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topic: Cells
activity: Cell basics
Cell basics
Students explore prokaryotic, plant, animal and fungal (yeast) cells to find the similarities and differences.
They also have the opportunity to construct cells to test their understanding.
Suggested time: 45 minutes
Summary of Key Learning Points
Students 1. learn about the parts of a typical prokaryotic cell
2. discover the parts of a plant cell
3. explore the parts of an animal cell
4. examine a yeast cell as an example of a fungal cell
5. construct cells
6. compare and contrast the four cell types
Suggested completion levels
Basic
Attempt all parts of the activity. Achieve at least 3 inquiry points. Students at this level will: recognise at least
two parts of each cell type (prokaryotic, plant, animal, fungal).
Core
Complete all parts of the activity. Achieve at least 5 inquiry points. Students at this level will: recognise at
least four parts of each cell type (prokaryotic, plant, animal, fungal) and state their functions.
Advanced
Complete all parts of the activity. Achieve all inquiry points. Students at this level will: recognise all parts of
each cell type (prokaryotic, plant, animal, fungal) and state their functions; draw and label the four different
cell types.
1. Students learn about the parts of a typical prokaryotic cell.
10 min
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topic: Cells
activity: Cell basics
On the prokaryotic cell diagram, students select each label to determine the function. This could be done as
a class. Once students feel comfortable with the name and function of each part they can enter challenge
mode. This requires them to identify the correct parts before the timer runs out. (Inquiry point 1)
Make sure students note that in a prokaryotic cell there are no membrane-bound organelles. Define the term
‘organelle’ to students.
Organelle: specialised structure within a cell that performs a specific function.
2. Students discover the parts of a plant cell.
10 min
The first thing students should note with the plant cell is the presence of numerous membrane-bound
organelles. They should also note that the vacuole is large and takes up most of the space in the cell. Once
again they select the labels to learn about the parts and their functions. In challenge mode they have to label
the cell correctly before time runs out. (Inquiry point 2)
Class activity: Look at slides of plant cells and compare these to the cell shown in the activity. Which parts
can students identify? This can be done for the other cell types too.
3. Students explore the parts of an animal cell.
10 min
The animal cell obviously looks quite different to the other cell types. Hopefully students will immediately
observe both the similarities and differences to the plant cell. Students explore the cell via the labels before
entering challenge mode. (Inquiry point 3) Encourage students to try to beat their best time at least once
before moving on! Note that not all animal cells will have vacuoles. In animal cells (if present) they are
mostly involved in exocytosis (getting things out of the cell) and endocytosis (getting things into the cell). In
plant cells the major role is turgor (maintaining pressure).
4. Students examine a yeast cell as an example of a fungal cell.
10 min
A yeast cell is shown as an example of a fungal cell. This yeast cell has a bud forming. Note that the cell wall
is made of chitin. This is different to plant cell walls, which are made of cellulose. They should enter
challenge mode when they feel ready. (Inquiry point 4)
Extension: Research other fungal cell types. How are they similar and different to the yeast cell?
5. Students construct cells.
4 min
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topic: Cells
activity: Cell basics
In ‘Cell constructor’ mode, students grab the correct cell parts and add them to the cells.
Parts to add:
Prokaryotic: ribosomes, DNA, pili, flagella (Inquiry point 5)
Plant cell: vacuole, mitochondria, chloroplast, nucleus (Inquiry point 6)
Animal cell: vacuole, nucleus, mitochondria (Inquiry point 7)
Yeast cell: nucleus, vacuole, mitochondria (Inquiry point 8)
6. Students compare and contrast the four cell types.
1 min
The activity finishes with a summary page showing the main components of each cell. Students should read
this and ensure they understand the common cell parts and also note how the cells differ from each other.
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