure they do not have

bones like animals

4 Plant cells are more rectangles shaped and ridged due to the cell wall used in

support Animals have bones and muscles for support

Elaborate

On-Your-Own Discussion Compare the parts of a cell and the functions of those parts to the

different parts of a submarine (Source- Atkin J Myron and Janet Coffey Involving Students

in Assessment Everyday Assessment in the Science Classroom Arlington VA NSTApress 2003

82 Print)

Refer students to

httpwwwonrnavymilfocusblowballastsubwork1htm

httpwwwonrnavymilfocusblowballastsubwork5htm

to find out about parts of a submarine and how it works

(if there is no access to the internet print out the following as handouts)

I will hand out copies of the organelle function card and instruct students to quiz each other

when they finish any assignments early or during free time

I will have students get with a partner for the following (responses to be turned in)

Finish venn-diagram of plant and animal cells

Discuss the following

o Explain each difference explain why different organelles (or different

sizesshapes of organelles) are needed for the survival of one organism but not

the other (eg explain why a plant cell needs a cell wall and an animal cell does

not)

o Possible answers

1 Because plants cannot eat like animals can they need chloroplastsplastids

to help produce food (energy)

2 Plant cells have larger vacuoles because plants cannot drink like animals can

so they store absorbed water in large vacuoles

3 Plant cells have cell walls to help support their structure they do not have

bones like animals

4 Plant cells are more rectangles shaped and ridged due to the cell wall used in

support Animals have bones and muscles for support

Elaborate

On-Your-Own Discussion Compare the parts of a cell and the functions of those parts to the

different parts of a submarine (Source- Atkin J Myron and Janet Coffey Involving Students

in Assessment Everyday Assessment in the Science Classroom Arlington VA NSTApress 2003

82 Print)

Refer students to

httpwwwonrnavymilfocusblowballastsubwork1htm

httpwwwonrnavymilfocusblowballastsubwork5htm

to find out about parts of a submarine and how it works

(if there is no access to the internet print out the following as handouts)

Submarines History - How They Work ndash Introduction

To function underwater submarines are built a bit differently than surface ships that float on the waters surface In

order to travel underwater submarines must function in agreement with some key laws of nature including

Archimedes Principle and Boyles Law

Submarines are completely enclosed vessels with cylindrical shapes narrowed ends and two hulls the inner hull

and the outer hull The inner hull protects the crew from the immense water pressure of the ocean depths and

insulates the sub from the freezing temperatures This hull is called the pressure hull The outer hull shapes the

submarines body The ballast tanks which control the subs buoyancy are located between the inner and outer

hulls

To stay in control and stable a submerged submarine must maintain a condition called trim This means its weight

must be perfectly balanced throughout the whole ship It cannot be too light or too heavy aft or too light or too heavy

forward The submarines crew must continually work to keep the submarine trim because burning fuel and using

supplies affect the subs distribution Tanks called trim tanks one forward (front half of boat) and one aft (back

half of boat) help keep trim by allowing water to be added or expelled from them as needed

Once the submarine is underwater it has two controls used for steering The rudder controls side-to-side turning or

yaw and diving planes control the subs rise and descent or pitch There are two sets of diving planes the sail

planes which are located on the sail and the stern planes which are located at the stern (back) of the boat with the

rudder and propeller Some submarines including the new Virginia class make use of bow planes (diving planes

located at the bow or front of the boat) rather than sail planes

As you will notice on the above diagram of a submarine it has a tall sail that rises out of the submarines hull Inside

this fin-shaped sail is the conning tower (conn means to direct the steering of a vessel) The periscope and radio

and radar antennas are usually extended through the conning tower In the past many of the controls used to operate

submarine while on the surface were located here

A periscope enables a submarine to see what is happening on the surface while remaining underwater Only the end

of the periscope must break the water The periscope is made with mirrors and lenses that reflect and bend images

down a long tube to the eye of a Sailor A submarine operating at periscope depth is completely submerged but at a

depth where the periscope is still able to break the surface

As advances in technology are made the look and operation of submarines change A major breakthrough in the

new Virginia-class submarines is the use of Photonics Masts eliminating the need for a conventional periscope

Instead of a Sailor on a Virginia-class boat using a series of mirrors and lens to view above the surface several high-

resolution color cameras will send visual images to large screen displays in the ships control room via fiber optics

Submarines How They Work - Propulsion

Manual

The very first submarines depended on people for the energy to move Cornelius van Drebbel whose submarine was

tested on the Thames in 1620 and reported to have carried the King of England on one of its dives used oars to

move itself along The oars extended from the craft and leather gaskets sealed the point of their emergence

In the mid-1770s David Bushnell built a submarine Turtle that used hand and foot cranks for propulsion This one-

person submarine which was the first to be used during war was very inefficient and exhausted its operator in a

short time

Robert Fulton developed a three-person submarine Nautilus in the early 1800s that was the first to use diving planes

to control depth While submerged it relied on a hand crank to move it along For travel on the surface the Nautilus

was equipped with a sail

Steam amp Gasoline Engines

Fulton then tried to build a more efficient submarine using steam Though the steam engine was actually small the

boiler which supplied the steam was large and bulky Since oxygen was required for the fire which in turn was

required for steam the submarine had to remain at the surface to operate the engines To dive the fires were

extinguished and the smokestacks closed The submarine was left with no power

In the 1860s the Confederates built steam-powered submarines known as Davids The name was in reference to the

Bible story where David defeated the giant Goliath These Davids were made to fight the Goliath Union fleet These

submarines never completely submerged but kept their air-intake pipes and smokestacks above the waters surface

By doing this the fires to operate the steam engines never had to be extinguished

Gasoline amp DieselElectric

The first submarine in the US Navy the USS Holland (SS-1) used a gasoline engine while on the surface and an

electric engine while submerged The electric engine could recharge while the gasoline engine was being used

The electric engine allowed the submarine to travel underwater for a longer period of time maybe a few hours at a

decent speed and it produced no toxic fumes The engine was relatively small but the batteries were not They were

large bulky and heavy and many were required to supply power to the motor Since they lost their charge within a

few hours the submarine would have to return to the surface often to recharge

Batteries presented other problems since they emitted toxic fumes when contaminated with seawater and they

always contained dangerous acids

Evaluate

Formative assessment of student logs and group discussions

Collaborative venn-diagram and reasons for differences discussion

Needs Work Fair Good

Venn-Diagram differences

0-1 correct differences listed

2-3 correct differences listed

4 or more correct differences listed

Venn-Diagram 4-5 correct similarities 6-7 correct similarities 8 or more correct

similarities listed listed similarities listed

Differences discussion 0-1 correct differences listed

2-3 correct differences listed

4 or more correct differences listed

Rational for differences discussion

No rational given Incomplete or scientifically irrelevant rationales given

complete and scientifically relevant rationales given

On-your-own work

Needs Work Fair Good

Functions of Organelles

0-2 correct functions listed

3-5 correct functions listed

6 or more correct functions listed

Comparisons to parts of a submarine

0-2 reasonable comparisons listed

3-5 reasonable comparisons listed

6 or more reasonable comparisons listed

Organelle Function Cards Cut out the eight cards below on the heavy lines Fold them along the dotted line so that the words are on the outside Use the outsides as flash cards and the insides for additional notes drawings or anything that will help you remember the meaning of each term Store cards in an envelope or zip-top bag to use for studying

Cytoplasm

A constantly moving gel-like substance that surrounds the cellrsquos organelles

Nucleus

Contains the cellrsquos DNA and serves as the control center for the cell

Cell membrane

Covers the cellrsquos surface and controls the materials that enter and exit the cell

Vacuole

Serves as a storage container for water and other materials

Mitochondria Supplies stores and produces energy for the cell

Chloroplast

The place in plant cells that contains chlorophyll and where photosynthesis occurs

Endoplasmic reticulum

Produces proteins and lipid components for the cell

Cell wall

A structure found in plant cells that provides strength and support to the cell membrane

Activity Sheet-Venn Diagram Name Date

Plant Cell Animal Cell

Backward Design

1 Identify Desired Results

I chose objectives that aligned with state standards I want students be able to explain the basic

functions of cell organelles and be able to compare and contrast plant and animal cells Cells

are important to students because ldquostudying cell biology is in some sense the same as studying

liferdquo(Purves et al pg62) We all started out as a single cell Our entire body is made up of cells

Source Purves W K Sadava D Orians G H amp Heller H C (2004) Life the science of

biology (7th ed) Massachusetts MA Sinauer Associates Inc

Objectives

LS2 The student will investigate and understand that all living things are composed of cells Key

concepts include

a) Cell structure and organelles

b) Similarities and differences between plant and animal cells

2 Determine Assessment Evidence Plan

Acceptable evidence of student understanding and proficiency is

Students are able to

Explain the differences between plant and animal cells and why these differences exist

Explain the functions of each cell organelle

Formative assessment of student logs and group discussions

Collaborative venn-diagram and reasons for differences discussion

Needs Work Fair Good

Venn-Diagram

differences

0-1 correct differences

listed

2-3 correct differences

listed

4 or more correct

differences listed

Venn-Diagram

similarities

4-5 correct similarities

listed

6-7 correct similarities

listed

8 or more correct

similarities listed

Differences discussion 0-1 correct differences

listed

2-3 correct differences

listed

4 or more correct

differences listed

Rational for differences

discussion

No rational given Incomplete or

scientifically irrelevant

rationales given

complete and

scientifically relevant

rationales given

On-your-own work

Needs Work Fair Good

Functions of Organelles 0-2 correct functions

listed

3-5 correct functions

listed

6 or more correct

functions listed

Comparisons to parts of

a submarine

0-2 reasonable

comparisons listed

3-5 reasonable

comparisons listed

6 or more reasonable

comparisons listed

3 Learning Experiences and Instruction

The activities that will equip students with the needed knowledge are the observations of

different representations of plant and animal cells (to view physical differences) reflecting in

logs group discussions (after observing the cells to discuss possible differences and why they

exist) creating a venn-diagram for plants and animals (showing the similarities and differences)

discussing how cell parts and functions compare to submarine parts and functions and studying

organelle function flash cards

I will teach (in lecture form) the differences between plant and animal cells and coach

discussions regarding the differences and why differences are present

The materials best suited to accomplish the goals of the state standards are the lecture notes

organelle function flash cards blank venn-diagrams the cell song video and the website

materials on submarine

Lesson 3 Cell Division

State Standards

LS2 The student will investigate and understand that all living things are composed of cells Key

concepts include

d) cell division

Objectives

Students will sequence the steps in the cell cycle including the phases of mitosis

Engage

Have a colorful slide show of mitosis microscope slide pictures as students enter the room

Have students complete the KW sections of a KWL chart as slide show progresses

From httpwwwnprorg20130218171937818immortal-cells-of-henrietta-lacks-live-on-in-labs

From httptasisbiologyblogspotcom200711mitosis-microscopes-animal-cellshtml

Organelle Function Cards Cut out the eight cards below on the heavy lines Fold them along the dotted line so that the words are on the outside Use the outsides as flash cards and the insides for additional notes drawings or anything that will help you remember the meaning of each term Store cards in an envelope or zip-top bag to use for studying

Cytoplasm

A constantly moving gel-like substance that surrounds the cellrsquos organelles

Nucleus

Contains the cellrsquos DNA and serves as the control center for the cell

Cell membrane

Covers the cellrsquos surface and controls the materials that enter and exit the cell

Vacuole

Serves as a storage container for water and other materials

Mitochondria Supplies stores and produces energy for the cell

Chloroplast

The place in plant cells that contains chlorophyll and where photosynthesis occurs

Endoplasmic reticulum

Produces proteins and lipid components for the cell

Cell wall

A structure found in plant cells that provides strength and support to the cell membrane

Activity Sheet-Venn Diagram Name Date

Plant Cell Animal Cell

Backward Design

1 Identify Desired Results

I chose objectives that aligned with state standards I want students be able to explain the basic

functions of cell organelles and be able to compare and contrast plant and animal cells Cells

are important to students because ldquostudying cell biology is in some sense the same as studying

liferdquo(Purves et al pg62) We all started out as a single cell Our entire body is made up of cells

Source Purves W K Sadava D Orians G H amp Heller H C (2004) Life the science of

biology (7th ed) Massachusetts MA Sinauer Associates Inc

Objectives

LS2 The student will investigate and understand that all living things are composed of cells Key

concepts include

a) Cell structure and organelles

b) Similarities and differences between plant and animal cells

2 Determine Assessment Evidence Plan

Acceptable evidence of student understanding and proficiency is

Students are able to

Explain the differences between plant and animal cells and why these differences exist

Explain the functions of each cell organelle

Formative assessment of student logs and group discussions

Collaborative venn-diagram and reasons for differences discussion

Needs Work Fair Good

Venn-Diagram

differences

0-1 correct differences

listed

2-3 correct differences

listed

4 or more correct

differences listed

Venn-Diagram

similarities

4-5 correct similarities

listed

6-7 correct similarities

listed

8 or more correct

similarities listed

Differences discussion 0-1 correct differences

listed

2-3 correct differences

listed

4 or more correct

differences listed

Rational for differences

discussion

No rational given Incomplete or

scientifically irrelevant

rationales given

complete and

scientifically relevant

rationales given

On-your-own work

Needs Work Fair Good

Functions of Organelles 0-2 correct functions

listed

3-5 correct functions

listed

6 or more correct

functions listed

Comparisons to parts of

a submarine

0-2 reasonable

comparisons listed

3-5 reasonable

comparisons listed

6 or more reasonable

comparisons listed

3 Learning Experiences and Instruction

The activities that will equip students with the needed knowledge are the observations of

different representations of plant and animal cells (to view physical differences) reflecting in

logs group discussions (after observing the cells to discuss possible differences and why they

exist) creating a venn-diagram for plants and animals (showing the similarities and differences)

discussing how cell parts and functions compare to submarine parts and functions and studying

organelle function flash cards

I will teach (in lecture form) the differences between plant and animal cells and coach

discussions regarding the differences and why differences are present

The materials best suited to accomplish the goals of the state standards are the lecture notes

organelle function flash cards blank venn-diagrams the cell song video and the website

materials on submarine

Lesson 3 Cell Division

State Standards

LS2 The student will investigate and understand that all living things are composed of cells Key

concepts include

d) cell division

Objectives

Students will sequence the steps in the cell cycle including the phases of mitosis

Engage

Have a colorful slide show of mitosis microscope slide pictures as students enter the room

Have students complete the KW sections of a KWL chart as slide show progresses

From httpwwwnprorg20130218171937818immortal-cells-of-henrietta-lacks-live-on-in-labs

From httptasisbiologyblogspotcom200711mitosis-microscopes-animal-cellshtml

Activity Sheet-Venn Diagram Name Date

Plant Cell Animal Cell

Backward Design

1 Identify Desired Results

I chose objectives that aligned with state standards I want students be able to explain the basic

functions of cell organelles and be able to compare and contrast plant and animal cells Cells

are important to students because ldquostudying cell biology is in some sense the same as studying

liferdquo(Purves et al pg62) We all started out as a single cell Our entire body is made up of cells

Source Purves W K Sadava D Orians G H amp Heller H C (2004) Life the science of

biology (7th ed) Massachusetts MA Sinauer Associates Inc

Objectives

LS2 The student will investigate and understand that all living things are composed of cells Key

concepts include

a) Cell structure and organelles

b) Similarities and differences between plant and animal cells

2 Determine Assessment Evidence Plan

Acceptable evidence of student understanding and proficiency is

Students are able to

Explain the differences between plant and animal cells and why these differences exist

Explain the functions of each cell organelle

Formative assessment of student logs and group discussions

Collaborative venn-diagram and reasons for differences discussion

Needs Work Fair Good

Venn-Diagram

differences

0-1 correct differences

listed

2-3 correct differences

listed

4 or more correct

differences listed

Venn-Diagram

similarities

4-5 correct similarities

listed

6-7 correct similarities

listed

8 or more correct

similarities listed

Differences discussion 0-1 correct differences

listed

2-3 correct differences

listed

4 or more correct

differences listed

Rational for differences

discussion

No rational given Incomplete or

scientifically irrelevant

rationales given

complete and

scientifically relevant

rationales given

On-your-own work

Needs Work Fair Good

Functions of Organelles 0-2 correct functions

listed

3-5 correct functions

listed

6 or more correct

functions listed

Comparisons to parts of

a submarine

0-2 reasonable

comparisons listed

3-5 reasonable

comparisons listed

6 or more reasonable

comparisons listed

3 Learning Experiences and Instruction

The activities that will equip students with the needed knowledge are the observations of

different representations of plant and animal cells (to view physical differences) reflecting in

logs group discussions (after observing the cells to discuss possible differences and why they

exist) creating a venn-diagram for plants and animals (showing the similarities and differences)

discussing how cell parts and functions compare to submarine parts and functions and studying

organelle function flash cards

I will teach (in lecture form) the differences between plant and animal cells and coach

discussions regarding the differences and why differences are present

The materials best suited to accomplish the goals of the state standards are the lecture notes

organelle function flash cards blank venn-diagrams the cell song video and the website

materials on submarine

Lesson 3 Cell Division

State Standards

LS2 The student will investigate and understand that all living things are composed of cells Key

concepts include

d) cell division

Objectives

Students will sequence the steps in the cell cycle including the phases of mitosis

Engage

Have a colorful slide show of mitosis microscope slide pictures as students enter the room

Have students complete the KW sections of a KWL chart as slide show progresses

From httpwwwnprorg20130218171937818immortal-cells-of-henrietta-lacks-live-on-in-labs

From httptasisbiologyblogspotcom200711mitosis-microscopes-animal-cellshtml

Backward Design

1 Identify Desired Results

I chose objectives that aligned with state standards I want students be able to explain the basic

functions of cell organelles and be able to compare and contrast plant and animal cells Cells

are important to students because ldquostudying cell biology is in some sense the same as studying

liferdquo(Purves et al pg62) We all started out as a single cell Our entire body is made up of cells

Source Purves W K Sadava D Orians G H amp Heller H C (2004) Life the science of

biology (7th ed) Massachusetts MA Sinauer Associates Inc

Objectives

LS2 The student will investigate and understand that all living things are composed of cells Key

concepts include

a) Cell structure and organelles

b) Similarities and differences between plant and animal cells

2 Determine Assessment Evidence Plan

Acceptable evidence of student understanding and proficiency is

Students are able to

Explain the differences between plant and animal cells and why these differences exist

Explain the functions of each cell organelle

Formative assessment of student logs and group discussions

Collaborative venn-diagram and reasons for differences discussion

Needs Work Fair Good

Venn-Diagram

differences

0-1 correct differences

listed

2-3 correct differences

listed

4 or more correct

differences listed

Venn-Diagram

similarities

4-5 correct similarities

listed

6-7 correct similarities

listed

8 or more correct

similarities listed

Differences discussion 0-1 correct differences

listed

2-3 correct differences

listed

4 or more correct

differences listed

Rational for differences

discussion

No rational given Incomplete or

scientifically irrelevant

rationales given

complete and

scientifically relevant

rationales given

On-your-own work

Needs Work Fair Good

Functions of Organelles 0-2 correct functions

listed

3-5 correct functions

listed

6 or more correct

functions listed

Comparisons to parts of

a submarine

0-2 reasonable

comparisons listed

3-5 reasonable

comparisons listed

6 or more reasonable

comparisons listed

3 Learning Experiences and Instruction

The activities that will equip students with the needed knowledge are the observations of

different representations of plant and animal cells (to view physical differences) reflecting in

logs group discussions (after observing the cells to discuss possible differences and why they

exist) creating a venn-diagram for plants and animals (showing the similarities and differences)

discussing how cell parts and functions compare to submarine parts and functions and studying

organelle function flash cards

I will teach (in lecture form) the differences between plant and animal cells and coach

discussions regarding the differences and why differences are present

The materials best suited to accomplish the goals of the state standards are the lecture notes

organelle function flash cards blank venn-diagrams the cell song video and the website

materials on submarine

Lesson 3 Cell Division

State Standards

LS2 The student will investigate and understand that all living things are composed of cells Key

concepts include

d) cell division

Objectives

Students will sequence the steps in the cell cycle including the phases of mitosis

Engage

Have a colorful slide show of mitosis microscope slide pictures as students enter the room

Have students complete the KW sections of a KWL chart as slide show progresses

From httpwwwnprorg20130218171937818immortal-cells-of-henrietta-lacks-live-on-in-labs

From httptasisbiologyblogspotcom200711mitosis-microscopes-animal-cellshtml

Formative assessment of student logs and group discussions

Collaborative venn-diagram and reasons for differences discussion

Needs Work Fair Good

Venn-Diagram

differences

0-1 correct differences

listed

2-3 correct differences

listed

4 or more correct

differences listed

Venn-Diagram

similarities

4-5 correct similarities

listed

6-7 correct similarities

listed

8 or more correct

similarities listed

Differences discussion 0-1 correct differences

listed

2-3 correct differences

listed

4 or more correct

differences listed

Rational for differences

discussion

No rational given Incomplete or

scientifically irrelevant

rationales given

complete and

scientifically relevant

rationales given

On-your-own work

Needs Work Fair Good

Functions of Organelles 0-2 correct functions

listed

3-5 correct functions

listed

6 or more correct

functions listed

Comparisons to parts of

a submarine

0-2 reasonable

comparisons listed

3-5 reasonable

comparisons listed

6 or more reasonable

comparisons listed

3 Learning Experiences and Instruction

The activities that will equip students with the needed knowledge are the observations of

different representations of plant and animal cells (to view physical differences) reflecting in

logs group discussions (after observing the cells to discuss possible differences and why they

exist) creating a venn-diagram for plants and animals (showing the similarities and differences)

discussing how cell parts and functions compare to submarine parts and functions and studying

organelle function flash cards

I will teach (in lecture form) the differences between plant and animal cells and coach

discussions regarding the differences and why differences are present

The materials best suited to accomplish the goals of the state standards are the lecture notes

organelle function flash cards blank venn-diagrams the cell song video and the website

materials on submarine

Lesson 3 Cell Division

State Standards

LS2 The student will investigate and understand that all living things are composed of cells Key

concepts include

d) cell division

Objectives

Students will sequence the steps in the cell cycle including the phases of mitosis

Engage

Have a colorful slide show of mitosis microscope slide pictures as students enter the room

Have students complete the KW sections of a KWL chart as slide show progresses

From httpwwwnprorg20130218171937818immortal-cells-of-henrietta-lacks-live-on-in-labs

From httptasisbiologyblogspotcom200711mitosis-microscopes-animal-cellshtml

Lesson 3 Cell Division

State Standards

LS2 The student will investigate and understand that all living things are composed of cells Key

concepts include

d) cell division

Objectives

Students will sequence the steps in the cell cycle including the phases of mitosis

Engage

Have a colorful slide show of mitosis microscope slide pictures as students enter the room

Have students complete the KW sections of a KWL chart as slide show progresses

From httpwwwnprorg20130218171937818immortal-cells-of-henrietta-lacks-live-on-in-labs

From httptasisbiologyblogspotcom200711mitosis-microscopes-animal-cellshtml

From httpwwwblackspvbiology50megscommitotic_cell_divisionhtm

From httpwhygrstateitemCardID204017languageen_US

From httpwwwcarolinacomplant-microscope-slidesonion-mitosis-cs-15-um-hematoxylin-stain-microscope-

slide302390pr

From

httpclassesmidlandstecheducarterpCoursesbio101labquiz2ss12htm

Explore

Have stations of microscopes set up around the classroom with pre-made slides of each phase

of the cell cycle including mitosis Each microscope will in chronological order according to the

cell cycle and labeled Have the students visit the microscopes in order recording observations

andor questions in their scientific journals

After every student has had a chance to visit each microscope have the students divide into

groups and discuss their findings

Questions to think about

Describe what you think is going on in each stage

How did the cells on the slides progressively change

What do you think is the overall goal of the process depicted in this series of slides

Explain

Short Lecture containing the following

In eukaryotic cells the cell cycle is an ordered set of events involving phases of cell growth DNA

replication and division into two identical daughter cells Nondividing cells are not considered

to be in the cell cycle The phases of the cell cycle in order are

bull interphase which includes

o first gap (G1) phase (cell growth)

o synthesis (S) phase (cell growth and DNAchromosome replication)

o second gap (G2) phase (cell growth)

bull mitosis (M) (chromosome separation and nuclear division) which includes

o prophase

o metaphase

o anaphase

o telophase

bull cytokinesis (cytoplasmic division of cell)

In prokaryotes the process that provides for equal and identical replication of DNA in the

daughter cells is called ldquobinary fissionrdquo DNA is not organized into chromosomes in bacteria

Because of surface-area-to-volume limitations and to replace lost or damaged cells tissues and

single-celled organisms must have a way of reproducing The most efficient way is mitosis For

unicellular organisms like prokaryotes mitosis is also the method of asexual reproduction

Events during Mitosis- (Use pictures for explanations)

Interphase Cells may appear inactive during this stage but they are quite the opposite This is

the longest period of the complete cell cycle during which DNA replicates the centrioles divide

and proteins are actively produced

Prophase During this first mitotic stage the nucleolus fades and chromatin (replicated DNA

and associated proteins) condenses into chromosomes Each replicated chromosome comprises

two chromatids both with the same genetic information Microtubules of the cytoskeleton

responsible for cell shape motility and attachment to other cells during interphase

disassemble And the building blocks of these microtubules are used to grow the mitotic spindle

from the region of the centrosomes

Prometaphase In this stage the nuclear envelope breaks down so there is no longer a

recognizable nucleus Some mitotic spindle fibers elongate from the centrosomes and attach to

kinetochores protein bundles at the centromere region on the chromosomes where sister

chromatids are joined Other spindle fibers elongate but instead of attaching to chromosomes

overlap each other at the cell center

Metaphase Tension applied by the spindle fibers aligns all chromosomes in one plane at the

center of the cell

Anaphase Spindle fibers shorten the kinetochores separate and the chromatids (daughter

chromosomes) are pulled apart and begin moving to the cell poles

Telophase The daughter chromosomes arrive at the poles and the spindle fibers that have

pulled them apart disappear

Cytokinesis The spindle fibers not attached to chromosomes begin breaking down until only

that portion of overlap is left It is in this region that a contractile ring cleaves the cell into two

daughter cells Microtubules then reorganize into a new cytoskeleton for the return to

interphase

Sources VDOE Science Standards of Learning Resources and

httpwwwcellsalivecommitosishtm

Video clip httphigheredmcgraw-

hillcomsites0072495855student_view0chapter2animation__how_the_cell_cycle_workshtml

Have Students complete the KWL chart

Because of surface-area-to-volume limitations and to replace lost or damaged cells tissues and

single-celled organisms must have a way of reproducing The most efficient way is mitosis For

unicellular organisms like prokaryotes mitosis is also the method of asexual reproduction

Events during Mitosis- (Use pictures for explanations)

Interphase Cells may appear inactive during this stage but they are quite the opposite This is

the longest period of the complete cell cycle during which DNA replicates the centrioles divide

and proteins are actively produced

Prophase During this first mitotic stage the nucleolus fades and chromatin (replicated DNA

and associated proteins) condenses into chromosomes Each replicated chromosome comprises

two chromatids both with the same genetic information Microtubules of the cytoskeleton

responsible for cell shape motility and attachment to other cells during interphase

disassemble And the building blocks of these microtubules are used to grow the mitotic spindle

from the region of the centrosomes

Prometaphase In this stage the nuclear envelope breaks down so there is no longer a

recognizable nucleus Some mitotic spindle fibers elongate from the centrosomes and attach to

kinetochores protein bundles at the centromere region on the chromosomes where sister

chromatids are joined Other spindle fibers elongate but instead of attaching to chromosomes

overlap each other at the cell center

Metaphase Tension applied by the spindle fibers aligns all chromosomes in one plane at the

center of the cell

Anaphase Spindle fibers shorten the kinetochores separate and the chromatids (daughter

chromosomes) are pulled apart and begin moving to the cell poles

Telophase The daughter chromosomes arrive at the poles and the spindle fibers that have

pulled them apart disappear

Cytokinesis The spindle fibers not attached to chromosomes begin breaking down until only

that portion of overlap is left It is in this region that a contractile ring cleaves the cell into two

daughter cells Microtubules then reorganize into a new cytoskeleton for the return to

interphase

Sources VDOE Science Standards of Learning Resources and

httpwwwcellsalivecommitosishtm

Video clip httphigheredmcgraw-

hillcomsites0072495855student_view0chapter2animation__how_the_cell_cycle_workshtml

Have Students complete the KWL chart

Elaborate

Writing Prompt- 1 page min Students can choose one of the following- all require online

research

Have students locate information on diseases that result from defects in the process of mitosis

Then have them describe the changes that cause each disease

Have students locate information on environmental factors that alter the process of mitosis or

its rate Then have them provide plausible reasons why this happens

Have students compare the process of mitosis in animal and plant cells noting any differences

(phragmoplasts centrioles cleavage furrows)

Evaluate

Formatively assess group discussions (give suggestions correct misconseptions) and journal

entries (Read give feedback promptly return)

Have students self-assess KWL charts

Writing Prompt Rubric

Needs Work Fair Good

Quality of information Info from a non-credible source

Info from a credible source

Citation missing Present

Accuracy of descriptionreasoningcomparisons

Inaccurate Some accuracy some inaccuracy

Completely accurate

Use of logic in descriptionreasoningcomparisons

No logic used Some logic used numerous logical explanations

Use of scientific language pertaining to mitosis

No scientific language

A few scientific words here and there

Numerous scientific explanations pertaining to mitosis

Length Less than frac12 page frac12 page Full page

Grade Activity Sheet

Mitosis Activity Sheet

1 Complete the table by checking the correct column for each statement

Statement Interphase Mitosis

Cell growth occurs

Nuclear division occurs

Chromosomes are distributed equally to

daughter cells

Protein production is high

Chromosomes are duplicated

DNA synthesis occurs

Cytoplasm divides immediately after this period

Mitochondria and other organelles are made

2 Using colored pencils or pens show how two chromosomes are passed from parent

cell to two daughter cells

The following are not in the correct order Please answer the questions below

3 Which cell is in metaphase ___________________________________________

4 Cells A and F show an early and late stage of the same phase of mitosis What phase is

it _________________________________________________________________

5 In cell A what is the structure labeled X ____________________________________

6 In cell F what is the structure labeled Y _____________________________________

7 Which cell is not in a phase of mitosis ______________________________________

8 What two main changes are taking place in cell B ____________________________

9 Sequence the six diagrams in order from first to last ___________________________

10 Matchingmatch the term to the description

A Prophase B Interphase C Telophase D Metaphase E Anaphase

_____ 1 The sister chromatids are moving apart

_____ 2 The nucleolus begins to fade from view

_____ 3 A new nuclear membrane is forming around the chromosomes

_____ 4 The cytoplasm of the cell is being divided

_____ 5 The chromosomes become invisible

_____ 6 The chromosomes are located at the equator of the cell

_____ 7 The nuclear membrane begins to fade from view

_____ 8 The division (cleavage) furrow appears

_____ 9 The chromosomes are moving towards the poles of the cell

_____ 10 Chromatids line up along the equator

_____ 11 The spindle is formed

_____ 12 Chromosomes are not visible

_____ 13 Cytokinesis is completed

_____ 15 Chromosomes are replicated

_____ 16 The reverse of prophase

Summative Assessment-Cell Test

Name Date

1 Describe the cell theory in your own words

2 Describe how each of the following scientists contributed to the cell theory

a Leeuwenhoek

b Hooke

c Redi

d Schleiden and Schwann

e Virchow

f Pasteur

3 Match the following organelle with its function

Cytoplasm _____

A Contains the cellrsquos DNA and serves as the control center for the cell

Cell Membrane_____

B The place in plant cells that contains chlorophyll and where photosynthesis occurs

Cell wall_____

C A structure found in plant cells that provides strength and support to the cell membrane

Mitochondria_____

D Supplies stores and produces energy for the cell

Chloroplasts _____

E A constantly moving gel-like substance that surrounds the cellrsquos organelles

Nucleus_____

F Covers the cellrsquos surface and controls the materials that enter and exit the cell

Vacuole_____

G Produces proteins and lipid components for the cell

Endoplasmic reticulum_____

H Serves as a storage container for water and other materials

4 List three different organelles present in a plant cell that are not present in an

animal cell and describe their functions

5 Name each numbered stage in the plant cell cycle diagram

(interphase prophase metaphase anaphase or telephase)

1 10

2 11

3 12

4 13

5 14

6 15

7 16

8 17

9 18

Plant Cells in Mitosis

6 Label each phase and answer the following questions regarding the picture

a Are the cells depicted plant or animal cells Explain your answer

b If it were the other type of cell what would be different in the diagrams

c What is the longest phase of the cell cycle

d Why is mitosis important

e Predict what would happen if an individual had faulty spindle fibers

f Predict what would happen if cytokinesis was skipped

7 Describe each phase of mitosis in your own words

Sources for worksheet and test

httpfriedmanbiologyblogspotcom201102mitosis-worksheethtml

httpwwwgooglecomurlsa=tamprct=jampq=ampesrc=sampfrm=1ampsource=webampcd=18ampved=0CGUQ

FjAHOAoampurl=http3A2F2Fcfedliostaticcom2FMtnXfk8vp1loa3L2Vtgg0XKYEXWOJRSHd

ocampei=HHt9UYXwCrbG4AOYt4HACQampusg=AFQjCNGYy1Yh1Xlpmr2BJTS1NMyl5ps4XAampsig2=nuc

O3PZEYttuHXmz34TlfQ

httpwwwgooglecomurlsa=tamprct=jampq=ampesrc=sampfrm=1ampsource=webampcd=6ampved=0CEMQFj

AFampurl=http3A2F2Fwwwnorthalleghenyorg2Fcms2Flib42FPA010011192FCentricit

y2FDomain2F11972Fthe-cell-cycle-

worksheetAKdocampei=H3x9UdWpJ5Hi4AOhn4CoAgampusg=AFQjCNERMvHWJEDq6C1RQj1b9uppI

YTs3wampsig2=MqablN5jo7KmfCIALjUz7w

Mitosis Activity Sheet

1 Complete the table by checking the correct column for each statement

Statement Interphase Mitosis

Cell growth occurs

Nuclear division occurs

Chromosomes are distributed equally to

daughter cells

Protein production is high

Chromosomes are duplicated

DNA synthesis occurs

Cytoplasm divides immediately after this period

Mitochondria and other organelles are made

2 Using colored pencils or pens show how two chromosomes are passed from parent

cell to two daughter cells

The following are not in the correct order Please answer the questions below

3 Which cell is in metaphase ___________________________________________

4 Cells A and F show an early and late stage of the same phase of mitosis What phase is

it _________________________________________________________________

5 In cell A what is the structure labeled X ____________________________________

6 In cell F what is the structure labeled Y _____________________________________

7 Which cell is not in a phase of mitosis ______________________________________

8 What two main changes are taking place in cell B ____________________________

9 Sequence the six diagrams in order from first to last ___________________________

10 Matchingmatch the term to the description

A Prophase B Interphase C Telophase D Metaphase E Anaphase

_____ 1 The sister chromatids are moving apart

_____ 2 The nucleolus begins to fade from view

_____ 3 A new nuclear membrane is forming around the chromosomes

_____ 4 The cytoplasm of the cell is being divided

_____ 5 The chromosomes become invisible

_____ 6 The chromosomes are located at the equator of the cell

_____ 7 The nuclear membrane begins to fade from view

_____ 8 The division (cleavage) furrow appears

_____ 9 The chromosomes are moving towards the poles of the cell

_____ 10 Chromatids line up along the equator

_____ 11 The spindle is formed

_____ 12 Chromosomes are not visible

_____ 13 Cytokinesis is completed

_____ 15 Chromosomes are replicated

_____ 16 The reverse of prophase

Summative Assessment-Cell Test

Name Date

1 Describe the cell theory in your own words

2 Describe how each of the following scientists contributed to the cell theory

a Leeuwenhoek

b Hooke

c Redi

d Schleiden and Schwann

e Virchow

f Pasteur

3 Match the following organelle with its function

Cytoplasm _____

A Contains the cellrsquos DNA and serves as the control center for the cell

Cell Membrane_____

B The place in plant cells that contains chlorophyll and where photosynthesis occurs

Cell wall_____

C A structure found in plant cells that provides strength and support to the cell membrane

Mitochondria_____

D Supplies stores and produces energy for the cell

Chloroplasts _____

E A constantly moving gel-like substance that surrounds the cellrsquos organelles

Nucleus_____

F Covers the cellrsquos surface and controls the materials that enter and exit the cell

Vacuole_____

G Produces proteins and lipid components for the cell

Endoplasmic reticulum_____

H Serves as a storage container for water and other materials

4 List three different organelles present in a plant cell that are not present in an

animal cell and describe their functions

5 Name each numbered stage in the plant cell cycle diagram

(interphase prophase metaphase anaphase or telephase)

1 10

2 11

3 12

4 13

5 14

6 15

7 16

8 17

9 18

Plant Cells in Mitosis

6 Label each phase and answer the following questions regarding the picture

a Are the cells depicted plant or animal cells Explain your answer

b If it were the other type of cell what would be different in the diagrams

c What is the longest phase of the cell cycle

d Why is mitosis important

e Predict what would happen if an individual had faulty spindle fibers

f Predict what would happen if cytokinesis was skipped

7 Describe each phase of mitosis in your own words

Sources for worksheet and test

httpfriedmanbiologyblogspotcom201102mitosis-worksheethtml

httpwwwgooglecomurlsa=tamprct=jampq=ampesrc=sampfrm=1ampsource=webampcd=18ampved=0CGUQ

FjAHOAoampurl=http3A2F2Fcfedliostaticcom2FMtnXfk8vp1loa3L2Vtgg0XKYEXWOJRSHd

ocampei=HHt9UYXwCrbG4AOYt4HACQampusg=AFQjCNGYy1Yh1Xlpmr2BJTS1NMyl5ps4XAampsig2=nuc

O3PZEYttuHXmz34TlfQ

httpwwwgooglecomurlsa=tamprct=jampq=ampesrc=sampfrm=1ampsource=webampcd=6ampved=0CEMQFj

AFampurl=http3A2F2Fwwwnorthalleghenyorg2Fcms2Flib42FPA010011192FCentricit

y2FDomain2F11972Fthe-cell-cycle-

worksheetAKdocampei=H3x9UdWpJ5Hi4AOhn4CoAgampusg=AFQjCNERMvHWJEDq6C1RQj1b9uppI

YTs3wampsig2=MqablN5jo7KmfCIALjUz7w

The following are not in the correct order Please answer the questions below

3 Which cell is in metaphase ___________________________________________

4 Cells A and F show an early and late stage of the same phase of mitosis What phase is

it _________________________________________________________________

5 In cell A what is the structure labeled X ____________________________________

6 In cell F what is the structure labeled Y _____________________________________

7 Which cell is not in a phase of mitosis ______________________________________

8 What two main changes are taking place in cell B ____________________________

9 Sequence the six diagrams in order from first to last ___________________________

10 Matchingmatch the term to the description

A Prophase B Interphase C Telophase D Metaphase E Anaphase

_____ 1 The sister chromatids are moving apart

_____ 2 The nucleolus begins to fade from view

_____ 3 A new nuclear membrane is forming around the chromosomes

_____ 4 The cytoplasm of the cell is being divided

_____ 5 The chromosomes become invisible

_____ 6 The chromosomes are located at the equator of the cell

_____ 7 The nuclear membrane begins to fade from view

_____ 8 The division (cleavage) furrow appears

_____ 9 The chromosomes are moving towards the poles of the cell

_____ 10 Chromatids line up along the equator

_____ 11 The spindle is formed

_____ 12 Chromosomes are not visible

_____ 13 Cytokinesis is completed

_____ 15 Chromosomes are replicated

_____ 16 The reverse of prophase

Summative Assessment-Cell Test

Name Date

1 Describe the cell theory in your own words

2 Describe how each of the following scientists contributed to the cell theory

a Leeuwenhoek

b Hooke

c Redi

d Schleiden and Schwann

e Virchow

f Pasteur

3 Match the following organelle with its function

Cytoplasm _____

A Contains the cellrsquos DNA and serves as the control center for the cell

Cell Membrane_____

B The place in plant cells that contains chlorophyll and where photosynthesis occurs

Cell wall_____

C A structure found in plant cells that provides strength and support to the cell membrane

Mitochondria_____

D Supplies stores and produces energy for the cell

Chloroplasts _____

E A constantly moving gel-like substance that surrounds the cellrsquos organelles

Nucleus_____

F Covers the cellrsquos surface and controls the materials that enter and exit the cell

Vacuole_____

G Produces proteins and lipid components for the cell

Endoplasmic reticulum_____

H Serves as a storage container for water and other materials

4 List three different organelles present in a plant cell that are not present in an

animal cell and describe their functions

5 Name each numbered stage in the plant cell cycle diagram

(interphase prophase metaphase anaphase or telephase)

1 10

2 11

3 12

4 13

5 14

6 15

7 16

8 17

9 18

Plant Cells in Mitosis

6 Label each phase and answer the following questions regarding the picture

a Are the cells depicted plant or animal cells Explain your answer

b If it were the other type of cell what would be different in the diagrams

c What is the longest phase of the cell cycle

d Why is mitosis important

e Predict what would happen if an individual had faulty spindle fibers

f Predict what would happen if cytokinesis was skipped

7 Describe each phase of mitosis in your own words

Sources for worksheet and test

httpfriedmanbiologyblogspotcom201102mitosis-worksheethtml

httpwwwgooglecomurlsa=tamprct=jampq=ampesrc=sampfrm=1ampsource=webampcd=18ampved=0CGUQ

FjAHOAoampurl=http3A2F2Fcfedliostaticcom2FMtnXfk8vp1loa3L2Vtgg0XKYEXWOJRSHd

ocampei=HHt9UYXwCrbG4AOYt4HACQampusg=AFQjCNGYy1Yh1Xlpmr2BJTS1NMyl5ps4XAampsig2=nuc

O3PZEYttuHXmz34TlfQ

httpwwwgooglecomurlsa=tamprct=jampq=ampesrc=sampfrm=1ampsource=webampcd=6ampved=0CEMQFj

AFampurl=http3A2F2Fwwwnorthalleghenyorg2Fcms2Flib42FPA010011192FCentricit

y2FDomain2F11972Fthe-cell-cycle-

worksheetAKdocampei=H3x9UdWpJ5Hi4AOhn4CoAgampusg=AFQjCNERMvHWJEDq6C1RQj1b9uppI

YTs3wampsig2=MqablN5jo7KmfCIALjUz7w

Summative Assessment-Cell Test

Name Date

1 Describe the cell theory in your own words

2 Describe how each of the following scientists contributed to the cell theory

a Leeuwenhoek

b Hooke

c Redi

d Schleiden and Schwann

e Virchow

f Pasteur

3 Match the following organelle with its function

Cytoplasm _____

A Contains the cellrsquos DNA and serves as the control center for the cell

Cell Membrane_____

B The place in plant cells that contains chlorophyll and where photosynthesis occurs

Cell wall_____

C A structure found in plant cells that provides strength and support to the cell membrane

Mitochondria_____

D Supplies stores and produces energy for the cell

Chloroplasts _____

E A constantly moving gel-like substance that surrounds the cellrsquos organelles

Nucleus_____

F Covers the cellrsquos surface and controls the materials that enter and exit the cell

Vacuole_____

G Produces proteins and lipid components for the cell

Endoplasmic reticulum_____

H Serves as a storage container for water and other materials

4 List three different organelles present in a plant cell that are not present in an

animal cell and describe their functions

5 Name each numbered stage in the plant cell cycle diagram

(interphase prophase metaphase anaphase or telephase)

1 10

2 11

3 12

4 13

5 14

6 15

7 16

8 17

9 18

Plant Cells in Mitosis

6 Label each phase and answer the following questions regarding the picture

a Are the cells depicted plant or animal cells Explain your answer

b If it were the other type of cell what would be different in the diagrams

c What is the longest phase of the cell cycle

d Why is mitosis important

e Predict what would happen if an individual had faulty spindle fibers

f Predict what would happen if cytokinesis was skipped

7 Describe each phase of mitosis in your own words

Sources for worksheet and test

httpfriedmanbiologyblogspotcom201102mitosis-worksheethtml

httpwwwgooglecomurlsa=tamprct=jampq=ampesrc=sampfrm=1ampsource=webampcd=18ampved=0CGUQ

FjAHOAoampurl=http3A2F2Fcfedliostaticcom2FMtnXfk8vp1loa3L2Vtgg0XKYEXWOJRSHd

ocampei=HHt9UYXwCrbG4AOYt4HACQampusg=AFQjCNGYy1Yh1Xlpmr2BJTS1NMyl5ps4XAampsig2=nuc

O3PZEYttuHXmz34TlfQ

httpwwwgooglecomurlsa=tamprct=jampq=ampesrc=sampfrm=1ampsource=webampcd=6ampved=0CEMQFj

AFampurl=http3A2F2Fwwwnorthalleghenyorg2Fcms2Flib42FPA010011192FCentricit

y2FDomain2F11972Fthe-cell-cycle-

worksheetAKdocampei=H3x9UdWpJ5Hi4AOhn4CoAgampusg=AFQjCNERMvHWJEDq6C1RQj1b9uppI

YTs3wampsig2=MqablN5jo7KmfCIALjUz7w

4 List three different organelles present in a plant cell that are not present in an

animal cell and describe their functions

5 Name each numbered stage in the plant cell cycle diagram

(interphase prophase metaphase anaphase or telephase)

1 10

2 11

3 12

4 13

5 14

6 15

7 16

8 17

9 18

Plant Cells in Mitosis

6 Label each phase and answer the following questions regarding the picture

a Are the cells depicted plant or animal cells Explain your answer

b If it were the other type of cell what would be different in the diagrams

c What is the longest phase of the cell cycle

d Why is mitosis important

e Predict what would happen if an individual had faulty spindle fibers

f Predict what would happen if cytokinesis was skipped

7 Describe each phase of mitosis in your own words

Sources for worksheet and test

httpfriedmanbiologyblogspotcom201102mitosis-worksheethtml

httpwwwgooglecomurlsa=tamprct=jampq=ampesrc=sampfrm=1ampsource=webampcd=18ampved=0CGUQ

FjAHOAoampurl=http3A2F2Fcfedliostaticcom2FMtnXfk8vp1loa3L2Vtgg0XKYEXWOJRSHd

ocampei=HHt9UYXwCrbG4AOYt4HACQampusg=AFQjCNGYy1Yh1Xlpmr2BJTS1NMyl5ps4XAampsig2=nuc

O3PZEYttuHXmz34TlfQ

httpwwwgooglecomurlsa=tamprct=jampq=ampesrc=sampfrm=1ampsource=webampcd=6ampved=0CEMQFj

AFampurl=http3A2F2Fwwwnorthalleghenyorg2Fcms2Flib42FPA010011192FCentricit

y2FDomain2F11972Fthe-cell-cycle-

worksheetAKdocampei=H3x9UdWpJ5Hi4AOhn4CoAgampusg=AFQjCNERMvHWJEDq6C1RQj1b9uppI

YTs3wampsig2=MqablN5jo7KmfCIALjUz7w

6 Label each phase and answer the following questions regarding the picture

a Are the cells depicted plant or animal cells Explain your answer

b If it were the other type of cell what would be different in the diagrams

c What is the longest phase of the cell cycle

d Why is mitosis important

e Predict what would happen if an individual had faulty spindle fibers

f Predict what would happen if cytokinesis was skipped

7 Describe each phase of mitosis in your own words

Sources for worksheet and test

httpfriedmanbiologyblogspotcom201102mitosis-worksheethtml

httpwwwgooglecomurlsa=tamprct=jampq=ampesrc=sampfrm=1ampsource=webampcd=18ampved=0CGUQ

FjAHOAoampurl=http3A2F2Fcfedliostaticcom2FMtnXfk8vp1loa3L2Vtgg0XKYEXWOJRSHd

ocampei=HHt9UYXwCrbG4AOYt4HACQampusg=AFQjCNGYy1Yh1Xlpmr2BJTS1NMyl5ps4XAampsig2=nuc

O3PZEYttuHXmz34TlfQ

httpwwwgooglecomurlsa=tamprct=jampq=ampesrc=sampfrm=1ampsource=webampcd=6ampved=0CEMQFj

AFampurl=http3A2F2Fwwwnorthalleghenyorg2Fcms2Flib42FPA010011192FCentricit

y2FDomain2F11972Fthe-cell-cycle-

worksheetAKdocampei=H3x9UdWpJ5Hi4AOhn4CoAgampusg=AFQjCNERMvHWJEDq6C1RQj1b9uppI

YTs3wampsig2=MqablN5jo7KmfCIALjUz7w

Sources for worksheet and test

httpfriedmanbiologyblogspotcom201102mitosis-worksheethtml

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