CURRICULUM MEDIA GROUP®

S.M.A.R.T.box

Standards-based MediA Resource for Teachers

TM

Teacher’s GuideA DIVISION OF FILMS FOR THE

HUMANITIES & SCIENCES®

CCEELLLLSSTHE BASIC UNIT OF LIFE

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TABLE OF CONTENTS

Section 1 • Curriculum Map . . . . . . . . . . . . . .3

Section 2 • Overview . . . . . . . . . . . . . . . . . .10

Section 3 • Learning Objectives . . . . . . . . . .12

Section 4 • Fast Facts . . . . . . . . . . . . . . . .13

Section 5 • Vocabulary Terms . . . . . . . . . . .14

Section 6 • Discussion Questions . . . . . . . . .17

Section 7 • Student Activities . . . . . . . . . . . .18

Section 8 • Lesson Assessment Answer Keys .24

Section 8 • Additional Resources . . . . . . . . .35

CURRICULUM MAP

This S.M.A.R.T. Box has been designed to allow you maximum teaching flexibility. Using itsmany components, you can easily put together a classroom curriculum that is tailored toyour specific teaching preferences and to your students’ particular needs.

Or, if you choose to rely on the suggested lesson plans, discussion questions, and activitiesincluded in this Teacher’s Guide, you can provide your students with a ready-made curricu-lum that has been designed to comply with educational standards aligned with this subjectarea. Specific questions and activities are described in Sections 6 and 7 of this Guide.

Before beginning the S.M.A.R.T. Box curriculum, ask students the Introductory DiscussionQuestions, listed in Section 6, to get them thinking about the subject. After completing theS.M.A.R.T. Box curriculum, the Follow-Up Discussion Questions, also listed in Section 6, willreinforce the lessons learned and challenge students to relate the core content to theirown lives.

The three types of assessment tools (with answer keys/scoring rubrics) for each lessoninclude:

• Selected response assessments—questions to test a student’s knowledge (e.g., multiplechoice, matching, or true/false)

• Constructed response assessments—exercises to test a student’s ability to convey infor-mation and/or demonstrate skills (e.g., fill-in-the-blank, short answer, essay, visual depic-tion, reading comprehension, outlining, or graphing)

• Authentic assessments—projects to test a student’s aptitude for communicating informa-tion and applying it in a new way (e.g., ideas for research papers, presentations,debates, demonstrations, artwork, journals, stories, experiments, or interviews)

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Introductory Discussion Questions

Lesson Plans

Please see the following curriculum map for a suggested order of components and activities.

These components correlate with the following educational standards from Project 2061Benchmarks for Science Literacy developed by the American Association for theAdvancement of Science, the National Science Education Standards developed by theNational Academy of Sciences. In addition, the student activities in this S.M.A.R.T. Boxwere created in compliance with the National Educational Standards for Language Artsdeveloped by the National Communication Association and the National Council of Teachersof English and the National Education Technology Standards from the National EducationTechnology Standards Project developed by the International Society for TechnologyEducation. Each lesson has been aligned with the following educational standards andbenchmarks from these organizations.

From BENCHMARKS FOR SCIENCE LITERACY by the American Association for the Advancement of Science,

copyright 1993 by the American Association for the Advancement of Science. Used by permission of Oxford

University Press, Inc. Please note: judgments about the alignment of content presented here with the learning

goals in BENCHMARKS FOR SCIENCE LITERACY are those of the author and do not represent the opinion or

endorsement of the AAAS or Oxford University Press, Inc.

Reprinted with permission from National Science Education Standards ©1999 by the National Academy of

Sciences, courtesy of the National Academies Press, Washington, D.C.

Standards for the English Language Arts, by the International Reading Association and the National Council of

Teachers of English, Copyright 1996 by the International Reading Association and the National Council of

Teachers of English. Reprinted with permission.

The ISTE National Education Technology Standards Project standards are reprinted with permission.

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Lesson Assessments

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Follow-UpDiscussion Questions

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LESSON 1

INTRODUCTION TO CELLS● Video: A Journey Through the Cell:

Part One—Cells: An Introduction● Posters: Cells: Human, Plant,

Shapes & Sizes● Worksheet: Cell Structures and

Organelles Crossword● Handout: Animal Cell Diagram● Handout: Plant Cell Diagram● Student Activity: Cell Structures

and Organelles● Lesson 1 Assessments

EDUCATIONAL STANDARDS:After completing this lesson, students will be able to...● Develop an understanding of structure and func-

tion in living systems. ● Develop an understanding of matter, energy, and

organization in living systems.● Develop an understanding of the cell.● Understand that all l iving things are composed of

cells, from just one to many mill ions, whosedetails usually are visible only through a micro-scope. Different body tissues and organs are madeup of different kinds of cells. The cells in similartissues and organs in other animals are similar tothose in human beings but differ somewhat fromcells found in plants.

● Understand that every cell is covered by a mem-brane that controls what can enter and leave thecell. In all but quite primitive cells, a complex net-work of proteins provides organization and shapeand, for animal cells, movement.

● Understand that within every cell are specializedparts for the transport of materials, energy trans-fer, protein building, waste disposal, informationfeedback, and even movement. In addition, mostcells in multi-cellular organisms perform some spe-cial functions that others do not.

● Understand that about two thirds of the weight ofcells is accounted for by water, which gives cellsmany of their properties.

● Understand that a living cell is composed of asmall number of chemical elements mainly carbon,hydrogen, nitrogen, oxygen, phosphorous, and sul-fur. Carbon atoms can easily bond to several othercarbon atoms in chains and rings to form largeand complex molecules.

● Use spoken, written, and visual language toaccomplish their own purposes (e.g., for learning,enjoyment, persuasion, and the exchange of infor-mation).

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LESSON 2

MICROORGANISMS● CD-ROM: Cell City (Introduction) ● Poster: Cells: Bacteria● Handout: Biotechnology

Historical Timeline● Internet Activity: Making Sense of

Microbes● Lesson 2 Assessments

EDUCATIONAL STANDARDS:After completing this lesson, students will be able to...● Develop an understanding of matter, energy, and

organization in living systems.● Develop an understanding of structure and function

in living systems.● Use a variety of media and formats to communicate

information and ideas effectively to multiple audi-ences.

● Use technology tools to enhance learning, increaseproductivity, and promote creativity.

● Understand that all l iving things are composed ofcells, from just one to many mill ions, whose detailsusually are visible only through a microscope.Different body tissues and organs are made up ofdifferent kinds of cells. The cells in similar tissuesand organs in other animals are similar to those inhuman beings but differ somewhat from cells foundin plants.

● Understand that within cells, many of the basicfunctions of organisms—such as extracting energyfrom food and getting rid of waste—are carried out.The way in which cells function is similar in all l ivingorganisms.

● Understand that complex interactions among thedifferent kinds of molecules in the cell cause dis-tinct cycles of activities, such as growth and divi-sion. Cell behavior can also be affected by mole-cules from other parts of the organism or evenother organisms.

● Understand that most cells function best within anarrow range of temperature and acidity. At verylow temperatures, reaction rates are too slow. Hightemperatures and/or extremes of acidity can irre-versibly change the structure of most protein mole-cules. Even small changes in acidity can alter themolecules and how they interact. Both single cellsand multi-cellular organisms have molecules thathelp to keep the cell 's acidity within a narrow range.

● Use a variety of technological and informationresources (e.g., l ibraries, databases, computer net-works, video) to gather and synthesize informationand to create and communicate knowledge.

● Conduct research on issues and interests by gener-ating ideas and questions, and by posing problems.They gather, evaluate, and synthesize data from avariety of sources (e.g., print and non-print texts,artifacts, people) to communicate their discoveries.

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LESSON 3

FUNCTIONS OF THE CELL● Video: A Journey Through the Cell:

Part Two—Cell Functions: A CloserLook

● Posters: Cells: Organelles,Membranes

● Worksheet: Functions of the Cell Word Search

● Student Activity: Functions of the Cell● Lesson 3 Assessments

EDUCATIONAL STANDARDS:After completing this lesson, students will be able to...● Develop an understanding of structure and func-

tion in living systems. ● Develop an understanding of matter, energy, and

organization in living systems.● Develop an understanding of the cell. ● Develop proficiency in the use of technology.● Understand that every cell is covered by a mem-

brane that controls what can enter and leave thecell. In all but quite primitive cells, a complex net-work of proteins provides organization and shapeand, for animal cells, movement.

● Understand that cells repeatedly divide to makemore cells for growth and repair. Various organsand tissues function to serve the needs of cellsfor food, air, and waste removal.

● Understand that within every cell are specializedparts for the transport of materials, energy trans-fer, protein building, waste disposal, informationfeedback, and even movement. In addition, mostcells in multi-cellular organisms perform somespecial functions that others do not.

● Understand that within cells, many of the basicfunctions of organisms—such as extracting energyfrom food and getting rid of waste—are carriedout. The way in which cells function is similar in alll iving organisms.

● Understand that the work of the cell is carried outby the many different types of molecules it assem-bles, mostly proteins. Protein molecules are long,usually folded chains made from 20 different kindsof amino-acid molecules. The function of each pro-tein molecule depends on its specific sequence ofamino acids and the shape the chain takes is aconsequence of attractions between the chain'sparts.

● Use a variety of technological and informationresources (e.g., l ibraries, databases, computernetworks, video) to gather and synthesize informa-tion and to create and communicate knowledge.

● Conduct research on issues and interests by gen-erating ideas and questions, and by posing prob-lems. They gather, evaluate, and synthesize datafrom a variety of sources (e.g., print and non-printtexts, artifacts, people) to communicate their dis-coveries.

OVERVIEW

This Teacher’s Guide provides information to help you get the most out of the Cells: TheBasic Unit of Life S.M.A.R.T. Box. The Guide offers an overview of the various components,suggests effective ways to integrate the materials into your lesson plans, and equips youwith questions and interactive activities designed to reinforce specific educational standards.

This S.M.A.R.T. Box takes a comprehensive look at the complex structures that form all livingorganisms on Earth. Beginning with a detailed examination of cell structures and functions,the curriculum then expands beyond this microscopic world into a discussion of the formationof tissue and the function of organs and organ systems. The curriculum concludes with anexploration of cell division and functions within the cell that are vital to the cell’s survival.

This S.M.A.R.T Box contains the following components:

VIDEOSA Journey Through the Cell: Part One—Cells: An IntroductionVIDEO

Main Topics: The organization of cells; the formation of tissues, organs, and systems;organelles; eukaryotes and prokaryotes; and plant and animal cells Content Summary: Emphasizing cells as the basic building blocks of all organisms, this pro-gram describes the organization of cells and the formation of tissues, organs, and sys-tems. Part One concludes with an overview of the organelles and their functions.Note: This program contains a program-specific Teacher’s Guide that may be used for addi-tional activities.Estimated Viewing Time: 20 minutes

A Journey Through the Cell: Part Two—Cell Functions: A Closer LookVIDEO

Main Topics: The three main activities of the cell: energy storage and release, protein synthesis, and cell reproductionContent Summary: In this program, students take a closer look at important organellessuch as mitochondria and chloroplasts and the roles they play in cell metabolism. They also learn about proteins, amino acids, ribosomes, DNA, RNA, genes, chromosomes, transcription, and translation. Mitosis is clearly defined and illustrated. Note: This program contains a program-specific Teacher’s Guide that may be used for additional activities.Estimated Viewing Time: 20 minutes

Voyage Inside the Cell VIDEO

Main Topics: Cell structure, cell components, and mitosisContent Summary: Within each human cell lies a world of complexity, populated by anamazing array of messenger molecules, miniature structures, and biochemical micro-machines. Composed entirely of 3-D computer animation, this program follows a hormoneon its journey through inner space, where it penetrates a cell’s membrane, reaches thenucleus, and induces mitosis.Estimated Viewing Time: 15 minutes

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CD-ROMSCell CityCD-ROM

Main Topics: Energy generation and supply; manufacturing, communications, waste dispos-al, and recycling within the cell; and various types of microscopesContent Summary: Cell City helps users understand the operation of a cell by revealing itssimilarities to a city. This program also examines the performance of the different types ofmicroscopes used to look at cells, the basis of their operation, and typical results.Note: This program contains a program-specific Teacher’s Guide that may be used for additional activities.Estimated Seat Time: 30 minutes

PRINTCells POSTERS

Main Topics: Types of cells and cell structuresContent Summary: Three-dimensional illustrations highlight this unique set of laminated posters,which depict key areas of the cell biology curriculum: Cell Organization, Cell Shapes and Sizes,Mitosis, Plant Cells, Meiosis, DNA, Cell Membranes, Human Cells, Bacteria, and Organelles.

Animal Cell DiagramREPRODUCIBLE HANDOUT

Main Topic: An illustration that includes the key components of an animal cell. Used as asupplemental handout in Lesson 1.

Plant Cell DiagramREPRODUCIBLE HANDOUT

Main Topic: An illustration that includes the key components of a plant cell. Used as a sup-plemental handout in Lesson 1.

Cell Structures and Organelles CrosswordREPRODUCIBLE WORKSHEET

Main Topic: A crossword puzzle to reinforce the terms used to describe the structures ofa cell in Activity 1.

Biotechnology Historical TimelineREPRODUCIBLE HANDOUT

Main Topic: A timeline noting significant dates and events in biotechnology, from 500 B.C.to 2002. A supplemental handout used in Lesson 2.

Functions of the Cell Word SearchREPRODUCIBLE WORKSHEET

Main Topic: The word search puzzle used in Activity 3, along with the fill-in-the-blank work-sheet for students to complete before hunting for the terms in the puzzle.

Protein Building BlocksREPRODUCIBLE WORKSHEET

Main Topic: A worksheet for students to follow when completing the exercise in Activity 4.

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Photosynthesis: A Plant’s Energy SourceREPRODUCIBLE HANDOUT

Main Topic: A graphic and text depiction of what happens during the photosynthesis process.Used as a supplemental handout in Lesson 5.

Vocabulary TermsREPRODUCIBLE HANDOUT

Main Topics: Terms and definitions.Content Summary: A reproducible list of biological terms and definitions relating to cellstructure and function.

Lesson AssessmentsREPRODUCIBLE WORKSHEETS

Main Topics: Learning, comprehension, understandingContent Summary: Reproducibles containing assessment questions covering the topicspresented in each lesson. Assessment components are unique for Lessons 1 through 5.

LEARNING OBJECTIVES

After completing programs in this S.M.A.R.T. Box, students will be able to…

● Understand that all living organisms are composed of one or more cells.

● Describe the structures and functions that are common to all cells and identify differences between various types of cells.

● Explain the functions of common cell organelles.

● Identify various types of single-cell organisms and their traits.

● Understand the basic parts and functions of DNA and RNA.

● Understand and identify the stages of meiosis and mitosis.

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FAST FACTS

● An average plant cell is about three times larger than an animal cell.

● The average life span for a stomach cell is two days; a brain cell can live for a lifetime.

● Similar to the way the English language uses 26 letters to form thousands of words, DNAstrands use four different nucleotides, or "letters," to form "words," or chains of information.

● Researchers are attempting to prevent animal extinctions by collecting and freezinggenetic material from endangered animal species.

● Human Genome Project researchers have discovered that all humans are 99.8% genetically identical.

● The adult human body contains five to six quarts of blood, while an infant has about one quart.

● Chromosomes carried by the male sperm determine whether an embryo will develop intoa male or female organism.

● The unfertilized ostrich egg is the world’s largest cell.

● The human brain is made up of about one trillion nerve cells.

● There are as many microbes in a single gram of soil as there are people in all of China.

● An average person sheds 40 pounds of skin cells over a lifetime.

● Direct sunlight causes the lysosomes in skin cells to burst. The enzymes released kill thecells of the epidermis and lead to the blistering and peeling experienced with sunburn.

● Lysosomes are responsible for the loss of a tadpole’s tail during metamorphosis. They digest the tail and use the materials to construct parts of the new frog.

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VOCABULARY TERMSamino acid: Building block of proteins; contains an amino group and a carboxylic acid group.

ATP: Adenosine triphosphate, a molecule that is used to produce energy for an organism.Made by the mitochondria within the cell.

bacteria: The smallest of microscopic organisms. Abundant in nature, they multiply rapidly.Certain species are active agents in fermentation, while others appear to be the cause ofcertain infectious diseases.

cell: The fundamental unit that makes up all organisms on Earth.

cell membrane: Also called the plasma membrane. The cell membrane regulates the flowof materials into and out of the cell.

cell wall: Rigid structure surrounding the cell membrane of plant cells. It acts as a "skeletalsystem" for the cell by giving it support. Found in various forms in all kingdoms of organ-isms except animalia.

chloroplasts: Perform photosynthesis by taking in sunlight, water, and carbon dioxide tomake oxygen and sugar (a form of food). Contain a green pigment called chlorophyll, whichgives plants a green color.

chromosomes: Long thread-like bodies composed of DNA and protein, found in the nucleusof eukaryotic cells. They contain the genes, the code for all the organism’s proteins.

cytoskeleton: The transparent network of protein filaments that maintains the cell’s shape,holds organelles in place, and moves parts of the cell around if needed.

DNA: Deoxyribonucleic acid, the chemical that makes up all genes and, therefore, chromosomes.

endoplasmic reticulum (ER): A folded membrane that moves materials around in the cell.

eukaryotic cell: A cell with a nucleus and other organelles with membranes around them.Animal, plant, fungus, and protist cells are eukaryotic.

gene: The specific area of a chromosome that contains the code for one protein. In some organisms there are two of each gene – one from each parent.

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