Download Cell-A-Brate - 6.LS.1 - Columbus City Schools

6th Grade Science Unit:
Cell-abrate!
Unit Snapshot
Topic: Cells Are the Fundamental Unit of Life
Duration: 10 days
Grade Level: 6
Summary
Students will begin their study of cells by identifying the organelles in cells and explaining
the functions of those organelles. They will be able to explain the interdependency of the
cell’s organelles through analogies, models and drama.
Clear Learning Targets
“I can”…statements
____ explain the interdependence of cell’s organelles and tell why these
relationships are necessary for the survival of the cell.
____ explain the Modern Cell Theory and use it to show how scientific theories
develop over time.
____ differentiate between the organelles of a cell and explain the function of
each.
____ devise analogies which compare organelles to other things based on their
function in the cell.
____ design a 3-D model of a cell and justify the use of the materials used for each
organelle.
____ dramatize the role of the various organelles found in plant and animal cells
that justify the costume used for each based on its relevance to the function of the
organelle.
Activity Highlights and Suggested Timeframe
Days 1
Engagement: Students will observe a scale of the universe and create a foldable
to represent their learning.
Day 2-3
Exploration: Students will use guided reading, diagrams and graphic organizers to
learn about the organelles of a cell and their functions.
Day 4
Explanation: Through a group activity, students will explain the functions of
individual organelles and explain how the organelles depend upon each other to
keep a cell alive.
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Curriculum Leadership and Development
Science Department June 2016
Days 5-7
Day 8
Day 9-10
Elaboration: Through dramatization, students will portray animal and plants cells’
organelles and evaluate the dialogue and costume of each for its relevance to the
organelle’s function.
Evaluation: Students will show their understanding of organelles by creating
analogies.
Extension: Students can explore the various options at the website Cells for Kids or
rewrite the play The Living Cell making improvements to the costumes and
dialogue.
Intervention: For intervention students can watch the United Streaming video The
Living Cell and complete the accompanying worksheet or make a 3-D model of a
plant or animal cell.
LESSON PLAN
NEW LEARNING STANDARDS:
*The content statements for sixth-grade life science are each partial components of a larger concept. The parts have been isolated
in the New Learning Standards to call attention to the depth of knowledge required to build to one of biology’s important
foundational theories: Modern Cell Theory. It is recommended that the content statements be combined and taught as a whole. As
a result, the sixth-grade life science New Learning Standards are being presented in the CCS curriculum arranged by their
relevance to the levels of organization of living things.
6.LS.1- Cells are the fundamental unit of life.
All living things are composed of cells. The ways cells function are similar in all living organisms.
6.LS.3- Cells carry on specific functions that sustain life.
Many basic functions of organisms occur in cells. Cells take in nutrients and energy to perform work, like
making various molecules required by that cell or an organism.
Every cell is covered by a membrane that controls what can enter and leave the cell.
Within the cell are specialized parts for the transport of materials, energy capture and release, protein
building, waste disposal, information feedback and movement.
SCIENTIFIC INQUIRY and APPLICATION PRACTICES:
During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate
laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific
investigations
 Developing descriptions, models, explanations and predictions.
 Planning and carrying out investigations
 Constructing explanations (for science) and designing solutions (for engineering)that conclude
scientific investigations
 Engaging in argument from evidence
 Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12
Science Education Scientific and Engineering Practices

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COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:
CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of
the text distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
CCSS.ELA-Literacy.RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major
sections contribute to the whole and to an understanding of the topic.
CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a
version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
CCSS.ELA-Literacy.RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and
speculation in a text.
CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or
multimedia sources with that gained from reading a text on the same topic.
CCSS.ELA-Literacy.RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades
6–8 text complexity band independently and proficiently.
*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
STUDENT KNOWLEDGE:
Prior Concepts Related to Species and Reproduction
PreK-2: Living things have specific traits and are made up of a variety of structures.
Grades 3-5: Organisms are made of parts. Individual organisms inherit many traits from their parents
indicating a reliable way to transfer information from one generation to the next.
Future Application of Concepts
Grade 8: More details about asexual and sexual reproduction will be studied.
High School: Details of cellular processes such as photosynthesis, chemosynthesis, cellular respiration, cell
division and differentiation are studied. Cellular organelles studied are cytoskeleton, Golgi complex and
endoplasmic reticulum.
MATERIALS:
VOCABULARY:
Engage
 Computer with internet showing the Scale of
the Universe: http:htwins.net/scale2/
 3-2-1! Strategy worksheet; attached
 8.5X 14 paper works best
Primary
Cells
Cell Wall
Cell Membrane
Nucleus
Mitochondria
Chloroplast
Ribosome
Plasma Membrane
Vacuole
Lysosome
Plastids
Structure
Function
Levels of Organization
Explore
 Prentice Hall Life Science (Green) text book
pages 60-67.
 Cell-abrate; attached
 Comparing Plant and Animal Cells; attached
Explain
 Organelle cards for each student.
 Ball of yarn or beach ball.
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Elaborate
 Living Cell play script-attached.
 Costume list-see prop list on Living Cell;
attached.
Secondary
Interdependence
Golgi Body
Chlorophyll
Endoplasmic Reticulum
Cytoplasm
Evaluate
 Poster board or paper for analogies
SAFETY
ADVANCED
PREPARATION



Careful observation while students are creating costumes.
Provide guidelines on how to play interactive games in your classroom.
General safety considerations


Have a way to project the Scale of The Universe
Prepare Levels of Organization foldable ahead of time; see attached
example
Prepare organelle cards for students ahead of time-each student needs
their own.
Gather 1- 8.5X14 sheet of paper for each student.
Read ahead of time Living Cell play and prop list-gather props at least a
week ahead of time.
Gather one poster board for each student.




Objective: Students will observe an online simulation of the Scale of the
Universe.
ENGAGE
(1 day)
(What will draw students into the
learning? How will you determine
what your students already know
about the topic? What can be
done at this point to identify and
address misconceptions? Where
can connections be made to the
real world?)
What is the teacher doing?





What are the students doing?
Set classroom up for students
to view the online Scale of the
Universe.
Log onto
http:htwins.net/scale2/
Provide 3-2-1! Strategy sheet
for each student.
Provide 8.5X14” paper to each
student.
Show example of foldable
1. Watching simulation of Scale
of the Universe.
2. Creating a foldable of the
Levels of Organization of Living
Things
Objective: Students are reading about what a cell looks like from the inside.
EXPLORE
(2 days)
(How will the concept be
developed? How is this relevant
to students’ lives? What can be
done at this point to identify and
address misconceptions?)
What is the teacher doing?



What are the students doing?
Having students read from the
text pages 60-67 and
complete Cell-a-brate guided
reading.
Checking for understanding.
Making sure students label
organelles correctly.
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1. Reading from the text pages
60-67 and completing Cell-abrate guided reading.
2. Complete diagrams of plant
and animal cells
3. Complete Comparing Plant
and Animal Cells
Objective: Students will continue to work toward the understanding of the
interdependence of organelles by playing a game.
What is the teacher doing?
EXPLAIN
(1 day)
(What products could the
students develop and share?
How will students share what they
have learned? What can be
done at this point to identify and
address misconceptions?)
What are the students doing?
 Provide each student with a card
with the name of a different
organelle (if able)-see attached
cards.
 Explain to the students that they are
going to play a game. Be sure to
explain your rules for playing a
game in your classroom.
 The rules to the game are: Begin
with a ball of yarn. The teacher will
read his/her card and explain what
the function of the organelle is that
is written on the card and how it is
interdependent of the organelle
that the teacher is going to pass
the ball of yarn to (another student)
*using yarn is easier to see who has
had a turn, but a beach ball can
be used as well.
1. Getting a card from teacher.
2. Listening for directions on how
to play the game.
3. Stating function of organelle
that is written on their card and
its interdependence of the
organelle that they are passing
to.
Objective: Students will take part in an interactive activity to show their
understanding of the living cell.
What is the teacher doing?


ELABORATE
(1 day)
(How will the new knowledge be
reinforced, transferred to new
and unique situations, or
integrated with related
concepts?)



What are the students doing?
Ahead of time looking at the
prop list in order to gather
enough supplies.
Guiding students with the
Living Cell script.
Explaining the guidelines to the
project.
Dividing students up into
groups to create their cell part
costumes.
Assisting students when
necessary.
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1. Reading Living Cell play.
2. Listening for directions from
teacher.
3. Working in groups to create
Living Cell costumes.
4. Teaching classmates about
the assigned cell part and its
function.
Objective: Students will show their understanding of organelles through various
assignments, formative assessments and a summative assessment in
which they will create analogies.
Formative
EVALUATE
(1 day and on-going)
(What opportunities will students
have to express their thinking?
When will students reflect on
what they have learned? How
will you measure learning as it
occurs? What evidence of
student learning will you be
looking for and/or collecting?)
EXTENSION/
INTERVENTION
Summative
1. Exit tickets, written work and
teacher created short cycle
assessments will be used to monitor
ongoing progress.
Students will show their understanding
of the function of organelles by
making analogies between
organelles and a human body or
some other comparative structure.
EXTENSION
INTERVENTION
Students can complete the Great Cell
Webquest at
http://mrscienceut.net/CellWebquest.
html
(1 day or as needed)



COMMON
MISCONCEPTIONS
Students often grasp that cells are the basic unit of structure but not of
function.
Students may think structures inside cells float in air.
Students may think everything a cell needs it gets by diffusion.
Strategies to address misconceptions:
1. Look at microscope slides and pictures of cells.
2. Use bubbles to show different ways for items to enter.
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For intervention students can watch
the United Streaming video The
Living Cell
http://app.discoveryeducation.co
m/search?Ntt=the+living+cell and
complete the accompanying
worksheet or make a 3-D model of
a plant or animal cell using the
guidelines on the attached sheet.
Lower-level: Provide additional text resources that are appropriate for the
reading level of the students. Consider mixed grouping strategies
for the group work.
Higher-Level: Consider having students make an anology model of the cell.
DIFFERENTIATION
Strategies for meeting the needs of all learners including gifted students, English Language Learners
(ELL) and students with disabilities can be found at the following sites:
ELL Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID
=105521
Gifted Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID
=105522
Students with Disabilities:
http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?Docume
ntID=105523
Textbook Resources:
All-in-One Teaching Resource, Unit One
Websites:
http://www.cellsalive.com/cells/cell_model.htm
https://www.youtube.com/watch?v=-zafJKbMPA8
3 minute rap on cell organelles
https://www.youtube.com/watch?v=nR-lsNDVhcY
10 minute video showing a boy working his way through the organelles
https://prezi.com/t0j6p1qrn1hb/cell-organelles-6th-grade-lesson/
Prezi presentation
ADDITIONAL
RESOURCES
Discovery Ed:
http://www.discoveryeducation.com/teachers/free-lesson-plans/cello.cfm
Alternate to cell model
Movies/Videos:
https://www.brainpop.com/science/cellularlifeandgenetics/cells/
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Name_________________________________________Date_______________________Period_________
3-2-1- THINK!
Topic:
3 things you discovered or learned:



2 things you found exceptionally interesting:


1 question you have about this topic:

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Cell-
Tissue-
Organ System-
Organ-
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Teacher Instructions
Over the course of sixth-grade life science students will travel up the levels of organization of
living things from cells to tissues to organs and finally to organ systems before looking at
whole multicellular organisms. This foldable will be developed over the course of the first
three units. The construction and filling in only the names of the levels will be completed in
this first step.
As you model the construction of the foldable, discuss with students how what they saw in
the Scale of the Universe fits with the levels of organization of living things. When comparing
these you should point out that in both there is a progression of size but in the levels of
organization of living things each level is a part of the level above it working from smallest to
largest.
The final product can be made with random cells, etc., but higher level students should be
encouraged to show a progression of the levels in one particular organ system as shown in
the example.
In this lesson instructions for making the foldable are included as is an example of the final
product which will be finish
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Cell-abrate
Pearson, Life Science, p. 60-67.
Students will use the sheets in Cell-abrate as a guided reading and comprehension check for
the cell parts identified by ODE in the New Learning Standards. For each organelle students
will write the function, make a comparison to something analogous in a school and
formulate an explanation that tells how the structure of the cell part determines its function.
After reading is complete, students will show their understanding of these functions by
explain how the parts of the cell affect the body of the organism as a whole.
An added layer of comprehension can be used by putting the functions of the cell parts on
the sheets titled Which Part of the Cell is This? on the board to see if students can use key
terms and phrases to match these to the functions as they are written in the text. The
functions used on these sheets are the same as those listed in the answer key.
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Name_______________________________________________Date__________________Period______
Cell-abrate
Using pages 60-67 in your textbook, write the function of each of the following organelles.
After you know the job of each, make a comparison between the organelle and something
you would find in a school. Then take a close look at the structure of the organelle and tell
how you think the way the organelle is formed affects its function.
Cell Wall-_______________________________
_________________________________________
_________________________________________
_________________________________________
Compare to a person, place or thing in a
school and give the reason-_____________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
How does the structure affect the function
of the organelle? _______________
_________________________________________
_________________________________________
_________________________________________
http://www.wpclipart.com/plants/diagrams/Plant_cell_wall_diagram.png.html
Cell or Plasma Membrane-______________
_________________________________________
_________________________________________
_________________________________________
Compare to a person, place or thing in a
school and give the reason-_____________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
How does the structure affect the function
of the organelle? _______________
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_________________________________________
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_________________________________________
_________________________________________
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http://www.goldiesroom.org/Note%20Packets/03%20Cytology/00%20Cytology--WHOLE.htm
Name_______________________________________________Date__________________Period______
Nucleus-________________________________
_________________________________________
_________________________________________
_________________________________________
Compare to a person, place or thing in a
school and give the reason-_____________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
How does the structure affect the function
of the organelle? _______________
_________________________________________
_________________________________________
_________________________________________
http://www.emc.maricopa.edu/faculty/farabee/biobk/biobookcell2.html
Ribosomes-______________________________
_________________________________________
_________________________________________
_________________________________________
Compare to a person, place or thing in a
school and give the reason-_____________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
How does the structure affect the function
of the organelle? _______________
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_________________________________________
_________________________________________
http://universe-review.ca/R10-01-cellnucleus.htm
Mitochondria-___________________________
_________________________________________
_________________________________________
________________________________________
Compare to a person, place or thing in a
school and give the reason-_____________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
How does the structure affect the function
of the organelle? _______________
_________________________________________
_________________________________________
_________________________________________
http://maloneyproj1.wikispaces.com/
Name_______________________________________________Date__________________Period______
Chloroplast-_____________________________
_________________________________________
_________________________________________
________________________________________
Compare to a person, place or thing in a
school and give the reason-_____________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
How does the structure affect the function
of the organelle? _______________
_________________________________________
_________________________________________
_________________________________________
Vacuole-_______________________________
_________________________________________
_________________________________________
________________________________________
Compare to a person, place or thing in a
school and give the reason-_____________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
How does the structure affect the function
of the organelle? _______________
_________________________________________
_________________________________________
_________________________________________
Plant Vacuole
http://micro.magnet.fsu.edu/cells/pl
ants/vacuole.html
Animal Vacuole
http://bms.westfordk12.us/pages/te
ams/7green/cells/GroupH/images/C
ellanimalvacuoles
Lysosome-_______________________________
_________________________________________
_________________________________________
________________________________________
Compare to a person, place or thing in a
school and give the reason-_____________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
How does the structure affect the function
Columbus City Schools
of the organelle? _______________
Curriculum Leadership and Development
Science
Department June 2016
_________________________________________
_________________________________________
_________________________________________
http://www.123rf.com/photo_16988230_illustration-of-a-chloroplast.html
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https://www.boundless.com/biology/cellular-structure-and-function/the-endomembrane-system/lysosome/
Name_______________________________________________Date__________________Period______
Now that you have learned about all the organelles and their functions, think about how your
human body functions. Select five organelles and explain how their function is critical to the
overall performance of your body.
1.________________________________________________________________________________________
__________________________________________________________________________________________
2.________________________________________________________________________________________
__________________________________________________________________________________________
3.________________________________________________________________________________________
__________________________________________________________________________________________
4.________________________________________________________________________________________
__________________________________________________________________________________________
5.________________________________________________________________________________________
__________________________________________________________________________________________
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Cell-abrate Answer Key
Organelles chosen for this assignment are the ones specifically mentioned in the ODE New
Learning Standards for sixth-grade.
Function
Cell Wall
Support and protects the
cells of plant and some
other organisms
Cell/Plasma Membrane
Controls the materials
that move into and out of
the cell
Nucleus
Controls the functions of
the cell and contains
chromatins that will
transform into the genetic
material chromosomes
which pass on hereditary
traits
Power the cell by
converting glucose into
energy used for growth
and reproduction
Mitochondria
Ribosomes
Assemble proteins
according to the
direction given by a
genetic message
Chloroplasts (type of
Plastid)
A type of plastid that
captures the suns energy
and uses it to make food
through the process of
photosynthesis
Vacuole
Depending on the type of
cell it may store water,
food or waste or be used
for several other purposes
Comparative Item in a
School (Answers will vary,
accept responses if a
sound justification can be
given )
Exterior/interior walls and
support beams because it
holds the building up and
protects the people inside
from the weather.
Locked doors of the
school by keeping out
anyone who shouldn’t be
in the building.
Principal or main office
because daily instructions
come from either of
these.
Relationship of Structure
to Function ( Answers will
vary, accept responses if
a sound justification can
be given )
Overlapping fibers that
give it strength
Students because they
eat the food from the
lunchroom and use the
energy to power their
bodies for all day
learning.
Lunchroom workers
because they follow
recipes to make the food
which gives the students
nutrition.
Storeroom in the kitchen
where ingredients are
delivered and stored until
lunchroom workers
combine them together
for food to be eaten by
students.
Water fountains, storage
closets and waste baskets
because various items
used daily are held in
these places until they
are needed or disposed
of.
Long zigzagging
passageways to maximize
the amount of energy it
can produce
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Small holes that work like
strainer to control what is
able to pass through
Holds the genetic
material in place until it is
needed for reproduction
Long tape-like strands so
that complicated protein
messages can be copied
Chlorophyll is stacked in
columns to maximize the
amount of food that can
be produced in a small
space
Much like a water balloon
it can expands and
contract to
accommodate its
contents
Lysosomes
Get rid of virus and
bacteria, digest food
particles and other
damaged organelles
Custodians because they
break down items to be
thrown away and carry
them out of the building.
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Spherical shapes allows it
to surround the particles it
has to break down
Which Part of the Cell is This?
Support and
protects the
cells of plant
and some
other
organisms
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Which Part of the Cell is This?
Controls the
materials that
move into and
out of the cell
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Which Part of the Cell is This?
Controls the functions
of the cell and
contains chromatins
that will transform into
the genetic material
chromosomes which
pass on hereditary
traits
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Which Part of the Cell is This?
Power the cell
by converting
glucose into
energy used for
growth and
reproduction
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Which Part of the Cell is This?
Assemble proteins
according to the
direction given by a
genetic message
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Which Part of the Cell is This?
A type of plastid
that captures the
suns energy and
uses it to make
food through the
process of
photosynthesis
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Which Part of the Cell is This?
Depending on the type
of cell it may store
water, food or waste or
be used for several
other purposes
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Which Part of the Cell is This?
Gets rid of virus and
bacteria, digested
food particles and
other damaged
organelles
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Name_______________________________________________Date__________________Period______
Plant Cell
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Name_______________________________________________Date__________________Period______
Animal Cell
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Answer Key
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Answer Key
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Name____________________________________Date____________Period______
Comparing Plant Animal Cells
Cell Part
Cell membrane
In A Plant Cell
In An Animal Cell
Ribosome
Cell wall
Lysosome
Vacuole
Nucleus
Chloroplast
Golgi body
Cytoplasm
Chromosomes
Mitochondria
Transportation
system
Name____________________________________Date____________Period______
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Comparing Plant Animal Cells
Cell Part
Cell membrane
In A Plant Cell

Ribosome

Cell wall

Lysosome
In An Animal Cell



Vacuole


Nucleus


Chloroplast

Golgi body


Cytoplasm


Chromosomes


Mitochondria


Transportation
system


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Columbus City Schools
Curriculum Leadership and Development
Science Department June 2016
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Columbus City Schools
Curriculum Leadership and Development
Science Department June 2016
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Columbus City Schools
Curriculum Leadership and Development
Science Department June 2016
The Living Cells
Adapted from OSC1
Materials:
Fake cell phone, DNA sign, plastic bag containing bottled water, fruit and boxed food, plastic bag containing
trash, cape or piece of fabric with a M on it, strips of plastic shopping bags, tape, security badge, broom,
hammer and nails, strips of paper with letter codes written on the, "Living Cells Play" Handout
"Living Cells Exit Ticket" Handout
Warm-Up:
Have students complete the following Type 1 Writing:
 Make a list of things that are made up of cells.
Instructional Strategies:
Day 1
1. Pass out scripts and have students read the play.
2. Assign parts and have students read the play aloud. Encourage students to think about the role of
each organelle and try to portray the organelle through voice and action.
3. Discuss the Living Cells play with the students:
 What are the parts of a cell?
 What are the functions of each cell part?
 What is the difference between a plant and animal cell?
4. Have students complete The Living Cells exit ticket to assess students learning.
Day 2
Pass out props and have student act out play. Film play if possible. *
Day 3
Lesson Assessment
 Have students complete the Living Cells evaluation sheet.*
*Watch the video of the play if you have extra time at the end of class.
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Columbus City Schools
Curriculum Leadership and Development
Science Department June 2016
The Living Cells
Adapted from OSCI
Act I: The Animal Cell (13 speaking parts)
Director reads Aside and stage directions in parentheses/underlined.
Narrator
Characters:
Oxy (Oxygen)
Cell Membrane
Nucleus
3 or more Vacuoles
3 or more Mitochondria
3 or more representing Cytoplasm
Act II: The Plant Cell (15 speaking parts)
Director reads Aside and stage directions in parentheses/underlined.
Narrator
Characters:
Oxy
Hy and Dro, the Gen Twins (Hydrogen)
Cell Wall
Cell Membrane
Nucleus
3 or more Vacuoles
I or more Mitochondria
1 or more representing Cytoplasm
3 or more Chloroplasts
Act I: The Animal Cell
The cell's organelles should take their places in a large circle drawn on the floor. The narrator is on a stool, off to
the side. The Nucleus is on a stool in the middle of the cell, earphones on and a smart phone in her hands. DNA is
clearly marked on her clothing. The Vacuoles are holding one clear plastic bag with bottled water and fruit
and/or boxed food, and one with trash. They should be placed around the Nucleus and within the cell. The
Mitochondria, wearing capes marked with a large "M", should be positioned between the Vacuoles. The
Cytoplasm actors sit on the floor or on chairs, among the Mitochondria and the Vacuoles. They have strips of
clear plastic bags hanging on them that they will allow to swish and move in the air, to model the way cytoplasm
looks, a colorless, jell-like protoplasm. Last, the Cell Membrane will stand on the circle that is drawn on the floor,
representing the outside of the cell. The Cell Membrane should have a label marked "Security" or a badge. Oxy
simply has a large "O" written on a poster that hangs around his neck.
The director or the teacher calls: "Places, Ready, Action!"
Narrator: Welcome to our science class. Today we have a wonderful surprise for everybody. We are going
to take a trip to places you've never been, even though they are very common structures. We will take a tour
of a Plant and Animal Cell. Our guides will be atoms of Oxygen and Hydrogen. Oxygen will be our tour
guide through the animal cell first. Then, with a little help from two Hydrogen atoms, we will visit a plant cell.
Why will we have Oxygen and Hydrogen atoms take us to the cell, you ask? Why, you all know that an
animal needs Oxygen! We can't breathe without it! And since both plant and animal cells need water to
live; that's where the Hydrogen comes in.
Aside: You all know what H2O is, don't you? Two atoms of Hydrogen, bonded with one atom of Oxygen
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Columbus City Schools
Curriculum Leadership and Development
Science Department June 2016
make a molecule of water. That's just a little Chemistry we added to make it interesting. Now watch and listen
carefully and you will really be able to understand what's in a cell.
Narrator: Here comes Oxygen now. We call him Oxy for short.
Oxy: Knock, Knock!
Cell Membrane: Who's there?
Oxy: Hi, it's Oxy, Oxy Gen. May I come in?
Cell Membrane: Come right in, you're always welcome. Animal cells need oxygen to live. Is this your first
visit? I'll give you a tour and introduce you to all our parts of what we call "home", an animal cell.
(Cell Membrane steps aside to let Oxy cross the line and enter the cell.)
Oxy: Gee, do you let anybody in here?
Cell Membrane: Oh no, only some materials, like food, water, and oxygen, like you.
Oxy: Is that your only job, to control and regulate what enters and leaves the cell?
Cell Membrane: No, I also hold the cell material inside. I have to multitask, but it works.
Oxy: You act as security and provide a sort of fence too? Both of those jobs are important functions for
the cell.
Cell Membrane: Ah, gee, I'm really not that important.
(Oxy accidentally bumps into the stool where the Nucleus is sitting.)
Cell Membrane: But, look at her, she's what it's all about.
Nucleus: (Nucleus is talking in the microphone hooked to her cell phone and reading her palm pilot as
she gives directions to the Organelles.) Hey! Organelles! That's you, Mitochondria! And you, Vacuoles!
Look lively! We need to get this food circulated. Clean out these wastes. We need more Oxygen. Let's
get going!
Cell Membrane: First, and probably most importantly, we have the Nucleus. (Lowers his voice so the Nucleus can't
hear.) She thinks that she controls everything, she's really bossy, but I guess she really needs to be. She directs all
the cell's activities.
Oxy: What does she have that makes her so important?
Cell Membrane: I guess it would be the chromosomes, they provide instructions for all activities and the traits of
the cell and the entire organism. You know, DNA.... a blue print for life?
Nucleus: The DNA is what's happening. My DNA tells me what kind of cell we are, muscle, fat, blood, bone, or
hundreds of other types of cells. I control other important organdies, too; you could even say that all cellular
activity would stop if it weren't for me! I'm so important that I even have a double membrane that surrounds
me. (Nucleus "freezes")
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Curriculum Leadership and Development
Science Department June 2016
Oxy: Wow! I'd say if you've got the chromosomes, you've got the main job. Who are those guys over there?
And why are they holding waste and carrying food and water?
(The Vacuoles begin moving around the cell, handing out food and water and collecting waste.)
Cell Membrane: Them? They're called Vacuoles.
Oxy: Kind of like vacuum cleaners?
Vacuole #1: Not quite! We're storage. We hold waste and help it leave the cell.
Vacuole #2: Yeah, and that's not all we do. See this food and all this water; we hold that too, enough for the
whole cell.
Vacuole #3: That's right, we're membrane-bound sacs, and we hold food molecules until the cell needs the
energy.
Oxy: You guys perform lots of important function's. (Vacuoles "freeze".)
Cell Membrane: There are many more Vacuoles all around here. They sure come in handy. Oh, hi Mighty.
(The Mitochondria began moving around the cell, swooping up and down. One arm is in a fist in the air and the
other arm in a fist at the waist, just like a body builder or super hero.)
Oxy: The way they're moving around here, they must have lots of energy.
Mighty #1: Yes, you're right, we do release lots of energy. I am a Mi-to-chon-dri-a, an organelle!
Mighty #2: There are always at least 10 of us, or as many as several hundred Mitochondria in any animal cell.
See, we're bean-shaped organelles and we are here to release the energy stored in the sugars.
Mighty #3: Our function is to give the cell the energy to carry out the cell's activities. Gotta goo-o-o....(They run
off, then freeze.)
Cell Membrane: Well now, I think you met all the important guys, I mean organelles, that are here in the animal
cell.
(The Cytoplasm begins to move around, acting their best to appear like protoplasm, which looks like jelly. Oxy
takes a good look and touches the flowing plastic.)
Oxy: Wait, what's that colorless, jellylike substance that fills the cell? It feels really weird. Cell Membrane:
Yeah, that's the Cytoplasm.
Cytoplasm #1: We're also called Cytosol. We surround the organdies and fill up the cell, kind of like a thick soup
with all the parts of the cell floating in it, held in by the cell membrane
Cytoplasm #2: We're mostly water, but we have a lot of proteins too.
Cytoplasm #3: We support all the parts of the cell, that is, all the organelles that do the work the nucleus give us.
We're part of the team effort!
Oxy: I see. Seems like you have important functions too.
All the Cytoplasm: You got it! Later Oxy.
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Curriculum Leadership and Development
Science Department June 2016
Oxy: See ya Cytoplasm. And thanks Cell Membrane, for the awesome tour of the animal cell. Can you let me
out now? I'm going to see if the plant cell looks anything like this animal cell.
Cell Membrane: Oh, you may be surprised. They have a couple of things that we don't have here. Look out for
those green things.
Oxy: Sounds interesting. Thanks again! (Lights'out.)
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Columbus City Schools
Curriculum Leadership and Development
Science Department June 2016
Act II: The Plant Cell
Make changes for scene two:
 Chloroplasts take their places, lying on a chair with their feet on another chair, or lying on a beach
blanket. Wearing sunglasses and hats, the Chloroplasts are catching rays from the sun. They should be
dressed in green or have green cloth around them.
 The Vacuoles move together to form a circle, representing a large vacuole.
 The Cell Wall stands behind the Cell Membrane. The tallest or most muscular student should play the
Cell Wall.
 Hy and Dro, the Gen twins both should have a H hanging around their necks, for Hydrogen.
 The Mitochondria and Cytoplasm look the same as in Act One.
Narrator: Welcome to Act II, The Plant Cell. I ask you the audience; can you remember the five parts of the Animal
Cell? (Call on someone who raises their hand.) That's right, the Cell Membrane, the Nucleus, Vacuoles,
Mitochondria, and the Cytoplasm. Very good, now, I'd like someone to tell us the function of the Cell Membrane.
(Calls on someone who raises their hand.) The Nucleus? The Vacuoles? The Mitochondria? Cytoplasm?
That's great, now we are ready to see how the plant cell is the same and how it is different from the animal cell.
The teacher or the director call out, "Places, Ready, Action"!
Oxy: (Links his arm to the Gen twins to form a water molecule; the three stay linked in this way throughout the tour.)
Hy! Dro! Would you like to come with me to see if we can get into a plant cell?
Hy: Sure! We have hooked up with other oxygen atoms, forming a water molecule before and got right into a
plant cell. We will show you around. Here's one. You better knock really loudly. Oxy, you know that there's a Cell
Wall around every plant cell, just outside the Cell Membrane?
Oxy: I heard that there was something green in a plant cell too. What makes it green?
Dro: That's Chlorophyll, a chemical contained in the Chloroplasts that enables a plant to make its own food.
Oxy: It makes its own food? How can it do that?
Hy: It's called photosynthesis. Come on, we'll show you. Knock, Knock!!!
Cell Wall: Come on in water, we could really use you. It has been nearly drought conditions around here.
Oxy: Who are you? You don't look like the Cell Membrane. Oh, you must be the Cell Wall. You look really
strong.
Cell Wall: Thanks. I work out. I've got to. I'm here to support and protect the plant cell. Cell Membrane:
Hello, we're glad to see you. Are you headed for the vacuoles?
Oxy: Not yet, we're on a little field trip. We'll help out in the Vacuoles before we leave, but we'd like to look
around first.
Cell Membrane: Enjoy. See you on your way out. (Oxygen, Hy, and Dro walk into the cell. (Oxy walks up and
examines a Chloroplast.)
Oxy: These green things, what are they doing?
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Columbus City Schools
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Science Department June 2016
Chloroplast # I: We're catching some rays. That's part of our function.
Chloroplast # 2: We use the light from the sun, add some carbon dioxide and water, and we actually are
able to convert energy from the sun into energy the cell can use!
Chloroplast # 3: That's photosynthesis in action! Right in front of your eyes.
Oxy: It is hard to believe. Animal cells don't contain chloroplast, so that must be why they
can't make their own food. I am starting to see the differences now. Cell wall, Chloroplasts,
what else?
Hy: Those are about the only differences. A plant cell has Cytoplasm, Mitochondria, a Nucleus, and Vacuoles.
But, as you can see, the Vacuoles are much larger in the plant cell. You heard what the Cell Membrane was
saying about us heading to the Vacuoles. You know, that plants need water.
Vacuole: We are big, really big. We're much larger than the vacuoles in the animal cell. Our primary purpose
here is to hold water and to help the cell wall hold the plant up! We can hold a great deal of water. Wow! Do we
use it here in the plant cell.
Mitochondria: Yes, we convert the food made by chloroplasts to energy the rest of the cell can use too.
(Running past Oxy, Hy, and Dro.) Whoa...see ya la-a-a-a-ter-r-r-r.
Cytoplasm: And we're still here filling up the cell, a colorless, jelly-like substance, in a supporting acting
role, you know!.
Nucleus: Welcome to my cell, water! I control what's going on around here, and I'm glad to have you here.
Without you, we'll all be droopy. Can you tell that I run a smooth operation? Give me some water, carbon
dioxide, and sunshine, and we can make our own food. Sounds kind of magic, doesn't it?
Oxy: Yes, I didn't know plant cells were so cool. Thanks for the lesson guys. Lets go refresh this cell right now.
Vacuoles, here we come.
Hy and Dro: (said together) We're with ya!
The End
Narrator: Thank you ladies and gentlemen. Actors, take a bow, you did a great job. Now who can tell
me the difference between a plant and an animal cell?
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Curriculum Leadership and Development
Science Department June 2016
Name_____________________________________Date_____________Period____
Organelle Analogies
A cell membrane is to a cell as _____________________________________ is to
_________________________________________ because _______________
__________________________________________________________________________________________
_____________________________________________________.
A nucleus is to a cell as ______________________________________ is to
_________________________________________ because ____________________
__________________________________________________________________________________________
_____________________________________________________.
A mitochondrion is to a cell as ______________________________________ is to
_________________________________________ because ____________________
__________________________________________________________________________________________
_____________________________________________________.
A ribosome is to a cell as ______________________________________ is to
_________________________________________ because ____________________
__________________________________________________________________________________________
_____________________________________________________.
A vacuole is to a cell as ______________________________________ is to
_________________________________________ because ____________________
__________________________________________________________________________________________
_____________________________________________________.
A cell wall is to a plant cell as ______________________________________ is to
_________________________________________ because ____________________
__________________________________________________________________________________________
_____________________________________________________.
A chloroplast is to a plant cell as ___________________________________ is to
_________________________________________ because ____________________
__________________________________________________________________________________________
_____________________________________________________.
A lysosome is to an animal cell as __________________________________ is to
_________________________________________ because ____________________
__________________________________________________________________________________________
_____________________________________________________.
Name________________________________________Date___________Period______
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Curriculum Leadership and Development
Science Department June 2016
Name______________________________Date___________Period___
Conclusions about Plant and Animal Cells
1. What cell parts are not in both animal and plant cells?
Only in plants cells; cell walls and chloroplasts
Only in animal cells; lysosomes
2. Why does a plant cell have chloroplasts?
Plants use chloroplasts to produce the food they need for growth using
energy from the sun through a process called photosynthesis.
3. Why doesn’t an animal cell need chloroplasts?
Animals obtain their energy by consuming other living or once living
things.
4. Why does a plant cell have a cell wall
Rigid cell walls allow plant cells to stack and build like bricks so that as the
plant grows towards the sun it has a means for supporting itself. Cell walls
also serve as protection for the more delicate tissues in the plants interior.
5. Why don’t animal cells require a cell wall?
Most animals have either an internal (endoskeleton) or external
(exoskeleton)skeleton for support, movement and protection of internal
organs.
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Curriculum Leadership and Development
Science Department June 2016
Name_____________________________________________Date_________________Period_______
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Columbus City Schools
Curriculum Leadership and Development
Science Department June 2016
Name_____________________________________________Date_________________Period_______
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Columbus City Schools
Curriculum Leadership and Development
Science Department June 2016
The Living Cells Evaluation
Organelle
How is the function
of the organelle
represented through
the dialogue or
actions of the
character?
How is the function
or structure of the
organelle depicted
through the
costumes or props?
Nucleus
Animal Vacuole
Mitochondria
Ribosome
Cell Membrane
Lysosome
Chloroplast
Plant Vacuole
Cell Wall
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Columbus City Schools
Curriculum Leadership and Development
Science Department June 2016
Suggest a change in
dialogue, costume
or prop that would
help better represent
the function and
structure of the
organelle.
3-D Cell Project
 Create a three-dimensional plant or animal cell from any material of
your choice.
 All parts must be labeled or there must be a key added for the
purposes of identifying all cell parts.
 The function of each part must be given
 A rationalization which explains the relationship between the
structure and function of each organelle is required.
 Spelling and correct representation of organelles is expected.
Due Date:______________________________
Animal Cell
Plant Cell
Points______________
Points______________
o
o
o
o
o
o
o
o
Cell Membrane
Nuclear membrane
Nucleus
Mitochondria
Lysosomes
Smooth Endoplasmic Reticulum
Golgi Body
Rough Endoplasmic with
Ribosomes
o Vacuole
o Cytoplasm
o
o
o
o
o
o
o
o
o
o
o
Cell Membrane
Nuclear membrane
Nucleus
Mitochondria
Smooth Endoplasmic Reticulum
Golgi Body
Rough Endoplasmic with
Ribosomes
Vacuole
Cytoplasm
Cell Wall
Chloroplasts
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Columbus City Schools
Curriculum Leadership and Development
Science Department June 2016