cell biology

In this analysis and discussion activity, students investigate several examples of plants that have grown in odd shapes.

As students analyze these anchoring phenomena, they learn (1) how the zones of cell division and elongation contribute to the growth of stems and roots; (2) how the effects of a plant hormone on cell elongation contribute to plant responses to light and gravity; and (3) how differentiated cells (xylem cells, phloem cells and photosynthetic cells) cooperate to supply all parts of the plant with needed molecules and ions.

In this activity, students interpret data from scientific studies, develop and refine scientific models, and answer additional analysis and discussion questions.

This activity can be used in a unit on cells or as an activity on development after students learn about cell division.

This minds-on, analysis and discussion activity introduces students to basic cancer biology, somatic mutations, and regulation of the cell cycle.

Students view an introductory video about a teen with melanoma and then complete six sections: “What is melanoma?”, “How does a melanoma develop?”, “Why do melanoma cells divide too much?”, “Environment and inherited genes influence your risk of melanoma.”, “Different Types of Cancer”, and “Research Challenge”.

Concepts covered include cell cycle checkpoints, somatic mutations, and DNA repair enzymes

In this minds-on analysis and discussion activity, students learn how the cell cycle produces genetically identical daughter cells. They analyze how DNA replication and mitosis work together to ensure that each new cell gets a complete set of chromosomes with a complete set of genes.

To understand how a single cell (the fertilized egg) can develop into the trillions of cells in a human body, students analyze an exponential growth model for the increase in number of cells. The final section provides a brief introduction to cellular differentiation.

This activity can be used as an introduction to mitosis or to reinforce understanding of mitosis. A hands-on version of this activity is available as “Mitosis and the Cell Cycle – How a Single Cell Develops into the Trillions of Cells in a Human Body”.

In this minds-on analysis and discussion activity, students review mitosis and meiosis as they compare and contrast these two types of cell division. The Teacher Notes for this activity include an optional mitosis and meiosis card sort for additional review.

The Student Handout is available in the first two attached files and as a Google doc designed for use in online instruction and distance learning. The Teacher Notes, available in the last two attached files, provide instructional suggestions and background information.

This minds-on analysis and discussion activity begins with a video of an animal cell chasing and eating a bacterium. This introduces analyses of how different types of cells carry out the activities of life.

As part of these analyses, students learn about (1) the similarities and differences between eukaryotic and prokaryotic cells, (2) the functions of membrane-bound organelles in eukaryotic cells, (3) the relationship between structure and function for different types of animal cells, and (4) differences between plant and animal cells.

In both versions of the Student Handout, students analyze two models of cellular respiration. The first model shows chemical equations that summarize the inputs and outputs of cellular respiration. The second model is a figure that shows the three major stages of cellular respiration and the role of mitochondria.

After students analyze these models, they use what they have learned to develop their own more complete model of cellular respiration.

Then, in the advanced version of the Student Handout, students analyze how the extensive, folded inner membrane of a mitochondrion contributes to ATP production. This analysis illustrates the general principle that structure is related to function.

The simpler version of the Student Handout is available in the first two attached files and in a Google Doc. The advanced version of the Student Handout is available in the third and fourth attached files and in a Google Doc. The Teacher Notes, available in the last two attached files, provide background information and instructional suggestions and explain how this activity is aligned with the Next Generation Science Standards.

In this activity, students learn about stem cells, cell differentiation, and how transcription factors contribute to cell differentiation. These concepts are introduced as students learn how the body makes red blood cells and answer multiple minds-on questions.

The Student Handout is available in the first two attached files and as a Google doc, designed for use in online instruction and distance learning. (For additional instructions, see https://serendipstudio.org/exchange/bioactivities/Googledocs, especially item 7.) The Teacher Notes, available in the last two attached files, provide instructional suggestions and background information and explain how this activity is aligned with the Next Generation Science Standards.

In this activity, students learn about how food is digested and how the digested food molecules reach the muscles.

Students analyze multiple examples of the relationship between structure and function in the organs and cells of the digestive system.

Students also analyze several examples that illustrate how organs and organ systems work together to accomplish functions needed by the organism.

Finally, students use a claim, evidence and reasoning framework to evaluate the claim that structure is related to function in cells, organs and organ systems.

These Teacher Notes describe multiple learning activities that introduce students to varied aspects of cancer biology. These Teacher Notes also describe multiple sources of reliable information about cancer and provide suggestions about how to convert information sources to learning activities.

These Teacher Notes present key concepts and suggest learning activities that engage students in active learning and counteract some common student misconceptions. Students often think of a cell as a static structure consisting of multiple independent parts. They often do not understand how the parts of the cell work together to accomplish the multiple functions of a dynamic living cell. All of the suggested learning activities will help students to meet the Next Generation Science Standards (NGSS).

Section I presents key concepts and learning activities concerning cell structure and function, including differences between prokaryotic and eukaryotic cells and different types of eukaryotic cells. Section II presents key concepts and learning activities concerning the structure and function of cell membranes. The cell membrane is a particularly clear example of how the structure and function of a cell part can be understood in terms of the types and organization of its component molecules. The structure and function of mitochondria and chloroplasts are discussed further in the overview of cellular respiration and photosynthesis (https://serendipstudio.org/exchange/bioactivities#energy). Nucleus and ribosome function is discussed further in the overview of molecular biology (https://serendipstudio.org/exchange/bioactivities#molecbio).