student packet session 1 cells - miami-dade county public...

STUDENT PACKET

EXTENDED LEARNING MODULES

OFFICE OF ACADEMICS AND TRANSFORMATION2013 - 2014

SCIENCE

1: CELLS

GRADE 8

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, Chair Dr. Lawrence S. Feldman, Vice-Chair

Dr. Dorothy Bendross-Mindingall Ms. Susie V. Castillo Mr. Carlos L. Curbelo

Dr. Wilbert “Tee” Holloway Dr. Martin Karp Dr. Marta Pérez

Ms. Raquel A. Regalado

Ms. Krisna Maddy Student Advisor

Mr. Alberto M. Carvalho Superintendent of Schools

Ms. Maria L. Izquierdo Chief Academic Officer

Office of Academics and Transformation

Dr. Maria P. de Armas Assistant Superintendent

Division of Academics, Accountability, and School Improvement

Mr. Cristian Carranza Administrative Director

Division of Academics, Accountability & School Improvement Department of Mathematics and Science

Department of Career and Technical Education

Dr. Ava D. Rosales Executive Director

Department of Mathematics and Science

2013-2014 Extended Learning Modules Page 1 Grade 8 Lesson #1 - Cells

TABLE OF CONTENTS

Interactive Laboratory Demonstration ............................................................................. 2 Extension ....................................................................................................................... 5 Assessment .................................................................................................................... 8


STUDENT PACKET Student Exploration: Cell Structure

Name___________________ Date ______________

Big Idea 14: Organization and Development of Living Organisms SC.6.L.14.1 Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. SC.6.L.14.2 Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from preexisting cells, and cells are the basic unit of life. (Also assesses SC.6.L.14.3.) SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Vocabulary: cell wall, centriole, chloroplast, cytoplasm, endoplasmic reticulum, Golgi apparatus, lysosome, mitochondria, nuclear envelope, nucleolus, nucleus, organelle, plasma membrane, plastid, ribosome, vacuole, vesicle Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. What are some of the structures inside a cell that help it to live and perform its role in an

organism? ________________________________________________________________ _________________________________________________________________________

2. How do you think plant cells differ from animal cells? (Hint: What can plants do that animals cannot?) __________________________________________________________________ _________________________________________________________________________

Gizmo Warm-up The Cell Structure Gizmo™ allows you to look at typical animal and plant cells under a microscope. To start, click Sample to take a sample of an animal cell. Use the Zoom slider to see the cell at a magnification of 1000x (1000 times larger than normal). 1. Use the up/down and left/right sliders to manipulate the

cell. Find the red arrow pointing to the centrioles. Make a sketch of the centrioles in the space below.

2. Read the description of the centrioles. What is their function? ________________________

_________________________________________________________________________ _________________________________________________________________________


Activity A:

Animal cells

Get the Gizmo ready:

• Check that an Animal cell is mounted on the microscope.

• Set the Zoom to 500x. Question: Organelles are specialized structures that perform various functions in the cell. What are the functions of the organelles in an animal cell? 1. Label: Locate each organelle in the animal cell. Label the organelles in the diagram below.

2. Match: Read about each organelle. Then match each organelle to its function/description.

____ Cytoplasm

____ Lysosome

____ Mitochondria

____ Centriole

____ Endoplasmic reticulum

____ Vacuole

____ Plasma membrane

____ Nucleus

____ Ribosome

____ Nuclear envelope

____ Golgi apparatus

____ Vesicle

____ Nucleolus

A. Structure that organizes motion of chromosomes.

B. Stack of membranes that packages chemicals.

C. Membrane that protects the nucleus.

D. Membrane that surrounds and protects the cell.

E. Sac filled with digestive chemicals.

F. Structures that converts nutrients to energy.

G. Passageways where chemicals are made.

H. Jelly-like substance within the plasma membrane.

I. Structure that manufactures ribosomes.

J. Structure that contains DNA and directs the cell.

K. Package created by the Golgi apparatus.

L. Small structure that synthesizes proteins.

M. Sac that stores water, nutrients, or waste products.

2012 2013 Extended Learning Modules Page 4 Grade 8 Lesson #1 - Cells

Activity B:

Plant cells

Get the Gizmo ready:

• Select View plant cell, and click Sample. • Set the Zoom to 500x.

Question: What functions do the organelles in a plant cell perform?

1. Label: Locate each organelle in the plant cell. Label the organelles in the diagram below.

2. Compare:

What structures are present in both animal and plant cells? ________________________________________________________________________ ________________________________________________________________________

What structures are present in a plant cell, but not in an animal cell? _________________________________________________________________________ _________________________________________________________________________

What are the differences between the plant and animal cell vacuoles? ________________________________________________________________________ ________________________________________________________________________

3. Fill in: Name the organelle or organelles that perform each of the following functions.

A. _____________________ convert sunlight to chemical energy. B. The _____________________ and the _____________________ help to support

the plant cell and help it to maintain its shape.

C. _____________________ store food or pigments. D. The _____________________ converts food into energy. It is found in both plant

cells and animal cells.


EXTENSION

Homeostasis and Cells to Systems Interactive Video Activity Source: BBC KS3 Bitesize:

Homeostasis http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/homeo/homeosts.shtml Cells to Systems http://www.bbc.co.uk/schools/ks3bitesize/science/organisms_behaviour_health/cells_systems/activity.shtml Animals and plants are made of cells. Cells form the basic "building blocks" for living things. Some cells have specialized functions. Tissues are made from cells of a similar type. Organs are made from tissues, and systems are made from several organs working together. Cells are very small. They are the basic building blocks of all animals and plants. These photographs show cells seen through a microscope. Cheek cells

These are cheek cells, seen through a microscope: Onion cells

These are onion cells, seen through a microscope:


Animal cells usually have an irregular shape, and plant cells usually have a regular shape Cells are made up of different parts. It is easier to explain what these parts are by using diagrams like the ones below.

Animal cells and plant cells both contain: • cell membrane, cytoplasm, nucleus Plant cells also contain these parts, not found in animal cells: • chloroplasts, vacuole, cell wall The table summarizes the functions of these parts. Part Function Found in Cell membrane

Controls what substances can get into and out of the cell.

Plant and animal cells

Cytoplasm Jelly-like substance, where chemical reactions happen. In plant cells there's a thin lining, whereas in animal cells most of the cell is cytoplasm.


Nucleus Controls what happens inside the cell. Carries genetic information.

In exams don't call the nucleus the 'brain' of the cell. That is not a good description and will not get you marks.


Chloroplast Where photosynthesis happens – chloroplasts contain a green substance called chlorophyll.

Plant cells only

Vacuole Contains a liquid called cell sap, which keeps the cell firm.

Plant cells only

Cell wall Made of a tough substance called cellulose, which supports the cell.

Plant cells only


Humans are multi-cellular animals. That means we are made of lots of cells, not just one cell. The cells in many multi-cellular animals and plants are specialized, so that they can share out the processes of life. They work together like a team to support the different processes in an organism. Specialized cells You should be able to work out special features of a cell from a drawing, if you are told what the cell can do. The tables below show examples of some specialized animal and plant cells, with their functions and special features. Tissues Animal cells and plant cells can form tissues, like muscle tissue. A living tissue is made from a group of cells with a similar structure and function, which all work together to do a particular job. Here are some examples of tissues: • muscle • the lining of the intestine • the lining of the lungs • phloem (tubes that carry dissolved sugar around a plant) • root hair tissue (for plants to take up water and minerals from the soil) Organs An organ is made from a group of different tissues, which all work together to do a particular job. Here are some examples of organs: • heart • lung • stomach • brain • leaf • root Organ systems An organ system is made from a group of different organs, which all work together to do a particular job. Here are some examples of organ systems: • circulatory system • respiratory system • digestive system • nervous system • reproductive system • leaf canopy


ASSESSMENT

NAME: _________________________ DATE: ______________

Big Idea 14: Organization and Development of Living Organisms SC.6.L.14.1 Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. SC.6.L.14.2 Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from preexisting cells, and cells are the basic unit of life. (Also assesses SC.6.L.14.3.) SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Multiple Choice: Identify the choice that best completes the statement or answers the question. 1. When you look at a cheek cell under a microscope, which cell structure should you be able to see and why?

A. cell wall; because it is a plant cell B. nucleus; because it is a eukaryotic cell C. large vacuole; because it is a plant cell D. chloroplast; because it is a eukaryotic cell

2. Humans and other complex organisms have a hierarchical system of organization. Which of the following statements is true regarding this system of organization?

A. Atoms are made of cells. B. Organs are made of organ systems. C. Cells are made of tissues. D. Organs are made of tissues.


3. Cells without a membrane-bound nucleus and membrane systems in the cytoplasm are ____ cells.

A. plant B. eukaryotic C. animal D. prokaryotic

4. Epithelial tissue covers the entire surface of many organisms. Which term describes the structure directly below tissues in the hierarchical organization of life?

A. atoms B. cells C. molecules D. organs

5. Weight-bearing activities, like weight lifting and walking, can help bones become thicker and stronger. Which level of structural organization is responsible for creating new bone?

A. tissues B. organs C. cells D. organ systems

6. Which of the following is something that all living organisms have in common?

A. They all contain at least one cell. B. They all need a source of oxygen. C. They all use other organisms for food. D. They all find mates to reproduce.

7. A dog chased a rabbit but did not catch it. After the chase, both of the animals were breathing rapidly. What had happened in both their bodies that made them need to breathe harder than usual?

A. The cells in their lungs used up all their stored oxygen while they were running. B. Their hearts were beating faster, which made them breathe faster as well. C. Their blood cells needed more air in order to keep circulating through their bodies. D. The mitochondria in their muscle cells needed more oxygen to do their work.


8. If a person cuts his or her finger, eventually the cut will heal and the skin will be whole again. How does the gap created by the cut get filled?

A. Cells below the cut make copies of themselves and the new cells fill the gap. B. Cells on either side of the cut pull toward each other until they close the gap. C. Cells are harvested from other parts of the body and brought to fill the gap.

9. Living organisms grow bigger, repair damage to themselves, and reproduce. In what way are all these processes similar?

A. New cells are made in all of them. B. Old cells are recycled in all of them. C. Energy is produced in all of them. D. Carbon dioxide is needed for all of them.

10. If a muscle cell needed some more muscle protein to grow a bigger muscle, which organelles would likely be involved in building it?

A. ribosomes, vacuoles, mitochondria B. endoplasmic reticulum, nucleus, chloroplasts C. mitochondria, nucleus, vacuoles D. nucleus, ribosomes, endoplasmic reticulum

11. What is the range of the number of cells that living organisms, from the very smallest to the very largest, can be made of?

A. From 1 to 100 B. From 1 to many millions C. From 100 to 1,000 D. From 100 to many millions

12. What would a biologist see if she examined a small piece of a leaf from a plant and a small piece of a root from the same plant through a microscope?

A. Both the leaf and the root would be made up of cells. B. The leaf would be made up of cells, but the root would not be made up of cells. C. The root would be made up of cells, but the leaf would not be made up of cells. D. Neither the root nor the leaf would be made up of cells because plants are not made up

of cells.

13. What is TRUE about cells?

A. All living things are made up of many cells, and all cells are the same size and shape. B. All living things are made up of many cells, but not all cells are the same size and shape. C. All cells are the same size and shape, but not all living things are made up of many cells. D. Not all cells are the same size and shape, and not all living things are made up of many

cells.


14. What is TRUE about the size and shape of cells?

A. All cells are the same size and shape. B. All cells are the same size, but not all cells are the same shape. C. All cells are the same shape, but not all cells are the same size. D. Different cells can have both different sizes and different shapes.

15. What is true about the relationship between cells and the organism they are part of?

A. Cells make up the basic structure of an organism, and they perform basic life functions for the organism.

B. Cells make up the basic structure of an organism, but they do not perform basic life functions for the organism.

C. Cells perform basic life functions for the organism, but they do not make up the basic structure of an organism.

D. Cells do not make up the basic structure of an organism, and they do not perform basic life functions for the organism.

.

Non-Discrimination Policy The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by: Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin. Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin. Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender. Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40. The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment. Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled. Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications. The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons. The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions. Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee. Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status. Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - Prohibits discrimination against employees or applicants because of genetic information. Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment. In Addition: School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender identification, social and family background, linguistic preference, pregnancy, and any other legally prohibited basis. Retaliation for engaging in a protected activity is also prohibited.

Revised: (05-12)

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