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 stem cell scientists primarily study how stem cells can transform into the various tissues of the human body. Understanding this information can shed light on how to treat cell division ailments, such as cancer and birth defects. Additionally, stem cell scientists look at ways to manipulate this genetic information to grow cells into usable organs and tissues.

GET FOCUSED

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

• How are the structures in plant and animal cells similar to and different from each other? Plant cells generally contain a nucleus, a cell wall, a cell membrane, chloroplasts and cytoplasm. Not all plant cells contain chloroplasts. Animal cells generally contain a nucleus, a cell membrane, and cytoplasm.

• Are all cells from the same organism the same? No.

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:

• Plant and animal cells are made of smaller parts called organelles.
• The nucleus is the organelle that contains DNA and RNA. It is responsible for controlling many of the activities of the cell. The nucleus is located within the cytoplasm.
• Cytoplasm is the substance that surrounds all of the organelles. It is contained with the cell membrane, the outer border of the cell.
• Almost all animal and plant cells contain a nucleus and cytoplasm within the cell membrane.
• Plant cells contain two additional major structures that animal cells do not.
• Plant cells contain chloroplasts, organelles that are present within the cytoplasm. Chloroplasts are responsible for photosynthesis, the process plants use to make food.
• Outside of the cell membrane, plant cells have cell walls. Cell walls surround the cell membrane and support the cell. 

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.

• organelle
• nucleus
• cytoplasm
• cell membrane
• chloroplast
• cell wall

Note: Definitions to 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 Prediction section in their SDRs. Student answers will vary.

• Before you view your six slides, use what you already know! Make a Prediction about the shape, size and organization of the cells, and the organelles you expect to see in each slide. Discuss your predictions with the class or a partner. As you view each one, see if your predictions were correct.

• Remind students that in Investigations One and Two, they began to observe cells and to understand how the preparation of a slide affects how the specimen is seen.
• Explain that in Investigation Three, they will continue to learn how to observe cells using a microscope.
• 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.