Lesson Plans

Biology 5th Edition ©1999

by Campbell, Reece, Mitchell

Week 7: Cell Communication and Cell Cycle: Focus on Mitosis

Chapter 11: Cell Communication
Chapter 12: The Cell Cycle

College Board Performance Objectives:

• Explain how the cell cycle assures genetic continuity.
• Explain how mitosis allows for the even distribution of genetic information to new cells.
• What are the mechanisms of cytokinesis?
• Describe how the cell cycle is regulated.
• Explain how aberrations in the cell cycle can lead to tumor formation.
• Describe and explain the events of mitosis in animal and plant cells.

College Board Lab Objectives:

Suggested Laboratory Experiments:

Resources:

• Chapter 11: Cell Communication, pp. 188–205
• Chapter 12: The Cell Cycle, pp. 206–223
• Instructor's Guide, pp. 145–165
• Student Study Guide, pp. 76–86
• Test Bank, pp. 125–145
• CD-ROM: Chapters 11 and 12 include narrated presentations, activities, and links to the Internet.

Pacing Guide:

• Chapter 11: Cell Communication—1.5 days
  To help students understand cell communication, have students design a skit/relay that shows overall cell signaling. Use figures 11.10 and 11.16 as an outline to the play. Have the student hold signs to indicate their role. One student could be the signal molecule and another the receptor. The two lock arms. Then the activated relay molecule activates protein kinase 1. When the relay molecule is near the protein kinase 1, the protein kinase 1 puts its arms out to symbolize that it is active. Repeat process until the active protein that causes a cellular response is produced. Be sure to have the cellular response as part of the skit. Protein synthesis could be the response and a student could hold a sign showing the production of enzymes. Then have them do the same for the phosphorylation cascade.
• Chapter 12: The Cell Cycle—3.5 days
  The following activity will help students understand the difference between plant and animal cell cytokinesis. Blow up a balloon so it is nice and round but not completely full. Wrap some string around the equator of the balloon to serve as the microfilaments of the contractile wring. Tighten the string and observe the formation of the fission furrow. Of course, on the actual cell the contractile ring is on the inside, but this will show the furrow formation very well. Then produce a small cardboard box. This is a plant cell with a cell wall. Wrap the microfilaments around the box. The cell wall prevents this sort of division. That is why plant cells use a cell plate instead of the fission furrow used by animals.
• Block Scheduling
  Cell Communication can be accomplished in one block and The Cell Cycle in two blocks.

Key Words:

Suggested Exercises:
Critical thinking questions and end-of-chapter activities are included in these exercises.

1. Challenge Questions, p. 205 #1–2 and p. 223 #1
2. Science, Technology, and Society, p. 205 #1 and p. 223 #1
3. Lab Topic 7: Applying Knowledge Questions, pp. 184–185, could be done in six groups and the answers shared with the class.
4. Obtain a picture of a person that shows the whole person from head to toe. You will need two overheads of this picture, one just the way it is, and the other with the picture altered so that the person has only one leg. The easiest way to do this is to cut out a dark piece of paper and use it to cover the leg you want to go missing. Try to match the paper close in darkness to the background of the picture. Now show these to the class and explain that both of them are a person, whether he or she has one leg or two, just as a chromosome is a chromosome whether it has one chromatid or two.

Troubleshooting Tips/Error Traps: