Grade Level(s): 6, 7, 8, 9, 10
Computer for Presenter
Keywords: cell, cells, cell model, organelles, organelle, plant cell, animal cell, prokaryotic cell, eukaryotic cell
FCR-STEMLearn Cell Biology 2016
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
- Students will be able to identify, define, and describe the function of the cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole
- Students will be able to compare and contrast plant and animal cells
- Students will be able to justify the need for a cell wall, chloroplast, and central vacuole in plant cells
Prior Knowledge: What prior knowledge should students have for this lesson?
- A basic knowledge of cells and what makes a eukaryote different from a prokaryote
- Basic knowledge of the existence of organelles and how they each have specific functions in the cell.
Guiding Questions: What are the guiding questions for this lesson?
- What are the differences between plant, animal, and prokaryotic cells?
- What organelles are found in plant cells that are not in animal cells and what functions do they serve that are specific to plants?
Teaching Phase: How will the teacher present the concept or skill to students?
- This lesson is designed to reinforce the similarities and differences between plant and animal cells through three activities. If the students' prior knowledge is lacking, consider assigning this Khan Academy video, titled "Animal and Plant Cell Overview," for homework the night before this lesson.
- Start the lesson by engaging your students in the musical lecture "The Cell Song" by Glenn Wolkenfeld (3:09). Additionally, offer this Buzzle article, titled "A Brief Comparison of Plant Cell vs. Animal Cell," to the students as a reference.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
The students will participant in an active game called "Plant Cell or Animal Cell?" This race challenges students to assign various organelles/structures to either a plant or animal cell, or both.
- Write the names of the following organelles and structures on a 3"x5" card: cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole. Fold the card in half with the word inside, and staple it closed.
- Have each student pick a card from a bowl. (Several students will have each organelle.)
- Designate one end of the hall as an "animal cell" and the other half as a "plant cell" by posting a sign on the wall; the center of the hall will represent "both plants and animals."
- Ask all the students to gather in the hall at the center with cards in hand. Have them open the cards with their organelle/structure inside.
- Call out the organelle/structure names and have the students race to the appropriate location for the organelle/structure.
- Allow the students to help each other out if they don't know if their organelle/structure if in a plant or animal cell, or found in both cell types.
- For difficulty level 2 call out the function of the organelle rather than the name and have students race to the correct location.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
The attached Build-a-Cell Puzzle is an activity that adds to the students' base knowledge of how cells differ and what enables them to perform specific functions. Students will need colored pencils or markers, scissors, and glue or tape. See the attached Activity Solution document for the answer key.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The teacher will review the attached What Is This Cell? Worksheet.
Students will complete the attached What Is This Cell? Worksheet. See the attached Activity Solution document for the answer key.
The teacher will correct any misconceptions about the differences and similarities between plant and animal cells during the various activities.
Feedback to Students
Discussion during activities and interaction during the Plant Cell and Animal Cell Race and during the What Is This Cell? Worksheet activity.
ACCOMMODATIONS & RECOMMENDATIONS
The exit ticket requires physical movement, but can be altered for students with limited mobility by changing running to one side or the other by raising one hand or another, for example.
The attached Build-a-Cell Puzzle may be used in further activities or for future reference when discussing the cell and its functions.
Suggested Technology: Computer for Presenter
Special Materials Needed:
- Build-a-Cell Puzzle printed (pieces cut out if desired)
- What Is This Cell? worksheets printed
- Scissors (if Build-a-Cell Puzzles are not already cut out)
- Crayons/colored pencils/markers
- Begin the lesson with a short review of the organelles in plant, animal, and prokaryotic cells.
- Break up the students into 2-6 groups. Half of the groups will do activity 1 (Build-a-Cell Puzzle) and the other half will do activity 2 (What Is This Cell? worksheet). After 20 minutes, the groups will switch to the alternate activity.
- Plant Cell or Animal Cell Race (Exit ticket):
- Have all the students stand up and go into the hall. Designate one end of the hall as an "animal cell" and the other half as a "plant cell." The center of the hall is "both plants and animals."
- Call out organelle/structure names and have the students move to the appropriate location for the organelle/structure.
- For difficulty level 2 (after most of the structures have been named), call out the function of the organelle and have students move to the correct location, then raise their hands to see who can name the organelle first.
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Katelin Pearson
District/Organization of Contributor(s): Florida State University
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.