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Title of Lesson: Animal and Plant Cell Organelles
UFTeach Students’ Names: Nicole Steele
Teaching Date and Time: Monday, September 24 from 8:30-9:20 am
Length of Lesson: 50 minutes
Grade / Topic: 10th grade/ Honors Biology
Source of the Lesson: All the sources of this lesson are from the Internet. The jello cell model idea came from
www.enchantedlearning.com, the engagement and elaboration videos from YouTube, and part of the worksheet
diagrams and answers from http://www.lahc.cc.ca.us/biology/bio3/mchernoff/quiz.html.
Appropriateness for High School Students: This lesson addresses the functions of animal and plant cell
organelles and how the cell membrane is a highly selective barrier. This material is advanced enough for high
school students since the information is detailed. The high school students will make their own observations and
learn about animal and plant cells via completion of a worksheet. The teaching strategies include using models,
diagrams, and videos in order to engage students and allow them to visualize animal and plant cells.
Concepts
Animal and plant cells are composed of several different organelles that have unique functions that help
the cells perform their duties. Animal and plant cells both have a nucleus, nuclear envelope, nucleolus,
cytoplasm, mitochondria, vesicles, Golgi apparatus, rough and smooth ER, ribosomes, lysosomes, and cell
membranes. However, plant cells also have cell walls, chloroplasts, and larger vacuoles. It is important to note
why these cells have different organelles. For instance, plant cells require more protection and thus have a cell
wall and cell membrane while animal cells only have a cell membrane. Plant cells perform photosynthesis in
order to acquire food so chloroplasts are needed. Lastly, plant cells have larger vacuoles in order to store more
water. When the vacuole is filled with water it becomes larger and pushes up against the cell membrane. This
makes the cell membrane and wall sturdier and the plant cell becomes more rigid in turn. This gives plants its
rigidness.
Furthermore, the cell membrane acts as a highly selective barrier because it only allows certain particles
or molecules into the cell through diffusion, osmosis, active transport, and passive transport. Passive transport
does not require energy output from the cell and usually includes oxygen, carbon dioxide, and water. Active
transport, on the other hand, transports larger molecules and therefore uses energy from the cell.
Source: http://library.thinkquest.org/12413/structures.html
http://www.lahc.cc.ca.us/biology/
Florida State Standards (NGSSS):
 SC.912.L.14.2 What are the functions of the animal and plant cell organelles? Cognitive Complexity:
Moderate
 SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in
science. Cognitive Complexity: Moderate
Performance Objectives
 Students will be able to explain the functions of the different plant and animal cell organelles
 Students will be able to identify the uses of models in science
Step 1/2: Explorations in
Mathematics and Science Teaching
Materials List and Student Handouts
 Name tags
 Jello animal cell model
o Lemon Jello
o Plum
o Gummy worms
o Sour gummy worms
o Gum drop
o Twizzler
o Pumpkin candy corn
o Crushed candy corn pieces
o Smarties
o Crushed smarties
 Cell videos for engagement
 24 copies of cell function worksheet
 PowerPoint presentation for explanation
 24 copies of the formative assessment
Advance Preparations
 Teacher will need to pass out nametags, create and display PowerPoint presentation for explanation,
display jello cell model for engagement, set up videos for engagement, print out worksheets for
exploration, and print out worksheets and assessments.
 Convert YouTube videos in order to play in classroom
 Each student can work with a partner for the exploration but each student receives his or her own
worksheet
Safety
 Make sure students are not allergic to any ingredients in the jello animal cell model if they taste it.
5E Lesson Templates
ENGAGEMENT
What the
Teacher Directions and Probing Questions
Teacher Will
Do
-The teacher
will introduce
the lesson and
the benchmark
-The teacher
will play the
videos
-The teacher
Time: 10 minutes
Student
Responses and
Potential
Misconceptions
-Good morning! Today we will be exploring the functions of
animal and plant cell organelles and the role of their cell
membranes.
-I would like you to make observations as you quietly watch the
video. Notice anything that looks different, interesting, or strange to
you.
-This video takes you into an animal cell
http://www.youtube.com/watch?v=zAUlmha1EPg
-[I noticed the details
-What did you notice about the animal cell when you were
of the cell membrane,
watching the video?
and the organelles. I
Step 1/2: Explorations in
Mathematics and Science Teaching
will ask the
students
questions about
the videos
shown
also observed how the
organelles seemed to
float around a little in
the cytoplasm] I
noticed how much
space is in between
the organelles
-What organelles did you see?
-The teacher
will ask students
questions about
the plant and
animal cells
-What did you observe about the nucleus?
-Why does the nucleus have “holes” in it?
-Make observations once again as you watch this video. We will
journey into a plant cell. Think about what looks different in the
plant cell. What looks funny, new, or strange to you?
http://www.youtube.com/watch?v=gcVg3PnoI1Y&feature=relmfu
-How different does the plant cell look from the animal cell?
-What organelles did you see?
-What did you notice about the cell wall?
-[Cell membrane,
nuclear envelope,
nucleus,
chromosomes,
nucleolus,
mitochondria,
ribosomes, etc.]
-[The nucleus has
many components and
is well protected] It is
circular.
-Not sure [These are
the nucleus pores on
the nuclear envelope
that allow certain
molecules in]
-They look similar and
both have cell
membranes. [The
plant cell has a cell
wall and it is more
rigid. An animal cell
has a cell membrane
but no cell wall. The
plant cell has
chloroplasts,
chlorophyll, central
vacuole, and Plastids]
- Cell membrane [Cell
wall, chloroplasts,
nucleus, vacuole,
cytoplasm]
Step 1/2: Explorations in
Mathematics and Science Teaching
-It is more green than
the animal cell
membrane [it allows
certain molecules into
the cell and is more
rigid since it is a wall]
-Lastly, I am going to show you this video. It is a cell song. Make
sure to pay attention to what he says and the functions of the
organelles
http://www.youtube.com/watch?v=rABKB5aS2Zg&feature=related
-The teacher
will show the
jello animal cell
to the students
-Turn to your shoulder partner and share ONE thing you learned
from the video.
-Right now I am holding a jello model.
-Is it a model of a plant or animal cell?
-How do you know?
-I will walk around the classroom with the jello animal cell model
so everyone can study it
-What is used as the cell membrane?
-What kinds of food do you see in there?
-The teacher
will transition
into the
exploration
-[Animal cell]
-[It does not have
chloroplasts like a
plant cell and it has
organelles that only
animal cells have, like
a cell membrane]
-[A plastic bag]
-[Candy, plum for the
nucleus]
-Now that we know what animal and plant cells look like inside, we
will explore their functions.
EXPLORATION
What the Teacher Will Do
Teacher Directions and
Probing/Eliciting Questions
-The teacher will transition into
-We are now going to do an
exploration and explain instructions activity in order to learn the
functions of the organelles.
-Teacher will pass out worksheet
-I am passing out a worksheet that
and explain instructions
you will complete. You may work
with your partner to complete it.
-On the paper, there are two
diagrams. One is a plant cell and
the other is an animal cell. Label
the organelles of each cell. There is
Time: 15 minutes
Student Responses and
Misconceptions
Step 1/2: Explorations in
Mathematics and Science Teaching
-Teacher will walk around the
classroom and observe and help
students with the worksheet
a word bank on the bottom of each
question to help you. Lastly, there
is a question where you will have
to match the organelle with its
function.
-The worksheet has TWO pages so
remember to complete number 3
-You and your partner will have 15
minutes to complete the worksheet.
-Do you have any questions before
we begin?
-I’m not sure [A cell wall is more
rigid]
- What is the difference between a
cell membrane and a cell wall?
- What does the mitochondria do?
-What is the difference between
Smooth ER and Rough ER?
-Does a plant cell have a membrane
or a wall?
-Why does a plant cell have a
larger vacuole?
-The teacher will tell students how
much time they have left every 5
minutes
-The teacher will tell students to
finish their activity
-The teacher will transition into the
explanation
EXPLANATION
What the Teacher Will Do
-Teacher will go over the
worksheet with the students and
discuss the functions of the
organelles
-The diagrams will be on the board
for students to see and for teacher
to point to.
-Teacher will call on students to
-[The mitochondria create energy
for the cell]
-Smooth ER is in control of lipid
synthesis [The Rough ER has
ribosomes on it while the Smooth
ER is smoother]
-[Both]
-I’m not sure [the larger the
vacuole and the more water stored
in it, the more rigid the cell wall
will be. Therefore, the plant cell
needs a lot of water in the vacuole
so the cell is not flimsy.]
-The cell membrane [The nuclear
membrane or envelope]
-What protects the nucleus?
-It is time to finish up your
worksheet so we can discuss what
you found and what the answers
are.
Teacher Directions and
Probing/Eliciting Questions
-Now that you have all completed
the worksheet we are going to go
over it as a class
-Let’s start with the first question
1. Use the terms below to label the
organelles of the animal cell
-Let’s start from the upper left and
move down to the bottom.
Time: 15 minutes
Student Responses and
Misconceptions
-[Cell membrane]
-[Lysosome, nucleus, nucleolus,
nuclear membrane, vacuole, and
Step 1/2: Explorations in
Mathematics and Science Teaching
give the answers. Teacher will
correct answers if wrong.
-What is the upper left space
called?
-Moving down the next ones are
what?
mitochondrion]
-Starting from the top right and
going down, what are the other
ones?
-[Cell wall, cell membrane,
vacuole, nucleus, nucleolus,
nuclear membrane, chloroplast, and
mitochondrion]
-[Cytoplasm, lysosome, rough ER,
smooth ER, ribosomes, and Golgi
body]
-Very good! Let’s move on to
labeling the plant cell.
-What are the answers starting from
the upper left to the bottom left of
the diagram?
-There may be confusion between
Rough ER and Smooth ER on the
diagram [Cytoplasm, Rough ER,
Smooth ER, ribosomes, and Golgi
Body]
-[The Golgi apparatus]
-[Chloroplasts]
-[The cell membrane or wall]
-[Ribosomes]
-[Vacuole]
-[Lysosome]
-[Smooth ER]
-[Rough ER]
-[Cytoplasm]
-What are the answers starting from -[Nucleus]
the upper right to the bottom right
-[Mitochondria]
of the diagram?
-Lastly, let’s go over the functions
of each of the organelles
-What packages proteins?
-Good. They basically process
materials manufactured by the cell
and then package those products
into small structures called “Golgi
vesicles”
-[The Golgi Apparatus]
-What are closely stacked flattened
sacs?
-What do the chloroplast do?
-[Chloroplast]
-What protects the cell?
-[Cell membrane/wall. The cell
-[They aid in photosynthesis and
creating ATP for the cell]
Step 1/2: Explorations in
Mathematics and Science Teaching
-Where is the site of protein
synthesis?
-What stores material within the
cell?
-Which organelle is in charge of
waste disposal and recycling?
-Which organelle produces lipids?
-Which is a source of proteins?
-What is the jelly-like substance in
the cell called?
-What controls cell functions?
-What is in charge of creating
energy?
membrane
-[Ribosomes]
-[Vacuole]
-[Lysosome]
-[Smooth ER. Smooth ER also
generates new layers for Golgi
bodies. ER serves as routes for the
transport of materials from one part
of the cell to the other]
-[Rough ER]
-[Cytoplasm]
-[Nucleus. The nucleus also has
DNA]
-[Mitochondria. It is the
powerhouse and creates ATP for
the cell]
-Let’s talk how the structures of the
organelles relate to function and
why animal and plant cells are so
different.
-What do plant cells have that
animal cells don’t?
-Why do plants have a cell wall and
animal cells don’t?
-Why do plant cells have larger
vacuoles than animal cells?
-Why do plants have chloroplast?
-[Cell wall, a larger vacuole, and
chloroplast]
-[For extra support so they can
maintain shape, structure, and
rigidity]
-[Plant cells have larger vacuoles
because the vacuoles can then hold
more water. This causes the central
vacuole to become very full and
Step 1/2: Explorations in
Mathematics and Science Teaching
-Teacher will explain the role of
cell membranes as a highly
selective barrier (passive and active
transport)
-Teacher will use PowerPoint slides
to show students pictures of the
barrier
-Teacher will discuss the function
and examples of models
-What does the cell membrane do?
-Do plants or animal cells have a
cell membrane?
-How does it act as a barrier?
-The cell membrane is made up of
a phospholipid bilayer that contains
ion channels and glycoproteins.
Basically, these let certain things
into the cell
-What does it let into the cell?
-How does the cell let molecules in
and out?
-What is passive transport?
-What’s diffusion?
-What’s active transport?
causes the cell to press against the
inside of the cell wall. This makes
the cell still and thus the leaf’s
tissues will be stiff]
-[Plants rely on photosynthesis in
order to make energy and “food” so
the chloroplast helps with this
process]
-[It separates the interior of the cell
from the outside environment]
-[Both animal and plant cells have
cell membranes. Plant cells ALSO
have a cell wall]
-It is on the outside of the cell so it
acts like a shield [The cell
membrane also controls what
comes into the cell and what is
allowed to pass out of the cell. That
is why it is a selective barrier.]
-[Water]
-I don’t know [Passive and active
transport]
-[A cell can let a molecule in or out
without using energy from the cell.
This includes the diffusion of
oxygen and carbon dioxide,
osmosis of water, and facilitated
diffusion]
-[The movement of molecules
across a concentration gradient or
from regions of higher to lower
concentrations]
-[Requires the cell to use energy
and transports large molecules]
- What is a model?
-Why do we use models in science? -[A representation of a system or
process]
-Have we used a model today?
-[To easily understand an abstract
Step 1/2: Explorations in
Mathematics and Science Teaching
-Have we used more than one
model today?
-What models did we use?
- The two diagrams are different
than the jello cell model. Why are
they also considered models?
-What are some other examples of
models used in science?
-Teacher will transition into the
evaluation
-Teacher may transition from the
exploration to the elaboration if
time permits
concept or process]
-[Yes]
-We just had the jello model [Yes,
we have used more than one model
today]
-[We had the jello animal cell
model as well as the two diagrams
on your worksheets of the animal
and plant cells]
-[Because they are representations
of animal and plant cells. We can’t
actually see animal and plant cells
without microscopes so the figures
are models]
-[Volcano projects, diagrams of
Earth’s interior, a simulation of the
Moon’s phases through the month
around Earth, etc.]
-Now that we have explored the
functions of the organelles and how
the cell membrane works, I’d like
to see how much you have actually
learned.
ELABORATION
What the Teacher Will Do
Time: (15 minutes)
Probing/Eliciting
Student
Questions
Responses and
Misconceptions
-Teacher will show students this video once more
http://www.youtube.com/watch?v=rABKB5aS2Zg&feature=related
-The teacher will ask the students if all the organelles were covered
in the video and if the video and song did a good job at explaining
the material
-The teacher will instruct the students to think of a unique or
interesting way to teach others about cell organelles. This could be
through a song, like in the video, or a rap, PowerPoint presentation,
crossword puzzle, game, etc. The students should then present their
ideas to the class.
-The teacher should then transition from the elaboration to the
evaluation.
EVALUATION
What the Teacher Will Do
-The teacher will end the lesson
-The teacher will give the students
Assessment
1. How is the cell membrane a
highly selective barrier?
Time: 10 minutes
Student Responses
1. The cell membrane acts as a
barrier to the cell and the outside
Step 1/2: Explorations in
Mathematics and Science Teaching
the assessment
environment. It chooses what is
allowed to move in and out of the
cell therefore it is highly selective.
With passive transport, the cell
transfers water, oxygen and CO2,
in and out of the cell without using
energy. With active transport, cells
use energy to transport large
molecules.
2. Why do we use models in
science?
3. State the functions of the
following organelles:
A. Cell Membrane
B. Nucleus
C. Cytoplasm
D. Mitochondria
E. Lysosome
F. Chloroplast
G. Golgi Apparatus
2. We use models in science to
easily understand an abstract
concept or process in science.
Models are representations of a
system and allow us to visualize
something. Models can also be a
form of evidence to back up a
statement or idea.
3.
A. Protects the cell and
separates it from the outside
environment
B. Controls the cell
C. Jelly-like substance found
inside a cell that holds all
the organelles in place
D. Breaks down sugar
molecules to release energy
and is the site of cellular
respiration
E. Helps cell digest food and
waste
F. Turns sun’s energy into
glucose
G. Packages proteins made by
ribosomes so they can leave
the cell
Step 1/2: Explorations in
Mathematics and Science Teaching
Exploration Worksheet
Name: __________________________________________
Plants and Animal Cells
1. Use the terms below to label the organelles of the animal cell.
Mitochondrion
Lysosome
Vacuole
Smooth ER
Golgi Body
Nucleus
Rough ER
Ribosomes
Cytoplasm
Nuclear Membrane
Nucleolus
Cell Membrane
2. Use the terms below to label the organelles of the plant cell.
Cell Wall
Smooth ER
Nucleus
Mitochondrion
Cell Membrane
Nucleolus
Nuclear Membrane
Chloroplast
Cytoplasm
Rough ER
Lysosome
Vacuole
Step 1/2: Explorations in
Mathematics and Science Teaching
Ribosomes
Golgi Body
3. Match the functions with the organelles.
1. Packages proteins
Nucleus
2. Closely stacked, flattened sacs
Ribosome
3. Protects cell
Smooth ER
4. The site of protein synthesis
Rough ER
5. Stores material within the cell
Cell membrane/wall
6. Waste disposal and recycling
Cytoplasm
7. Produces lipids
Golgi apparatus
8. Source of proteins
Chloroplast
9. Jelly-like substance in cell
10. Controls cell functions
Mitochondria
Lysosome
Step 1/2: Explorations in
Mathematics and Science Teaching
11. Creates energy
Vacuole
Name: __________________________________________
Plants and Animal Cells ANSWERS
1. Use the terms below to label the organelles of the animal cell.
2. Use the terms below to label the
organelles of the plant cell.
Step 1/2: Explorations in
Mathematics and Science Teaching
3. Match the functions with the organelles.
1. Packages proteins
Nucleus (10)
2. Closely stacked, flattened sacs
Ribosome (4)
3. Protects cell
Smooth ER (7)
4. The site of protein synthesis
Rough ER (8)
5. Stores material within the cell
Cell membrane/wall (3)
6. Waste disposal and recycling
Cytoplasm (9)
7. Produces lipids
Golgi apparatus (1)
8. Source of proteins
Chloroplast (2)
9. Jelly-like substance in cell
Mitochondria (11)
10. Controls cell functions
Lysosome (6)
11. Creates energy
Vacuole (5)
Step 1/2: Explorations in
Mathematics and Science Teaching
Name: ____________________________________
Assessment
1. How is the cell membrane a highly selective barrier?
2. Why do we use models in science?
3. State the functions of the following organelles:
A. Cell membraneB. NucleusC. CytoplasmD. MitochondriaE. LysosomeF. ChloroplastG. Golgi Apparatus-
Step 1/2: Explorations in
Mathematics and Science Teaching
Name: ____________________________________
Assessment ANSWERS
1. How is the cell membrane a highly selective barrier?
The cell membrane acts as a barrier to the cell and the outside environment. It chooses what is allowed to move
in and out of the cell therefore it is highly selective. With passive transport, the cell transfers water, oxygen and
CO2, in and out of the cell without using energy. With active transport, cells use energy to transport large
molecules.
2. Why do we use models in science?
We use models in science to easily understand an abstract concept or process in science. Models are
representations of a system and allow us to visualize something. Models can also be a form of evidence to back
up a statement or idea.
3. State the functions of the following organelles:
A. Cell membrane-Protects the cell and separates it from the outside environment
B. Nucleus- Controls the cell
C. Cytoplasm- Jelly-like substance found inside a cell that holds all the organelles in place
D. Mitochondria- Breaks down sugar molecules to release energy and is the site of cellular respiration
E. Lysosome-Helps cell digest food and waste
F. Chloroplast- Turns sun’s energy into glucose
G. Golgi Apparatus-Packages proteins made by ribosomes so they can be sent out of the cell