Unit Plan

11-12-98
Ed. 337 Sec.#1
Matt Wermich
 One of the most fundamental and important concepts in Biology is cell theory.

The focus of the unit is what is the cell theory, and how does it relate to the students in

your class? In order to create a unit on this topic, one would have to focus on a thorough

understanding of cell structure and function, and while doing so stress the importance it

has within the existence of all life. Making certain that a connection between the

microscopic cell and the human physical make up is clear. Without making this

association the knowledge learned about the cell will be poorly reinforced and rendered

ineffective. But with proper real life connections this information will not only change

the way students view their own physical make up, but will help foster a deeper

understanding and respect for the world around them.

Understanding the basics of cell theory empowers individuals by allowing them to

understand basic biological processes. This in turn has a direct link to their bodies, it

allows for an understanding of the basics of medicine and the effects on their health.

Besides a basic understanding of medicine, the cell theory aids in connecting the student

to the rest of the natural world. Once students have realized that all living things are

made up of cells, the division between them and plants and animals diminishes. Hence a

more respectful relationship between student and the natural world is created.

A concern when teaching cell theory is initial student boredom. I recall a 10th

grade biology class I was in for a practicum experience a couple of years ago. Moments

before a dissection the teacher digressed a bit to explain a bit about epithelial cells. The

class was totally disinterested. But who could blame them the teacher brought this

subject up moments before a dissection, an exercise that enraptures most students,

through either fear or curiosity. On top of that, students see the cell as bland, and who

can blame them. By the time most students have reached high school they have almost

certainly been introduced to the basics of the cell. With such a basic understanding (not

having a through understanding of the cells structure, the cells function, or the

connections to students lives made clear) cell theory may seem very mundane at first.

This is incredibly sad considering the cell is to biology as the atom is to chemistry. It is

the basis of every living thing. In order to remedy this it is imperative to make solid

connections between the cell under the microscope and the students cellular make up.

Text Analysis

A.) A science generalization is a principle within science that encompasses many

different interpretations and for the means of expediency the exceptions to the rule are

not included. A scientific fact is a principle that has with stood much scientific scrutiny

and is seen as the current and most likely theory at its time.

B.) A scientific concept deals more with an encompassing view that resides

mostly in the mind of the teacher and learner. A scientific law is seen as more of a hard

and fast rule, one that is seen as factual or with little doubt. A scientific theory is a

concept that is in the process of being proven.

C.) Scientific empirical entities are those which rely on experience and

observation. While scientific theoretical entities rely on an educated guess.

 Within my textbook I have found a couple examples of these terms being used.

One of which is in the title of the subject of my unit plan, cell theory. The word theory is

used even though the cell theory is recognized in the scientific community as the best

model, it is still subject to change, and therefore it is still considered a theory. Another

example appears earlier in the chapter when discussing the electron microscope. It reads,

“the greatly improved resolution provided by the electron microscope allowed the

classification of all living things into two distinct groups on the basis of cellular

organization.” This passage states that a technological advancement has greatly

improved the ability of classification of cells. This indeed has happened so the passage is

seen as a fact. The example I found of a generalization became apparent to me through

the passages use of a couple of words, these words are somewhat and mostly. The

sentence is as follows; “Prokaryotic cells are usually surrounded by somewhat rigid cell

walls composed mostly of polysaccharides and polypeptides. Somewhat and mostly are

used here in order to give the reader a general idea of the basic make up of the

prokaryotic cell wall. This generalization is useful; going beyond this point may become

confusing for the student and would definitely go beyond the scope of the lesson.

Question asked in text:

What are some of the visible differences between prokaryotic and eukaryotic

cells? This question could be answered by involving students in a lab involving a

microscope. This lab would include preformed slides of each type of cell. The cells

would be examined and then drawn according to what the student sees. A written

description of each type of cell would also be required.

 Book critique:

The differences between prokaryotic and eukaryotic cells are made clear

throughout the passage. The explanation is concise, yet through. The only reservation I

have is regarding the higher level language used in this passage. Outside of the general

terms that must be learned, there are sentences such as, “The greatly improved resolution

provided by the electron microscope allowed for the classification of all living things into

two distinct groups on the basis of cellular organization.” I feel a more appropriate

sentence may be, “With the invention of the electron microscope scientists were able to

make clear distinctions between two types of cells, prokaryotes and eukaryotes.” The

text does a good job of highlighting important terms with bold face font. Also for each

new concept is introduced with a title describing the contents of the following

paragraphs. The diagrams are also helpful they are inserted where visual clarification of

a paragraph is necessary. Most of the diagrams are actual pictures. This allows for added

realism as well as limits disproportionate artistic renditions. Yet drawings are used where

photographs might not be clear enough to show certain structures.

This text would be used as a preview and a reference to the cell theory lesson.

For this particular lesson I think it is important to have the students familiarize

themselves with certain terms before the lesson. It would also aid in giving students a

basic idea of what will be presented and studied in class the next day. During a lab, after

some viewing of cells has been done I might pose a question like, “what gives the plants

cells their shape and rigidity?” They now must view a plant cell under the microscope, as

well as look up the term for the chemical that is producing the phenomenon that they see.
This would force them to use the book as a reference. Making them take responsibility of

their learning, doing research, modeling what science really is. Also within a lab manual

I would have page numbers from the text written next to each concept to serve as a

reference for students.

cell
wall
chloroplast
anima
plant
cellulose l

prokaryot
e membrane
eukaryote
rigid bound
nucleus

Cell types

Cell Fundamental
theory unit of life

Structures Reproduction

ribosom golgi
e E.
apparatu vacuole divisio
R. s
n
nucleu mitochondri
s a
meiosi mitosi
s s
DNA RNA
chromosome

genetic
s
 Table of Contents

Page #

The Cell- The Basic Unit of Life……………………………………....1-3

Prokaryotic and Eukaryotic overview…………………………………4

Exploring the Eukaryotic Cell…………………………………………5-8

Animal vs. Plant Cells…………………………………………………9-10

Exploring the Prokaryotic Cell………………………………………..11-12

Prokaryotic vs. Eukaryotic comparison……………………………….13-14

Crossing the Cell Membrane………………………………………….15-17

Mitosis and Meiosis overview…………………………………………18

Mitosis………………………………………………………………...19-22

Meiosis………………………………………………………………...23-27

Cognitive levels for objectives

Analysis

Knowledge

Comprehension

References: Microbiology notes (Bio333 UWSP); Zoology notes (Bio160 UWSP);

Biology text, 1994 Addison-Wesly Publishing Company, Inc.

 The Cell- the basic unit of life

Objectives: After this lesson students will be able to describe the cell theory by listing its

three main points. They will also be able to describe and draw a generic cell structure.

Students will be able to differentiate between organic and inorganic substances.

Materials: Overheads, handouts of cell diagram

Time estimate: Two class periods

Procedure: Begin with tapping of prior knowledge. Create an explanation of what the

cell theory may be from student definitions of the cell. Then compare to cell theory as

defined below.

1.) Introduction to cell theory- Before the 17th century, no one knew that cells existed.

Since most cells are too small to be seen by the unaided eye, cells could not be

discovered until the invention of the microscope. Anton von Leeuwenhoek- since people

knew nothing of cell or their importance to the living world, scientist did not think of

microscopes as important tools. They were seen as toys for curious people.

Leeuwenhoek was a Dutch drapery store owner who was one of these curious people.

With his hand-held microscope, he became the first person to observe and describe

microscopic organisms and living cells. Neither Leeuwenhoek nor British scientist

Robert Hooke- who had described the empty chambers of cork as “cells,” fully

appreciated the importance of their work, nor did the biologists and other scientists of the

time. The observations of Hooke and Leeuwenhoek were ignored for almost two
centuries. Nearly two centuries later (mid 1800’s), the combined work of three scientists

(all German) created what we have defined as the cell theory. Matthias Schleiden-

botanist, studied a variety of plants, “all plants are aggregates of fully individualized,

independent, separate beings, namely the cells themselves. Schleiden used inductive

reasoning- when scientist makes generalizations based on specific observations. Theodor

Schwann- zoologist, reported that animals are also made of cells and proposed a cellular

basis for all life. Rudolf Virchow- physician, induced that “the animal arises only from

an animal and the plant only from a plant.” This strong statement contradicted the idea of

the time that life could arise from nonliving matter. (Abiogenesis- spontaneous

generation). Combined work produced the cell theory- cells are the basic units of life, all

organisms are made of one or more cells, all cells arise from preexisting cells. The cell

theory emphasizes the similarities of all living systems and guides the work of biologist

and physicians in the study of disease, food production, and population control. 2.)

Organic- pert. to living, created of cells. (Ex. Plants and animals) Inorganic- non living

(Ex. Rocks and minerals) 3.) Introduce generic cell diagram as a visual to get an idea of

what is ahead in the preceding lessons.

Assessment: A Conscience quiz will be given at the beginning of next class period on the

three questions posed below. A conscience quiz is a non-graded exercise that will allow

students an opportunity to clear up misconceptions about the material and not be

penalized. It also serves as a review and will give students an idea of where they are at as

far as knowledge about the material.

Transitions: Now that a cell has been defined we are going to go into a more in depth

analysis of different types of cells.

Rationale: Create an understanding of what the cell is and how it relates to the student.

Creating an understanding of the similarities between themselves and other living things

creates a connection, lessening the differentiation between them and the rest of the

natural world.

Questions: 1.) When the microscope was first invented was it taken seriously? Why or

Why not? What does this say about scientist’s line of thinking at the time?

2.) List the three main points of the cell theory.

3.) Give two examples of something organic. Give two examples of something

inorganic.
 Prokaryotic and Eukaryotic overview

Objectives: At the conclusion of this lesson students will have made a distinction

between two main types of cells (prokaryotes and eukaryotes).

Materials: Overheads of examples of each

Time estimate: One class period

Procedure: 1.) Introduce students to the main division in types of cells. Eukaryotes-

plant and animal cells and Prokaryotes- bacteria. Overheads and discussion on basic

structural differences, and where they are found. Some examples of each type will be

given.

Assessment: Conscience quiz on examples of each type of cell will be given next period.

Transitions: This is a basic overview of cell types before we begin a more in depth

analysis of eukaryotes and prokaryotes.

Rationale: This lesson will expose students to the diversity of cells. It will also give

them an example of the way in which organisms are categorized.

Questions: 1.) Give two examples of prokaryotes. Give two examples of eukaryotes.
 Exploring the Eukaryotic cell

Objectives: At the conclusion of this lesson students will be able to define what a

eukaryotic cell is and describe basic processes that occur within the cell and it’s

organelles.

Materials: Overhead of eukaryotic cell, hand out with organelles (students must fill in

definitions)

Time estimate: Between two and three class periods

Procedure: In depth analysis of eukaryotes. Eukaryotes are cells that always or usually

contain a nucleus or nuclei. Eukaryotes include two main groups, plant and animal cells.

Visual- (overhead of generic eukaryotic cell. Describe parts structure and function from

list below.)

Mitochondria- Mitochondria are organelles with double-membranes that are the site of

chemical reactions that extract energy from foodstuffs and make it available to the cell

for all of its energy demanding activities.

Chloroplasts- These are found only in the cells of plants and certain algae.

Photosynthesis occurs in the chloroplasts.

Plastids- These structures are present only in the cytoplasm of plant cells. The most

important plastid, chloroplast, contains chlorophyll, a green pigment.

Lysosomes- Lysosomes are membrane-enclosed bodies that function as storage vesicles

for many digestive enzymes.

Endoplasmic Reticulum- The endoplasmic reticulum (ER) transports substances within

the cell.

Ribosomes- These organelles are small particles composed chiefly of ribosomal-RNA

and are the sites of protein synthesis.

Golgi Apparatus- The functions of the Golgi apparatus include storage, modification, and

packaging of secretory products.

Vacuoles- Vacuoles are membrane-enclosed, fluid-filled spaces. They have their greatest

development in plant cells where they store materials such as soluble organic nitrogen

compounds, sugars, various organic acids, some proteins and several pigments.

Cell Membrane- A thin layer of lipid and protein that separates the contents of the cell

from the cell’s surroundings.

Cell Wall- This is only present in plant cells and is used for protection and support.
Centriole and Centrosome- These function in cell division. They are present only in

animal cells.

Cilia and Flagella- These are hairlike extensions from the cytoplasm of a cell. They both

show coordinated beating movements which are the major means of locomotion and

ingestion, in unicellular organisms.

Nucleolus- The nucleolus is a generally oval body composed of protein and RNA.

Nucleoli are produced by chromosomes and participate in the process of protein

synthesis.

Assessment: Conscience quiz on cell parts (structure and function)

Transitions: Next lesson will be on types of eukaryotes, plant vs. animal cells

Rationale: Students will now have an understanding of the eukaryotic cell structure and

function. There are 70-100 trillion cells in average adult human body. Each one of these

trillion cells is an example of a eukaryotic cell. With this understood, a connection

between students and the cell will develop.

Questions: 1.) Who is created of more cells a Reggie White (6’5’’ 300lbs.) or your

teacher (6’1’’ 200lbs)?

2.) Where is the “brain” of the cell?

3.) Which organelle produces energy for the cell?

4.) What is the main function of vacuole?

5.) Name two structures that aid in cell locomotion?

6.) What are the two main substances that make up the cell membrane?

7.) __________ is the site of protein synthesis.

 Animal vs. Plant cells

Objectives: At the conclusion of this lesson students will be able to distinguish between

an animal and a plant cell under the microscope and on diagrams. Students will diagram

the basic pathway (chemical formula) of photosynthesis and will record the location of

photosynthesis (where the reaction takes place).

Materials: Microscope, diagrams of each type of cell

Time estimate: Between two and three class periods

Procedure: Both animal cells and plant cells are eukaryotes. An animal cell has already

been given as an example of a eukaryote. Introduction to the plant cell in diagram form

is next, with an emphasis on chloroplasts and photosynthesis. Lab portion- Students will

break up into groups of three and go to a lab table. Each lab table will be equipped with a

microscope and prepared slides of both plant cells and animal cells. Students will be

required to draw each type of cell and list three similarities and three differences between

the two examples.

Assessment: 10pts. Lab, one point for each drawing (plant, animal), one point for each

similarity and difference (total of six points), and two points for doing the lab.
Transitions: This comparison is much like an upcoming lesson where the students will be

doing an in depth comparison of prokaryotes and eukaryotes.

Rationale: Students will understand on a cellular level the differences between there cells

that make up their body and plant cells. This will help students differentiate between

their metabolic processes and a plant's metabolism.

Questions: 1.) What are the two main features that distinguish a plant cell from an

animal cell?

2.) In what structure, unique to plant cells, does photosynthesis take place?

3.) List three features that animal cells and plant cells have in common?
 Exploring Prokaryotic Cell

Objectives: At the conclusion of this lesson students will be able to identify a

prokaryotic cell from a prepared slide under the microscope. They will also be able to

site examples of prokaryotes. Students will also become more comfortable with

microscope use.

Materials: Overhead projector, and a transparency of prokaryotic cells.

Time estimate: Two class periods

Procedure: 1.) Prokaryotes are bacteria (Ex. Escherichia coli- caused by exposure to

bacteria through contaminated food or water. Usually abrupt onset of diarrhea, very

serious infection in newborns and young children, in adults, “traveler’s diarrhea” is

usually self-limited in a few days, Jack-in-the-box restaurants. Staphylococcus aureus-

usually occurs in persons eating the same food, intense vomiting, no treatment usually

necessary except to restore fluids and electrolytes).

2.) Explanation of prokaryotic cells: Lack a true membrane delimited nucleus, are smaller

then eukaryotes (size of eukaryotic mitochondria), circular DNA, No: nucleolus,

mitochondria, chloroplasts, ER, Golgi Apparatus, mitosis. Most commonly found to

come in two shapes, cocci (spheres) and rods.

3.) Evolutionary complexity- thought to be precursor to eukaryotes

Assessment: Conscience quiz on prokaryotic cell parts and differences between

prokaryotes and eukaryotes will be given at the beginning of the next class. This will aid

in testing recall from previous lesson and preparing for in depth comparison in next

lesson.

Transitions: The unit’s focus is going from prokaryotic cell to a comparison between

prokaryotic cells eukaryotic cells with an emphasis on complexity.

Rationale: To help gain perspective in which to view the eukaryotic cell. The eukaryotic

cell gives rise to life. Bettering student understanding of this allows for a more thorough

understanding of their health and medicine. Help make them aware of the basics of

bacteria and how they can protect themselves.

Questions: 1.) Give two examples of prokaryotic cell features?

2.) Which type of bacteria, that we have discussed, causes diarrhea and is most dangerous

to young children?

3.) In terms of evolutionary complexity why are prokaryotes considered to be precursors

to eukaryotes?
 Prokaryotic vs. Eukaryotic comparison

Objectives: Students will have a thorough enough understanding of the differences

between prokaryotes and eukaryotes that they will be able to list at least two similarities

and two differences and give some examples of each type of cell.

Materials: Microscope, prepared slides, overhead projector, and transparencies of each a

prokaryotic cell and a eukaryotic cell.

Time estimate: One class period

Procedure: A brief discussion comparing features of each type of cell (prokaryotes vs.

eukaryotes) that has been studied the last couple of classes. Then students will engage in

a lab with the intent of discerning differences on their own.

Lab portion: Comparison of prokaryotic cell and eukaryotic cell. Prepared slides of both

prokaryotic and eukaryotic cells will be studied under the microscope. Students will be

responsible for a drawing of each type of cell and a list of three similarities and three

differences. Students will also be instructed to focus on organelle size, shape, and

location. Special attention will be paid to the cell wall of each type of cell.

Assessment: By the end of the lab students must turn in their drawings and

similarities/differences list. This lab will be worth 10 points. Three points for
similarities, three points for differences, two points for drawings (one for each drawing),

and two points for doing the lab.

Transitions: Now that the cell and cell diversity has been explored it is now time to look

at large scale cell processes. Namely how materials move in and out of the cell (all types

of cells).

Rationale: This mode of comparison will give students a more thorough understanding

of each type of cell.

Questions: 1.) Name three similarities between prokaryotes and eukaryotes.

2.) Name three differences between prokaryotes and eukaryotes.

3.) What can you say about the size of prokaryotes when compared to eukaryotes.

4.) In what ways has the microscope helped science in comparing these two types of

cells?
 Crossing the Cell Membrane

Objectives: Students will be able to state and define the ways in which materials enter

and leave the cell.

Materials: Overhead projector, beakers, dye, salt, sugar, potatoes, razor blade, metric

ruler, wax pencil, distilled water, graduated cylinder

Time estimate: Two class periods

Procedure: Discussion on diffusion and osmosis. To stay alive a cell must exchange

materials such as food and wastes with its environment. One way or another these

materials must cross the cell membrane. Small molecules like water can move in and out

freely, large molecules such as proteins and carbohydrates can not. The cell membrane is

described as semi-permeable. A semi-permeable membrane- only allows certain

molecules to pass through. Small molecules can pass through the cell membrane by a

process called diffusion. Diffusion- is the net movement of molecules from an area of

high concentration to areas of low concentration. Diffusion occurs when molecules move

randomly away from each other in a liquid or gas. Visual- Dye in beaker of water.

The diffusion of water across a semi permeable membrane is called osmosis. Osmosis- is

the movement of water across a membrane from a region of high concentration of water

to a region of low concentration of water. Osmosis also occurs in response to the

concentration of solutes dissolved in water.

Hypertonic- The concentration of solutes outside of the cell is higher than the

concentration of solutes inside the cell.

Hypotonic- The concentration of solutes outside of the cell is lower than the

concentration of solutes inside the cell.

Isotonic- The concentration of solutes outside of the cell equals that of inside the cell.

Cells often move molecules across the membrane against a concentration gradient, from

areas of low concentration to high concentration. Moving molecules against the

concentration gradient requires energy. When energy is used to transport molecules

across the membrane, the process is called Active transport.

Lab portion- Potatoes and Osmosis- purpose of lab is to show how different solutions

(hypertonic, hypotonic, isotonic) effect cells. Teacher needs to have distilled water, a salt

solution, and sugar solution prepared. Procedure- 1.)Use a razor blade to cut 3 slices

from the raw potato. Each slice should measure 0.5 cm by 4cm by 4cm. Put each slice in

a beaker. 2.) Use a wax pencil to label one beaker Water, another beaker Salt Solution,

and the remaining beaker Sugar Solution. 3.) Create a table to record your observations.

Place each potato slice between your thumb and index finger and try to bend it. Measure

and record the size of each slice. Also record the flexibility of each slice. 4.) Add 200 ml
of distilled water to the Water beaker. Add 200 ml of sugar solution to the Sugar

Solution beaker. Add 200 ml of salt solution to the Salt Solution beaker. Put a potato

slice into each beaker. 5.) After 30 minutes, remove the potato slice from the Water

beaker. Measure and record the size of the slice and its flexibility. 6.) Repeat step 5 for

the other two potato slices. At the conclusion of this lab the questions below must be

answered and data recorded (worth 10pts.).

Assessment: This lab is worth 10pts. (6 pts. for answering the questions and 4pts. for the

data recorded).

Transitions: The next lesson is on other “large” scale cell processes.

Rationale: Students will gain an understanding of how molecules move throughout the

universe including cells.

Questions: 1.) Did any of the potato slices change in flexibility or size? Which one or

ones?

2.) What could cause a change in flexibility?

3.) What could cause a change in size?

4.) Did your results or observations support what we learned in class? Why or why not?
 Mitosis and Meiosis overview

Objectives: Students will be introduced to cell division. They will gain an understanding

of how humans and other organisms grow in size, from the creation of a zygote to a 70-

100 trillion cell organism.

Materials: Overhead projector, overheads of cell division

Time estimate: One class period

Procedure: A brief introduction to cell division. Mitosis is the process by which cells

divide. Meiosis is like mitosis in that it has to do with cell division yet it deals with sex

cells. Meiosis and Mitosis only occur in eukaryotes.

Assessment: Conscience quiz next class on general definitions of mitosis and meiosis.

Transitions: Going into in depth view of mitosis and meiosis

Rationale: Students will gain an understanding of how organisms grow.

Questions: 1.) Define mitosis

2.) Define meiosis

 Mitosis

Objectives: By the end of the lesson students will be able to explain the process in which

cells divide (paying special attention to each phase).

Materials: Computer, computer projector, power point, overhead of cell cycle, overhead

of mitotic cell division

Time estimate: Three class periods

Procedure: The trillions of cells that make up your body came from just one original cell:

a fertilized egg. Each time this cell reproduced, the new cells that were formed contained

all the essential cytoplasm, organelles, and nucleic acids needed to survive and function.

The orderly processes that occur during cellular division ensure that cell reproduction is

always carried out correctly. A cell goes through a set of phases during its life,

performing life processes of growth and development before it divides into new cells.

Power point presentation- Teacher shows cells at different stages of division beginning

with interphase and progressing to cytokinesis. Students should be taking notes. The

instructor will point out what students should emphasize in their notes.

The phases in the life of a cell are called the cell cycle. The cell cycle consists of a

period of during which a cell is dividing. Interphase is the portion of the cell cycle

between cell divisions. The cell is not dividing during interphase; it is carrying on its
usual functions (respiration and enzyme production). The cell spends most of its life

cycle in interphase. Interphase is divided into three phases, G1- Cell growth (the number

of organelles and the amount of cytoplasm in a cell increase), S phase- DNA replication

(the chromosomes of the cell replicate), Replication is the process of copying genetic

material. Replication results in two identical copies of a chromosome. Sister chromatids

are the identical copies of each chromosome that result from replication. G2- Preparation

for mitosis (the cell makes the organelles and substances it needs for cell division).

Cell division- following interphase, cell division occurs in two main steps. The first step

is called mitosis, and the second step is called cytokinesis. Mitosis- is a series of phases

in cell division during which the nucleus of a cell divides into two nuclei with identical

genetic material. Mitosis occurs only in eukaryotes (Prokaryotic cell division is very

different, binary fission- grow large and divide). The second step of cell division is

cytokinesis. During cytokinesis the cytoplasm of the cell divides into two new cells,

called daughter cells. Each daughter cell receives one of the two nuclei. Mitosis and

cytokinesis together complete the process of mitotic cell division. Daughter cell nuclei

are identical to the parent cell nucleus in every way. Multicellular organisms grow as

more cells repeat the cycle of cell division and growth.

Mitotic Cell Division:

Interphase- the chromosomes replicate and the cytoplasm increases as the cell prepares to

divide. Interphase includes the G1, S, G2 phases of the cell.

Prophase- The sister chromatids condense to become thicker and visible when viewed

through the microscope. The nucleolus and nuclear envelope disappear. Microtubules

that make up the spindle fibers begin to assemble.

Metaphase- The chromosomes are moved to the center of the cell by the spindle fibers

attached to the centromeres. The two sister chromatids of each chromosome are attached

to spindle fibers radiating from opposite ends of the cell.

Anaphase- The centromeres of each chromosome are pulled by the spindle fibers toward

the ends of the cell. The sister chromatids are thus separated from each other.

Telophase- New nuclei begin to form around the chromosomes at each end of the cell.

The process of mitosis is now complete. The cell membrane begins to pinch the cell in

two as cytokinesis begins. Interphase (PMATC) Interphase

End power point presentation of cell division.

Lab portion- Students will divide into groups of three and go to a lab table where they

will use microscopes with prepared slides showing cells at different phases. Students will

be asked to compare their microscope slides of different mitotic phases with a handout

that has a drawing of each phases on it. Each phase has a blank underneath it; this blank

is to be filled in with the correct phase. Since each prepared slide is labeled with the

correct phase. Students are to look at the dividing cells under the microscope and try to

identify which drawing on the work sheet is resembles their slide most closely.

Assessment: If worksheet is handed in 5pts. will be rewarded. Worksheets will be

corrected and handed back next class period but a grade will not be recorded.

Rationale: Students will gain an understanding of how organisms grow.

Questions: 1.) List the mitotic division phases in order.

2.) In biology replication is a term used when describing the copying of what?

3.) Describe what is happening during anaphase.

4.) Explain the difference between mitosis and cytokinesis.

5.) During which phase of the cell cycle do chromosomes replicate?

6.) During what phase of mitosis do spindle fibers appear?

7.) Why must the nuclear membrane dissolve during prophase?

8.) Imagine you are a chromosome during the G1 phase of the cell cycle. Explain what

happens to you as you proceed through the cell cycle and mitosis.
 Meiosis

Objectives: Students will be able to describe the differences in the process of mitosis and

meiosis. They will be able to define haploid, diploid, and gamete.

Materials: Computer, computer projector, power point, overhead of cell cycle, overhead

of meiotic cell division

Time estimate: Three class periods

Procedure: Explanation- Most types of organisms are capable of combining

chromosomes from two parents to produce offspring. When the chromosomes of two

parents combine to produce offspring, the process is known as sexual reproduction.

Meiosis is a type of cellular reproduction that deals with the division (resembles mitosis)

and recombination of reproductive cells called gametes. In most organisms, gametes can

be either eggs or sperm. Gametes are produce through meiosis. Meiosis much like

mitosis only occurs in eukaryotes. Meiosis also occurs in phases that are similar to

mitosis.

Differences between meiosis and mitosis:

1.) The process of meiosis results in the production of daughter cells that have half the

number of chromosomes of the parent cell.

2.) Daughter cells that are produced by meiosis are not all alike. Because of the way the

chromosomes divide during meiosis, the daughter cells may have different

chromosomes from each other.

3.) The number of cells produced by meiosis is different. In mitosis, one parent cell

produces two daughter cells. In meiosis, one parent cell divides twice to produce four

daughter cells.

Power Point presentation- Slides of chromosomes and pairing will be discussed first,

them phases of meiosis will be emphasized. Students should be taking notes; instructor

will inform students what are the portions of the discussion that need to be stressed in

their notes.

Chromosome Number:

Every gamete, whether a sperm or an egg, contains one complete set of chromosomes. It

is considered complete because together the chromosomes contain all the information

needed for the organism to function properly. In humans, each gamete contains 23

chromosomes. Except for the gametes, however, all your body cells contain two

complete sets of chromosomes. Therefore, each human body cell contains 46

chromosomes. Any cell that contains two complete sets of chromosomes is considered a

diploid cell, represented (2N). Every kind of organism has a characteristic

diploid number. Diploid number is not related to complexity. humans-

46, lettuce-14, goldfish-94. A cell with only one complete set of chromosomes

is called a haploid cell, represented (N). Each human sperm or egg cell has 23
chromosomes, half the diploid number. When an egg cell and a sperm cell of the same

type of organism join to produce a new individual, the process is called fertilization. The

single cell that results from fertilization is known as a zygote. The zygote contains two

complete sets of chromosomes, one from each gamete. Is a zygote a haploid cell or a

diploid cell? The chromosomes in the zygote exist in pairs. For every chromosome that

was in the egg, there is a matching chromosome from the sperm. Matching pairs of

chromosomes in a diploid cell are called homologous pairs.

Phases of Meiosis I:

Prophase I- Chromosome become thick and visible. The chromosomes of each

homologous pair are tangled together. Each pair consists of a total of four chromatids,

because each chromosome in the pair had replicated before meiosis began. By the end of

prophase I, the nucleoli and the nuclear envelope have disappeared and the spindle fibers

have formed.

Metaphase I- The homologous chromosomes are still together. The pairs of

chromosomes are arranged in the middle of the cell.

Anaphase I- The homologous pairs of chromosomes separate from each other during

anaphase I. Spindle fibers pull one member from each pair of chromosomes to opposite

ends of the cell. Notice that each individual chromosome still consists of two sister

chromatids.

Telophase I- Depending on the type of organism, a new nuclear envelope may or may not

form during telophase. In either case, cytokinesis takes place during telophase I. After

cytokinesis, each new cell is haploid, containing one chromosome from each pair.
Phases of Meiosis II: Before meiosis began each chromosome replicated to become two

sister chromatids. However, chromosomes do not replicate before beginning the second

division of meiosis. The sister chromatids remained attached during the first meiotic

division. Each of the daughter cells produced during meiosis I divides again during

meiosis II. The sister chromatids of each chromosome separate and are divided between

two new cells.

Assessment: Conscience quiz next class on haploid and diploid numbers and how they

are created.

Transitions: The next unit is genetics, since meiosis deals directly with chromosome

number and movement it would be fitting to end the cell unit here and move on to

genetics.

Rationale: Through this lesson on meiosis students will be introduced to genetics.

Genetics and cell division is a subject that every student is effected by. Knowledge in

each of these subjects will lead to a better understanding of medicine and build a bridge

between themselves and other organisms.

Questions: 1.) Name a difference between meiosis and mitosis

2.) Define diploid.

3.) Define haploid.

4.) Define and give and example of a gamete

5.) How many chromosomes does a diploid cell contain?

6.) How many chromosomes does a haploid cell contain?

7.) Is a zygote a haploid or diploid cell?

 Name __________________

Hour 1 2 3 4 5 6 7 8

Unit I test: Cell Theory

Short Answer 3-4pts. each

1.) Give an example of two things organic and of two things inorganic (4pts)

Organic Inorganic

1. ______________ 1. _____________

2. ______________ 2. _____________

2.) List the three main points of the cell theory (3pts)

1. ______________________________________________

2. ______________________________________________

3. ______________________________________________

3.) Prokaryotes vs. Eukaryotes (4pts)

Name two common characteristics found in prokaryotes and eukaryotes.

1. _______________________________________________

2. _______________________________________________

Name two differences between prokaryotes and eukaryotes

1. _______________________________________________

2. _______________________________________________
4.) What are the two main features that distinguish a plant cell from an animal cell? (3pts)

1.______________

2.______________

5.) List three features that animal and plant cells have in common? (3pts)
(Hint: the word features could be replaced with organelles)

1. ____________

2. ____________

3. ____________

6.) In what structure, unique to plants, does photosynthesis take place? (3pts)

1. ____________

7.) List the mitotic cell division phases in order. (4pts)

1. _______________

2. _______________

3. _______________

4. _______________

8.) A total of (3pts) one per blank

A ____________________ membrane only allows certain molecules to pass through.

_____________ is the net movement of molecules from an area of high concentration to

areas of low concentration.
______________ is the movement of water across a membrane from a region of high
concentration of water to a region of low concentration of water.

Short Essay 3pts. each (for #’s 9, 10, 11) choose 3 of the following 5

Why wasn’t the microscope taken seriously by most scientists when it was first invented?
(Hint: think in the regards to the way scientists where thinking at that time.)

Draw the formula for photosynthesis

In terms of evolutionary complexity why are prokaryotes considered to be precursors to

eukaryotes?

Define mitosis and meiosis. (1.5pts each)

Define and give an example of a gamete. (1.5pts for definition, 1.5pts for example)

Multiple Choice 2pts each

12.) The adult human body is made up of:

a.) thousands of cells
b.) millions of cells
c.) billions of cells
d.) trillions of cells
13.) Who is made up of more cells?
a.) Your teacher (6’1” 200 lbs.)
b.) Reggie White (6’5” 300 lbs.)

14.) Which of the following is an example of a prokaryote?

a.) Homo sapiens
b.) Staphylococcus aureus
c.) Canis lupus
d.) An Elm tree

15.) Which of the following is an example of an eukaryote?

a.) E coli
b.) The bacteria that causes strep throat
c.) A potato plant
d.) The mineral Zinc

16.) The concentration of solutes outside of the cell is higher than the concentration of
solutes inside the cell. This is an example of:
a.) Hypertonic
b.) Hypotonic
c.) Isotonic

17.) Which type of bacteria, that we have discussed, causes diarrhea and is most
dangerous to young children?
a.) E coli
b.) Staphylococcus aureus

18.) What can you say about the size of prokaryotes when compared to eukaryotes?
a.) prokaryotes are larger than eukaryotes
b.) prokaryotes and eukaryotes are about the same size
c.) prokaryotes are smaller than eukaryotes

19.) Prokaryotic cells divide by:

a.) Mitosis
b.) Meiosis
c.) Binary fission
d.) Apical extension
20.) Which structure is referred to as the “brain” of the cell?
a.) the mitochondria
b.) the chloroplasts
c.) the ribosomes
d.) the nucleus

21.) Which organelle produces energy for the cell?

a.) the mitochondria
b.) the chloroplasts
c.) the ribosomes
d.) the nucleus

22.) _________ is the site of protein synthesis.

a.) the golgi apparatus
b.) the ribosomes
c.) the cell wall
d.) the cell membrane

23.) What is the main function of the vacuole?

a.) storage for digestive enzymes
b.) used for protection and support of cell
c.) is the major means of locomotion
d.) storage for sugars, proteins, and pigments

24.) Which stage of cell division is considered the “preparation” stage? (Hint: the
chromosomes replicate and the cytoplasm increases in the cell in this stage.)
a.) Prophase
b.) Interphase
c.) Metaphase
d.) Telophase

25.) During what phase of mitosis do the chromosomes move to the center of the cell?
a.) Metaphase
b.) Telophase
c.) Anaphase
d.) Prophase

26.) How many pairs of chromosomes does a human cell contain?

a.) 64
b.) 28
c.) 46
d.) 23

27.) Is a zygote haploid or diploid?

a.) haploid
b.) diploid
28.) Chromosome number is directly related to organism complexity
a.) true
b.) false
 Alternative Assessment Strategies

All of my objectives were addressed within the test to some degree. Those

remaining objectives that are not addressed adequately in the test will be evaluated in

other ways. The first way, and the way I have chosen to use most often, is assessment

during lab. The basic format is a scored lab that is worth 10points. Usually the 10 points

will be divided like this: a total of 2 points for drawings, 6 points for written

observations, and 2 points for participation. This will allow me as an instructor to assess

student lab skills, student participation, and student comprehension of concepts. The

second most common form of alternative assessment is done through the use of a

conscience quizzes. A conscience quiz is a non-graded exercise that will allow students

an opportunity to clear up misconceptions about the material and not be penalized. It also

serves as a review and will give students an idea of where they are at as far as knowledge

about the material.

 Testing of Objectives

At the conclusion of this lesson students will be able to distinguish between an animal

and a plant cell under the microscope and on diagrams. Students will diagram the basic

pathway (chemical formula) of photosynthesis and will record the location of

photosynthesis (where the reaction takes place). Test item # 3 and questions in the short

essay section deal directly with this goal. * Outside of the test there will be a graded 10

point lab exercise that will test student knowledge of this objective.

Students will be able to state and define the ways in which materials enter and leave the

cell. Test items # 8 and # 16 deal with this goal.

At the conclusion of this lesson students will be able to define what a eukaryotic cell is

and describe basic processes that occur within the cell and it’s organelles. Test items #3,

#4, #5, #6, #8, #16, #20, #21, #22, #23 and certain questions in the short essay section

deal with this goal.

At the conclusion of this lesson students will be able to identify a prokaryotic cell from a

prepared slide under the microscope. They will also be able to site examples of

prokaryotes. Students will also become more comfortable with microscope use. Test

items #3, #14, #17, and one of the short essay questions deals with this goal. *Outside

of the test a 10 point lab quiz will be given on microscope use.

Students will be able to describe the differences in the process of mitosis and meiosis.

They will be able to define haploid, diploid, and gamete. Test items # 7, #19, # 24, #25,

#27 and a question in the short essay section deals with this goal.

Students will be introduced to cell division. They will gain an understanding of how

humans and other organisms grow in size, from the creation of a zygote to a 70-100

trillion-cell organism. Test items # 12, #13 and a question in the short essay section deal

with this goal.

By the end of the lesson students will be able to explain the process in which cells divide

(paying special attention to each phase). Test items # 7, # 19, # 24, #25, #26 and a

question in the essay section deal with this goal. * A conscience quiz will be given on

mitotic division in order to assess where students are having difficulties with this

concept.

At the conclusion of this lesson students will have made a distinction between two main

types of cells (prokaryotes and eukaryotes). Test items # 3, # 14, #15, #18, and a

question in the essay section deal with this goal.

Students will have a thorough enough understanding of the differences between

prokaryotes and eukaryotes that they will be able to list at least two similarities and two

differences and give some examples of each type of cell. Test item # 3 deals specifically

with this goal.

After this lesson students will be able to describe the cell theory by listing its three main

points. They will also be able to describe and draw a generic cell structure. Students will

be able to differentiate between organic and inorganic substances. Test items # 1, #2 deal

directly with this goal. * The second part of this objective (drawing cell structure) will

be part of a 10 point lab where 3 points will be awarded for each drawing of a

prokaryotic cell and a eukaryotic cell.

* alternative way do deal with an objective not completely covered in test