Helen Fouraker

Title:  The Anatomy of a Cell

Topics:  Genetics

Grade Level – Eighth

Science Concepts:  Cell Structure

Science Processes:  Communicating, connecting, interpreting, using models

Instructional Objectives:  Students will investigate the general internal anatomy

of a cell

Guiding Documents: Nebraska Science Standard 8.4.1

                                                Investigate and describe how cells sustain life through

                                                functions, such as growth and nutrition           

District Curriculum Outcomes:  Explore reproduction and the transfer of geneic materials in living things - OPS Standards

Preassessment:              Discuss:  What are cells? (The basic building block of life of which

all things are made

                                                     What is inside a cell? (Students will learn about the

                                                            different parts of cells and their respective functions

(the cell parts, not the student’s)

Materials and Supplies:  Worksheet, colored pencils, writing tool

Safety: 

Procedures:  Complete worksheet before beginning model of cell

Incorporation of Technology: 

Infuse Multiculturalism:

Questions for Students:  Attached

            Answers - Attached

Assessment:  Assessment will be made based on student’s successful completion of attached worksheet and end-of-unit assessments

Notes

References and Resources:  The Center for Applied Research in Education, 1993

Alll in the Family

Scientists use symbols to distinguish between the dominant and recessive forms of a gene in a pedigree chart; the dominant gene is written with an upper case letter and the recessive from is written in the lower case of the same letter.

The inheritance of traits in a family can be recorded in a pedigree chart.  Find out how one works in this activity.

Procedure:

1.     The pedigree chart shown below has information about ear lobes in a family.  Ear lobes may be attached or free, depending on whether the individual has genes for attached ear lobes or genes for free ear lobes.

2.     On this pedigree chart, circles represent females and squares represent males.  The horizontal lines connect two parents.  The vertical and diagonal lines connect parents to children. 

3.     Look at the pedigree chart and identify the members of the family who have attached ear lobes.  Then identify the members who have free ear lobes.  Record your observations using the worksheet attached.

Answer the questions below

1.     Can two parents with attached ear lobes have children with free ear lobes?  Explain your answer.  

2.     Can two parents with free ear lobes have children with attached ear lobes?  Explain your answer.

3.     Look for patterns in the way ear lobes are inherited. 

     Write a hypothesis to explain how attached or free ear lobes are inherited.

4.     If a person has free earlobes, what possible combinations of “earlobe” genes could that person have?

Grade                                                Criteria

1                                            Questions answered and pedigree marked with at least 93% accuracy

2                                            Questions answered and pedigree marked with at least 86% accuracy

3                                            Questions answered and pedigree marked with at least 78% accuracy

4                                            Questions answered and pedigree marked with at least 70% accuracy

5                                            Ouch

Six Trait Writing Assignments

Use a separate sheet of paper for each writing assignment

1.     Humans, wolves, birds, and many other vertebrates have the same basic sets of bones in their limbs.  The limb structure does differ from organism to organism.  How might a biologist interpret the similarities and differences?

2.     Below is one stage in the embryonic development of a fish, human, pig, chicken, and turtle.  How do the similarities in these embryonic forms provide support for the idea that living things have evolved? 

3.     Humans have 46 chromosomes in their body cells.  During reproduction, a sperm cell joins with an egg cell to produce a zygote that develops into a new individual.  How does the new individual come to have 46 chromosomes in his or her body cells.

4.     Identical twins with great musical ability are raised in separate homes.  One family enjoys music, provides for music lessons, takes the child to concerts, and encourages her to play an instrument.  The other home places a great emphasis no sports.  How  would you expect the twins to differ in their musical ability and why?

5.     Pete has red hair.  He knows that hair color is determined by heredity, but neither one of his parents has red hair.  How would the laws of heredity explain the color of Pete’s hair?

6.      On one side of a mountain range, a new insect, the “crusty rusty bog-tripper” is discovered.  It is a rust-brown, rough-textured beetle that uses surface tension to glide over the surface of the water.  The water is brown from acid from the bark of nearby trees.  On the other side of the mountain range, you have discovered another beetle, the “slime lime swamp-skipper”.  Though similar in structure and habits to the bog-tripper, its wing-covers are moist-looking swamp green, similar to the plant life growing in its habitat.  How would you explain these similarities and differences. 

7.     Many scientists worldwide are currently working on the Human Genome Project, in which they are identifying the genes on each human chromosome.  Explain how you think this information will be useful.

8.     Using the pamphlet, “Brain Connections”, research a genetic disorder.

a.      Record the name of the disorder you researched

b.     Describe the cause of this genetic disorder

c.     Describe the symptoms of this genetic disorder

d.     Describe any treatments for this genetic disorder

Heredity

Combinations of inherited traits and acquired traits result in offspring that are similar to and different from their parents.  Heredity provides constancy from generation to generation, yet also produces change through the recombining of genes during reproduction.  Both genetic and environmental factors influence the traits of living things.

What Can You Do?

When you describe how someone looks – the person is short or tall, has blue eyes or brown eyes – you are often talking about the traits that the person inherited from his or her parents.  Can these traits be changed?  Find out in this investigation.

You have learned to do many things.  But some things are impossible t learn because they are inherited traits.  What kinds of traits are inherited?

Procedure:

1.     You and your classmates will collect data on three traits.  (Near the end of this unit, you will graph your results.)  First, stick out your tongue and try to roll up the edges to form a tube.  With the help of your partner, look in a mirror to see if you can do this.

2.     Record your findings for the people in your group on your own sheet of paper. 

3.     Next, fold your hands together and see which thumb naturally falls on the top.  Are you left-thumb superior (left thumb on top) or right-thumb superior?  Record this data on your paper.

4.     Finally, are you left-handed or right-handed?  Record this information on your paper.

5.     On the chart (located somewhere in the classroom, if Ms. Fouraker has remembered to make one and put it up – if she hasn’t please remind her – she is getting a little addle-brained in her old age) make tally marks to show the number of people in your group with each trait.

6.     Place your paper in the classroom folder.  After completing the review quiz, or near the end of this unit, answer the questions on the next page on that same sheet of paper.

1.     Were there more tongue rollers or nonrollers in your class?  Were more people left-thumb superior or right thumb superior?  Were there more lefties or more righties?  Make a bar graph to show the number of people with each trait.  Color the graph and compare the incidence of each trait.

2.     If these three traits are inherited traits, what can you infer about the incidence of these traits in the general population?  Use the bar graph you created as a guide.

3.     Hypothesize whether nonrollers can learn to roll their tongues.  Can a person change which thumb naturally falls on top when the hands are folded?  Can righties learn to be lefties and vice-versa?  Explain your hypothesis.

Grade                        Criteria

1                               Original paper included, bar graph complete with all

essential headings, questions answered with at least

93% accuracy.

2                               Original paper included, bar graph complete with 86% of

essential headings and information, questions answered

with at least 86% accuracy

3                               Original paper included, bar graph 78% correct,

questions answered with at least 78% accuracy

4                               Original paper included, bar graph 70% correct,

questions answered with at least 70% correct

     5                      Oops, you didn’t do it again

Genetics Unit

OBJECTIVES:  Students will investigate and understand that:

·        organisms reproduce in different ways

·        the genes inherited from the parents cause a living thing’s characteristics

·        the environment affects an organism’s behavior and ability to reproduce

·        humans and other organisms have evolved over time

Six trait writing criteria should be followed throughout the packet.

Part A:  Vocabulary – (by yourself – required)

On notebook paper (8 ½ by 11) define the words below by drawing a picture of it, substituting a word with the same meaning, using the word in an appropriate sentence, or writing the definition of the word.  Make a 6 cm margin on the left side of your paper.  Write the vocabulary word in the left margin and define the word on the right side

            ADAPTATION            POLLINATION            GENETICS                AMOEBA                   FUNGUS                   HYDRA                     YEAST                      SPERM                     EGG                            ASEXUAL                PHENOTYPE                        EMBRYO

            FETUS                        SPORE                      BUDDING                  ALLELE            FERTILIZATION            REPRODUCTION            SEXUAL                   GENES

            DOMINANT             DNA                            CHROMOSOME            ORGANISM              TRAIT                         GENOTYPE               RECESSIVE                GAMETE            COMPETITION            MUTATION               PUNNETT SQUARE

PEDIGREE CHART                                       CELL                           FISSION                  EVOLUTION                        MITOSIS                  MEIOSIS                  ZYGOTE            NATURAL SELECTION                           PURE TRAIT

HYBRID TRAIT                    

RUBRIC  (for vocabulary)

            Grade                                       Criteria

1            All 41 words correctly “defined”

2            35 – 40 words correctly “defined”

3            30 – 34 words correctly “defined”

4            25 – 29 words correctly “defined”

5            Hurts to be You!

Part B             Evolution

                        Must complete three required activities and any two others under

evolution

1.      Selection and Survival - required

Grade          Criteria

1  12 Punnett Squares correct, 8 questions correct

2  12 Punnett Squares correct, 6 questions correct

3  10 Punnett Squares correct, 6 questions correct

4  10 Punnett Squares correct, 4 questions correct

   5            Uh Oh!

2.       Evidence of Evolution  (Focus on Life Science. Pp 337 – 358) required

Grade            Criteria

1  93% correct

2  86% correct

3  78% correct

4  70% correct

5  Boo Hoo

8    Something Fishy is Going On! (Computer Technology, 1-2 People)

            required

Grade                                    Criteria

1                    Questions are answered and 93% correct

2                    Questions are answered and 86% correct

3                    Questions are answered and 78% correct

4                    Questions are answered and 70% correct

5                    Oh my!

3.      Skeletal Comparison

Grade            Criteria

1         All bones labeled correctly, all

questions answered correctly

2        88% of bones labeled correctly, all

questions answered correctly

3        80% of bones labeled correctly, 3

questions answered correctly

4        75% of bones labeled correctly, 3

questions answered correctly

5        Oops

4.      Thumb, Index Classification

Grade                                    Criteria

1              93% of questions answered correctly

2              86% of questions answered correctly

3              78% of questions answered correctly           

4              70% of questions answered correctly

5              Ouch

5.       Evolution of the Peppered Moth   (Must work in groups of 3)

Part I.  Read the Introduction on page one of the packet.  On a

separate sheet of notebook paper, write out the 5 questions below

and answer them in complete sentences.

1.       In your own words describe what Natural Selection means.

            2.  What organism is this activity about?

            3.  Where did the white organisms live and why?

4.  Why were the black moths rare?

5.      What environment change happened and how did it effect

the organisms?

                                    Part II:  Read the objectives and materials section to make certain

all of the materials are present.  If you are missing any of the parts,

let Ms. Fouraker know immediately.

Part III:  Procedure – Read and complete the entire procedure

 section.  Make sure you record and compute your data on the Data

Tables.  The Data Table sheets are in the folder at this station along

with the instructions packet.  The graphs should be drawn  using

that data from the Data Tables.

Part IV.  Questions:  Answer all the questions in complete

sentences.

RUBRIC

Grade                             Criteria

1.           Graphs and questions answered and 93% correct

            2.             Graphs and questions answered and 85% correct

            3.             Graphs and questions answered and 78% correct

            4.              Graphs and questions answered and 70% correct

            5.             Boo Hoo For You!

6.       Crossword Puzzle/Word Match

Grade            Criteria

1 23 answers correct

2 20 answers correct

3 18 answers correct

4 15 answers correct

5                        You weren’t trying

7.      Future Humans

Grade            Criteria

1  24 fields completed, drawing in color,

2  20 fields completed, drawing in color

3  15 fields completed, drawing in color

4  15 fields completed, drawing not colored

5  Uh Oh!

Part C -Cells

                        Must complete three required activities and any two others under

                        “Cells”

1.      Gametes - required

Grade                Criteria

1      93% of questions correct, illustrations colored correctly

2      86% of questions correct, illustrations colored correctly

3      78% of questions correct, illustrations colored correctly

4      70% of questions correct, illustrations colored correctly

5      What’s a matter?

2.      The Anatomy of a Cell - required

Grade                  Criteria

1    1-10 colored, 93% of questions correct, illustration labeled

and colored correctly

2    1-10 colored, 86% of questions correct, illustration labeled

and colored correctly

3    1-10 colored, 80% of questions correct, illustrations labeled

with 80% accuracy

4    1-10 colored, 70% of questions correct, illustrations labeled

with 70% accuracy

5    Ouch

3.      Animal Cells – required

Grade                  Criteria

1  93% of questions answered correctly, illustration colored correctly,  concept map at least 93% correct

2  86% of questions answered correctly, illustration colored

correctly, concept map at least 86% correct

3  78% of questions answered correctly, illustration colored

correctly, concept map at least 78% correct

4  70% of questions answered correctly, illustration colored

correctly, concept map at least 70% correct

5  Boo Hoo for Yoo

4.      Making a Plaster Model of a Human Embryo

Grade                  Criteria

1    5/6 questions correct, model and coloring correct

2    4/6 questions correct, model and coloring correct

3    3/6 questions correct, model and coloring correct

4    3/6 questions correct, model completed but not “perfect”

5    You need to try harder

5.      Observing a Human Cell

Grade                  Criteria

1    Cover slides illustrated, 6/6 questions correct

2    Cover slides illustrated, 5/6 questions correct

3    Cover slides illustrated, 4/6 questions correct

4    Cover slides illustrated, 3/6 questions correct

5    You really weren’t trying!

6.      Making a Model of a Cell

To be completed only after finishing anatomy of a cell

Grade                  Criteria

1    All cell parts colored and labeled correctly, model intact

2    All cell parts colored and labeled correctly, model breaks

3    80% cell parts colored and labeled correctly, model intact

4    70% cell parts colored and labeled correctly, model intact

5    You are not truly trying

7.      Edible Cells

Grade                  Criteria

1    Cell labeled, all parts complete, table completed correctly

2    Cell labeled, all parts complete, 6/7 table completed

3    Cell labeled, all parts complete, 5/7 table completed

4    Cell labeled, all parts complete, 4/7 table completed

5    Too Bad

Part D             Genetics – must complete four required activities and at least one

other activity under this section

1.      Asexual Reproduction - required

Grade            Criteria

1        Questions answered with at least 93% accuracy

2        Questions answered with at least 86% accuracy

3        Questions answered with at least 78% accuracy

4        Questions answered with at least 70% accuracy

5        Ouch!!

2.      Sexual Reproduction - required

Rubric on Activity

3.      Methods of Reproduction (by yourself or in pairs) - required

Instructions:

1)      On typing paper, you need to draw a picture of AND explain the methods of reproduction listed below.  (You will get only 3 sheets of paper for this.  If you loose them or need more you will have to supply your own.  MAKE A ROUGH DRAFT FIRST1)

2)      By each drawing, you should list at least one organism that reproduces using that particular method.

3)      Each of these methods of reproduction are considered either sexual reproduction or asexual reproduction.  By each drawing, write whether it is sexual or asexual reproduction

a.       Binary Fission

b.      Pollination

c.       Spores

d.      Budding

e.       Sperm and Egg  (BEHAVE YOURSELF)

Grade                                    Criteria

1                    All 5 methods are shown correctly; diagrams are in color, very neat;  all 3 parts of the directions are completed

2                    4 of the methods are shown correctly;  diagrams are in color; neat; all 3 parts of the directions are completed

3                    3 of the methods shown are correct; diagrams are in color; neat; all 3 parts of the directions are completed

4                    2 of the methods are shown correctly; no color; all 3 parts of the directions are completed

5                    Ouch!

4.      Studying Reproduction - required

Grade                  Criteria

1        Flower drawn and labeled correctly, Slide description complete, experiment written out, all at least 93% correct

2        All above at least 86% correct

3        All above at least 78% correct

4        All above at least 70% correct

5        Owie, Owie, Owie!!

5.      Scrambled Genes

Rubric on Worksheet

6.      Inheriting Traits

Rubric on Worksheet

7.      Eye Dominance and Heredity

If possible, do this activity at home, with relatives and friends.

Use graph paper to make your bar graphs  Include your pre-graph data.

Grade                  Criteria

1      Pre-graph data and graphs correctly done, questions answered

2      Pre-graph data and graphs correctly done, ½ questions correct

3      Pre-graph data and 80% of graphs correct, ½ questions correct

4      Pre-graph data and 70% of graphs correct, no questions correct

5      Uh Oh.

8.      Creature Features

Grade Rubric on Directions Sheet

9.      Face Head Variation

Grade            Criteria

1    Data sheet 93% correct, face completed and colored

2    Data sheet 86% correct, face completed and colored

3    Data sheet 78% correct, face completed and colored

4    Data sheet 70% correct, face completed and colored

5    Ouch

10.  Dragon Genetics

Grade – Same Rubric as for Face-Head Variation

11.  Crossword Puzzle

Grade            Criteria

1    Clues are answered and 93% correct

2    Clues are answered and 86% correct

3    Clues are answered and 78% correct

4    Clues are answered and 70% correct

5    Better Luck Next Time

12.  Mendel’s Work Refined/How Do Genes Control Traits

Grade            Criteria

1        At least 93% of questions answered correctly

2        At least 86% of questions answered correctly

3        At least 78% of questions answered correctly

4        At least 70% of questions answered correctly

5        Ouch!  

Part E              DNA/Chromosomes/Genes – must complete two required and at least

                        any three others from this section

1.      All in the Family - required

Rubric on Worksheet

2.      Pedigree Chart –       Part 1 Lopez Family - required

Part 2 Royal Family

                                    Grade Rubric on Question Sheet

3.      Heredity – What Can You Do?

Rubric on Worksheet

4.      Whirling Disorder

Grade            Criteria

1    Correctly identifies puzzle piece for whirling disorder

7/7 questions answered correctly

2    Correctly identifies puzzle piece for whirling disorder

6/7 questions answered correctly

3    Correctly identifies puzzle piece for whirling disorder

5/7 questions answered correctly

4    Cannot identify puzzle piece for whirling disorder

5/7 questions answered correctly

5    Ouch!

5.      How to Extract DNA From Any Living Thing

1.   Follow the directions to conduct the experiment.

2.      Go on-line and find the answers to the three questions

3.      Put the DNA sample under a microscope

Identify the power of magnification you used

Illustrate what you see

                                    Grade                           Criteria

1                    Obtains DNA, answers three questions correctly,

Illustrates what was seen under microscope

2                    Obtains DNA, answers two questions correctly,

Illustrates what was seen under microscope

3                    Obtains DNA, answers two questions correctly,

No illustration

4                    Obtains DNA, answers one question correctly,

Illustrates what was seen under microscope

5                    Ouch

6.      Comparing Chromosomes

1.  Read “What Can Our Chromosomes Tell Us?”

2.      Read the sheet for Activity 13-2,  you do not need to write the

answers to the questions under “Thinking Critically” but you

should discuss them with the people in your group

3.      Carefully cut out the individual chromosomes in the illustration

4.      Create the karyotype by grouping the chromosomes into pairs of

decreasing size.  Ta[e or glue each pair onto the sheet of paper.

Number the pairs, starting with “1” for the largest pair.

5.      Answer the following questions on your own  sheet of paper

a.       Which characteristics made it easier to pair the chromosomes?

b.      Why do you think the sex chromosomes are called X and Y?

c.       Is the person whose karyotype this is a male or female?

d.      How do you know?

e.       Suppose you had to make a karyotype of a human cell that had 47 chromosomes.  How could you determine the group to which the extra chromosome belonged?

f.        What causes many human disorders and malformations?

g.       In what phase are the chromosomes when shown in a karyotype?

h.       What can a karyotype tell us?

i.         What are the three types of centromeres

Grade                                    Criteria

1                    Karyotype paired successfully, numbered correctly,

9/9  questions answered correctly

2                    Karyotype paired with 86% accuracy, numbered

correctly with 86% accuracy,  8/9 questions answered correctly

3                    Karyotype paired with 78% accuracy, karyotype

numbered with 78% accuracy, 7/9 questions answered correctly

4                    Karyotype paired with 70% accuracy, numbered

with 70% accuracy, 6/9 questions answered correctly

                                    5                      Ouch!!

6.      DNA Ladders- Just for Fun

Show me that you have a DNA ladder and I’ll add ten points

to one of your assignments

7.      Genes, Traits and the Environment

Rubric on Worksheet

Part F              Six Trait Writing – you must write on at least four of the topics below

1.      Bones of Vertebrates

2.      Embryonic Development

3.      Humans Have 46 Chromosomes

4.      Identical Twins

5.      Red-Haired Pete

6.      Crusty-Rusty Bog Tripper

7.      Human Genome Project

8.      Genetic Disorders

Part G             Science Interactions 3 Study Guide

                        Rubric for Study Guide

                                    Grade               Criteria

1             Questions are answered and 93% correct

2             Questions are answered and 85% correct

3             Questions are answered and 78% correct

4             Questions are answered and 70% correct

5             Are you sure you’re giving it your best shot?

6              

Part H             Review – all four required

                        To be completed AFTER all other activities finished

1.      Meiosis Makes Sex Cells

2.      How Are Traits Passed on During Reproduction

3.      How Are Traits Inherited

4.      Heredity

Part I               Test – both required

                        Unit Test

                        CRT

Inheriting Traits

In this activity, the sperm and egg cells can carry either a dominant gene or a recessive gene.  If present, a dominant gene controls the trait in an offspring, masking the recessive gene.  If two recessive genes for a trait are passed on, that trait is present in the offspring.

Procedure:

1.     Copy the chart below on your own paper.  Mark one side of our disk A if this has not already been done.  This will be the “head” side, representing the dominant gene for right-handedness.  Mark the other side of your disk a.  This will be the “tail” side and will represent the recessive gene for left-handedness.

2.     Flip the disk to run the first trial.  If the head side comes up, record the dominant gene (A) in the space for the sperm cell in your chart.  If the tail side comes up, record the recessive gene (a) in the space for the sperm cell.

3.     Repeat the trial five more times for the sperm cell before going onto the egg cell, recording each time whether the flip of the disk gives you the dominant or recessive gene.  Then run the trial a total of six times for the egg cell.

4.     Record the combination of genes in the zygote that would result from a union of the sperm and egg cells in each trial (example:  Aa) .

Answer the following questions on your paper.

1.     Which zygotes carry one or more dominant genes?

2.     Which carry one or more recessive genes?

3.     Suggest a hypothesis to explain how two parents who are both right-handed could have a left-handed child.