1. STEM CELL RESEARCH

2. Overview In this activity, you will learn how cell specialization takes place in vertebrate embryos. –Explore a gallery of different kinds of specialized cells. –Explore how white blood cells are specialized to fight viruses. –Learn about the role of master control genes in cell development. –Learn about the significance of -- and controversy surrounding -- stem cell research, and then analyze the different points of view in the stem cell debate.

3. Objectives Compare the structure and function of different specialized cells Learn how cell specialization occurs in embryos Recognize the role of master control genes in cell development Understand the significance of stem cell research Analyze different points of view in the debate over stem cell research

4. Multimedia Resources Gallery of Cells Immune Cells in Action The Embryo Takes ShapeThe Embryo Takes Shape Gene Control Genetic Tool Kit Stem Cells: Seeds of Hope?Stem Cells: Seeds of Hope? Stem Cell Debate

5. 1. Explore the Gallery of Cells stills and the Immune Cells in Action video and note the kinds of specialization cells undergo. Answer the following in your composition book:Gallery of Cells Immune Cells in Action –How have each of these cells (red blood, epithelial, muscle, liver, bone, neuron, and immune cells) become specialized to perform a specific function? 2. Consider the following question while you watch The Embryo Takes Shape video:The Embryo Takes Shape –If each cell has identical DNA, how do you think a cell becomes specialized?

6. Copy the questions a-f and answer while viewing. 3. View The Embryo Takes Shape video. Answer the following the following:The Embryo Takes Shape a. What directs the sequence of events that turn a blob of cells into an embryo with specialized tissues and organs? b. The narrator says that "cells talk to each other." What does that mean? c. How do cells in different parts of the embryo become different kinds of cells and organs? d. What kinds of proteins are found in different cells and organs? e. What tells the cells which kinds of proteins to make? f. What is the relationship between DNA, genes, and the proteins that are produced in cells?

7. 4.View the Gene Control video. Discuss the following:Gene Control –What is the role of control genes? –What kinds of chemicals do you think the mother deposits on the egg? –How do you think they might "turn on" the control gene?

8. 5.View the Genetic Tool Kit video. Discuss the following:Genetic Tool Kit a. What do homeobox genes code for in animals? b. Why are homeobox (also called homeotic) genes called the master control genes, or master switches? c. What other organisms besides fruit flies have homeobox genes? d. What does the presence of homeobox genes in fruit flies and mice indicate about their evolution? e. What does the presence of homeobox genes suggest about the evolution of different eyes in different organisms? Copy the questions a-f and answer while viewing.

9. 6. Show the Stem Cells: Seeds of Hope? video and have students explore the Stem Cell Debate Web activity.Stem Cells: Seeds of Hope?Stem Cell Debate Discuss the following: a. Why are stem cells considered so valuable for medical research? b. What are three sources of stem cells and the advantages and disadvantages associated with using each? c. How might a stem cell be used to treat a disease such as diabetes? d. What issues surround the debate over government funding of stem cell research? e. What issue do you think needs to be debated as we make decisions about stem cell research?

10. Standards Florida Life Science Standard 14: Organization and Development of Living Organisms Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Classify and state the defining characteristics of epithelial tissue, connective tissue, muscle tissue, and nervous tissue. Describe fetal circulation and changes that occur to the circulatory system at birth. Standard 16: Heredity and Reproduction Explain the basic processes of transcription and translation, and how they result in the expression of genes. Discuss the mechanisms for regulation of gene expression in prokaryotes and eukaryotes at transcription and translation level. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms.

11. Discuss the technologies associated with forensic medicine and DNA identification, including restriction fragment length polymorphism (RFLP) analysis. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Strand F: Processes of Life Standard 1: The student describes patterns of structure and function in living things. (SC.F.1.4) 2. knows that body structures are uniquely designed and adapted for their function Standard 2: The student understands the process and importance of genetic diversity. (SC.F.2.4) 2. knows that every cell contains a "blueprint" coded in DNA molecules that specify how proteins are assembled to regulate cells

12. Bibliography: Teacher's Domain. Retrieved February 4, 2009, Web site: http://www.teachersdomain.org/resource/t dc02.sci.life.cell.lp_specializ