Download Plant and Animal Cells

Gr. 6 Teacher Guide
Cells to Systems
Unit Two
Plant and Animal Cells
Science/Social Sciences Resource Center
MESA PUBLIC SCHOOLS • Mesa, Arizona
* ACKNOWLEDGEMENTS *
The following teachers from Mesa Public Schools
contributed to the development of this unit:
Jenny Nedergaard
Janet Nelson
Ladd Stewart
Korin Forbes
Mountain View High School
Sirrine
Sirrine
S.S.R.C.
August 2005, Rev. May 2006, April 2015
© Mesa Public Schools
Mesa, AZ
Table of Contents
Materials Included in Kit ................................................................................................... ii
Materials by Activity ........................................................................................................ iv
Integration of State Standards .......................................................................................... v
Graphic Organizer—Sentence Pattern Grid .................................................................... vi
Unit 2:
Plant and Animal Cells
Activity 1:
“Cell” ebrating Cells .................................................................................... 1
Activity 2:
What Do Cells Look Like? .......................................................................... 4
Activity 3:
Scoping Out Plant Cells ............................................................................ 10
Activity 4:
Scoping Out Animal Cells – Yours!........................................................... 13
Gr. 6 Cells to Systems Unit 2 Plant & Animal Cells TE
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Mesa Public Schools • Mesa, AZ
Materials Included in Kit (Units 1, 2, and 3)
Each school has received 8 swing arm light fixtures,
located with the team leader, for use with Book 3, Activity 2.
Non-Consumable
2
18
18
10
1
36
36
1
5
2
1
1
Each
Each
Each
Each
Each
pairs
Each
Each
Bottles
Each
Each
Each
1
9
5
Set
Each
Set
9
1
10
1
Each
Each
Each
Each
Book, shutter-fold sample: plant cell and animal cell
Book: Cells
Book: Germs: The Good, the Bad, and the Ugly”
Cylinders, graduated 25 ml.
DVD: Cells Discovery
Forceps, plastic
Hand magnifiers
Hole punch, single
Iodine w/ dropper
Light bulbs, 60w (incl. 1 in fixture)
Light, gooseneck 60w max to keep Elodea alive
Magazine, ASU: “Chain Reaction 5—Biotechnology Vol.5 #1/2008 (To
order additional free copies, see inside front cover)
Photos, assorted cell, laminated cardstock
Ruler
Slides, prepared incl.:
Human blood, cardiac muscle, skeletal muscle, smooth muscle
Spoons, measuring 1/4t.
Tank, flex 1 gal. w/ aerated lid
Tank, flex ½ gal.
Transparency/Blackline Master: Microscope
Consumable
1
1
36
36
108
Box
Each
Each
Copies
Each
36
36
3
1
16
1
18
1
1
Copies
Copies
Sticks
Box
Each
Stem
Each
Bag
Each
Baking soda
Bag, clear plastic 8”x10”
Biographies: (18) Hooke, (18) Leeuwenhoek
Body outline, cardstock
Books: Cells to Systems
(36) Unit 1: The World of Microscopes
(36) Unit 2: Plant and Animal Cells
(36) Unit 3: Cells to Systems
Cells, animal (for shutter-fold book)
Cells, plant (for shutter-fold book)
Clay
Cover slips
Cups, plastic 7 oz.
Elodea (36”)
Foam, rectangles for petri dishes
Gravel/sand
Material Safety Data Sheet (MSDS) paperwork
Gr. 6 Cells to Systems Unit 2 Plant & Animal Cells TE
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Mesa Public Schools • Mesa, AZ
36
1
18
18
36
12
3
1
72
1
1
9
3
Copies
Each
Each
Each
Copies
Each
Pieces
Bag
Each
Ball
Sheet
Rolls
Each
1
18
18
18
18
10
Box
Each
Each
Each
Each
Each
Microscope (for shutter-fold book)
Nylon fastener (to seal bag around tree)
Petri dish, divided
Petri dish, undivided
Picture, plant (for shutter-fold book)
Pipettes
Plastic, black
Seed, corn (4 per student pair, at least 72 total)
Slides, blank (glass/plastic)
String, kite
Strips, letter “e” to cut out
Tape, transparent
Teacher Guide: Cells to Systems
(1) Unit 1: The World of Microscopes
(1) Unit 2: Plant and Animal Cells
(1) Unit 3: Cells to Systems
Toothpicks, flat
Transparency/ blackline master: Respiratory system
Transparency/blackline master: digestive system
Transparency/Blackline master: muscular and skeletal systems
Transparency/Blackline master: nervous system
Trays, Styrofoam 9”x12”
Instructions for Live Plants (Elodea)
(Delivered on next delivery following kit arrival)
One day prior to delivery set up the gallon flex tank:
1. Cover bottom with one inch of gravel/sand provided in kit.
2. Add tap water.
3. Let sit overnight so chlorine dissipates out.
Next Day–Elodea Delivery Day:
1. Pour water from Elodea bag into tank.
2. Stick one end of each Elodea stem into gravel/sand so roots will grow.
3. Put lid on tank.
4. Set up gooseneck light with 60w bulb so it shines over tank.
Maintaining Tank:
1. Add dechlorinated water (step 3 in set up) to tank as water evaporates.
Please return any unused supplies with the kit. Thanks!
Gr. 6 Cells to Systems Unit 2 Plant & Animal Cells TE
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Mesa Public Schools • Mesa, AZ
Materials by Activity
Activity
Teach
Time
Materials Included in Kit
Unit 2, Act. 1
“Cell”ebrating Cells
60 min.
For pairs of students:
• student readers Cells, by Susan Glass
• SB pp. 1-3
Unit 2, Act. 2
What Do Cells Look
Like?
Day 1
45 min.
Day 2
45 min.
Day 3
45 min.
For the class:
• “Cells”, Discovery video
60 min.
For each student:
• SB pp. 10-12
• 2 blank slides
• 2 cover slips
• plastic forceps (tweezers)
Unit 2, Act. 3
Scoping Out Plant
Cells
Teacher Provides
•
•
DVD PLAYER/TV
12” x18” construction
paper (two per student,
different colors)
•
2 large onions cut into
small segments, 1 per
student
water
For each student:
• 1 copy of each for shutter-fold booklet –
animal cell and plant cell
• SB pp. 4-9
•
For the class:
• microscopes/power striplocated on your campus
For groups of four students:
• 1 Styrofoam tray
• 1 cup (for water)
• 1 elodea leaf
• 1 pipette (eyedropper)
For the class:
• 5 iodine dropper bottles
Unit 2, Act. 4
Scoping Out Animal
Cells – Yours!
45 min.
For each student:
• SB pp. 13-16
• 1 slide
• 1 cover slip
• 1 flat-sided toothpick
• 1 copy of a plant cell for shutter-fold booklet
For the class:
• microscopes/power striplocated on your campus
For groups of 4 students:
• 1 cup
• 1 plastic forcep
For the class:
• 5 iodine dropper bottles
Gr. 6 Cells to Systems Unit 2 Plant & Animal Cells TE
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Mesa Public Schools • Mesa, AZ
Integration of State Standards
Unit 2, Act. 1
Science
S4C1PO2
S4C1PO3
S4C1PO4
Unit 2, Act. 2
Science
S4C1PO2
S4C1PO3
S4C1PO4
Unit 2, Act. 3
Science
Reading
Writing
Math
Writing
Math
RO6-S3C1
RO6-S3C2
Reading
RO6-S3C1
RO6-S3C2
RO6-S3C3
S2C5PO1
S2C5PO2
Reading
Writing
Math
Reading
Writing
Math
S4C1PO2
S4C1PO3
S4C1PO4
Unit 2, Act. 4
Science
S4C1PO4
Gr. 6 Cells to Systems Unit 2 Plant & Animal Cells TE
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Mesa Public Schools • Mesa, AZ
Graphic Organizer—Sentence Pattern Grid
GLAD training provides us with the SENTENCE PATTERN GRID graphic organizer,
that helps students understand usage and parts of speech as used in science. These
are the steps:
1. Draw wavy lines to create 5 columns to use. The second column should be labeled
“a person, place or thing”--use ORANGE. Ask what part of speech is this? A
NOUN. Put the words (PLANT or ANIMAL) CELL in this column.
2. The first column should be labeled “Describes a noun”, use PURPLE. Ask what part
of speech this is. AN ADJECTIVE. List adjectives to describe the noun, CELL.
Write as many as possible that fit on the chart paper.
3. The third column should be labeled “Do” (as in what does the noun DO). Use
GREEN. Ask what part of speech this is. A VERB. List verbs to describe what the
CELL does. Write as many as possible.
4. The fourth column should be labeled “How or what it does...” Use BLACK. Ask what
part of speech this is.. AN ADVERB. List adverbs to describe what the verbs do.
List many words that end in --ly, or others.
5. The fifth column should be labeled “Where, when, how, or position” Use RED. Ask
what part of speech this is...A PREPOSITIONAL PHRASE. List as many as you can
that fit the noun and verb.
Create sentences using your new sentence pattern chart. This is especially helpful
for ELL students, but all students can benefit from knowing the parts of speech. Use a
sticky note to select which one word to use as you say a sentence aloud as a class.
This may be sung to the tune of “Farmer in the Dell.” This increases word choice in
student writing and notebooking in this unit.
SOURCE: GLAD Training
Gr. 6 Cells to Systems Unit 2 Plant & Animal Cells TE
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Mesa Public Schools • Mesa, AZ
Sentence Pattern Grid
Plant Cell
Adjective
Noun
Verb
Adverb
Prepositional
Phrase
Describes
Person, place
or thing”
Does
Describes
Where, When,
Location
green
puffy
(plant) cell
stacks
grows
calmly
quickly
boxy
breathes
lively
stiff
water-filled
connects
expands
quietly
strongly
sprouts
silently
germinates
yields
speedily
rapidly
peacefully
around the stem
into the field
on top of each
other
with chlorophyll
toward the sun
beneath the
ground
under the sky
in the meadow
below the forest
near my home
Animal Cell
Adjective
Noun
Verb
Adverb
Prepositional
Phrase
Describes
Person, place
or thing”
Does
Describes
Where, When,
Position
skeletal
smooth muscle
muscle
nerve
bone
cardiac
lung
(animal) cell
joins
forms
creates
builds
develops
enlarges
matures
rapidly
speedily
promptly
eagerly
effectively
rigidly
strongly
increases
actively
extends
links
bonds
spurts
urgently
hastily
into tissues
within organs
along the system
inside the bones
through the heart
toward the lungs
around the body
through the
digestive system
into the stomach
on the spine
blood
Gr. 6 Cells to Systems Unit 2 Plant & Animal Cells TE
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Mesa Public Schools • Mesa, AZ
Gr. 6 Cells to Systems Unit 2 Plant & Animal Cells TE
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Mesa Public Schools • Mesa, AZ
Activity 1
“Cell”ebrating Cells!
Overview:
Students read about cells and complete a Venn diagram to organize their information.
Objective: the students will
•
learn the basic structures of the cell. They will read and identify the characteristics of
animal and plant cells, and learn to differentiate between plant and animal cells.
Integration of State Standards:
Science
S4C1PO2
S4C1PO3
S4C1PO4
Reading
RO6-S3C1
RO6-S3C2
Writing
Math
Materials:
For pairs of students:
• student readers Cells, by Susan Glass
• SB pp. 1-5
Vocabulary:
cell membrane
mitochondria
lysosomes
cell wall
vacuoles
cytoplasm
endoplasmic reticulum
nucleus
Golgi Bodies
Focus Question:
•
Are all cells alike?
Teacher Preparation and Time Management:
Prep time: 30 min. (including teacher background reading)
Teach time: 60 min.
Teacher background:
All living things are made up of cells. A typical animal cell contains a nucleus
surrounded by a jelly-like cytoplasm. The nucleus is the cell’s control center, while
the cell’s chemical reactions occur in the cytoplasm. The entire cell is covered by a
membrane, which acts as a barrier that controls what passes in and out of the cell.
For more background information, please read chapters 1 and 3 in Cells, by Susan
Glass.
Gr. 6 Cells to Systems Unit 2 Plant & Animal Cells TE
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Mesa Public Schools • Mesa, AZ
Procedure:
1. Ask students what they know about cells.
2. Have student pairs read chapter 1 and 3 in the student readers, Cells.
3. Discuss and have students complete the questions on SB pp. 3.
4. They should record key ideas on the graph pages at the beginning of the activity.
5. After students have completed their questions, discuss answers.
Read Chapters 1 and 3 in the booklet, “Cells”. Then complete the questions below.
Plants and animals are living things made of millions of cells. Both your cat and the cactus in your yard
grow, use energy, and respond to the world. Yet they’re completely different in so many ways.
In the cell organizer below, write the characteristics of animal and plant cells. The overlapping area
should contain properties that belong to both types of cells. Use the chapters that you just read, if you
need to, to help you.
Plant Cell
Animal Cell
Now summarize your findings.
Animal and plant cells are similar because
Animal and plant cells are different because
Gr. 6 Cells to Systems Unit 2 Plant & Animal Cells TE
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Mesa Public Schools • Mesa, AZ
Activity 2
What Do Cells Look Like?
Overview:
Students view a video on cells and answers questions. Then they create shutter-fold
booklets on plant and animal cells in order to identify and describe characteristic,
structures and functions.
Objective: the students will
•
•
•
identify some of the structures of plants and animals.
identify the function of plant and animal cell structure.
create an animal and a plant shutter-fold booklet, identifying the structures and
functions of both.
Integration of State Standards:
Science
S4C1PO2
S4C1PO3
S4C1PO4
Reading
RO6-S3C1
RO6-S3C2
RO6-S3C3
Writing
S2C5PO1
S2C5PO2
Math
Materials:
For the class:
• “Cells”, Discovery video
For each student:
• 1 copy of each for shutter-fold booklet – animal cell and plant cell
• SB pp. 4-9
Teacher Provides:
• DVD PLAYER/TV
• 12” x18” construction paper (two per student, different colors)
Vocabulary:
nucleus
vacuole
cell membrane
cytoplasm
cell wall
Focus Question:
o What are the difference between plant and animal cells?
Teacher Preparation and Time Management:
Prep time: 45 min. (This includes previewing video.)
Teach time: Day 1 – 45 min.
Day 2 – 45 min.
Gr. 6 Cells to Systems Unit 2 Plant & Animal Cells TE
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Day 3 – 45 min.
Mesa Public Schools • Mesa, AZ
Teacher Background:
Animal Cells
Nucleus: The nucleus is like the “control center” of the cell. It sends out special
information to tell the cell what to do and when to do it. It tells the cell when to make
new cells, how to grow and when to make proteins for your body.
Cell Membrane: The cell membrane surrounds the cell. It lets some things in, (like
water and nutrients), and keeps other things out (like bad stuff that would hurt the
cell). The cell membrane also allows stuff to leave the cell (like waste products).
Cytoplasm: The cytoplasm surrounds all the stuff in the cell. It’s kind of like Jello –
have you ever had Jello with fruit in it? It’s like that. It keeps all the little stuff in the
cell in place, and allows water and other nutrients to move through the cell.
Plant Cells
Animal Cells
Plant Cells
Nucleus: Just like in the animal cell, the nucleus of the plant cell is the “control center”
of the cell. It tells the cell what to do and when to do it.
Cell Membrane: Yep! Just like the animal cell, the cell membrane in the plant cell lets
some things in and keeps other things out. It lets waste products from the cell leave,
but keeps the right amount of water and nutrients inside the cell.
Cell Wall: Here’s something that the animal cell doesn’t have! The cell wall! The cell
wall is on the very outside of the plant cell. It is made of a substance called cellulose
– it’s stiff, tough stuff. It makes the cell very rigid, and gives it kind of a boxy shape.
The reason you can stand up without puddling all over the floor is because you have
bones. Your skeleton gives you structure. But a plant doesn’t have bones. So the
stiff cell walls give the plant the structure it needs to stand up. What would animals
be like if they had cell walls?! (Maybe like the tin man in the Wizard of Oz!)
Cytoplasm: Just like the animal cell, the cytoplasm is the “goo” in the middle of the
cell. It holds all the other stuff in place, and allows water and nutrients to move
through the cell.
Vacuole: The vacuole is like a big canteen for the plant cell – it stores water, and
keeps the plant cell big and round – like a balloon full of water. Just like the balloon
– when the plant cell loses too much water from the vacuole, it gets all droopy. (Like
when you don’t water your plants – they get all droopy looking because they’re
vacuoles are empty!)
Gr. 6 Cells to Systems Unit 2 Plant & Animal Cells TE
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Mesa Public Schools • Mesa, AZ
Procedure: Day 1
1. Show the “Cells” video. Have students take notes on graph pages in their student
booklets (pp. 4-5).
2. Have students get in pairs and answer the questions on SB p. 6 on the “Cells”
video.
“Cells” video comprehension questions and answers.
1. What were some of the first discoveries made using microscopes?
One of the earliest discoveries made with a microscope was the honeycomb pattern
of cork cells. As microscopes became more powerful, they revealed that cells exist
in all plants. Still higher powered microscopes enabled scientists to see that cells'
contents move inside the cells, indicating that cells are living organisms.
2. What is it like inside a typical animal cell?
A typical animal cell contains a nucleus surrounded by jellylike cytoplasm. The
nucleus is the cell's control center, while the cell's chemical reactions occur in the
cytoplasm. The entire cell is covered by a membrane, which acts as a barrier that
controls what passes in and out of the cell.
3. What happens when part of a cell needs to be repaired?
When parts of a cell need repairs, the nucleus sends out information telling the rest
of the cell that new growth is required. Food that has entered the cell is then used in
a series of chemical reactions. A new part of the cell is formed and quickly replaces
the part that needed repair.
4. What are some examples of cells that play specific roles in the human body?
Cells that play specific roles include the hair-like cells in the bronchial tubes, which
push mucus up to the throat, and red blood cells, which carry oxygen through the
bloodstream.
5. In what ways is a plant cell like a factory?
A plant cell acts as a factory when it captures the sun's energy and converts it into
food. Water travels from the plant's roots through its stem and into the leaves.
Carbon dioxide passes into holes in the leaves' surface. A chemical reaction with
sunlight then converts the carbon dioxide and water into sugars, which the plant
uses for food.
6. How do materials enter a nerve cell, and what happens to the materials after
they've entered the cell?
The cell membrane traps the material from the outside and encases it in a cargo
bubble called a vesicle. Once the vesicle is completely inside the cell, it latches onto
“tracks” to be transported farther into the cell. The vesicle contains a code that tells it
which part of the cell to travel to. It usually reaches its destination within seconds,
although the trip can take four days in the largest cells.
Copyright 2001 Discovery.com.
Teachers may reproduce copies of these materials for classroom use only.
Gr. 6 Cells to Systems Unit 2 Plant & Animal Cells TE
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Mesa Public Schools • Mesa, AZ
Day 2:
1. Review and discuss what the students know about cells. Use SB pp. 7-8 (same
as teacher background p. 4).
2. Pass out the picture of an animal cell.
3. Identify and discuss the parts of an animal cell and its function and have students
label their copy. Use SB p. 7 (same as teacher background p. 4).
4. Have students assemble their animal cell shutter-fold booklets using the
directions in their Student Book on p. 9 (teacher directions below).
Day 3:
1. Pass out the picture of a plant cell.
2. Identify and discuss the parts of a plant cell and its functions and have students
label their copy. Use SB p. 8 (same as teacher background p. 4).
3. Have students assemble their plant shutter-fold booklets using the directions on
Student book p. 9 (teacher directions below).
Directions for Animal and Plant Cell Shutter-Fold Booklet
1. Pass out one 12x18-in. piece of colored construction paper to each student.
2. Fold in the sides (12” sides) until they meet in the middle. Firmly crease the paper.
(Both sides need to be equal or as close as possible!)
3. Pass out copies of animal or plant cell and have students cut the picture (on the faint
line in half), lengthwise.
4. Glue the left side of the picture on the left front flap.
5. Glue the right side of the picture on the right front flap so that the two pictures meet
in the center to form complete picture.
6. Label the parts of the cell.
7. Make straight cuts on the flaps where indicated. The animal cell should have one cut
on each flap. The plant cell should have one cut on the left flap and two cuts on the
right flap.
8. Open the flaps of your booklet and label each flap on the inside just as it is on the
outside.
9. Next to each label on the inside, neatly write the definition of that part.
10. Repeat directions for the cell shutter-fold booklet you will be completing next.
11. Use your new shutter-fold booklets to study the definitions of the parts of the animal
and plant cells and their functions.
Gr. 6 Cells to Systems Unit 2 Plant & Animal Cells TE
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Mesa Public Schools • Mesa, AZ
Activity 3
Scoping Out Plant Cells
Overview:
Student will observe and describe the function of cell wall, membrane and nucleus of
onion skin and an elodea leaf.
Objective: the students will
o make wet mount slides of onion and elodea cells and observe, draw, measure, and
identify onion and elodea cells.
Integration of State Standards:
Science
S4C1PO2
S4C1PO3
S4C1PO4
Reading
Writing
Math
Materials:
For each student:
• SB pp. 10-12
• 2 blank slides
• 2 cover slips
• plastic forceps (tweezers)
For groups of four students:
• 1 Styrofoam tray
• 1 cup (for water)
• 1 elodea leaf
• 1 pipette (eyedropper)
For the class:
• microscopes/power strips
• 5 iodine dropper bottles
Teacher Provides:
• 2 large onions cut into small segments, 1 per student
• water
Focus Question:
•
What structures can be observed in onion and elodea cells?
Teacher Preparation and Time Management:
Prep time: 15 min.
A baggie containing one branch of the water plant elodea arrived with this kit. It
needs to be exposed to light and be kept in water. Keep it in water during activity
and let students tear off their leaf. Refer to “Elodea Reminder Sheet” in teacher
folder for proper care.
Teach time: 60 min.
Gr. 6 Cells to Systems Unit 2 Plant & Animal Cells TE
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Mesa Public Schools • Mesa, AZ
Teacher background:
Although cells vary in size and shape, most have a similar cellular organization. The
nucleus is the most important part of a plant cell. It is the control center of the cell
and regulates all the processes that occur within the cell. Some important structures
of the plant cell are the cell wall, which provides support and protection, the cell
membrane, which allows dissolved material to enter and leave the cell and
cytoplasm, the fluids that fills each cell.
For this activity, the student will be investigating the cellular structure of an onion.
The piece of onion tissue used under the microscope should be very small and
almost transparent. The thin skin between the layers of the onion is ideal. If children
have trouble finding this thin skin, you should help them find it. One easy trick is to
slice the onion as if for a hamburger and then peel the skin from between the onion
rings. Students should be able to identify the cell walls and some nuclei if the
specimens are prepared properly.
Procedure:
1. Explain that in this activity, students will be investigating plant cells-namely, the
onion and elodea (a plant found in fish tanks that adds oxygen to the water).
2. Review with students that all living things are composed of cells, from just one to
many millions, whose details usually are visible only through a microscope.
3. Review the procedure for preparing a wet mount slide.
4. Have students turn to SB p. 10, “Scoping out Plant Cells”.
5. Pass out an onion slice to each student. Have them break the slice in two and
carefully pull the slice apart. Using tweezers pull off a very thin piece of the onion
skin. Remind them that the top side of the onion skin needs to be facing up.
6. Have students follow the directions in their student book, pp. 10-12. Students should
be able to work independently to make their slide.
7. Students might need assistance in adjusting their microscopes to the various powers
of magnification. They will need to go to their assigned microscope for this part of
the activity.
8. After recording onion skin observations in their student book, direct students to
follow the same procedure using the elodea leaf. Each student only needs one leaf.
Gr. 6 Cells to Systems Unit 2 Plant & Animal Cells TE
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Mesa Public Schools • Mesa, AZ
Discussion Questions:
1. What is the general shape of the onion cells?
(rectangular)
2. Is the onion skin composed of one cell or many cells?
(many)
3. All plants cells have cell walls. What is the function of the cell wall?
(To provide strength and protection)
4. Each cell has a control center. What is the control center called?
(nucleus)
5. Why are onion cells more like squares and rectangles than oval?
(The cells “fit together” without gaps and corners, making them stronger)
6. What are the similarities and differences in the onion and elodea cells?
Extensions:
•
Plant and Animal Cells-similarities and differences worksheet
Gr. 6 Cells to Systems Unit 2 Plant & Animal Cells TE
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Mesa Public Schools • Mesa, AZ
Activity 4
Scoping out Animal Cells- Yours!
Overview:
Students will prepare a wet mount slide of cheek cells. Then they will observe it under
different powers of magnification and make an illustration.
Objective: the students will
•
differentiate between plant and animal cells
Integration of State Standards:
Science
S4C1PO4
Reading
Writing
Math
Materials:
For each student:
• SB pp. 13-16
• 1 slide
• 1 cover slip
• 1 flat-sided toothpick
• 1 copy of a plant cell for shutter-fold booklet
For groups of 4 students:
• 1 cup
• 1 plastic forcep
For the class:
• 5 iodine dropper bottles
• microscopes/power strip – located on your campus
Focus Question:
•
How are the structures and functions of cheek cells (animal cells) different from
onion cells (plant cells)?
Teacher Preparation and Time Management:
Prep time: 15 min.
Teach time: 45 min.
Teacher Background:
There are similarities as well as differences between plant and animal cells. Onion
cells and human skin cells are different in size and shape. Onion cells are thicker
than the flat skin cells. Both types have a nucleus. Onion cells have thick, nonliving
cell walls (as do most plants). Animal cells do not. Animal cells do not produce their
own food, plant cells do. Animal cells are round and spherical in shape. Cheek cells
may be clumped. Look for single isolated cells that look like a fried egg.
Gr. 6 Cells to Systems Unit 2 Plant & Animal Cells TE
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Mesa Public Schools • Mesa, AZ
Procedure:
Refer students to SB p. 13, “Scoping out Animal Cells – Yours!” Students should be
able to proceed with a minimum of teacher direction.
Preparing a cheek cell slide:
1. Clean the slide and cover slip. Take a flat-sided toothpick and carefully scrape
the inside of your cheek to obtain some cheek cells.
2. Smear the toothpick over the surface of the slide, like you are smearing peanut
butter on toast.
3. The cells are on the slide now, but you won’t be able to see them without staining
them.
4. Add a small drop of iodine to the slide on top of the cells.
5. Gently place a cover slip over specimen.
6. You slide should now be ready to observe. Begin on low power. Draw what you
see on low, medium and high power in the circles on the next page. On high
power, label the cell membrane, nucleus and cytoplasm.
7. Answer the questions after you draw your cheek cells.
Discussion questions:
•
What is the shape of the cheek cells?
(round)
•
Do all the cells have a nucleus?
(most cheek cells should have a visible nucleus)
•
What is the outer boundary around the cheek cell called?
•
What is the function of the cell membrane?
(It allows dissolved materials to enter and leave the cell)
(cell membrane)
Web Links
Cells alive!
Cell models, challenges, and links to
websites on cells.
http://www.cellsalive.com/index.sht
Cell Biology Topics
Lots of information on the parts of a cell
http://cellbio.utmb.edu/cellbio/
I Can Do That – Cells
Fun – elementary, yet accurate info and cartoons about cells.
http://www.eurekascience:com/ICanDoThat/bacteria_cells.htm
Gr. 6 Cells to Systems Unit 2 Plant & Animal Cells TE
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Mesa Public Schools • Mesa, AZ