Biology - HOT Science Lab

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Student Cell Model Project NGSSS: SC.912.L.14.3 Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. (AA) Background: (Source: www.explorelearning.com) All living cells can be divided into two general groups, the prokaryotes and eukaryotes. All bacteria are prokaryotes, while all other organisms (protists, fungi, plants and animals) are eukaryotes. Prokaryote cells are more simple and primitive than eukaryote cells. Prokaryotes have no nucleus, lack most organelles (they do have ribosomes), and lack internal membranes. Eukaryotes, by contrast, have a nucleus and a variety of membrane-bound organelles. Many of the differences between plants and animals are explained by differences between plant cells and animal cells. Plant cells have three structures that animal cells lack: a cell wall, chloroplasts, and a large vacuole. Chloroplasts allow the plant to produce its own food from sunlight, carbon dioxide, and water. The cell wall provides support and structure to the plant cell, but does not facilitate mobility. The vacuole stores water for the plant and also helps support the cell. Because they cannot produce their own food, animals must consume other organisms for energy. Animal cells are descended from mobile protists that used flagella, cilia, or pseudopods to move around and hunt for food. Some of these protists could engulf other organisms by surrounding them with their cell membrane. (Our white blood cells use this method to engulf harmful bacteria.) The only organelle that is unique to animal cells is the lysosome, a sac of digestive chemicals that animals use to break down food. Animal cells generally have greater energy requirements than plant cells, and usually contain more mitochondria than plant cells. Problem Statement: Do plant and animal cells have the same structures Vocabulary: Cell membranes, cell wall, rough endoplasmic reticulum, smooth endoplasmic reticulum, chloroplast, nucleus, nucleolus, lysosome, vacuole, centriole, cytoplasm, mitochondria, ribosomes, Golgi apparatus. Materials (per group): You will be providing your own materials, use recyclable household items. Requirements: Your cell must be 3-dimensional, as was shown in class. This means it needs to have a front, back, and sides. It cannot be a piece of paper with things glued on it. Your plant cell must be rectangular and/or your animal cell must be circular. Materials used should be recyclable household items that are not edible. Be unique and creative. All parts of your cell must be labeled clearly in order to receive credit; I suggest using toothpicks and pieces of paper to make little flags, as was shown in class. Your representations of the organelles must be similar to the ones seen in class: for example, your nucleus can not be square. Review the chapter on cells in your textbook, and also diagrams for plant and animals cells that we have gone over in class. <strong>Biology</strong> HSL Page 154 Curriculum and Instruction
Student You must be able to locate parts on your model and explain their functions. You will be asked to identify 5 parts (at random) and explain their function. You will use the attached rubric to see which organelles need to be present, accurate, and labeled. You will turn your copy of the rubric when you turn in your 3-D model. Results/Conclusion: 1. Complete the following chart. Location Organelle (plant and/or animal) cell wall cell membrane nucleus nuclear membrane cytoplasm endoplasmic reticulum (E.R.) ribosome mitochondrion vacuole lysosome chloroplast Description Function 2. Complete a Venn diagram in your journal to compare plant and animal cells. 3. Identify two similarities and two differences between plant and animal cells. <strong>Biology</strong> HSL Page 155 Curriculum and Instruction
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Curriculum and Instruction Division
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Table of Contents Introduction ....
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Introduction The purpose of this do
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7. SC.912.L.15.1: Explain how the s
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16. SC.912.L.17.5: Analyze how popu
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to the norms and conventions of the
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Materials Hands-on Activities 1. Pe
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15. Cellular Respiration Distilled
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30. Enzyme Catalyst Lab Yeast solut
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Laboratory Safety Rules: Know the p
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Writing in Science A report is a re
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Hands-on Activities
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Teacher During activity: After acti
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Student Materials: Procedures: Usin
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Student Data: Name Actual Height Fe
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Teacher them also describe importan
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Student Materials (per group): 4 st
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Student Data Analysis: Create a ske
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Teacher After activity: d. Remind s
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Student Limiting Factors (Adapted f
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Student Data Analysis: Graph the re
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Teacher After activity: b. Assist g
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Student Designing Food Chains and F
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Student Shoreline Organisms Plants
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Student Human Impact - Effects of A
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Student Effects of pH on the Germin
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Teacher During activity: from the f
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Student Evidence for the Theory of
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Student Deinonychus Fossil Evidence
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Student Figure 1 Table 1 Characteri
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Student Animal Table 2 Function of
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Student Conclusions: Explain in par
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Teacher d. Student misconceptions s
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Student Examining the Fossil Record
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Student period should be place towa
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Teacher Natural Selection (Adapted
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Teacher Additional instructions/Han
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Student Natural Selection (Adapted
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Student Data Table 2 Beak Variation
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Teacher After activity: What the te
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Student Materials (per group): Inve
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Student Taxonomic Key to the Major
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Teacher 3. Is there more than one w
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Teacher Strawberry Cucumber Banana
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Teacher Strawberry Cucumber Banana
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Student Classification of Fruits NG
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Student Classifications of Fruit Gr
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Teacher ii. What does it mean when
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Teacher Organism Cards Name: Date P
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Teacher The De-riving Force of Clad
Page 103 and 104: Student 7. Select the next most sim
Page 105 and 106: Teacher Plant Structure and Functio
Page 107 and 108: Student Plant Structure and Functio
Page 109 and 110: Student Answer the following questi
Page 111 and 112: Student Part B: Roots Materials: Pl
Page 113 and 114: Student Root Systems Using Figure 5
Page 115 and 116: Student Tilia Stem (Woody growth):
Page 117 and 118: Teacher Exploring Flower Structure
Page 119 and 120: Student Exploring Flower Structure
Page 121 and 122: Student 10. On which part of the fl
Page 123 and 124: Teacher Investigating the Effect of
Page 125 and 126: Student Investigating the Effect of
Page 127 and 128: Student 6. Put the beaker in a plac
Page 129 and 130: Student During activity: After acti
Page 131 and 132: Student Procedures: 1. Write a hypo
Page 133 and 134: Teacher Animal-Vertebrate Fish "Per
Page 135 and 136: Student 10. To expose the internal
Page 137 and 138: Teacher Circulation Lab (Adapted fr
Page 139 and 140: Student Circulation Lab (Adapted fr
Page 141 and 142: Teacher Take a Heart Hike (Adapted
Page 143 and 144: Teacher Cardiovascular Model Biolog
Page 145 and 146: Student Results and Conclusions: 1.
Page 147 and 148: Teacher b. An asterisk (*) is place
Page 149 and 150: Student Procedures: Before testing
Page 151 and 152: Teacher Cell Model Project NGSSS: S
Page 153: Teacher Extension: Gizmo: Cell Stru
Page 157 and 158: Student Name: _____________________
Page 159 and 160: Teacher After activity: 3. Fill a t
Page 161 and 162: Student Diffusion and Osmosis NGSSS
Page 163 and 164: Student Table 2 - Physical Changes
Page 165 and 166: Teacher Investigating Inherited Tra
Page 167 and 168: Teacher During activity: After acti
Page 169 and 170: Student Investigating Inherited Tra
Page 171 and 172: Student Observations/Data: Biology
Page 173 and 174: Student Data Analysis: Sex of offsp
Page 175 and 176: Teacher Differences in Similar Phen
Page 177 and 178: Student Differences in Similar Phen
Page 179 and 180: Student Measurement of Hand Length
Page 181 and 182: Student Graph Title: ______________
Page 183 and 184: Teacher Making Karyotypes (Adapted
Page 185 and 186: Teacher Extension: Gizmo: Human Kar
Page 187 and 188: Student 3. Identify the centromere
Page 189 and 190: Student 4. Use scissors to cut out
Page 191 and 192: Student 2. Comparing and Contrastin
Page 193 and 194: Teacher During activity: deoxyribos
Page 195 and 196: Student Building a DNA Model Projec
Page 197 and 198: Student Observations/Data: Construc
Page 199 and 200: Teacher DNA Extraction Lab NGSSS: S
Page 201 and 202: Student DNA Extraction Lab NGSSS: S
Page 203 and 204: Teacher Candy DNA Replication (Adap
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Student Candy DNA Replication (Adap
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Teacher Protein Synthesis: Transcri
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Teacher Extension: Gizmo: RNA and P
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Student Protein Synthesis: Transcri
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Student Protein Synthesis: Transcri
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Teacher Building Macromolecules NGS
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Student Building Macromolecules NGS
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Student Construct Glycine A. Draw a
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Student Construct Cytosine A. Cytos
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Student Try to determine some ways
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Student 3. Using the forceps, dip a
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Student Properties of Water NGSSS:
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Student Results: 1. From the data c
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Teacher differences 2. Did the data
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Student Observations/Data: Surface
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Student Genetic Disorder: _________
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Modified Hands-on Activities
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Teacher 11. Have different students
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Teacher TURTLE GRASS TURTLE GRASS T
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Teacher DINOFLAGELLATES DINOFLAGELL
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Teacher SCALLOP SCALLOP TROPHIC LEV
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Teacher FISH LARVA FISH LARVA TROPH
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Teacher OCTOPUS OCTOPUS TROPHIC LEV
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Teacher SEA STAR SEA STAR TROPHIC L
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Teacher SEA URCHINS SEA URCHINS TRO
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Additional Hands-on Activities
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Student Fun with Bubbles NGSSS: SC.
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Student Observations/Data: Diameter
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Teacher Stimuli Effects on Heart Ra
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Student Stimuli Effects on Heart Ra
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Student Procedures: 1. Select a sta
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Student Figure 4 Figure 5 Coughing:
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Student 4. The parasympathetic and
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Student Stimuli Effects on Heart Ra
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Student a. Depending upon your size
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Student a. Tap the data point that
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Teacher Investigating Bacterial Gro
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Student Investigating Bacterial Gro
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Student 3. To inoculate your agar p
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Student Data Analysis/Results: Answ
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Teacher After activity: 2. Why do y
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Student Procedures: 1. The class is
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Teacher Identifying Organic Compoun
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Student Identifying Organic Compoun
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Student 7. In each section, place a
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Student a microscope, patches of re
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Biology - HOT Science Lab

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