Lesson 2 | Levels of Organization

Transcription

Lesson 2 | Levels of Organization
Student Labs and Activities
Page
Appropriate For:
Launch Lab
28
all students
Content Vocabulary ELL
29
all students
Lesson Outline ELL
30
all students
MiniLab
32
all students
Content Practice A
33
AL
AL
AL
Content Practice B
34
AL
OL
BL
School to Home
35
Key Concept Builders
36
Enrichment
40
Challenge
41
AL
AL
BL
Lab A
44
AL
AL
AL
Lab B
47
AL
OL
BL
Lab C
50
AL
AL
BL
Chapter Key Concepts Builder
51
AL
AL
AL
Lesson Quiz A
42
AL
AL
AL
Lesson Quiz B
43
AL
OL
BL
Chapter Test A
52
AL
AL
AL
Chapter Test B
55
AL
OL
AL
Chapter Test C
58
AL
AL
BL
all students
AL
AL
AL
all students
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Assessment
Teacher Support
Answers (with Lesson Outlines)
AL Approaching Level
T4
OL On Level
BL Beyond Level
ELL English-Language Learner
Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level.
From a Cell to an Organism
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Name
Date
Launch Lab
Class
LESSON 2: 15 minutes
How is a system organized?
The places people live are organized in a system. Do you live in or near a city? Cities
contain things such as schools and stores that enable them to function on their own. Many
cities together make up another level of organization.
Procedure
1. Read and complete a lab safety form.
4. Cut out the City, Continent, Country,
2. Using a metric ruler and scissors,
County, and State labels your teacher
gives you.
measure and cut squares of
construction paper that are 4 cm,
8 cm, 12 cm, 16 cm, and 20 cm on
each side. Use a different color for
each square.
3. Stack the squares from largest to
5. Use a glue stick to attach the City
label to the smallest square. Sort the
remaining labels from smallest to
largest, and glue to the corresponding
square.
smallest, and glue them together.
Think About This
1. What is the largest level of organization a city belongs to?
3.
Key Concept How do you think the system used to organize where people live is
similar to how your body is organized?
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2. Can any part of the system function without the others? Explain.
Name
Date
Class
Content Vocabulary
LESSON 2
Levels of Organization
Directions: In the puzzle below, each number will correspond to one letter of the alphabet. For example, 10 = E.
Shaded letters will not be used. Crack the code by using the clues for hints. After you read the clues and fill in the
blanks, complete the chart with the number that corresponds to each letter you have used.
A
B
C
D
E
F
G
H
I
J
K
L
M
S
T
U
V
W
X
Y
Z
1
21
10
N
O
P
Q
R
1. a cell that can develop into many different cell types
23
24
E
10
3
16
E
10
20
20
2. a long muscle cell
18
1
7
E
10
4
3. the process by which cells become different types of cells
16
13
E
10
1
20
18
20
18
E
10
4
E
10
25
24
1
6
24
24
E
10
3
25
4. a group of different organs that work together
21
4
2
6
25
23
8
23
5. a group of similar types of cells that work together
24
1
23
23
12
E
10
6. a group of tissues that work together
21
4
2
6
25
7. made of two or more parts
16
21
3
11
20
E
10
26
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Name
Date
Class
Lesson Outline
LESSON 2
A. Life’s Organization
1. A large animal is composed of trillions of tiny
working
together.
2.
organisms are made of only one cell.
B. Unicellular Organisms
1. Unicellular organisms are
or prokaryotes.
2. A cell without a membrane-bound nucleus is a(n)
cell.
3. A(n)
cell has a nucleus surrounded by a membrane and
many other specialized organelles.
C. Multicellular Organisms
1. Each type of cell in a multicellular organism has a specific job that is important
to the
of the organism.
2. Cells become different types during
.
a. Nearly all the cells in an organism have identical
b. Different types of cells use
of the chromosome.
are unspecialized cells that can develop into many
different cell types.
4. Stem cells can produce new muscle cells when
are torn.
5. In plants, unspecialized cells similar to animal stem cells are grouped in areas
called
6.
.
are groups of similar types of cells that work together
to carry out specific tasks.
a. Most animals have four main types of tissue—muscle, epithelial,
nervous, and
.
b. The three main types of plant tissue are dermal,
, and
ground tissue.
7.
jobs in organisms require more than one type of tissue.
8.
are groups of different tissues working together to
perform a particular job. The leaf is a(n)
in photosynthesis.
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that specializes
3.
.
Lesson Outline continued
9.
are groups of different organs that work together to
complete a series of tasks.
a. One human organ system, the
, includes the stomach
and intestines.
b. Plants have two major organ systems—the shoot system and
the
c.
system.
organisms usually have many organ systems.
d. Each organ system
on the others and cannot work
alone.
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Name
Date
MiniLab
Class
LESSON 2: 25 minutes
How do cells work together to make an organism?
In a multicellular organism, similar cells work together and make a tissue. A tissue can
perform functions that individual cells cannot. Tissues are organized into organs, then
organ systems, then organisms. How can you model the levels of organization in an
organism?
Procedure
1. Read and complete a lab safety form.
2. Your teacher will give you a
cardboard shape, macaroni, and a
permanent marker.
3. The macaroni represents cells. Use the
marker to draw a small circle on each
piece of macaroni. This represents the
nucleus.
4. Arrange and glue enough macaroni
pieces on the blank side of the cardboard
shape to cover it. Your group of similar
cells represents a tissue.
5. One of the squares on the back of your
shape is labeled A, B, C, or D. Find the
group that has the matching letter.
Line up these squares, and use tape to
connect the two tissues. This represents
an organ.
6. Repeat step 4 with the squares labeled
E or F. This represents an organ system.
7. Connect the organ systems by aligning
the squares labeled G to represent an
organism.
1. Each group had to work with other groups to make a model of an organism. Do cells,
tissues, and organs need to work together in organisms? Explain.
2.
Key Concept How does your model show the levels of organization in living
things?
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Analyze and Conclude
Name
Date
Class
Content Practice A
LESSON 2
Directions: On the line before each definition, write the letter of the term that matches it correctly. Each term is
used only once.
1. a cell that can become many different cell types
A. cell differentiation
2. a group of similar cells that work together to
B. stem cell
carry out a specific task
3. a group of different organs that work together to
complete a series of tasks
4. the process by which cells becomes different
C. tissue
D. organ
E. organ system
F. organism
types of cells
5. a group of organ systems that carry out all the
jobs needed for their survival
6. a group of different tissues working together to
perform a particular job
Directions: Circle the term in parentheses that correctly completes each sentence.
7. Cells work together in a (multicellular/unicellular) organism.
8. A cell in a (multicellular/unicellular) organism must carry out all the activities that are
necessary to survive.
9. Different types of cells in a multicellular organism have (different/the same)
chromosomes.
10. Multicellular organisms are (eukaryotes/prokaryotes).
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Name
Date
Class
Content Practice B
LESSON 2
Directions: Answer each question or respond to each statement on the lines provided.
1. How are unicellular organisms and multicellular organisms the same?
2. How are a unicellular organism and a multicellular organism different?
3. What is cell differentiation? Why is it important?
4. Explain how stem cells are necessary for cell differentiation.
5. Compare what makes up cells, tissues, organs, and organ systems.
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Name
Date
School to Home
Class
LESSON 2
Did you know?
Cells make up tissues in organisms, and tissues are organized into organs and organ
systems. Cells are differentiated, which means they have different structures and
carry out specific functions.
For this activity, you will design an investigation of an aspect of cell structure or function
that interests you.
1. Write a Question Think about what interests you in the roles cells play in the functions
of different tissues. Write a question that will be the basis of your investigation.
2. Form a Hypothesis Based on what you know about cells and tissues, what do you
think the answer to your investigation question will be? Write your hypothesis below.
3. Develop a Method Determine the best method to answer your investigation question.
What will you look for? Write your method below.
4. Collect Data Describe your data collection plan below.
5. Plan for Problems Describe how you will deal with a potential problem with the
investigation.
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Name
Date
Key Concept Builder
Class
LESSON 2
Key Concept How do unicellular and multicellular organisms differ?
Directions: In the space at the left, write U next to each statement that correctly identifies unicellular organisms.
Write M next to each statement that identifies multicellular organisms. Write B next to each statement that applies
to both organisms.
1. These organisms consist of cells.
2. Each cell must carry out all life processes.
3. Cells are specialized and perform specific functions.
4. These organisms can be prokaryotes or eukaryotes.
5. These organisms are always eukaryotes.
6. Cells in these organisms differentiate.
7. These organisms have stem cells.
8. These organisms have tissues.
Directions: Respond to each statement on the lines provided.
10. Use your responses above to summarize the main differences between a unicellular
organism and a multicellular organism.
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9. Compare a prokaryotic cell and a eukaryotic cell.
Name
Date
Class
Key Concept Builder
LESSON 2
Key Concept How does cellular differentiation lead to the organization within a
multicellular organism?
Directions: Use the terms from the word bank to order the levels of organization from smallest to largest. Then
write a definition of each term on the lines provided.
cell
organ
organism
organ system
tissue
1.
Definition:
2.
Definition:
3.
Definition:
4.
Definition:
5.
Definition:
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Name
Date
Class
Key Concept Builder
LESSON 2
1. What is a stem cell?
2. What is the process by which cells become different types of cells?
3. Why are stem cells in an embryo important?
4. Why are adult stem cells important?
6. What are unspecialized cells in plants called? Where are they located?
7. Compare the chromosomes in a skin cell to a muscle cell in the same organism.
Include an explanation of how the two types of cells can be different.
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5. Give examples of where adult stem cells are located in people.
Name
Date
Class
Key Concept Builder
LESSON 2
1. List the four main types of tissues in humans. Then explain why the stomach has all
four types of tissues.
2. List the three main types of tissues in plants. Then describe the function of each type
of tissue.
3. What do the stomach and a leaf have in common?
4. What do the human circulatory system and a plant’s shoot system have in common?
5. Why do multicellular organisms have more that one organ system?
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Name
Date
Enrichment
Class
LESSON 2
Stem-Cell Treatments
Until recently, scientists thought that
the central nervous system could not repair
itself. Damage to this human body system
was thought to be permanent. New
research, however, has opened the door to
treating injuries and diseases of the central
nervous system. Some of this research
focuses on embryonic stem (ES) cells.
Unspecialized Cells
A Controversial Treatment
ES cells that are programmed as nerve
or brain cells could be used to treat spinal
cord injuries, which occur to approximately
11,000 Americans each year. In addition,
they could potentially be used to treat
Alzheimer’s and Parkinson’s diseases.
However, ES cells are often taken from
Looking Ahead
Scientists are encouraged by their rapid
progress with ES cell treatment. However,
many years of experimentation and
research lie ahead. Moral and ethical issues
must be addressed as well. In the meantime,
people who have sustained damage to their
central nervous systems continue to hold
out hope for a long-term cure.
Applying Critical-Thinking Skills
Directions: Respond to each statement.
1. Explain which characteristic of stem cells makes them suited to treating injuries or
diseases of the central nervous system.
2. Compose Use of ES cells remains a controversial issue. Write a letter to a newspaper
editor explaining your views on this issue. Support your letter with facts from the
article.
40
Recall that stem cells are unspecialized
cells that can develop into many different
cell types. Scientists have found that ES
cells from fetal tissue have the potential to
develop into nearly every kind of cell in
the human body. They are “unprogrammed”
cells that can take on the characteristics of
specialized cells, including nerve or brain
cells that do not readily repair themselves.
This means ES cells might be able to repair
nerves, grow tissues, or grow entire organs.
aborted fetuses or from embryos made in
test tubes. Thus, use of ES cells raises
ethical and moral issues.
Scientists have attempted to address
these issues by using ES cells from the
embryos of animals such as mice and
hamsters. For example, using adult rats
with damaged spinal cords, scientists have
found that transplanted ES cells triggered
the production of myelin. Myelin is the
protective coating that insulates nerves.
This coating is often damaged or destroyed
in the nerves of people with spinal cord
injuries. If the coating were restored, the
function of the nerve might also be
restored. For people confined to a
wheelchair, that could mean regaining the
movement of a limb or control of bladder
function.
Name
Challenge
Date
Class
LESSON 2
Organ Systems
Your are an illustrator working for a small company. A client has asked for an illustration
of one of the different organ systems that work together to make the human body function.
Your supervisor has asked you to research an organ system of your choice. You must sketch
the organ system, describe its function, and include captions and labels that identify the
major organs, tissues, and cells. This is a rush job, so you have only three days to complete
your assignment.
41

Lesson 2 | Levels of Organization

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