Italicized font represents information to be shared orally or physically completed with the students at this time.

The non-italicized font represents additional information included to support the teacher’s understanding of the content being introduced within the CELL.

ASK WHY

Remind students that all cancers begin in cells, the body’s basic unit of life and, to understand cancer, it’s helpful to know what happens when normal cells become cancer cells. By completing this core experience learning lab, students will gain insight into the transition from healthy to abnormal cells. They will also gain awareness about this disease. Early awareness saves lives.

BRANCH OUT

Remind students that a genetic nurse counselor works in a genetics department with people with a family history of cancer. Their research studies include looking at the prevention and early detection of cancer in families at an increased risk. They also see patients in the clinic who have a family history of cancer to discuss their own risks of developing cancer, make recommendations for screening, and sometimes complete genetic testing.

GET FOCUSED

Inform students that the Investigation is designed to help them to answer the following Focus Questions:

• How does the organization of cells within an organ relate to an organ’s function? The cells are organized into tissues. Each tissue provides a function that contributes to the function of the organ.

• How do cells in an organism replenish themselves after normal wear and tear to the tissue? Cells replenish themselves by a process of cell division.

Note: These questions are located in students’ SDRs at the beginning and end of the Investigation.

Note: These are succinct responses to the Focus Questions and are placed here for your reference at this time. Fully developed responses to the Focus Questions can be found on the PostLab page.

GO DEEPER

As a class, read the Background(s) in the Investigation. Have students read the information aloud or silently to themselves. When students have finished, discuss the following concepts as a class:

• Multi-cellular organisms are made up of millions of tiny cells.
• In any one organism, there are many different types of cells.
• Cells that share a common structure and function can be found grouped and organized into tissues.
• There are four basic types of animal tissue: epithelial, muscle, nerve, and connective tissue.
• Two or more tissues work together to form organs.
• An organ is a group of tissues that work together to perform a specific set of functions for the organism.
• There are many different organs throughout the human body: the lung, heart, liver, breast, and skin are just a few.
• The skin is the largest organ in the human body. The function of this organ is to protect the body from external harm like the sun, heat, or cold.
• The skin is composed of the epidermis, dermis, and subcutaneous layers.
• Each layer of skin, epidermis, dermis, and subcutaneous, helps contribute to the overall function of the skin, to protect us from harmful UV light, heat and cold.
• The lung mostly contains epithelial and connective tissues.
• The function of the lung is to allow exchange of oxygen from the air we breathe to blood so that it can be delivered to other tissues in the body where it is needed for normal cell function. It also allows carbon dioxide waste in the blood that came from the tissues throughout the body to leave the body through exhalation.
• The breast is made of a combination of fatty, glandular, and connective tissue. These tissues function to supply milk for growing infants.  

Note: These concepts are integrated into the Background(s) and are used to deepen students’ comprehension of the big ideas.

LEARN THE LabLearner LINGO

The following list includes Key Terms that are introduced in the Investigation Background(s). They should be used, as appropriate, by teachers and students during everyday classroom discourse.

• tissue
• organ

Note: Definitions of these terms can be found on the Introduction page to the CELL.

Note: Additional words may be bolded within the Background(s). These words are not Key Terms and are strictly emphasized for exposure at this time.

SET FOR SUCCESS

• Direct students to complete the Recall section in their SDRs. Student answers may vary.

• What is the smallest living unit of an organism?
• If two cells have different functions will they be different?

• Play the video below. Stop to ask students questions or answer students’ questions when necessary. Remind students to follow along with their SDRs and make any notes that they think might be helpful.
• After the video, direct students to divide into their lab groups to discuss their strategy for the lab. For example, they may assign certain group members to perform specific functions during the lab.

Note: The purpose of the video is to allow students to anticipate the laboratory experience they will soon encounter. Students should leave this PreLab session with a firm idea of what to expect and how to perform in the lab.

Note: Homework is posted below the video.

HOMEWORK

Tell students that they should review the Investigation in preparation for the Lab.