Vous êtes sur la page 1sur 32

By: Ashten Elmore

Meet Peter Protein! Peter goes to Reptile Middle School. Peter has
many friends who also go to school with him. Their names are Katie,
Colton, Keagan, and Brett.

Within the walls of the school,


there many students and
teachers with different roles.
These walls keep us in and
keep intruders out! Just like the
cell membrane of a cell. The
rooms and information are all
based off of the animal cell.
Follow Peter and his friends
through his first day of school.

1
Peter starts his first day of school in the principal's office learning about
the school and how it functions.

Hello Peter, welcome to Reptile Middle School! At this Middle School,


We base our whole school around our living animal cells. As you go
through the school you will learn about all of the relationships between
the cell and the school. For example, my office is like the nucleus of the
cell because I decide everything that happens in the school just like the
nucleus does in a cell. I am going to tell you about our standards and
topics that you will learn about this year.

I cant wait!

2
The principle talks to Peter about standards and topics that he will learn
throughout the year.

Lets start with the standards, these standards are broad and will help
us understand the main points of what we need to learn. They will
transcribe into our topics; this is just like how DNA is transcribed into
RNA. These topics can translate into the detailed information you will
learn here everyday. This amino acid information will help your
teachers understand what they will teach and how they will teach it.


Wow! I am so excited to see all of this in action, says Peter.

Well get out there and meet back up with your fellow students for the
first lesson of the day given by the Ms. Roni.

3
Peter leaves the principal's office and goes to meet back with his
friends in RibClass.

Hello and welcome to Reptile Middle School, says Ms. Roni.

Hello Ms. Roni, says the students.

So students, this class will tell you about the topics you will learn and
help translate those into Amino Acid information and the knowledge
you gain. In this school we call that protein learning because we help
you form your knowledge just like ribosomes in the cell do.

The RibClass explains the topics that they will learn throughout the year
and how it will help them turn it into information. This is like how
ribosomes take RNA and translate it into amino acids and proteins.

Next, we will go on with talking about the schools air, says Ms. Roni,
The air takes up all the empty space in our school. This is like the
cytoplasm in our cells.

4

Students, gather around and look out into the halls, does everyone see
the E-team?

Yeah we do, shouted Colton, what do they do?

The E-team is a special team that helps in case of an emergency, Ms.


Roni explains, just like enzymes. That is why they are called the E-team,
they help when help is needed.

What type of emergency would they help with?, asked Peter.

If anything goes wrong within our schools walls, we can count on them
to help save us from total destruction. Just like an enzyme would in our
cells if we get sick. Go ahead and go into the ER hallways where Ms. ER,
the hallways chaperone, will tell you why they are important.

5
Students leave the RibClass and go out into the ER hallway to learn
about its function.

Hello everyone, I am Ms. ER and welcome to the ER hallways. We call


them ER hallways because just like the Endoplasmic Reticulum in your
cells, they help transport you all over the school.

Why are there so many posters on the walls? Peter asked.

Well this is where you will fold and mold between classes. As a
chaperone, I will assist in this but the posters will also help me
remember how I will fold and mold you into smart students.

6
Are all teachers chaperones? asks Colton.

Ms. ER answers, Yes we are, teachers teach students to help them


learn and mold into successful students. Chaperones help mold and
fold the proteins in your cell into what makes them successful.

Awesome, shouts Peter, I want to be a teacher just like you one day!

Ms. ER goes on to tell the students that they are going to take a test
before they leave to make sure they understand all that they have
learned.

7
After the test, students are able to see if they passed or failed.

8
Ms. ER says, Now that you are all done with your test, I will share the
results. If you passed, you may leave in a group to go to Mr. G in the
golgi office to get your schedules. We call these groups the vesicle
group. You will be with this group as you pass through the school, just
like a real vesicle would be. If you did not pass, then you must go to try
again but you will be tagged by me and sent to the proteasome class
for more help.







Katie, Colton, and Peter waive goodbye as they leave the ER hallway.

9
To the rest of the students, Ms. ER says, The proteasome class will
break down the information you have learned to help you understand.
This is similar to in a cell where the proteasome breaks down tagged
proteins.

10
Students make their way to the golgi sorting office in their vesicle
group. When they get to the office they meet Mr. G, the golgi sorting
office head.

Here are your schedules, Mr. G says. Your first class will be home ec.
I spent a lot of time sorting through and ensuring you all are going to
the right place. That's my job here in the golgi office. Just like the golgi
apparatus of the cell, I sort through to make sure everyone and
everything goes to the right place. Have a great first day!

11
Katie, Colton, and Peter make their way to their first class of the day,
home ec.

My name is Mr. C and in home ec we work on life skills. So we are


going to make some jeans today to code for your best fit. This is very
similar to how genes code for chromosomes in the nucleus. That is why
we are in the principal's office. This is where everything is decided for
our school. Just like the nucleus of a cell.

12
I dont understand why we need to be in here and not in an actual
classroom, Colton shouts.

The materials for making our jeans was put in here. So we must meet
here, but isn't it kind of fun to be in the big mans office? Your parents
sent in materials for you to use and this will make up your jeans. Your
parents had to send in the materials just like your parents give you your
specific type of genes in your cells. Go ahead and begin!

This will be easy! Colton replied with excitement in his voice.

13
Mr. C saw something interesting and said, Be careful Colton, it looks
like your parents sent in a mutated gene that goes against our schools
standards, if you arent careful it could cause a. *BOOM*

Coltons jeans explode from a mutation sending all materials flying into
the air.

14
The students make their way to the lunchroom to eat some yummy
food.

Today's lunch will be sloppy mito sandwiches and fries with chondria
seasoning. says the lunch lady, We call it this because it will give you
energy for PE after lunch. The food is like the mitochondria in your cells
during cellular respiration, which turns the sugar and oxygen into
energy.

Where does all the extra left over food go? asked Peter.

15
Any food left over goes to the lyso company dump to be recycled into
mulch. Just like the lysosome, they have special E-team people to break
down leftover material.

16
Katie, Peter, and Colton go to a table to sit down and eat their
sandwiches.

Is anyone going to the volleyball game after school? Peter asked.

I definitely am, Colton shouts, I want to see the Venus Fly Middle
School lose! Did you know they are based on a plant cell?

That school is weird, Peter replies, They have a extra fence around
their school, its like they dont trust the students. I heard that it is just
like a cell wall for plants. Do you know anything about it Katie?

17
Yeah I do! Did you know that they have windows on the ceiling in the
lunchroom and they call it the chloroplast room? They use the sunlight
as food for their energy. Like why dont they just eat? They use
photosynthesis to eat, so they basically make their own food.

Peter and Colton at the same time reply, What? Thats weird.

Right, Katie screams They also have bricks that make up the school
which are full of fluid. They think that it helps them stay up and keep
shape. That school is just strange. It is kind of like the vacuole in the
cell
18

Wow, I never knew that, they are going down today at the volleyball
game. They also use a paint called chlorophyll to keep the school green.
Why would you want a green school?

Who knows Peter? I do know that the chlorophyll in a plant cell is what
keeps plants green. We are going to win, especially since we have a
better energy source! What do you think Katie?

19
Maybe the mascots will battle it out too. We should feed our mascot so
it goes through biosynthesis.

Whats that? Peter asks.

It will make the mascot grow big and strong through food, Colton
responds, my mom told me that we go through it in our cells when we
eat and grow, so its what is happening right now in our bodies as we
eat.

What about plants, how do they grow if dont eat food?

Katie says, My mom said that they use photosynthesis or something


weird like that to grow.
20
After lunch the students go to gym class to play kickball.

Welcome to gym class, I am Mr. CR. You just came from lunch where
you gained some sugar molecules. We are going to put those to work
by making them energy by playing kickball. Here is an example of using
energy.

This class is based off of cellular respiration, Mr. CR explains, After


you eat, your cells take in the sugar from your food and oxygen and
create energy to be used for everyday activities like kickball. LET'S
PLAY!

21
WOOHOO Shouted all the students.

Now that you have released most of your energy, youll have ATP for
the rest of the day. Go onto your last class!

22
After gym class, the students go to the last class of the day,
Misconceptions 101.

Welcome, this is misconception class. I am Ms. Missy. In this class you


will learn about what you think you know about our cells and plant cells
and how it can be improved. Let's talk about photosynthesis and
cellular respiration. Katie do you know anything about these two
processes?

Plants do photosynthesis and animals do respiration, right?

Well Katie, plants also do cell respiration, and here is how. Plants need
ATP just like we do in order to function. So, they convert the oxygen and
sugar that they take in to make the ATP needed during cellular
respiration, carbon dioxide and water.

23
So class, tell me how does this tree get to be so tall when it started
from little seed? Colton, what do you think?

I guess it is from the water or sunlight.

24
Actually that is a common misconception, Ms. Missy explains, Plants
do need nutrients in the soil, but their growth comes from carbon that
comes from the CO2 in the air. We do the same thing while we are
growing, but our nutrients come from the food we eat. This is all part of
cellular respiration. You went through cellular respiration in gym class.

Wow, I would have never known that we do these things, says Peter.

25
After class is over, the students go to the bus loop to head home after a
long first day of school.

Bye Peter and Colton! I am so glad I know more about animal and
plant cells, says Katie.

Me too. See you at the volleyball game! replies Colton.

Bye guys! Cant wait to beat those flies!

THE END

26
Teachers Guide

Amino Acids: An amino acid is a molecule made up of Carbon, Hydrogen, Oxygen and
Nitrogen. There are 20 different amino acids that organisms use to make different
proteins. Amino acid chains are translated from RNA and get folded into proteins which all
have a specific function. On page 4, Ms.Roni explains how the information discussed are
the amino acids and the information gained is the proteins. ( page 4)

ATP: ATP is adenosine-triphosphate, the molecule used by cells for chemical energy to
carry out all kinds of functions that require energy. This is why on pages 21 and 22, the
students that have just come from lunch and play kickball in order to release the bond
energy from sugars, which they now have in the usable form of ATP. (pages 21 & 22)

Biosynthesis: Some of the carbon from your food (or photosynthesis) is not used in
cellular respiration, but is taken out of the pathway and used to build new
carbon-containing molecules. The mascots on page 20 use biosynthesis to grow big and
strong so they can fight. (page 20)

Cellular Respiration: C ellular respiration is the process by which our cells transform high
energy sugar into lower energy CO2 and releases ATP, the usable form of energy for our
cells. This is why on pages 21 and 22, the students that have just come from lunch and play
kickball in order to release that energy, which they now have in a useable form. On page
23, Katie is confused that plants do cellular respiration too, so the teacher explains that the
plants need ATP to do all sorts of things as well, therefore, they need to do cellular
respiration to make ATP. On page 25, the other common misconception related to cellular
respiration is where plants get their mass from; the kids believe it is from the soil, when
actually the majority is from carbon (as CO2 gas) from the air. ( pages 21, 22, 23, 24, & 25)

Cell Wall: The cell wall, found only in plant cells, is a structure that lies outside the cell
membrane and is often made up of cellulose or pectin. Its purpose is to provide structural
support and protection for the cells. On page 17, the kids in the story talk about their rival
school, Venus Fly Middle School, which is a plant school, so they have an extra protective
fence around the outside. ( page 17)

Chlorophyll: The pigment in chloroplasts responsible for absorbing light energy that can
be used in photosynthesis. This is why the rival plant school talked about on page 19 is
painted green, so that photosynthesis can happen. (pages 19)

Chloroplast: The chloroplast is the plant organelle that contains chlorophyll and is
responsible for carrying out the steps of photosynthesis. This is why there are windows in

27
the lunchroom of the plant school discussed on page 18, which is like the chloroplasts
because it is where the energy comes from. (page 18)

Chromosome: Chromosomes are made up of DNA and located in the nucleus. It is coded
for by the genes. That is why on page 12, Mr. C has home ec class in the principals office
where students make jeans. ( page 12)

Cytoplasm: The fluid that fills the empty space of the cell and surrounds the nucleus. On
page 4, Ms. Roni explains that the air is filling all the empty space. This is air is like the
cytoplasm which fills all the empty space in the cell that is not occupied by organelles.
(page 4)

DNA: DNA is a double stranded molecule composed of nucleotides that contain a nitrogen
base (Adenine, Thymine,Guanine, Cytosine), a sugar called deoxyribose, and a phosphate
group that is found in all living organisms. The nucleotides of DNA are found in pairs,
Adenine and Thymine are together and Guanine and Cytosine are together. DNA provides
important genetic information that allows for the coding of RNA that leads to the
production of proteins. DNA is housed in the nucleus. On pages 2 and 3 the standards for
the school refer to the DNA because they provide instructions for students and teachers to
follow just like DNA provides for information for RNA. (pages 2 & 3)

Enzymes: E nzymes are a class of proteins that are responsible for breaking down
molecules, building molecules, and converting one molecule to another molecule. Enzymes
all have a specific structure and an enzyme's structure is responsible for its function.
Whatever molecule an enzyme is trying to change, it must bind to that molecule and the
interaction needs to be specific, meaning the enzyme cannot bind to any other molecule
but the specific one. On page 5, the E-team are the enzymes of the school because they
ensure that all students are doing what they are supposed too and if there is an emergency
they are on scene to act. In cells, enzymes help with reactions and are responsible for cell's
functioning smoothly, similarly to the E-team. ( page 5)

Endoplasmic Reticulum: Amino acid chains get folded into proteins in the Endoplasmic
Reticulum. Molecules called chaperones ensure that the protein is folded correctly so they
are able to carry out their intended function. If proteins are not folded correctly,
chaperones tag the protein and it will be shipped back to the cytosol where it is degraded
in a proteasome or chaperones can try to refold it. Proteins that pass the chaperone's
inspection are then transported out of the ER to the golgi body where proteins are sorted
and transported to wherever they are needed. On page 6, the hallways are there to
transport students around the school. Similarly, the ER transports proteins to the golgi
after they are checked by the chaperones. Also on page 6, the chaperones that help fold
and mold students, play the same role as chaperones who help fold and regulate proteins.
The posters mentioned are what the chaperones use to ensure that proteins are folded
correctly, the job of chaperones. In the book, the students take a test to see what they have

28
learned, testing students function or ability to succeed. Those that pass get to move to the
golgi body and those that dont have to go back to the proteasome to learn more. This is
similar to what chaperones do if they find a protein that is not folded correctly. (pages 6,
7, 8, & 9)

Genes: Genes code for chromosomes in the nucleus. Genetic information is sent to the
nucleus of cells. Genes are given to someone by their parents. That is why on page 12,
students go to the principals office to make jeans for their home ec class. Colton asks why
they are in the principals office, and that is because there parents sent the materials to
make the jeans to the principal's office. This is like how genetic information is sent to the
nucleus for coding. (pages 12, 13, & 14)

Golgi: The golgi complex is where proteins are sorted in their vesicle to be transported to
their final destination. Proteins may be sent all over the cell and even outside of the cell if
their function is best fit outside of the cell. Thats why on page 11, students go to Mr. G in
the golgi office to get their schedules. Mr G. sorted the students schedules to ensure they
all go to the right place like the golgi complex does for proteins. ( page 11)

Lysosome: T he lysosome is where leftover mitochondria goes to be broken down. In the


lysosome of a cell are enzymes that are used to break down unwanted or leftover parts of
a cell. On page 16, the lunch lady tells the students that the leftover food is sent to the lyso
company dump which related to the lysosome of a cell. (page 16)

Misconception: I n science education there are many common misconceptions, which are
things that through years of being told something incorrectly, is widely misunderstood by
students (and most people in general). Examples of common misconceptions are
addressed in this book. For example, on page 23, the teacher discusses the common
misconception that plants only need to do photosynthesis, which is incorrect, because they
do cellular respiration as well. On pages 24 and 25, the other common misconception is
where plants get their mass from if they can grow to be so big; the kids believe it is from
the soil, when actually the majority is from carbon (as CO2 gas) from the air through cellular
respiration. (pages 23, 24, & 25)

Mitochondria: The mitochondria turns sugar and oxygen into energy during cellular
respiration. The mitochondria is referred to as the powerhouse of the cell. This is because
this is where energy and ATP is made. This energy can be used to keep a cell functioning
and give the body energy to do activities. This is why students eat lunch on page 15 to gain
energy to then later use that energy in gym class on page 21. (page 15)

Mutation: Mutations can occur when DNA is copied incorrectly, causing a change in the
structure of a gene. A mutation in a gene can cause many different side affects to a
person's chromosomes in the nucleus. So, on page 14, when Coltons parents send him a

29
mutated gene, this resulted in an explosion because it goes against the schools DNA
standards. (page 14)

Photosynthesis: P hotosynthesis is the process by which plants use light energy from the
sun, and transform that energy (along with water and carbon dioxide) into oxygen and
sugar (a carbon based molecule). In this process, cells are converting low energy CO2 into
high energy sugar that the plant can use. On pages 18 and 20, the students discuss how
they know that plants don't eat, so they have to get their energy to grow from food they
make using the sunlight, and that process is photosynthesis. On page 23, the teacher
discusses the common misconception that plants only need to do photosynthesis, which is
incorrect, because they do cellular respiration as well. The majority of their energy,
however, is made from photosynthesis, unlike animals, whose energy comes from food
that is already made. ( pages 18, 20, & 23)

Proteasome: The proteasome is where incorrectly folded proteins go to try to be broken


down and refolded. On pages 9 and 10, this is represented by the students who did not
pass the test and will go to the remedial class to gain extra help. ( pages 9 & 10)

Proteins: Proteins are composed of amino acids that fold in a specific way to be a
functional proteins. Proteins have jobs throughout the cell that help it run smoothly. On
page 4, Ms. Roni explains to the students that the information they gain will be like proteins
gained after translation. Proteins help in many ways just like the information the students
will learn and gain. ( page 4)

Ribosomes: L ocated in cytoplasm of the cell and are the location where chains of amino
acids are made and proteins are produced. Ms. Roni explains to the students on page 4
that the topics they learn will be used to form information. This information is the amino
acids which they will use to form new information(the proteins). Amino acids chains are
folded and made into proteins in the ribosomes so this is all similar to the topics forming
information. ( page 4)

RNA: RNA is a single stranded molecule and instead of Thymine, it uses Uracil. RNA is
transcribed from DNA in the nucleus and contains the same protein coding information as
the part of the DNA it is making a copy of. The information RNA contains is used to make
amino acid chains which code for a specific protein. Unlike DNA, the RNA is able to leave
the nucleus and travel to the ribosomes as mRNA. On pages 2 and 3, the topics are
referred to as RNA because they provide information for teachers to use to teach material
to students. ( pages 2 & 3)

The Cell Membrane: The membrane is a semipermeable layer of lipids that helps to
protect the cell from its surroundings, as well as regulating what moves in and out of the
cell. This is why on page 1, it states that the walls of the school will help keep students in
and intruders out. ( page 1)

30

The Nucleus: The control center of a cell that contains information and instructions for
how the cell is run. On page 2, Principal Nuc tells Peter his office is the nucleus of the cell
because his office contains all the important information to run the school smoothly. On
page 12, students travel to the principals office to make genes. DNA is what contains genes
and DNA is stored in the nucleus. (pages 2 & 12)

Transcription: W hen DNAs double stranded structure is separated, it goes through the
process of transcription. The nucleotide sequence contains genes that will provide
instructions for making a specific protein. On page 3, Principal Nuc is telling Peter about
how standards will be translated into the topics that will help them to understand the main
points of what they need to learn. This is just like how DNA is transcribed into RNA during
transcription. The standards are the strands of DNA that are coded into RNA, the topics.
(page 3)

Translation: RNA moves through the ribosomes where molecules are read and translate
the RNA into an amino acid sequence, building a new molecule. RNA is read in a 3 base
code and for every three bases a new amino acid is added to the growing chain of amino
acids. AUG is the signal to start building the amino acid chain and UAA is the signal to stop
adding on to the chain. Each base of three codes for a specific protein which has a specific
function. The topics, on page 3, that Principal Nuc is discussing, is the RNA that will be
translated into detailed information that teachers will use to help teach the students. This
detailed information is like the 3 base code that provides information for what proteins to
be made. (page 3)

Vacuole: The vacuole of a plant cell is a fluid filled organelle responsible for helping the cell
maintain its shape and turgor pressure, and takes up a lot of the cell. On page 18, At Venus
Fly Middle School, the brick walls are made up of fluid filled bricks that keep the shape of
the school stable. (page 18)

Vesicles: When proteins are checked with proper folding by the chaperones, they leave the
ER as a group to go to the Golgi. These groups in a cell are called vesicles. On page 9, the
groups of students that pass the test, leave together to go to see Mr. G in the golgi office
are representative of a vesicle group. (page 9)

31

Vous aimerez peut-être aussi