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6-9
by Jim Wilson
AIMS Research Fellow
Topic
Plant and animal cells
Key Question
How can a model of a cell us help learn the functions
of the major parts of a plant or animal cell?
Learning Goals
Students will:
1. make a pop-up model of either a plant or animal cell,
2. identify the major parts of either cell, and
3. describe the function of each major part.
Guiding Documents
Project 2061 Benchmarks
• Models are often used to think about processes that
happen too slowly, too quickly, or on too small a
scale to observe directly, or that are too vast to
be changed deliberately, or that are potentially
dangerous.
• Different models can be used to represent the
same thing. What kind of a model to use and how
complex it should be depends on its purpose. The
usefulness of a model may be limited if it is too
simple or if it is needlessly complicated. Choosing
a useful model is one of the instances in which
intuition and creativity come into play in science,
mathematics, and engineering.
NRC Standard
• Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing
more cells. This requires that they take in nutrients,
which they use to provide energy for the work
that cells do and to make the materials that a cell
or an organism needs.
Science
Life science
cells
SPRING 2006
S
Science
Emphasis
Background Information
Most plant and animal cells are very small and
therefore difficult for students to directly observe.
The smaller parts of a cell (called organelles) are even
more difficult for students to observe. Building a paper
model helps them visualize the parts of cell and provides a context for learning about the major parts of
a plant and animal cell, how they are alike, and how
they are different.
The advantage of a paper model over other
models (gelatin, clay, etc.) is that it is inexpensive,
doesn’t spoil over time, stores easily, and can be
used to review the characteristics of plant and
animal cells.
Key Vocabulary
Cell membrane: surrounds the animal cell and is the
inside wall of a plant cell
Cell wall: surrounds the plant cell to support and
strengthen the cell; not present in an animal cell
Cytoplasm: the clear, watery, gelatin-like material
filling the interior of a cell
Chloroplasts: green-colored bodies (containing
chlorophyll) where the plant makes food; found
only in plant cells
Golgi bodies: store and release chemicals in the cell
Mitochondria: release most of the energy from digested
foods required by the cell
Nuclear membrane: allows certain substances to pass
between the nucleus and the rest of the cell
Nucleus: control center for the cell’s activities
Organelles: the parts of the cell; mitochondria are
organelles
Vacuole: the part of the cell that stores food and waste
Management
1. Make at least one pop-up cell yourself so that
you are familiar with each construction step.
2. Pair the students so that one student makes
an animal cell and the other student makes a
plant cell.
3. Once the activity is completed, collect the cells
and store them for future review.
Integrated Processes
Observing
Comparing and contrasting
Inferring
Relating
36
Materials
Student pages
Scissors
Glue sticks
M
Math
Emphasis
K-1
Grades K-1
Activities
Grades 2-3
2-3 Activities
Grades 4-5
4-5 Activities
6-9
6-9 Grades
Activities
©AIMS Education Foundation
S
Procedure
Part One—Making the Pop-Up Cell
1. Pair the students and distribute one Plant Cell
Model Base page and one Animal Cell Model
Base page to each pair.
2. Tell the students to carefully fold the pages in
half along the dashed line so that the print is on
the inside.
3. Distribute an Animal Cell Pop Up page to one
student in each group, a Plant Cell Pop Up page
to the other student in the pair, and scissors to
each student.
4. Demonstrate for the students how to cut out the
large square from the Animal and Plant Cell Pop
Up pages.
8. Have the students now cut along the inner edges
and cut out the center section.
cut along inner edges
9. Show the students how to open up the figure,
reverse the two dashed crease lines, and fold
the printed halves toward each other until the
edges of the cell pop out.
printed
sides
cell edges
5. Direct the students to fold the square along the
dashed line so that the print is on the outside of
the folded figure.
10. Demonstrate for the students how to place the
folded cell square in the center of the folded
model base page. Instruct the students to place
the cell squares in the larger pages and use a
glue stick to paste the squares in place.
6. Show the students how to cut along the outer
edge on both sides up to the dashed line
cut along
outer edge
cut along
outer edge
7. Direct the students to fold the center part up to the
edge of the paper and to crease sharply along the
dashed line. Tell the students that once creased,
to fold down the center section to its original
position.
Part Two—Adding the Organelles
1. Tell the students to cut out the nucleus piece and
to crease along the dashed lines. Show the students how to apply glue to the bottom of the two
tabs, position the piece vertically in the center
of the cell, and how to press the glue tabs to the
paper so that they stick. Demonstrate for the students that the nucleus pops up when the larger
page is folded and unfolded. Direct the students
to repeat this process.
fold up
©AIMS Education Foundation
SPRING 2006
37
2. Instruct the students to glue the golgi bodies
piece to the right side of the nucleus and, if they
have a chloroplast piece, to glue it to the left side
of the nucleus.
chloroplasts
nucleus
golgi bodies
3. Have the students cut out the mitochrondion piece.
Demonstrate how to fold and crease along the
dashed lines, glue the two faces together, apply glue
to the bottom of the tabs, and to place the piece in
front of the golgi bodies.
Connecting Learning
1. What are organelles? Give examples.
2. What are the functions of the organelles?
3. Which has more organelles, the plant cell or the
animal cell?
4. What organelles are in the plant cell that aren’t in
the animal cell?
5. Because plants have chloroplasts, what can they
do that animal cells can’t do?
6. How is your model like a real cell?
7. How is your model different from a real cell?
8. What are you wondering now?
Extensions
1. Have each student make either an animal or
plant cell so that they have both types.
2. Challenge students to invent other ways to model
a plant or animal cells.
The Core Connection
fold
and
crease
glue
4. Tell the students to repeat the process for the
vacuole piece.
5. Have students write the function of each organelle on the lines provided.
This activity is also found in the Ohio sixth grade
Life Science core curriculum module. It is part
of a sequence of activities that develop Life
Science concepts. For more information on how
AIMS can meet your state’s science needs,
visit our website or contact us.
www.aimsedu.org/corecurr/index.html
1.888.733.2467
Part Three—Adding the Cell Cover (Optional)
1. Distribute the appropriate Cell Cover page to
each student. Demonstrate how to cut out the
cover, crease along the dashed lines, fold, and
glue the tabs to the top. Show that if the sides are
pushed in, the cover folds flat. Have the students
repeat the process.
push in
push in
2. Show the students how to glue the cover to the
top of the pop up cell so that the cover rises when
the pop up is opened and folds flat when the pop
up is closed.
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SPRING 2006
©AIMS Education Foundation
Chloroplasts:
Nucleus:
Cell wall:
Cytoplasm:
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Mitochondrion:
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40
Cell membrane:
Vacuole:
Nuclear membrane:
Golgi bodies:
SPRING 2006
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©AIMS Education Foundation
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41
Nucleus:
Cytoplasm:
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SPRING 2006
Mitochondrion:
©AIMS Education Foundation
Cell membrane:
Vacuole:
Nuclear membrane:
Golgi bodies:
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SPRING 2006
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44
SPRING 2006
©AIMS Education Foundation