Lesson 1 - Introduction to the Animal Cell and Microscope Lab

Lesson 1: Introduction to the Animal Cell and Microscope Lab Student Learning Objectives As a result of this lesson, the student will: 1. Be able to describe the basics of an animal cell. 2. Be able to use a compound microscope. Time Instruction time for this lesson: 50 minutes. Resources • Biggs, Kapicka, and Lundgren Biology: The Dynamics of Life Tools, Equipment, and Supplies • Unit 2, Lesson 1 PowerPoint • Computer • Projector • Copies of Handout 1 • Copies of Handout – “A Day In The Life” • Copies of microscope lab 8.1 (Review before lesson to decide what parts you will teach and the materials you will need) • Compound Light microscopes • Slides • Dropper • Forceps • Cover slips • Pond water • Paper towels • Copies of Quiz Key Terms The following terms are presented in this lesson and appear in bold italics: Cell Compound Light Microscope Base Cell theory Eye piece Stage Prokaryote Arm Low / High Power Eukaryote Course adjustment Iris opening Fine adjustment Lamp Interest Approach Prompt the PowerPoint introduction to “Amazing Animal Cells.” Have the first slide up on the screen before students enter the classroom. What comes to mind when you think of visiting a busy steak restaurant during a fall evening? (wait 5 seconds and call on a student) Can you smell the aroma of charcoal-broiled steaks? Can you hear the music playing in the background, and the sounds of people talking and laughing? The cooks are cooking in the kitchen and the waiters and waitresses are rushing around taking orders. All of the parts and people of the restaurant are working together to make the restaurant unit work. As the front door opens, cold, crisp air rushes in. People come in and out, taking food bags with them. Lots of activity is occurring. Cells, the basic units of life, act in the very same way. They, too, are in a constant flurry of activity. These cells are busy building and breaking down macromolecules. They are at work releasing energy from foods, and then using that energy to make needed cell parts. Together, an animal’s body cells function to make the body work like a restaurant. Let’s get ready to see first hand what cells look like and how they function in animals. Summary of Content and Teaching Strategies Objective 1 Be able to describe the basics of an animal cell Have students use handout # 1 for lecture. Begin the slide show or use the following note outline to aid the students in completing the handout. Make sure to go slow enough to emphasize each slide and discuss the pictures if using the handout. When you reach the slide “A day in the Life….” have one of the students read their handout out loud, or you can choose to read it to the class while they follow along. Discuss how veterinarians use the knowledge of cells to assist in helping animals. (If you aren’t using the PowerPoint, a copy of “A day in the Life . . .” is available after handout 1 in this lesson. I. Why are Animal Cells so Amazing? A. Convert Food Into Energy B. Adapt to Outside Stimuli II. Cells Can Determine A. How Productive Cattle Can Be B. How meat tastes C. Why Animals Get Sick III. Cells Can Specialize Into A. Red Blood Cells B. White Blood Cells C. Bone Cells D. Muscle Cells IV. Amazing Characteristics of Cells! A. They are the smallest unit of a living system. B. They all hold the blueprints of how an animal is put together. C. They are vital to all life functions. D. They can reproduce!! E. They can change the physical form of an animal. Good traits and bad. V. There are basically two cell types A. Prokaryotic cells (before nucleus) B. Eukaryotic cells (membrane bound) VI. A Prokaryote Cell A. Single-celled organisms B. Lacks internal structures C. Example: Bacteria VII. A Eukaryote Cell A. Has internal, membrane-bound structures called organelles. The largest organelle is the Nucleus, which contains the cell’s DNA B. May be made of one or many cells C. Makes up most of all living cells VIII. How big are animal cells? A. From .05 centimeters to 20 nanometers IX. How did scientists discover cells? A. Using Microscopes!! B. Instrument developed by 16th century Anton van Leeuwenhoek. X. Cell Theory States A. All organisms are composed of one or more cells. B. The cell is the basic unit of organization of all organisms. C. All cells come from pre-existing cells. Objective 2 Be able to use a compound microscope. Great! We now know why the study of cells is so important. Before we study animals, we must get to know them on a cellular level. And to look at cells, we need to understand how to use the microscope properly. At this time I want to direct your attention to the microscopes in front of you. Have a microscope in front of you to model handling and functions of the instrument as a prelab demonstration. (Modeling as you go) When we pick up the microscope we use the arm (model picking up the microscope by the arm). Then begin to describe each part in order of how they would be used. 1. 2. 3. 4. 5. 6. 7. Base on the table. Turn the light switch to the “on” position. Have your slide prepared and slide it into place underneath the slide clips on the platform or stage. Set the lowest power lens over the slide. Begin to use the course adjustment knob to focus in on the object. Then use the fine adjustment to focus. Make note of the eyepiece and iris to filter light. After you go over each part of the microscope ask the students if they have any questions. Remind them you will be on hand if they need you during the lab. Ask them to begin the microscope lab 8.1 and to answer each question. You may want to preview the lab to substitute different organisms for viewing or the use of prepared slides to allow the students to finish by the end of the period. Students turn in the microscope lab (8.1) handout for points at the end of the period. Also remind them to clean up their stations and cover the microscopes when they are finished. Review/Summary. Go through the note outlines and pick out questions to ask the students to make sure they understand the material covered. Application Extended classroom activity: Have the students look at other types of prepared slides (bone, blood, etc.). Have students draw and label the parts of their microscope. Under each label have them describe the function of each part. Show the video, “The Magic of Cells.” FFA activity: Have the students develop a hypothesis for a career event science project. Develop an activity for a primary grade presentation to be delivered by the class students. SAE activity: Have a veterinarian come in and explain to the class how he uses cytology to help the animal’s he/ she treats every day. Ask the students to visit a local veterinarian’s office to see the technologies used in the laboratory and make a list of those instruments observed. Evaluation Quiz Answers to Assessment: 1. 2. 3. 4. 5. 6. How productive cattle will be. How meat will taste. How and why animals get sick. Smallest unit of living system. Vital to all life functions. Hold the blueprint of how an animal is put together. They can reproduce. They can change the physical form of an animal, good and bad. Prokaryote – Single celled and lacks internal membrane structures and Eukaryote – Have internal, membrane-bound organs and are made up of one or more cells. 20 All organisms are composed of one or more cells. The cell is the basic unit of organization of all organisms. All cells come from pre-existing cells. The compound light microscope. Amazing Cell Quiz Name: 1. What can cells determine in animals? 2. List the five amazing characteristics of animal cells. 1. 2. 3. 4. 5. 3. What are the two types of cells and how do they differ. 4. Viruses can be as small as _____nanometers. 5. The cell theory states that: a. b. c. 6. What instrument did you use to see cells? Handout # 1 - Amazing Cells Name: Answer the following questions during the PowerPoint presentation on “The Amazing Cells.” 1. Why are cells so amazing? They can convert _______ into __________. Adapt to outside ________. 2. Cells can determine: How productive __________ will be. How _______ taste. Why _________ get sick. 3. Cells can specialize into: ___________ cells ___________ cells ___________ cells ___________ cells 4. The amazing characteristics of cells are: a. b. c. d. e. 5. What are the two basic types of cells? a.________________ has no membrane-bound nucleus or organelles. Example: b.________________ has membrane-bound organelles and a membrane-bound nucleus. Example: 6. Cells range in size from ____ micrometers to _____ nanometers. 7. Viruses like the “Ebola” and “Rhinovirus” are easily seen with a ___________ . 8. The cell theory states that: a. b. c. 9. How do veterinarians look at cells to help their patients?