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If you are the account owner, please submit ticket for further information. This material may be copied only for noncommercial classroom teaching purposes, and only if this source is clearly cited. Students manipulate pipe-cleaner chromosomes on a template showing stages of mitosis with one pair of chromosomes until approved by the teacher. Then they repeat the exercise for meiosis until approved. After each phase, students draw in chromosomes on a summary sheet, then help other students.
In meiosis, replicated homologous chromosomes pair off during the first division, then these separate from each other, assuring that one member of each pair of chromosomes goes into two separate cells. Replicates separate in the second division. In mitosis, there is no pairing of replicated homologous chromosomes. Then they searched for and drew key phases of mitosis in onion root tips. Run off Worksheet – Summary and extra summary pages for all students to work on. Mitosis may have been studied earlier in the context of cell studies, or simple cell reproduction.
But after an introduction to meiosis, where they’ve had a chance to get the essential ideas, along with distinctions from mitosis, and the significance of meiosis, have them do this lab. Have the students read the Objective, Identification and Inventory, then ask them to report any chromosome sets with extra items or items missing. Emphasize that these are very important, and critical to success. Have them read the Procedure, and commence doing it. They are to raise their hands when they think they’ve got their Mitosis sheet done correctly.
You will find that you will get lots of exercise in this lab, moving through your entire array of desks many times. As each student gets it right, over which you exclaim “She’s got it! When class is done, students can begin parts F-H, and finish these for homework. Use the Summary Key 1 on the overhead for the lab review, asking students to point out the critical distinctions. Ask students to submit what they wrote into Part F, 2-3 students per line, with discussion where needed. Ask students for their responses to Part H.
Guide their responses toward those in the key, as needed. See details at Revising Instruction to Teach Nature of Science. ATTRIBUTION Some of the ideas in this lesson may have been adapted from earlier, unacknowledged sources without our knowledge. If the reader believes this to be the case, please let us know, and appropriate corrections will be made.
The Woman Who Saved the U. Reaction Time 1: How Fast Are You? Introduction Fill in the chart below while reading information at the Cells: A Busy Factory site, which you get to from The Cell as a System student esheet. In the second column of the chart, write the name of the organelle that functions most like the factory worker described in the first column.
In the third column, write a brief description of the function of the organelle in the cell. Did you find this resource helpful? Summary A data collection and analysis lesson that examines selection for coat color in pocket mouse populations on different color substrates over time. This activity serves as an extension to the HHMI short film The Making of the Fittest: Natural Selection and Adaptation and a means of reinforcing the concepts of variation and natural selection. The tiny rock pocket mouse weighs just 15 grams, about as much as a handful of paperclips.
A typical rock pocket mouse is just about 170 millimeters long from nose to rump, shorter than an average pencil. Their impact on science, however, has been enormous. What’s so special about these little mice? Populations of rock pocket mice are found all over the Sonoran Desert in the southwestern United States.