cell reproduction
Cell Cycle, Mitosis, Cancer Notes
Meiosis and Stem Cell Notes
Cwk for 10/15-10/18: Complete the Cell Cycle and Mitosis Notes using the Powerpoint
Cwk for 10/17: Complete the Mitosis in Real Cells using the two links below; also complete Calculating Cell Cycle Length wkst.
Hmk for 10/17: Finish Model 3 from POGIL
Cwk for 10/18: Cancer article
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Cwk for 10/18: Complete the Asexual Reproduction Chart using the ppt.; Use the Video Recap Sheet from class and View Amoeba Sisters Cell Cycle and Cancer Video; also complete Cancer article
Hmk for 10/29: if not completed in class on Friday, 10/25, finish the DNA and Central Dogma Webquest
Hmk for 10/30: if not completed in class, finish the Meiosis Gizmo
Cwk for 10/31: Meiosis and Sexual Reproduction practice; Mitosis and Meiosis Comparison; Create a Baby Lab
Hmk for 11/1: complete Amoeba Sisters Mitosis and Meiosis Comparison; finish Baby picture
Hmk for 10/30: if not completed in class, finish the Meiosis Gizmo
Cwk for 10/31: Meiosis and Sexual Reproduction practice; Mitosis and Meiosis Comparison; Create a Baby Lab
Hmk for 11/1: complete Amoeba Sisters Mitosis and Meiosis Comparison; finish Baby picture
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Essential Standard:
Bio 1.1 Understand the relationship between the structures and functions of cells and their organelles
Bio 1.2 Analyze the cell as a living system
Bio 3.2 Understand how the environment, and/or the interaction of alleles, influences the expression of genetic traits
Clarifying Objectives:
Bio.1.1.3 Explain how instructions in DNA lead to cell differentiation and result in cells specialized to perform specific functions in multicellular organisms.
Bio 1.2.2 Analyze how cells grow and reproduce in terms of interphase, mitosis, and cytokinesis
Bio.3.2.1 Explain the role of meiosis in sexual reproduction and genetic variation
Unpacking – What does this standard mean a child will know, understand, and be able to do?
Bio.1.1.3
• Compare a variety of specialized cells and understand how the functions of these cells vary. (Possible examples could include nerve cells, muscle cells, blood cells, sperm cells, xylem and phloem.)
• Explain that multicellular organisms begin as undifferentiated masses of cells and that variation in DNA expression and gene activity determines the differentiation of cells and ultimately their specialization.
▪ During the process of differentiation, only specific parts of the DNA are activated; the parts of the DNA that are activated determine the function and specialized structure of a cell.
▪ Because all cells contain the same DNA, all cells initially have the potential to become any type of cell; however, once a cell differentiates, the process cannot be reversed.
▪ Nearly all of the cells of a multicellular organism have exactly the same chromosomes and DNA.
▪ Different parts of the genetic instructions are used in different types of cells, influenced by the cell's environment and past history.
• Recall that chemical signals may be released by one cell to influence the development and activity of another cell.
Bio.1.2.2
• Outline the cell cycle – Growth1, Synthesis, Growth2, Mitosis, and Cytokinesis.
• Recognize mitosis as a part of asexual reproduction. (middle school review)
• Organize diagrams of mitotic phases and describe what is occurring throughout the process.
Note: When students learn about meiosis (Bio.3.2.1), they should compare it to the process of mitosis.
Bio.3.2.1
• Recall the process of meiosis and identify process occurring in diagrams of stages. (middle school review) Note: Students are not expected to memorize the names of the steps or the order of the step names.
• Infer the importance of the genes being on separate chromosomes as it relates to meiosis.
• Explain how the process of meiosis leads to independent assortment and ultimately to greater genetic diversity.
• Exemplify sources of genetic variation in sexually reproducing organisms including crossing over, random assortment of chromosomes, gene mutation, nondisjunction, and fertilization.
• Compare meiosis and mitosis including type of reproduction (asexual or sexual), replication and separation of DNA and cellular material, changes in chromosome number, number of cell divisions, and number of cells produced in a complete cycle.
Key Vocabulary:
3rd Tier Words: stem cell, differentiation, specialization,, cell cycle, interphase, Growth1(G1), Synthesis(S), DNA replication, chromatin, chromatid, centromere, doubled chromosome, Growth2(G2), Mitosis, nuclear membrane, spindle fibers, Cytokinesis, asexual reproduction, clone, binary fission, budding, vegetative propagation, regeneration, sporulation, cancer, somatic cell, Sexual reproduction, gamete, zygote, meiosis, diploid, haploid, reduction division, genetic variation, genetic stability, mutation, crossing over, random/ independent assortment, nondisjunction, random fertilization, homologous chromosome pairs, allele, tetrad, somatic, chromatid, chromosome, centromere
2nd Tier Words: precede, subsequent, arrangement, surface area, maintain, sort, exchange, identical
Common Misconceptions:
What controls the differentiation and specialization of cells?
How are new cells produced?
How does reproduction relate to cell division?
Why is there a different mechanism to produce sex cells (gametes) vs. body (somatic) cells?
How does meiosis reduce the chromosome number by one half?
How does sexual reproduction lead to genetic variation?
Bio 1.1 Understand the relationship between the structures and functions of cells and their organelles
Bio 1.2 Analyze the cell as a living system
Bio 3.2 Understand how the environment, and/or the interaction of alleles, influences the expression of genetic traits
Clarifying Objectives:
Bio.1.1.3 Explain how instructions in DNA lead to cell differentiation and result in cells specialized to perform specific functions in multicellular organisms.
Bio 1.2.2 Analyze how cells grow and reproduce in terms of interphase, mitosis, and cytokinesis
Bio.3.2.1 Explain the role of meiosis in sexual reproduction and genetic variation
Unpacking – What does this standard mean a child will know, understand, and be able to do?
Bio.1.1.3
• Compare a variety of specialized cells and understand how the functions of these cells vary. (Possible examples could include nerve cells, muscle cells, blood cells, sperm cells, xylem and phloem.)
• Explain that multicellular organisms begin as undifferentiated masses of cells and that variation in DNA expression and gene activity determines the differentiation of cells and ultimately their specialization.
▪ During the process of differentiation, only specific parts of the DNA are activated; the parts of the DNA that are activated determine the function and specialized structure of a cell.
▪ Because all cells contain the same DNA, all cells initially have the potential to become any type of cell; however, once a cell differentiates, the process cannot be reversed.
▪ Nearly all of the cells of a multicellular organism have exactly the same chromosomes and DNA.
▪ Different parts of the genetic instructions are used in different types of cells, influenced by the cell's environment and past history.
• Recall that chemical signals may be released by one cell to influence the development and activity of another cell.
Bio.1.2.2
• Outline the cell cycle – Growth1, Synthesis, Growth2, Mitosis, and Cytokinesis.
• Recognize mitosis as a part of asexual reproduction. (middle school review)
• Organize diagrams of mitotic phases and describe what is occurring throughout the process.
Note: When students learn about meiosis (Bio.3.2.1), they should compare it to the process of mitosis.
Bio.3.2.1
• Recall the process of meiosis and identify process occurring in diagrams of stages. (middle school review) Note: Students are not expected to memorize the names of the steps or the order of the step names.
• Infer the importance of the genes being on separate chromosomes as it relates to meiosis.
• Explain how the process of meiosis leads to independent assortment and ultimately to greater genetic diversity.
• Exemplify sources of genetic variation in sexually reproducing organisms including crossing over, random assortment of chromosomes, gene mutation, nondisjunction, and fertilization.
• Compare meiosis and mitosis including type of reproduction (asexual or sexual), replication and separation of DNA and cellular material, changes in chromosome number, number of cell divisions, and number of cells produced in a complete cycle.
Key Vocabulary:
3rd Tier Words: stem cell, differentiation, specialization,, cell cycle, interphase, Growth1(G1), Synthesis(S), DNA replication, chromatin, chromatid, centromere, doubled chromosome, Growth2(G2), Mitosis, nuclear membrane, spindle fibers, Cytokinesis, asexual reproduction, clone, binary fission, budding, vegetative propagation, regeneration, sporulation, cancer, somatic cell, Sexual reproduction, gamete, zygote, meiosis, diploid, haploid, reduction division, genetic variation, genetic stability, mutation, crossing over, random/ independent assortment, nondisjunction, random fertilization, homologous chromosome pairs, allele, tetrad, somatic, chromatid, chromosome, centromere
2nd Tier Words: precede, subsequent, arrangement, surface area, maintain, sort, exchange, identical
Common Misconceptions:
- Cells of living organisms do not make molecules for their own growth and repair.
What controls the differentiation and specialization of cells?
- I will explain that every cell of a multicellular organism contains a complete copy of the organism’s DNA and that the DNA is the same in all cells.
- I will explain that cells can be differentiated by the parts of the DNA that are “turned on” in the cell
How are new cells produced?
How does reproduction relate to cell division?
- I will name reasons that cells need to divide including size limits, growth, repair, and asexual reproduction
- I will identify several types of asexual reproduction
- I will explain the need for a process of nuclear division in eukaryotic cells
- I will describe what is occurring in each stage of the cell cycle, including changes in the DNA as it is replicated (chromatin, chromatid, doubled chromosome)
- I will sequence diagrams of cells in various stages of the cell cycle and explain what is happening in each
Why is there a different mechanism to produce sex cells (gametes) vs. body (somatic) cells?
How does meiosis reduce the chromosome number by one half?
How does sexual reproduction lead to genetic variation?
- I will explain that meiosis is a mechanism to produce gametes and reduces the chromosome number by ½ to allow for fertilization
- I will differentiate between diploid and haploid cells pertaining to homologous chromosome pairs
- I will explain that sexual reproduction begins with meiosis to produce the gametes, continues with fertilization to produce a zygote which divides by mitosis for growth
- I will compare /contrast mitosis and meiosis
- I will identify and describe several sources of genetic variation in sexual reproduction
- I will illustrate the process of crossing over, recognize that it occurs during meiosis, and determine differences in gametes produced with and without crossing over