Cell Theory and Cell Organelles By: Christopher Meisler Science Methods This is a 6 day unit plan covering: First Observation of cells, Cell Theory and the organelles of both Plant and Animal Cells. Some ideas I have come up with for grading are: a long term 3D model of cell, multiple worksheets, a rap on Cell Theory, an egg- speriment, and a seeing is believing project. I went away form old school tes and used more project and worksheets.
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This is a 6 day unit plan covering: First Observation of cells, Cell Theory and the
organelles of both Plant and A nimal Cells. Some ideas I have come up w ith for gradingare: a long term 3D model of cell, multiple worksheets, a rap on Cell Theory, an egg-
speriment, and a seeing is believing project. I went away form old school tes and used
Day 1: First Observation of the C ell and Introduction of the 3D Cell project
Here is where you would start the unit. The first day would b e introducing all the
basics and all material that is going to be covered. To help the stu dents understand that
cells are not easily seen I've included a project called: Is Seeing Believing? H ere also is agood time to introduce the long term 3D p roject that the students would be making . For
this make sure the students understand that they may not un derstand all of it right away
but they will know enough to start. In a day or 2 the studen ts will hav e all the informationneeded to do the project.
Overview : Students will be cutting out a small section of a picture that is in black and
white. Then from here the students will write down what thev see. Then usin e a handheld magnifying class the students will then write down in detail what they see. From
hear the students will take turns at a microscope and look at there piece and once again
record what they see.
Purpose: This is to help the students see there is another world out there that they can't
see with their ow n eyes.
Objectives:
1. Students will understand that there is things out there that can't been s een with
eyes alone.
Materials
Old Newspaper
Scissors
Hand held M agnifying glass
Microscope
Paper (for recording data)Writing item
Procedures:1. Cut a black and white photograph out of a page in a newspaper. W ith you eyes
only, closely examine the photo. Record your observation.2. Exam ine the sam e photo but this time use a hand held magnifying glass.3. Now take the same photo and place it under a microscope, using the clips to hold
it in place. Shine the light onto the photo and bring the microscope into focus onto
part of the photo. Once again record what you see.
Observing:What did you see in the photo with the hand lens that you couldn't see with your eyes?
What did you see with the microscope that you couldn't see with you eyes of the handlens?
Stove top method: Mix and cook until the dough leaves the side of pan. Cool on platewith wet cloth on top.
Oven method: Bake @ 150 F overnight.** To color play-doe use food coloring or tempera paints.
(Using rubber o r disposable gloves is a good idea.)
ACTIVITIES AND PROCEDURES:
1. After studying cell structure, divide the class into small groups.
2. Gather all materials and have them laid out according to the number of student groups.(See material list below.)
3. Distribute m aterials and lists of cell structures to each group.
4. Inform g roups they will be making two cells - one plant and one animal cell. When
they finish, each cell will be abo ut the size of a tennis ball. The first part of the class
period will be spent making the cell structures themselves. Instruct them to wait before
putting the cells together until you can explain the procedure. Have group leaders assignresponsibility, for each cell part, to the group mem bers. (The cell structure list also
includes possible materials which could be used. These materials could be expanded or
substituted.)
5. Have the "cell membrane people" cut the large piece of plastic wrap in half and placeeach piece on the table.6. Have the "cytoplasm people" form 2 balls using the plain play-doe or clay. Lay 1 ball
on each piece of plastic wra p and press each into a "pancake" about 6".
7. Instruct them to design ate one pancake, "animal cell and the other "plant cell".
8. Have members of each group find the supplies the need to represent their cell
structu res, cut, form , fold, paste, etc. until their structure is simulated. Th en place the
finished structures in a pile on the center of the approp riate pancake. (Exc eption --cell wall)
9. When all of the cell parts are completed and in place, have someone in each group"gather up" the pancake carefully cupping it around its "topping" and seal all of the edgestogether forming a ball. Next have the "cell membrane people" wrap the plastic wraparound the cytoplasm and have the "cell wall people" wrap the alum inum foil around the
plant cell.
10. Depending on the length of time available, cells may be set aside for the next classperiod or each may be cut in half with a large knife right away.
adjusting t h e l ighting where he worked, enabled him t o build microscopes
th a t magnified over 2 00 times, w ith clearer and brig ht er images tha n any o f
his colleagues a t th a t t ime. I n 1673, Leeuwenhoek began writ in g le tt e rs t o
th e newly form ed Royal Society o f London, describing wh at he had seen w ith
his lenses. His f i r s t le tt e r contained some observations on th e stings o f
bees. For th e n ex t f i f t y years he corresponded with th e Royal Society. His
observations, wr it te n in Dutch, were transla ted into English o r L atin and
pr in ted in th e Philosophical Transacfions o f the Royal Society. Leeuwenhoek
looked a t animal and plant t issues, a t m ineral crystals, and a t fossils. He was
th e f i r s t t o see microscopic single cel led prot is ts w ith shel ls, th e
foraminifera, which he described as "l it t l e cockles. . . no bigg er tha n a
coarse sand-grain." H e discovered blood cells, and was t h e fi r s t t o see living
sperm cells of animals. He discovered m icroscopic animals such as nematodes
(round worms) and rot if e rs . The l is t of his discoveries is long. Leeuwenhoek
soon became famous as his le tt e rs were published and transla ted. I n 1680
he was elected a full member o f t h e Royal Society. A f t e r his dea th on
August 30,1723, a member of th e Royal Society wro te ... "Antony van
Leeuwenhoek considered th a t wha t is tr u e in natu ral philosophy can be most
fruit fu l ly invest igated by th e experimental method, supported by th e
evidence of t h e senses; fo r which reason, by diligence and tire les s labour he
made wi th his own hand ce rtain most excellent lenses, wi th t h e aid o f which
he discovered many sec rets o f Nature, now famous throug hou t th e whole
philosophical World". No tru er de f ini t ion of th e scien t i f ic me thod may be
found.
Between 1680 and t h e early 180 0's it appears th a t no t much was
accomplished in th e study o f cel l structu re. This may be due t o t h e lack o f
quality lens fo r microscopes and th e dedication to spend long hours o f
detai led observation over what microscopes existed a t t h a t t ime.
Leeuwenhoek did n ot re co rd his methodology fo r grindin g qua lity lenses and
thus microscopy suffe red fo r over 100 years.
German natur-philosophe r and microsco pist, Lorenz Oken had been tra ine d
in medicine at Freibu rg University. He went on t o become a renown
philosopher and thin ke r of th e 29 th century. I t s repor ted th a t in 1805
Oken sta te d th a t "Al l l iv ing organisms or iginate fro m and consist o f cells" ...which may have been th e f i r s t statem ent o f a cel l theory.
Ham introd uce d a defined serum-f re e medium. Cambridge
Inst rum ents produced th e f i r s t commerc ia l scanninq e lect ron
microscope.
Sato and colleagues publish papers showing th a t d i f fe re n t cel l l ines1976 requi re d i f fere nt mix tures of hormones and growth fa cto rs in serum-
f r e e media.
1981Transgenic mice and fru it f l ies ar e produced. Mouse embryonic stem
Listen close to the story I tell.It's the rapp ing story of the living cell.It's a happy tune that's sort of cheery.About a real tough topic called the cell theory.
All anima ls, plants, and p rotists too,Are ma de of cells with different jobs to do.They're the basic units of all organisms,And I hope by now you got the rhythm.
It all started with one dude named Hooke.Who at som e cork cells took a look.He used a scope and took his time.'Cause a cell is small and thinner than a dime.
Say 1, 2, 3 ,4 ,Are you ready to learn some more?The animal cell has many parts,And you m ust know each one by heart.
Like the farmer man in the dell.The nucleus controls the cell.its gives the orders -- kind of like a b rain.And it's protected by a nuclear mem brane.
Around the cell, you'll find another "skin,"
The cellular mem brane holds the whole cell inBut its job isn't simple there's no doubt,It lets some particles go in and out.
Now p lease don't lose your science enthusiasm,Listen to the story of the cytoplsm.All around the cell this thick fluid does go,But in the nucleus it will not flow.
And don't forget those ribosomes -This is where proteins come from.
These protein factories are so small, you'll agree,You need an electron m icroscope to see.
Just when you thought you we ren't having any fun,Along comes teh endoplasm ic reticulum.These tubelike structures serve as a track,To carry stuff to the membrane and back.
Now hav e you ever seen any doughnuts without holes?In a cell, they're called vacuoles.They're filled with stuff like H 2 0
Las of all, but no t the very lea st,Mitochondria - mighty cellular beasts,Since they turn sugars into energy so well,We call them the pow erhouse of the cell.
Now m y friend, you know it well,The unforgettable story of the living cell.
Day 3: Cell Rap Cont.., P arts of the Animal cell, and Animal Cell Worksheet
To start class of have the class go ahead and review the Cell Rap and se e if
anyone is brave enough to try and recite from memory. A sk how their take home projectsare going. From here it's a good time to start going over the animal cell's history and theorganelles. Explain what each organelle does. In order to help the students study, have
them do the coloring worksheet. Have them m easure out all of the egg-speram ent
Day 5: Egg-sperament wrap of, Review Cell Rap, and W orksheet
Have the students come in and do their last bit of recording for the egg-speram ent,and explain the guide lines for the graphs once m ore. Here is another to work on the C ell
Rap again. For som e extra practice have the students do the C ell city worksheet in class.
Have any questions and answer period for the test.
I n a far away ci ty called Gran t City, th e main ex po rt and
production product is th e stee l widget. Everyone in th e town has
something t o do w ith s teel widget making and th e en t ire town isdesigned t o build and e xp or t widgets. The t ~ h a las th e
instructions fo r widget making, widgets come in all shapes and sizes and any citi ze n o f
Grant can ge t t h e ins tructions and begin making th ei r own widgets. Wid gets ar e generally
p roduced in s - m d s h o p around the c ity , these small shops can be bu i l t by th e ~ a rp e n le r ' s
union (whose headq uarters ar e in town hall).
A f t e r t h e widge t is con structed , th ey a re placed on sp&al_ca&s which can deliv er t h e
widget anywhere in th e c i ty . I n order for a widget t o be expor ted , th e ca r ts take th e
widget t o t h e postalof f ice, where th e widgets are packaged and labeled fo r expo rt .Sometimes widgets d on ' t turn o ut r ight , and th e "re jects" are sent t o th e scrap yard
where they are broken down f o r p arts o r destroyed altogether. The town powers th e
widget shops and ca rts fr o m a hydra&damthat is in th e ci ty. The en t ire ci ty is
enclosed by a large wooden fe-n n, only t h e postal truc ks (and cit izen s w ith proper
passports) are allowed outside th e c ity .
Match th e par ts o f th e c i t y (underlined) w i th th e pa r ts o f th e cell.
Have the students turn in the cell city sheet if they didn't and also turn in the egg-
sperament. In order for this to be fair have all the students name in a hat an d you w ill be
randomly d rawing nam es for the order they are to go in. All the stude nts will need torecite the en tire Ra p in front of the class. Seems how the ma jor grading criteria for this is
the 3D model let the students know they w ill have 1 more week form today to have it