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 known living things are made of cells. Studying cells helps us understand how living things function.

BRANCH OUT

Remind students that pathologists look at kidney cells, for example, to determine if a patient needs a transplant.

GET FOCUSED

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

• Can you identify the type of organism a cell comes from through observation? Student answers will vary. Students will likely find that they are unable to identify what type of organism a cell comes from through observation.

Note: This question is located in students’ SDRs at the beginning and end of the Investigation.

Note: This is a succinct response to the Focus Question and is 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 concept as a class:

• The total magnification used to view a slide can be calculated by multiplying the power of the microscope’s eyepiece (10x) and the power of the objective used to view the specimen (either 4x, 10x, or 40x).

Note: This concept is integrated into the Background(s) and is used to deepen students’ comprehension of the big ideas.

LEARN THE LabLearner LINGO

• There are no Key Terms introduced in Investigation 1.

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 will vary.

• Do I know what cells are?
• Do I know why cells are important?
• What do I expect to see if I look at a cell under the microscope?”

• Begin by informally assessing students’ understanding of cells, cellular organization, and the cell theory.
• Explain that cells are the smallest structure of living things that can perform the functions necessary for life. Living things are made of cells. Cells come from other living cells.

Note: There is some debate as to whether viruses, which consist of RNA or DNA in a protein capsid or membrane envelope, are classified as living or non-living organisms.

• Explain that cells that are organized together form tissues. Tissues come together to form organs. 
• 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.