Download Differentiation Ideas S5L3

Differentiation Ideas
S5L3
S5L3. Students will diagram and label parts of various cells (plant, animal, single-celled, multicelled).
a. Use magnifiers such as microscopes or hand lenses to observe cells and their structure.
b. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of
an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the
parts.
c. Explain how cells in multi-celled organisms are similar and different in structure and
function to single-celled organisms.
Differentiation ideas:
Work together with the class to complete an anchor chart that identifies the parts of a plant cell
and then describes the function of each part. After completing the anchor chart, give each
student a graphic organizer that has a picture of a plant cell and a section to describe the
function of each part (similar to the anchor chart you created). Prepare the graphic organizer
so that different groups will complete it based on their needs:
1. Give students the graphic organizer with the section that describes the function of
each part already filled in. Ask students to label the parts of the cell.
2. Give students the graphic organizer with the plant cell already labeled. Ask students
to complete the section describing the function of each part of the cell.
3. Give students a graphic organizer with none of the sections complete. Ask students
to complete the graphic organizer.
Students in each group should use the anchor chart that was competed during the mini lesson,
their textbook, or any other materials you provide to complete their graphic organizer.
Complete the activity described above for an animal cell.
Use the class anchor charts you completed for plant cells and animal cells to compare and
contrast their similarities and differences. Students should understand that all cells are made up
of many different parts and that plant and animal cells do not contain all of the same parts.
After you complete the mini lesson, have students complete one of the activities listed below:
1. List the parts of a plant cell. List the parts of an animal cell. Circle the ones that are found
in both.
2. Create a Venn diagram to compare and contrast the parts of a plant cell and the parts
of an animal cell.
3. Write a brief explanation about the differences between a plant cell and an animal cell.
Include a sketch of both types of cells with your explanation. Be sure to label your sketch.
Differentiated Informal Assessment Ideas:

During the mini lesson, compare cell walls to the walls in the classroom.
Support:
Have students pantomime the function of cell walls, using the walls of the room to represent
the function of the cell wall (support).
On Target:
Ask students to draw a picture of a plant cell and write a sentence to describe the function
of the cell wall.
Extended:
Ask students to write a brief informational paragraph describing the function of the cell wall
and comparing the cell wall with the walls of a room.

Support:
Have students review the meaning of cytoplasm and then describe aloud how each of the
word parts contributes to the word's meaning.
On Target:
The word cytoplasm contains the word parts cyto- and -plasm. Use a dictionary to find the
meanings of the parts. How do these meanings relate to the meaning of the whole word
cytoplasm? Write to paragraph explaining what you found out.
Extended:
Ask students to learn the origin of other vocabulary words and report their findings. For
example, nucleus comes from the Latin word for "kernel."

Support:
Have each student give an example of a type of single-celled organism.
On Target:
Have each student name a cell part and write one sentence that describes its function.
Extended:
Have each student write a paragraph about what cells consist of.