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Glencoe Science
Chapter Resources
Cells—The Units of Life
Includes:
Reproducible Student Pages
ASSESSMENT
TRANSPARENCY ACTIVITIES
✔ Chapter Tests
✔ Section Focus Transparency Activities
✔ Chapter Review
✔ Teaching Transparency Activity
HANDS-ON ACTIVITIES
✔ Assessment Transparency Activity
✔ Lab Worksheets for each Student Edition Activity
Teacher Support and Planning
✔ Laboratory Activities
✔ Content Outline for Teaching
✔ Foldables–Reading and Study Skills activity sheet
✔ Spanish Resources
✔ Teacher Guide and Answers
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
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Glencoe Science
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.
Permission is granted to reproduce the material contained herein on the condition
that such material be reproduced only for classroom use; be provided to students,
teachers, and families without charge; and be used solely in conjunction with the
Cells—The Units of Life program. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher.
Send all inquiries to:
Glencoe/McGraw-Hill
8787 Orion Place
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ISBN 0-07-867190-6
Printed in the United States of America.
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Reproducible
Student Pages
Reproducible Student Pages
■
Hands-On Activities
MiniLAB: Try at Home Modeling a Cell . . . . . . . . . . . . . . . . . . . . . . . 3
MiniLAB: Analyzing Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lab: Observing Algae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lab: Design Your Own Water Movement in Plants . . . . . . . . . . . . . . . 7
Laboratory Activity 1: Mitochondria . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Laboratory Activity 2: Building Blocks for Organs . . . . . . . . . . . . . . . 13
Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 17
■
Meeting Individual Needs
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 19
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 23
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
■
Assessment
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
■
Transparency Activities
Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 42
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Cells—The Units of Life
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Hands-On Activities
Hands-On
Activities
2 Cells—The Units of Life
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Class
Hands-On Activities
Name
Modeling a Cell
Procedure
1. Collect household materials such as clay, cardboard, yarn, buttons, dry
macaroni, or other objects.
2. Using the objects that you collected, make a three-dimensional model of an
animal or plant cell.
3. On a separate sheet of paper, make a key to the materials in your cell model.
Analysis
1. What does each part of your cell model do?
2. Have someone look at your model. Which of the cell parts could they identify without using
the key?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
3. How could you improve your model?
Cells—The Units of Life
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Procedure
1. Examine prepared slides of human cells.
2. Draw each type of cell that you observe in the space below. Label cell parts
that you can see.
Data and Observations
Analysis
1. In what ways were the cells that you observed similar? How were they different?
2. Hypothesize how the cells’ shapes relate to their jobs.
4 Cells—The Units of Life
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Analyzing Cells
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Hands-On Activities
Observing Algae
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. Why does this lab include a warning about sharp objects?
2. Which power objective of your microscope will you first focus?
You might have noticed mats of green algae growing on a pond or clinging to
the walls of the aquarium in your classroom. Why are algae green? Like
plants, algae contain organelles called chloroplasts. Chloroplasts contain a
green pigment that captures energy in light to make food. In this lab, you’ll
describe chloroplasts and other organelles in algal cells.
Real-World Question
Procedure
What organelles can be seen when viewing
algal cells under a microscope?
1. Fill the tip of a dropper with pond water
and thin strands of algae. Use the dropper
to place the algae and a drop of water on a
microscope slide.
2. Place a coverslip over the water drop and
then place the slide on the stage of a
microscope.
3. Using the microscope’s lowest power
objective, focus on the algal strands.
4. Once the algal strands are in focus, switch
to a higher power objective and observe
several algal cells.
5. Draw a colored picture of one of the algal
cells, identifying the different organelles in
the cell in the Data and Observations
section. Label on your drawing the cell
wall, chloroplasts, and other organelles you
can see.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Materials
microscope
microscope slides
coverslips
large jars
pond water
algae
dropper
colored pencils
Goals
■
■
Observe algal cells under a microscope.
Identify cell organelles.
Safety Precautions
WARNING: Thoroughly wash your hands after
you have finished this lab.
Cells—The Units of Life
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Lab (continued)
Conclude and Apply
1. List the organelles you found in each cell.
2. Explain the function of chloroplasts.
3. Infer why algal cells are essential to all pond organisms.
Communicating Your Data
Work with three other students to create a collage of algal cell pictures complete with
labeled organelles. Create a bulletin board display about algal cells.
6 Cells—The Units of Life
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Data and Observations
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Design Your Own
Hands-On Activities
Water Movement in Plants
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. Why is it important to wear an apron in this lab?
2. Why will you need extra pieces of paper for this lab?
When you are thirsty, you can sip water from a glass or drink from a
fountain. Plants must get their water in other ways. In most plants, water
moves from the soil into cells in the roots.
Real-World Question
Test Your Hypothesis
Where does water travel in a plant?
Make a Plan
Form a Hypothesis
1. As a group, agree upon a hypothesis and
decide how you will test it. Identify which
results will support the hypothesis.
2. List the steps you will need to take to test
your hypothesis. Be specific. Describe
exactly what you will do in each step. List
your materials.
3. Prepare a data table on a separate sheet of
paper to record your observations.
4. Read the entire investigation to make sure
all steps are in logical order.
5. Identify all constants, variables, and controls
of the investigation.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Based on what you already know about how
a plant functions, state a hypothesis about
where you think water travels in a plant.
Goals
■
■
Design an investigation to show where water
moves in a plant.
Observe how long it takes water to move in
a plant.
Possible Materials
fresh stalk of celery with leaves
clear drinking glass
scissors
red food coloring
water
Safety Precautions
WARNING: Use care when handling sharp
objects such as scissors. Avoid getting red food
coloring on your clothing.
Follow Your Plan
1. Make sure your teacher approves your plan
before you start.
2. Carry out the investigation according to
the approved plan.
3. While doing the investigation, record your
observations and complete your data tables.
Cells—The Units of Life
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Lab (continued)
1. Compare the color of the celery stalk before, during, and after the investigation.
2. Compare your results with those of other groups.
3. On a separate piece of paper, make a drawing of the cut stalk. Label your drawing.
4. What was your control in this investigation? What were your variables?
Conclude and Apply
1. Explain whether the results of this investigation supported your hypothesis.
2. Infer why only some of the plant tissue is red.
3. Explain what you would do to improve this investigation.
4. Predict if other plants have tissues that move water.
Communicating Your Data
Write a report about your investigation. Include illustrations to show how the investigation
was performed. Present your report to your class.
8 Cells—The Units of Life
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Analyze Your Data
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Mitochondria
Hands-On Activities
1
Laboratory
Activity
Class
You have learned that cells are the basic units of living things. Also you know that many cells
have smaller parts, called organelles, which carry out the life processes of the cell. For instance,
every cell has hereditary material that guides its activities. Plant cells have chloroplasts that
capture energy from the Sun. The cell membrane allows water and other substances to pass
through it in order to bring in nutrients and carry away the cell’s products and waste products.
The mitochondria convert food, or sugar, in a series of chemical reactions and release energy the
cell can use, as well as carbon dioxide gas and water as waste products. In this laboratory
activity, you will examine the structure and function of mitochondria.
Strategy
You will infer that cells use food or sugar to release energy.
You will observe the organelles of various cells.
Materials
100-mL graduated cylinder
2% glucose solution, 100-mL
*2% sucrose solution
zippered plastic bag, small
weights
*rocks
permanent marker
250-mL beaker
water bath at 37°C
*Alternate materials
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Procedure
1. Place 100 mL of glucose solution in the zippered plastic bag. Add the weights and zip
the bag tightly. Use a permanent marker to
label the bag.
2. Place the entire bag in the 250-mL beaker,
and put the beaker in a 37°C water bath for
about 15 minutes.
3. When your glucose solution has been in
the water bath for 15 minutes, take it out
of the water bath. The contents should feel
warm to your touch. Carefully open the
bag, add 25 mL of yeast, and rezip it.
4. Put 200 mL of warm tap water in the 500mL beaker. Immerse the weighted bag into
the beaker of water. With a metric ruler,
measure the height of the water from the
bottom of the beaker. Record your measurement in Table 1 in the Data and Observations section. Leave the glucose and yeast
submerged and put the experiment aside for
15 minutes.
5. After the glucose and yeast have been submerged for 15 minutes, measure the height
of the water in the 500-mL beaker. Record
your measurement in Table 1. If there is
time to continue the experiment, measure
the water level at regular intervals and
record your observations. (You will have to
expand Table 1.)
6. Calculate a measure of water displaced by
subtracting the water level at the beginning
of the experiment from the water level after
time has elapsed.
Cells—The Units of Life
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Laboratory Activity 1 (continued)
Table 1
Cellular Respiration
Time (min)
Water level (mm)
Water displaced (mm)
0
15
Questions and Conclusions
1. What happened to the water level in the beaker containing the bag of yeast and glucose? Why
did the water level change?
2. Explain what happened in the zippered plastic bag containing yeast and glucose. What gas was
produced?
3. Predict what will happen to the water level in the beaker after the yeast has consumed all of
the glucose.
10 Cells—The Units of Life
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Data and Observations
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Hands-On Activities
Laboratory Activity 1 (continued)
4. What organelle does the yeast use to make energy from glucose?
Strategy Check
Can you infer that cells use food or sugar to release energy?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Can you observe the organelles of various cells?
Cells—The Units of Life
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2
Laboratory
Activity
Class
Building Blocks for Organs
You have learned that cells form tissues and that tissues make organs. A group of organs that
have a specific function for the life of an organism is called an organ system. In this laboratory
you will examine small portions of two organ systems, the muscular and skeletal systems. You will
also observe a small portion of the largest organ of the body, the skin. Through the activities you
perform, you will identify the cells that are the fundamental building blocks, or the basic structures, from which tissues are made.
Strategy
You will observe the cells that make up several tissues.
You will observe the types and features of tissues that make up some organ systems.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Materials
microscope
slides of compact bone
slides of muscle tissue (striated muscle)
slides of human skin (epithelium)
latex gloves
cooked chicken legs (drumsticks)
dissecting pans
dissection trays
dissecting scissors
teasing needles
clean slides
cover slips
bag for gathering used chicken parts
5% bleach water (1 oz/gal) and sponges for clean-up of equipment, table area, and lab
sponge
beaker of soapy bleach water for used slides
Procedure
1. Obtain a microscope and the prepared slides
of bone, muscle, and skin cells. For each
slide, begin with the lowest magnification
to focus on the area you want to observe.
Once it is in focus, switch to the highest
magnification your microscope will allow.
(Oil immersion lenses are not needed.)
2. In the Data and Observations section, make
a sketch of what you see in each slide.
Include any shapes of features you can see.
Notice the arrangement and shape of the
different cells. In the bone slide you will see
tiny dark cells with little extensions. They
may look like small spiders. These are the
osteocytes, and the extensions are the
structures that enable the cells to share food
and get rid of wastes. The skin cells should
have visible layers. The layers closest to the
surface may appear squashed and flattened.
These are the cells that are ready to be
replaced. Look for a distinct layer of
rounder cells under this flattened layer. This
is the basement or supporting layer of skin.
Be sure to look for any hair follicles or
places where a hair might grow from the
skin. Finally, look for the rippling on a
muscle fiber. The light and dark bands may
be easy to see at first. Try to find the round,
darkened circles in the fibers. These are the
nuclei of the muscle cells. They can hold
more stain because of the DNA they
contain.
Cells—The Units of Life
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Hands-On Activities
Name
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Laboratory Activity 2 (continued)
14 Cells—The Units of Life
Use a sponge soaked in the bleach solution to
wipe the area around your lab area. Pour the
solution down the drain. Wash your hands.
Record your observations from step 6.
8. Put your slide of the muscle fiber on your
microscope. See if you can identify the
smaller fibers in your specimen. You will
not be able to see the nuclei because the
fiber has not been stained for viewing.
Recording your observations in the Data
and Observations section. Put your used
slide in the beaker of soapy bleach water
when you are finished. Use the sponge to
clean your microscope, but DO NOT put
any bleach solution on the lenses.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
3. Label as many different cell types and
features as you can in your sketches.
4. Now you are ready to dissect the chicken
leg. Get a chicken leg and scissors and cut
through the skin to see the muscles. Observe
the chicken skin. After each segment of your
dissection (skin, muscle, bone), wash your
hands. Then write your observations in the
Data and Observations section.
5. The leg of the chicken is made of a bone and
many individual muscles. Each muscle is an
organ surrounded by a very thin, clear kind
of tissue called fascia. This helps them to
move smoothly beside each other and
contract individually or together. After
putting on a new pair of gloves, use the
fascia as a guide and let your fingers follow
the outline of each individual muscle. Gently
separate each muscle from the others. The
muscles are attached to the bone by a type of
tissue called a tendon. Tendons are made
from cartilage and are very strong. Do not
cut through the tendons. You might notice
arteries and veins that carry blood. A white
fiber is probably a nerve. Wash your hands
and record your observations.
6. Now that you have separated as many
muscles as possible, put on a new pair of
gloves and use the teasing needle to tear
the fascia. This will expose the muscle
tissue. Continue to tease away the muscle
tissue and notice how it is made of many
small fibers. The fibers all go in the same
direction. These fibers are what you
observed under the microscope and are
made of millions of muscles cells. Try to
get the smallest fiber possible. Place this
fiber on a clean slide and cover with a
cover slip. You will look at this slide later.
7. When you have finished, throw away the
used chicken parts in the proper waste bag.
DO NOT simply throw them in the
garbage can. Pour some of the bleach
solution in your dissection pan and rinse
off the scissors, teasing needles, and
bottom of pan.
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Hands-On Activities
Laboratory Activity 2 (continued)
Data and Observations
Drawing of slide of bone
Drawing of slide of muscle
Drawing of slide of skin
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
1. Describe the appearance of the skin of the chicken leg. What is its color? Is the texture bumpy or
smooth? Are different tissues visible? How does it connect to muscles? Is there any protection for
muscles or bone? Include any additional observations you made.
2. Describe the appearance and texture of the muscles as viewed with the naked eye using the
same types of observations you made of the skin.
3. Describe the appearance and texture of the bone, using the same types of observations you
made of the skin. Pay special attention to the texture and shape of the bone.
Cells—The Units of Life
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Laboratory Activity 2 (continued)
Questions and Conclusions
1. Why do you think the bone cells (osteocytes) need the small spidery extensions?
2. Think of a piece of rope and compare its fibrous texture to a muscle. Do you think multiple
fibers are stronger than one single fiber? Explain.
3. What function does the fascia surrounding the muscles serve?
4. Why are bones smooth at either end and rougher in the middle? (Hint: What rubs against
them at either end and what attaches to them along their sides? Where does the rubbing and
attaching occur?)
5. Bone and muscle cells make up the tissues of the organs. Think about each system. Can they
work alone or do they depend on each other to work?
6. From your answer in number 5, think about the cells that compose each system. Do you think
cells depend on other cells for health and life maintenance? Explain.
Strategy Check
Can you observe the cells that make up several tissues?
Can you observe the types and features of tissues that make up some organ systems?
16 Cells—The Units of Life
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
4. Describe the appearance of the muscle fiber (on the slide you created) under the microscope.
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Hands-On Activities
Cells—The Units of Life
Directions: Use this page to label your Foldable at the beginning of the chapter.
Animal Cell
Plant Cell
cell membrane holds cell together and helps control
what goes in and out of the cell
cell membrane holds cell together and helps control
what goes in and out of the cell
cell wall provides protection and support
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
chloroplast uses energy captured from sunlight to make food
chromosomes contain DNA
chromosomes contain DNA
cytoplasm contains many chemicals needed by the cell
cytoplasm contains many chemicals needed by the cell
mitochondrion converts food energy into a form the cell can use
mitochondrion converts food energy into a form the cell can use
nucleus controls most of the cell’s activity
nucleus controls most of the cell’s activity
vacuole stores food, minerals, water, and waste
vacuole stores food, minerals, water, and waste
Cells—The Units of Life
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Meeting Individual Needs
Meeting Individual
Needs
18 Cells—The Units of Life
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Directed Reading for
Content Mastery
Class
Overview
Cells—The Units of Life
Directions: Complete the concept map using the terms in the list below.
cell
nucleus
cell membrane
cytoplasm
Meeting Individual Needs
A
1. __________
is a tiny organized structure made of
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
a
2. __________
that helps to
control what
enters and
leaves a cell
vacuoles
a
3. __________
that store
food, water,
minerals,
and waste
that controls
most of the
cell’s activities
mitochondria
that convert
food energy
to a usable
form
4. __________
that contains
many chemicals
the cell needs
Directions: The terms below show the levels of organization in a living thing. On the following lines, write these
levels in order from simplest to most complex.
organ system
organism
5. __________________
simplest
tissue
cell
organ
6. __________________
8. ___________________
7. __________________
9. __________________
most complex
Cells—The Units of Life
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Directed Reading for
Content Mastery
Section 1
■
Class
The World of Cells
Directions: For each of the following, write the letter of the term or phrase that best completes the sentence.
1. Your body is made of many different ______.
a. cell walls
b. cells
2. A ______ is a part of the cell whose job it is to store water.
a. mitochondrion
b. vacuole
a. strength
b. power
4. All living things are made of one or more ______.
a. cells
b. bacteria
5. All ______ come from the ones that already exist.
a. cells
b. organs
6. Animal cells have no ______.
a. cell membrane
b. cell wall
7. A cell’s ______ convert food energy into a form the cell can use.
a. mitochondria
b. vacuoles
8. A cell’s ______ controls most of the cell’s activities.
a. mitochondrion
b. nucleus
9. DNA is contained in a cell’s ______.
a. chromosomes
b. vacuoles
10. ______ is a gelatinlike substance that contains many chemicals that the
cell needs.
a. The cell membrane
b. Cytoplasm
11. ______ capture energy from sunlight and use it to convert carbon
dioxide and water into food.
a. Chromosomes
20 Cells—The Units of Life
b. Chloroplasts
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
3. On a microscope lens the number followed by an ✕ is called the ______.
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Directed Reading for
Content Mastery
Section 2
Class
■
The Different Jobs
of Cells
Directions: Match the terms in Column II with the definitions in Column I. Write the letter of the correct term in
the blank at the left.
Column I
Column II
a. organ system
2. Each type of cell has a specific ______.
b. cell
3. organs working together
c. organ
4. a long-branched type of cell that sends messages
quickly
d. tissues
5. cell surrounded by calcium and phosphorous
e. nerve cell
6. Cells in many celled organisms are ______.
f. bone cell
7. the smallest living unit in the body
g. specialized
8. two or more different types of tissues
working together
h. job
Meeting Individual Needs
1. groups of similar cells doing the same work
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Directions: Complete the following sentences using the terms listed below.
skin
leaf
muscle
plants
9. Long, tubelike cells move water, food, and other materials through
____________________.
10. ____________________ cells have long fibers that can contract and relax.
11. ____________________ cells are flat and close together, forming a protective
layer over your body.
12. Some ____________________ cells are brick-shaped and contain many
chloroplasts.
Cells—The Units of Life
21
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Name
Date
Directed Reading for
Content Mastery
Class
Key Terms
Cells—The Units of Life
Directions: Use the clues below to complete the crossword puzzle.
1
2
3
4
6
7
8
9
10
11
Across
3. The outer, supportive structure of a
plant cell
4. A group of organs
6. The energy-producing units of a cell
8. A gelatinlike substance that has
chemicals for the cell’s needs
10. Single-celled organisms without a
nucleus
11. Controls most of the cell’s activities
22 Cells—The Units of Life
Down
1. Flexible structure that holds cell
together
2. The process of capturing energy and
converting it to food in the
chloroplasts
5. Group of similar cells that all do the
same work
7. Two or more different types of tissue
working together
9. Performs activities necessary for the
cell’s life
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
5
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Nombre
Fecha
Clase
Sinopsis
Células—Unidades fundamentales
de la vida
Lectura dirigida para
Dominio del contenido
Instrucciones: Completa el mapa de conceptos con los siguientes términos.
célula
núcleo
membrana celular
citoplasma
Un(a)
Satisface las necesidades individuales
1. __________
es un estructura organizada diminuta compuesta por
el(la)
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
que ayuda a
controlar lo
que entra o
sale de la
célula
la mitocondria
la vacuola
2. __________
el(la)
3. __________
que controla la
mayor parte de
las actividades
celulares
que almacena
alimento,
agua,
minerales y
desechos
4. __________
que contiene
muchas sustancias químicas que
la célula necesita
que convierte
la energía del
alimento en
una forma
que se puede
usar
Instrucciones: Los siguientes términos muestran los niveles de organización de un ser vivo. En los espacios
numerados, escribe estos niveles desde el más simple hasta el más complejo.
sistema de órganos
tejido
organismo
5. __________________
más simple
célula
órgano
6. __________________
8. ___________________
7. __________________
9. __________________
más complejo
Células—Unidades fundamentales de la vida
23
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Nombre
Fecha
Lectura dirigida para
Sección 1
Clase
■
El mundo celular
Dominio del contenido
Instrucciones: En cada una de las siguientes, escribe la letra del término o frase que complete mejor cada
oración.
1. Tu cuerpo está compuesto por muchas ______ diferentes.
a. paredes celulares
b. células
a. mitocondria
b. vacuola
3. En la lente de un microscopio, el número que aparece seguido de una ✕
se llama ______.
a. fuerza
b. potencia
4. Todos los seres vivos están formados por una o más ______.
a. células
b. bacterias
5. Todos(as) los(as) ______ provienen de otras existentes.
a. células
b. órganos
6. Las células animales no tienen ______.
a. membrana celular
b. pared celular
7. El(La) ______ de una célula convierte la energía de los alimentos en
una forma que la célula puede usar.
a. mitocondria
b. vacuola
8. El(La) ______ de la célula controla la mayoría de las actividades de la
célula.
a. mitocondria
b. núcleo
9. En ADN se encuentra en los(as) ______ de la célula.
a. cromosomas
b. vacuolas
10. El(La) ______ es una sustancia gelatinosa que contiene muchas sustancias químicas que la célula necesita.
a. membrana celular
b. citoplasma
11. Los ______ captura la energía de la luz solar y la usa para convertir el
dióxido de carbono y el agua en alimento.
a. cromosomas
24 Células—Unidades fundamentales de la vida
b. cloroplastos
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Satisface las necesidades individuales
2. La ______ es la parte de la célula cuya labor es almacenar agua.
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Nombre
Fecha
Lectura dirigida para
Sección 2
Clase
■
Dominio del contenido
Las diferentes labores
de las células
Instrucciones: Coordina los términos de la Columna II con las definiciones de la Columna I. Escribe la letra del
término correcto en el espacio en blanco a la izquierda.
3. órganos que trabajan juntos
b. célula
4. tipo de célula con ramificaciones largas que envía
mensajes rápidamente
c. órgano
5. células que están rodeadas de calcio y fósforo
6. Las células en muchos organismos celulares
son ______.
7. la unidad viva más pequeña
8. dos o más tipos diferentes de órganos que
trabajan juntos
d. tejido
e. células
nerviosas
f. células óseas
g. especializadas
h. tarea
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Instrucciones: Completa las oraciones con los siguientes términos.
de la piel
de las hojas
musculares
de las plantas
9. Ciertas células largas y tubulares transportan agua, alimento y otros materiales a
través ____________________.
10. Las células ____________________ tienen fibras largas que pueden contraerse
y relajarse.
11. Las células ____________________ son planas y están muy juntas, formando
una capa protectora sobre el cuerpo.
12. Algunas células ____________________ tienen forma de ladrillo y contienen
muchos cloroplastos.
Célula—Unidades fundamentales de la vida
25
Satisface las necesidades individuales
Columna I
Columna II
1. grupo de células similares que hacen el mismo trabajo a. sistema de
órganos
2. Cada tipo de célula tiene un(a) ______ específico(a).
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Nombre
Fecha
Clase
Términos claves
Células—Unidades fundamentales
de la vida
Lectura dirigida para
Dominio del contenido
Instrucciones: Usa las pistas para completar el siguiente crucigrama.
1
3
9
F
N Ú C
C
M
R
I
I
G
T
T
A
O
T
O S
I
N
T
6
P
S
T
I
A
E
S
R
J
T
A
E
C
M
T
E
I
L
E O
A
N
R
S
D
I
A
R
D
S
B
C
M E M B
D
S
7
P
11
O
5
10
O R G A
A
N
N
A
E
L
O
A
I
A
Horizontales
8. Proceso de atrapar la energía y
convertirla en alimento en los
cloroplastos
9. Controla la mayoría de las
actividades de la célula
10. Llevan a cabo muchas de las
actividades vitales necesarias
de la célula
11. Estructura flexible que mantiene
unida la célula
Verticales
1. Dos o más tipos de tejidos que
trabajan juntos
2. Grupo de órganos
3. Sustancia gelatinosa que contiene
sustancias químicas que la célula
necesita
4. Unidades productoras de energía de la
célula
5. La cubierta externa protectora de las
células vegetales
6. Grupo de células similares que realizan la misma tarea
7. Organismo unicelular
26 Células—Unidades fundamentales de la vida
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Satisface las necesidades individuales
3
4
2
O
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Name
1
Date
Reinforcement
Class
The World of Cells
1.
4.
2.
5.
3.
6.
Meeting Individual Needs
Directions: Study the following diagram. Then identify each part of the animal cell by filling in each blank.
Directions: Answer the following questions on the lines provided.
7. What important process takes place inside a cell’s mitochondria?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
8. What is the function of a cell membrane?
9. What organelles do plant cells have that animal cells do not?
10. How have scientists learned so much about cells in the last 300 years?
Directions: Write the correct term in the space beside each definition.
11. a gelatinlike substance that fills the inside of a cell
12. where the hereditary material of the cell is held, except in bacteria
13. a place for storage inside the cell
14. the outer support and protective structure of a plant cell
Cells—The Units of Life
27
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Name
2
Date
Reinforcement
Class
The Different Jobs of Cells
Directions: Match the description in the first column with the item in the second column by writing the correct
letter in the space.
a. organ system
2. what a cell’s shape and size is related to
b. tissue
3. group of similar cells that all do the same work
c. function
4. two or more types of tissue working together
d. organ
Directions: Complete the following sentences using the correct terms.
5. Cells are ____________________ into systems that work together to keep an organism alive.
6. The tongue, stomach, and intestines make up part of an organ ____________________.
7. An organism that contains more than one cell is called a(n) ____________________ organism.
8. Plant cells help move ____________________, ____________________, and other materials
throughout a plant.
Directions: Unscramble the terms in italics to complete the sentences below. Write the terms on the lines provided.
9. Cells in a tissue or organ work tergheto to keep an organism alive.
10. The yiretporsra system is one of several organ systems in your body.
11. Your bones move from contracting lecsmu tissue.
12. Groups of similar cells that do the same sort of work are sesitus.
13. Different tissues working together form a(n) rango.
Directions: Answer the following questions on the lines provided.
14. Describe the various tissues in the stomach and what they do.
15. How many muscles make up the muscular system, and what do they do?
28 Cells—The Units of Life
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
1. a group of organs working together
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Name
Enrichment
How Many-Celled Organisms
Might Have Begun
Fossil evidence suggests that life began on
Earth as one-celled organisms. Between 540 and
700 million years ago (the late Precambrian
Era), these one-celled organisms began evolving
into many-celled organisms. The many-celled
organisms consisted of groups of specialized
cells that performed different tasks. Scientists
continue to debate why this change began to
happen, but one recent study points to a likely
explanation.
Safety in Numbers
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Class
Researcher Martin Boraas at the University of
Wisconsin in Milwaukee developed an experiment to test one popular hypothesis of how
many-celled organisms evolved. The assumption of the study was that one-celled organisms
began grouping together as protection from
other predatory one-celled organisms. When
grouped together for protection, the colony of
cells became too big to be ingested.
To test this hypothesis, Boraas and his team
injected predatory one-celled organisms into
cultures of one-celled algae. After the cultures
were injected with the predators, the algal cells
began forming groups from just a few cells to
hundreds of cells.
The cells that remained alone began to
decline in number, while the groups of cells
continued to thrive. Over time, the algal
colonies began to form in groups of mostly
eight cells. Normally, cell walls of one-celled
organisms living in groups separate when the
cells divide, but in the case of the eight-celled
groups, the walls remained intact to hold the
colony together. This enabled the colonies to
replicate as eight-celled groups rather than as
individual cells.
A Starting Point
The researchers were able to conclude that
the cells did indeed remain grouped together
for protection from predators. The scientists
also pointed out that the colonies settled into
patterns of eight cells instead of larger groups
because that pattern allowed them to have
maximum exposure to external nutrients
while still remaining in a group. Boraas and
his team determined that similar reactions
might have been the first step in the evolution
of many-celled life forms hundreds of millions
of years ago.
1. What did the study prove about one-celled organisms?
2. What sort of changes would have to occur in a group of one-celled organisms to form one
many-celled organism?
3. In your opinion, why is studying the behavior of cells important?
Cells—The Units of Life
29
Meeting Individual Needs
1
Date
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Name
Enrichment
Class
Organ and Tissue Donation
Meeting Individual Needs
In 2001, more than 72,000 Americans
needed some kind of organ transplant.
Statistics show that in the 1990s, more people
needed transplants than there were donors.
This trend continues today. Each month, more
than 2,000 names are added to the United Network for Organ Sharing (UNOS) national
organ transplant waiting list. But only 5,000 to
7,000 people who die each year become
donors—just about half of the people who
could become donors. Nearly 25 different
organs and tissues can be transplanted, including bone marrow, corneas, skin, lungs, hearts,
kidneys, small intestines, pancreases, and livers.
Who Can Donate
Donors usually are people in good health
who die suddenly. These patients must be
declared legally “brain dead” before their
organs can be taken. “Brain dead” is a medical
term that means a person’s brain no longer
works. However, the person’s heart and lungs
can keep working with the help of machines.
Donors may also be living. For example, a
person can donate bone marrow or a kidney
and still live a normal life.
Donors can be any age—from newborns to
senior citizens. Donors are matched to
recipients through the UNOS National
Organ Procurement and Transplantation
Network, a national computer database.
Blood type, body size, and the length of time
on the waiting list are taken into account
when making a donor match. One donor can
give many organs to several different people. In
fact, a single tissue donor can help up to 50
people by donating heart valves, bones, connective tissues, and so on.
How To Donate
Signing a donor card or a form on your driver’s license are ways to become an organ
donor. However, since family members are
responsible for signing the actual consent
form at the time of death, people wishing to
become donors should let family members
know. Hospitals are required by law to tell
family members about organ donation and
ask if they want to sign a consent form.
Although organ transplants are more common than ever, they’re not without risk. A
recipient’s body can reject the organ. However,
success rates are higher, thanks to improved
surgical techniques and advancements in
anti-rejection pharmaceuticals. Kidney recipients have a very high survival rate one year after
surgery. So do pancreas recipients. Some kidney
recipients have lived more than 20 years following transplant surgery. A 1997 study by the
Department of Health and Human Services says
that one-year transplant survivors have “excellent long-term prospects.”
1. Why do you suppose more people have received organ transplants in the past 10 or so years?
2. List as many reasons as you can for why you think there is a shortage of organ and tissue donors.
3. Why would machines be used to keep the heart and lungs working in a brain dead patient?
30 Cells—The Units of Life
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
2
Date
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Name
Date
Note-taking
Worksheet
Section 1
Class
Cells—The Units of Life
The World of Cells
A. _______________ help living creatures with activities of life such as movement, growth, and
reproduction.
1. The ______________ ________________ was developed after Robert Hooke invented the
microscope in 1665.
a. All ________________ things are made of one or more cells.
Meeting Individual Needs
b. The cell is the _______________ ______________ of life.
c. All cells come from cells that already _______________.
2. __________________ are one-celled organisms; larger organisms are made of many cells,
sometimes trillions of cells.
3. A microscope’s _______________________ is found by multiplying the powers of the
eyepiece and the objective lens.
B. Cells are composed of parts that do __________________ jobs.
1. The flexible ______________ __________________ is the boundary of the cell and helps
control what enters and exits the cell; some cells have a cell wall that helps support and
protect the cell.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
2. ___________________ is a gelatinlike substance containing many chemicals the cell needs.
3. Specialized cell parts called ____________________ do various jobs within a cell.
4. The _________________ contains hereditary material called chromosomes.
5. __________________ are storage organelles for food, water, and wastes.
C. Inside the ______________________, cellular respiration uses oxygen to convert food energy
into a form the cell can use.
1. _______________ products of cellular respiration are carbon dioxide and water.
2. Leaf cells in plants contain chloroplasts that help the cell make its own food
through ________________________.
Cells—The Units of Life
31
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Name
Date
Class
Note-taking Worksheet (continued)
Section 2
The Different Jobs of Cells
A. The cells in many-celled organisms are _____________________ in shape and size for their
function.
1. _______________ specialized cells include fat cells, bone cells, nerve cells, and muscle cells.
a. _____________ cells can store so much fat that the nucleus is pressed against the cell
membrane.
b. A hard calcium and phosphorus material surrounds ______________ cells.
d. ________________ cells have fibers that can contract and relax.
2. _______________ cells in leaves, stems, and roots are specialized to move food and water
or to support the plant.
B. Cells are ___________________ so they can work together to keep the organism alive.
1. Tissues are groups of similar cells that do the same kind of work; two or more tissues that
work together form an _______________.
2. Groups of organs that work together to perform a job are called _______________
_________________.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
c. _______________ cells have many long branches to send and receive messages.
32 Cells—The Units of Life
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Assessment
Assessment
34 Cells—The Units of Life
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Name
Date
Class
Cells—The Units of Life
Chapter
Review
Part A. Vocabulary Review
Directions: Circle 13 terms in the puzzle and then write the terms in the blanks at the left of their definitions.
C M
I
T O C H O N D R
A
E
J
K O R G A N S Y S T
L
P
T R G C E D A X V G E
L
R
I
B A C T
E R
I
D T
E M A
O N
A M R
E B
Z E R C M Y
K L
E O S A E F E W E N U D O
T Z
M E U T
A N
M Q S E N X D
T
E
I
L U C
I
Y B O R G
L P U Y R S
L S
B M E
R M S Z
E R P W T B E S
K
Y S
A C F
E R O P M O T F
I
S W
N U C L
E U S A U K P
I
S
S H
E O U T
L W A M E M L
L
A
I
L
A
X F
P H O T O S Y N T H E S
I
S Q
B C H L O R O P L
I
O M
L
S Q N G C E
L
L W A
L
A S T
S
1. the energy-releasing parts of the cell
Assessment
B
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
I
2. the smallest organisms on Earth
3. different types of tissues working together
4. performs necessary activities for cells
5. a gelatinlike substance that contains many chemicals needed
for a cell to exist
6. organized group of cells
7. captures energy from sunlight
8. provides support and protection for plant cells
9. contains hereditary material
10. group of organs that work together
11. process of capturing energy in plants
12. storage organelle of a cell
13. helps control what enters and leaves a cell
Cells—The Units of Life
35
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Name
Date
Class
Chapter Review (continued)
Part B. Concept Review
Directions: Study the following diagram. Then identify each part of the cell by filling in each blank below.
1.
2.
6.
3.
7.
4.
8.
5.
Directions: Correctly complete each sentence by underlining the best of the three choices in parentheses.
9. The (lightbulb, microscope, magnifying glass) was an invention that allowed scientists to see
extremely small things.
10. The cells of a plant that do not contain choroplasts are (stem, leaf, root) cells.
Assessment
scientific theory called the (organ, system, cell) theory.
12. Different cells working together make (tissues, chloroplasts, energy).
13. Bacteria are (single, many, photosynthetic)-celled organisms.
Directions: Unscramble the letters in italics and use them to write the correct term on the line at the left.
14. A cell’s activities are controlled by its usuncle.
15. Cells release greeny as food and oxygen combine.
16. Two or more different types of tissues working together can
form a(n) groan.
17. Cells are zangordie so that they can work together.
36 Cells—The Units of Life
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
11. Robert Hooke made some of the original discoveries that led to the development of the
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Transparency Activities
Transparency
Activities
Cells—The Units of Life
41
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Name
1
Date
Section Focus
Transparency Activity
Class
It’s Not Math, But It Is
Division
Transparency Activities
1. What instrument was necessary to make this image?
2. How many cells were there before this process started? How many
will there be after this process is done?
3. Do you think all the cells within your body are the same? Explain.
42 Cells—The Units of Life
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
In the past, scientists thought that living organisms could come
from decaying matter. Today, however, we know that living things
come from other living things. Every day our bodies replace millions
of cells, the most basic unit of life. Most cells reproduce themselves
by dividing in two, as shown on the image below.
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Name
2
Date
Section Focus
Transparency Activity
Class
Just Doing My Job
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
The plants and animals you see every day are made up of many
cells with different jobs. For example, the cells that comprise your
nervous system are able to send messages quickly to many other cells.
Below you see a cell from the immune system whose job it is to eat
other cells.
1. Do you think a cell from the immune system is different than a
skin cell? Explain.
2. What does the immune system do?
3. Name some other organ systems.
Cells—The Units of Life
43
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Name
Date
1
Teaching Transparency
Activity
Cytoplasm is a gelatinlike
substance that contains
many chemicals that the
cell needs.
Class
Plant Cell
Vacuole stores food,
water, minerals,
and wastes.
Chloroplast captures
energy from sunlight
and uses it to convert
carbon dioxide and
water into food.
Cell wall provides
support and protection.
Nucleus controls most
of the cell's activities.
Chromosomes contain
DNA, a chemical that
determines which traits
an organism will have.
Cell membrane helps
control what enters and
leaves the cell.
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Mitochondrion converts
food energy into a form
that the cell can use.
Cells—The Units of Life
45
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Name
Teaching Transparency Activity
Date
Class
(continued)
1. What is the gelatinlike substance that contains many chemicals needed by the cell?
2. What two cell components do plant cells have but animal cells do not?
3. What is the name that describes the specialized cell parts shown on the transparency?
4. Where are food, water, minerals, and waste stored in the cells?
5. What is the function of the cell membrane?
6. What controls most of the cell’s activities?
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
7. What is the function of mitochondria?
46 Cells—The Units of Life
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Name
Date
Assessment
Transparency Activity
Class
Cells—The Units of Life
Directions: Carefully review the table and answer the following questions.
Units of Life
Unit
Chromosome
Carries the plan for the cell
Nucleus
Directs the cell's activities
Cell
Smallest unit of an organism
Tissue
Group of similar cells doing the
same sort of work
Organ
Structure made up of different types of
tissues working together
?
Group of organs working together to do a job
1. According to the table, what is the smallest unit of an organism?
A Chromosome
C Cell
B Nucleus
D Tissue
2. According to the table, all of the following are found in a tissue
EXCEPT a(n)___.
F chromosome
H cell
G nucleus
J organ
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Characteristics
3. What unit of life is a group of organs working together to do a job?
A Vacuole
B Organelle
C Organ System
D Mitochondrion
Cells—The Units of Life
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