8/23/11 Squirrel of Organization

pg 19

Sponge: P. 56: Explain this statement. 1. Cells are the basic unit of structure and function in all living things.

All living things are made up of cells.

P. 67: 2. What are two advantages of being multi-cellular? The cells are specialized and can perform different functions, and if one cell dies it does not effect the organism.

Cells Vocabulary & Levels of Organization (

glue to pg. 20

) Take five minutes to read over “Life under the Microscope” and then find the correct term for the definitions on the inside of your sheet. Remember to use good reading strategies as you read!

Level 1: Cells

•

Smallest working unit

of living things.

• May serve a

specific function/job

within an organism, or may live alone (unicellular).

• Ex: bone cells, cartilage cells, red blood cells.

Level 2: Tissues

( No, not THAT kind of tissue!) • Made up of

cells structure/function

that are

similar in

that

work together

to perform a specific function or job.

• Ex: Humans have FOUR basic tissues: connective (fat, cartilage, bone, blood); epithelial (skin), nervous and muscular

Level 3: Organs

•

Made of tissues

that

work together

to perform a specific activity.

• Ex: lungs, heart, stomach, brain.

What other organs can you think of?

Level 4: Organ Systems

Groups of one or more organs working together

to perform specific functions for the organism.

Our human body has 11 organ systems. Can you name them?

Level 5: Organism

• Entire living things that carry out all basic life functions.

Meaning… they are made of cells, share similar chemicals, can take in and use energy, grow and develop, reproduce, and sense and respond to changes in their surroundings. They’re ALIVE!

Organisms are usually made up of many cells but some organisms can be made up of only one cell such as bacteria.

“Squirrel of Organization” In each circle, draw a colorful representative picture to match that specific level. For example, in the circle labeled “cell”, draw a picture of a specific type of cell you might find in a squirrel.

8/23/11 Cell Structure & Function

pg 19 Objective:

To determine the structure and function of cell organelles.

Bell work:

List in order the levels of organization and provide an example of each.

Cell Organelle Graphic Organizer glue to pg 20

The

cell theory

tells us that… 1. All living things are made up of cells 2. Cells are the smallest working units of all living things 3. All cells come from pre-existing cells through cell division

What is a Cell?

Cell: the smallest unit that is capable of performing life functions.

Examples of Cells

Amoeba Proteus Plant Stem Bacteria Red Blood Cell Nerve Cell

Prokaryotic

1. Do not have organelles with membranes 2. Simple one-celled organisms -

Bacteria ONLY!

3. I like to say

“PRO?” “NO!”

(NO nucleus, NO organelles)

Eukaryotic

1. Contain

organelles

surrounded by membranes 2. Complex organisms - most living things 3. For this, I like to say

“EU?” “TRUE!”

(TRUE nucleus, TRUE organelles)

Plant Animal

Let’s Compare…

Make your own analogy!

For each organelle on the following slides, think of a picture analogy that will help you to remember the organelle and what it does! You will draw this in the last column of your organizer. The first one is already done for you!

Cell Membrane

All

Prokaryotic

&

Eukaryotic

cells Structure: - Located on

outside

of

cell

. - Made of

phospholipid bilayer

: phosphates and lipids (fats) Function: - Determines

what goes in/out

of cell -

Protects

and

supports

cell

All

Prokaryotic Eukaryotic

cells &

Cytoplasm

Structure:

Jelly-like material

found inside cell membrane Function:

Supports

and

protects

cell’s

organelles

. Contains some

nutrients for cell

.

Nucleus/Nucleolus/DNA Nucleus ONLY

in

Eukaryotes

(

Free-floating DNA

in

Prokaryotes)

Structure: - Has a

nuclear membrane

allow

materials in and out

to -

Contains

genetic material –

DNA

(

chromosomes

) which contain instructions for traits -

Contains

dark central ball called the

nucleolus (makes ribosomes)

Function:

Directs cell activities

.

All

Prokaryotic

&

Eukaryotic

Cells

Ribosomes

Structure: -

Not bound

by a

membrane

- Cell contains thousands.

-

Found

on

endoplasmic reticulum

&

freely floating

throughout cell Function:

Make protein

Mitochondria Eukaryotic

cells only Structure

: Rod shaped

and found throughout cell Function:

“Powerhouse”

of cell - Produces

energy from sugar

through chemical reactions (

Cellular Respiration

)

Chloroplast Eukaryotic PLANT

cells only Structure: - Found in

plant cells

-

Contains

green

chlorophyll

Function:

Photosynthesis uses sunlight

to

make sugar

for plant

Golgi Bodies/Complex/Apparatus

All

Eukaryotic

Cells Structure: Made of

5-8 sacs

Function: -

Processes

and

packages proteins

&

lipids

-

Move materials

within the cell and out of the cell in small sac called “

vesicle

”

Endoplasmic Reticulum

All

Eukaryotic

Cells Structure: - Series of

tubes and sacs

-

Smooth

: without ribosomes -

Rough

: with ribosomes Function:

Transports proteins

and breaks down drugs in the cell

Lysosome

All

Eukaryotic

Cells Structure:

Vesicle

built by the Golgi bodies Function: -

Digests

excess or worn out organelles, food particles, and engulfed viruses or bacteria. “

Disposal

” of the cell

All

Eukaryotic

Cells

Vacuole

Structure: -

Large & few (plant cell)

-

Small & many (animal cell)

-

Contains water

Function: - Help

plants maintain shape

-

Storage

,

digestion

, &

waste removal

Cell Wall

All

Prokaryotic

cells and

Eukaryotic PLANT

cells only Structure:

Rigid wall

found only in

plant cells

&

bacteria cells

Function:

Supports

&

protects

cells

How many can you remember?

Left Side Homework

Write the following directions in your own words: Pick your favorite organelle from our lesson today, and draw that organelle as a superhero comic book character performing it’s job. Creativity, coloring, and the job it performs will all be factors in your grade!

8/24/11 Bacteria, Plant and Animal Cells

pg 21 Objective

: To identify the locations of prokaryotic and eukaryotic cell organelles.

Bell work

: Why is the location of the nucleus important to the function of the cell?

Glue Cells Sheet to pg 22

Now, let’s look at the Bacteria Cell: Color the

key

(the squares) of the bacteria cell sheet using the color coding provided.

1. Cell Membrane -

purple

2. Cytoplasm -

white

3. DNA:

free-floating in Bacteria Cells (no nucleus)

–

orange

4. Ribosome -

black

5. Cell Wall –

light green

For both the Plant & Animal Cells Color the

key

(the squares) of

BOTH

the plant and animal cells using the color coding provided.

1.

Cell Membrane

-

purple

2.

Cytoplasm

-

white

3.

Nucleus

(

including Nuclear Membrane, Nucleolus and Chromosomes/DNA (4/5) are not shown but are still present in plant cells

– orange 6.

Ribosome

-

black

7.

Mitochondria

8.

Vacuole

–

red light blue

9.

Golgi Body

-

yellow

10.

Endoplasmic Reticulum

-

dark blue

11.

Lysosome

-

pink

** Unique to Plant Cells:

12.

Chloroplast

–

dark green

13.

Cell Wall

–

light green

Homework for Tonight

Color the cells according to the keys provided. You MAY NOT use colors other than those you were given today. Make sure to review your organelles.

8/26/11 The Microscope

pg 23 Objective:

To identify the structures and functions of the microscope and how to use it.

Bell work:

What happens to an image when it is seen through a microscope?

writings

History of the Microscope

1000 A.D - First use of lenses to view images of Greek & Roman

1590

– Dutch lens makers Hans & Zacharias Janssen make the first microscope by placing two lenses in a tube

1665 - Robert Hooke is first to describe and coin the phrase "cell" when observing a slice of cork using a microscope power of 30X 1675 – Anton van Leeuwenhoek “father of microscopy” uses a simple microscope with one lens and is the first to describe bacteria

• • • • • • • • • • • • • •

Label both the diagram and the function: Body Tube -

Hollow tube that may hold lenses or mirrors.

Nosepiece -

10x

Stage Clips Stage -

Holds the objective lenses; rotates to use different lenses.

Middle Objective -

Objective with power of

Low Objective -

Objective with power of 4x (Smallest objective)

High Objective -

Objective with power of 40x (Longest objective) Holds the slide in place

Iris Diaphragm -

shines through Controls how much light

Lamp -

the slide Provides the light that shines through

Eyepiece -

The part you look through - also has a 10x lens in it

Arm -

Supports the body tube and makes a good handle for carrying the microscope The place where you set the slide

Coarse Adjustment Knob -

stuff under low power, moves the stage up and down, too Used for finding

Fine Adjustment Knob -

power focusing Used for high-

Base -

Supports the weight of the microscope

How should you ALWAYS carry a microscope?

Tucked in like a football; with one hand under the base and one around the arm.

Total Magnification

= Eyepiece Magnification Objective Magnification

(10x) X (# on Objective lens) Find the

Total Magnification

for the following objective lenses: 1.

objective = 4x

4X10=40 times!

2.

objective = 10x

10X10=100 times!

3.

objective = 40x

40X10=400 times!

Microscope Review

1. Body Tube 2. Nosepiece 3. Middle Objective 4. Low Objective 5. High Objective 6. Stage Clips 7. Iris Diaphragm 8. Lamp 9. Eyepiece 10. Arm 11. Stage 12. Coarse Adjustment Knob 13. Fine Adjustment Knob 14. Base

Microscope “E” Lab

Objective: To demonstrate proper use of the microscope.

Here’s what a letter “e” from a newspaper might look like on a prepared slide. Use this image to help you answer the following questions.

Write a Hypothesis on your paper about what you think will happen once you look at the letter “e” through the microscope:

We know that microscopes will make images appear larger. What else do you think will happen to the image of the letter “e” when looked at through the microscope?

Data and Conclusions: 1. Using the COARSE adjustment knob with the microscope on LOW power, raise the stage until the “e” can be seen clearly. Draw what you see below in the LOW POWER circle. Change the nosepiece to MED/HIGH Power you’ll notice the “e” is out of focus. DO NOT TOUCH the Coarse Adjustment knob, instead use the FINE adjustment knob to sharpen your picture. Draw what you see in the MED/HIGH power circle. 2.

Compare what you see through the eyepiece and the “e” that you see on the stage. Don’t say it looks bigger…look closely! What happened? Why do you think this happened? 3. Looking through the EYEPIECE, move the slide to the upper right area of the stage. What direction does the image move through the eyepiece? 4. How does the ink appear under the microscope compared to normal view?

5. Why do you think a specimen placed under the microscope has to be thin?

6. Was your hypothesis from above supported? Why or why not? 7.

How does the letter “e” as seen through the microscope differ from the way an “e” normally appears?

9/7/10 Moving Cellular Materials –

Page 25 Objective

: To learn how cells move materials

Bell work

: Watch the demonstration. When you smell the air freshener, raise your hand. Answer the following: How is each student’s distance from the teacher related to when he or she smelled the air freshener? Why do you think this pattern occurred?

Watch Tim and Moby from BrainPop talk about Moving Cellular Materials Now answer the following questions on the

left side

: 1. What part of the cell helps the cell maintain homeostasis?

2. Can you apply your knowledge of the cell membrane to how a cell interacts with its environment?

Cellular Transport Foldable Fold your paper in half, then half again, then half again like me!

Open it up. You should have 8 equal-sized squares. Fold the “doors” into the center, so that your paper looks like a window with closed “shutters”. Cut the “shutters” so that you have four total doors.

1 2 3 4

Cellular Transport Foldable On the front of each door, explain the following processes: DOOR 1:

Osmosis

DOOR 2:

Diffusion

DOOR 3:

Transport Protein

DOOR 4:

Transport by Engulfing

Underneath each door, correctly illustrate the process. Use the textbook pages 80 85 to help you. Worth 100 points and to be TURNED IN tomorrow! After I grade them you will glue them to

page 26

.

Osmosis & Diffusion Lab

Tomorrow in class you will be participating in a mini-lab. Today, we are going to begin the lab with the following set-up: Procedure: 1. Fill two beakers ¾ full with water.

2. Add salt and stir one beaker until no more salt will dissolve. There will be some salt left on the bottom of the beaker.

3. Label the beakers with “fresh” or “salt” water.

4. Weigh and record the initial weight of a stalk of celery, a piece of carrot, 2 grapes and 3 raisins and place in each beaker.

5. They will soak in the solutions overnight and we’ll measure them again tomorrow.

Exit Ticket: Lab –

page 25

What will happen to the carrots, celery, grapes & raisins in fresh water? What about in the salt water? Do you expect all of the foods to act the same way? Explain your answers.

9/8/10 Diffusion and Osmosis Lab

Page 27 Objective

: To understand how cells transport materials

Bell work

: Draw or write an analogy for Active and Passive Transport using a bicycle and a hill.

“ Cells: The Building Blocks of Life ” Movie

Watch the movie segment and answer the questions about cellular processes.

Diffusion and Osmosis Lab

Page 28

Procedure 1. Using the balance, find and record the mass of each of your vegetables for both the salt water and the fresh water to the nearest tenth of a gram. 2. Record the data in the tables provided.

Exit Ticket –

page 27

Using the graph paper provided, create two BAR graphs: one for all salt water produce and one for all fresh water produce. Each produce item should have two bars comparing initial and final weight! Please color your bar graph and also answer any questions on your handout from today’s lab!

9/9/10 Ecosphere Mystery!

Page 29 Objective: Explain what happens during the process of photosynthesis and respiration Bell work: There is no need to add the nutrients necessary for life. How do the shrimp and algae survive?

Graphic Organizer Use the following words to fill in the organizer:

Glucose(2) carbon dioxide(2) Water(2) photosynthesis oxygen(2) sugar Sunlight mitochondria Energy chloroplast ATP cellular respiration

Photosynthesis

occurs inside the

chloroplast

of the PLANT cell. It uses the

carbon dioxide

and

water

given off by animals along with

sunlight

create

sugar

(also to known as

glucose

) for food as well as

oxygen

as waste.

Cellular Respiration

occurs inside the

mitochondria

of the ANIMAL and PLANT cells. It uses the

Oxygen

and

Glucose

made by PLANTS to create

Energy (ATP)

for daily cell processes and also creates

Carbon Dioxide

and

Water

as waste.

It’s a Cycle!...

The Cycle of Life What is the equation for photosynthesis?

H 2 O + CO 2 + sunlight => C 6 H 12 O 6 + O 2 What is the equation for cellular respiration?

C 6 H 12 O 6 + O 2 => H 2 O + CO 2 + ENERGY (ATP)

They’re backwards of one another!!!

Is there life on other planets?

You are a crew-member on a space ship that is on an exploration mission searching for life on other planets. The commander of the ship has sent you and three of your crewmates to the surface of a newly discovered planet. Your mission is to solve a mystery. You must find out what gas the other life forms exhale. Your only clue is a CD video clip of one of the other life forms exhaling through a straw into a clear container labeled “bromothymol blue.” At the beginning of the video clip the solution inside the “bromothymol blue” container is yellow; however, after the other life form exhales into the container for a period of time the “bromothymol blue” solution turns from yellow to blue. The atmosphere of this new planet is 21% oxygen and does not contain any known toxins so your commander sends you to the surface without a space suit. You and your team are equipped with a solution of bromothymol blue, safety glasses (four pairs), a clear container, a straw and a plastic bag containing water and a sprig of an aquatic plant. Each member of your team has been assigned one of the following roles: documentation officer, timekeeper, peacekeeper, or materials manager. You have 25 minutes from the time of your arrival on the new planet to solve the mystery and ready yourself to return to your ship.

How do we do this?

Here are some questions to ask yourself as you work… 1. What color does the bromothymol blue solution turn in the presence of carbonate water?

2. What color does the bromothymol blue solution turn after you exhale into it for approximately two minutes?

3. What do you think would happen if you put the aquatic plant into the bromothymol blue solution?

4. What gas (or gases) can bromothymol blue serve as an indicator for?

Need more help?

5. What gas do you exhale?

6. What gas do plants give off?

7. How long (in seconds) did you have to exhale into the bromothymol blue solution to elicit a color change?

Is there life on other planets?

What type of gas does the alien life form breathe? How do you know? Explain, using evidence from your experiment.

9/10/10 You’re an Organelle! Page 31

Objective:

Demonstrate knowledge of cell functions by performing a “play” in which you act as an organelle and work together to complete basic cell functions.

BW:

What did the alien from yesterday’s lab breathe in? Out? How do we know?

Task 1

You’re an organelle!

(You will have 15-20 minutes to complete this.) 1.

2.

You will be assigned an organelle that you will pick out of a basket. Using your textbook (pages 60-67), write a sentence answering each of the following questions on your notes page. Be sure you

understand

your job as you will have to

act

the part!

1. What is my job in the cell?

2. What do I look like?

3. Where in the cell would you find me?

3. On your construction paper, write the name of your organelle and draw a large picture of it. Carefully add your string and wear it!

You’re an organelle!

The Plot

(acting out the play 10-15 minutes): We are now going to perform the roles of the individual organelles. In our play so far, what organelle is missing and what is its job?

I’M THE NUCLEUS and I direct the cell’s activities!! Scenario: First we’ll make

FOOD

inside the plant cell, and then when an animal eats the plant, we’ll use that food to make

ENERGY or ATP

during

cellular respiration

! Then we’ll use that energy to make

protein!

You’re an organelle!

Mini-Lesson:

Why is the location of the organelle within the cell important?

Exit Tickets

1) Compare the process of photosynthesis to the process of baking a cake. 2) What organelle uses the food made during photosynthesis to produce energy? 3) Describe the relationship between the nucleus, endoplasmic reticulum and the ribosomes.