Download Who`s your cell mate?

Primary Type: Lesson Plan
Status: Published
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Resource ID#: 75384
Who's your cell mate?
During the lesson students will review parts of the plant and animal cell and build upon that knowledge by studying organelle function more closely.
Subject(s): Science
Grade Level(s): 9
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Internet Connection, LCD
Projector, Speakers/Headphones, Microsoft Office,
Computer Media Player
Instructional Time: 1 Hour(s) 30 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Nucleus, Mitochondria, Endoplasmic Reticulum, Golgi Body, Ribosome, Cytoskeleton, Vacuole, Cell
Membrane, Cell Wall, Chloroplast, Cytoskeleton, Centriole, Lysosome, Plant cells, Animal cells
Resource Collection: FCR-STEMLearn Cell Biology
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will compare and contrast the structures found in plant and animal cells.
Students will describe how structures in cells are directly related to their function in the cell.
Prior Knowledge: What prior knowledge should students have for this lesson?
SC.6.L.14.2
Investigate and explain the components of the scientific theory of cells (cell theory): a)all organisms are composed of cells (single-celled or multi-cellular), b) all cells
come from pre-existing cells, and c)cells are the basic unit of life.
SC.6.L.14.3
Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and
reproducing.
SC.6.L.14.4.
Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts,
mitochondria, and vacuoles.
Guiding Questions: What are the guiding questions for this lesson?
1. What are some of the similarities and differences between the parts of plant and animal cells?
2. How can you compare the functions of the parts of a cell with objects, people, or rooms in a house?
Teaching Phase: How will the teacher present the concept or skill to students?
page 1 of 4 1. As each student enters the classroom he/she will be handed an index card with 1 of the organelles listed in the power point, printed on the card. To assess prior
knowledge, the instructor will project the following power point Cell parts introduction (FA).pptx The index cards are attached here for teacher use. index cards Index
Cards set 2.xlsx The teacher will ask the students to identify the numbered parts of the cells by raising his/her card when the number the matches the organelle on
your card is called. Continue through all the numbers on both animal and plant slides, making note of which organelles your students are already familiar with.
This standard should have been previously addressed in the 6th grade. (SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and
animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. ) The teacher may display a large poster of the 2
different cell types (plant and animal) in class to remain visible to the students as a reference point for the rest of the period.
2. The teacher will now show the following You-tube video to shift the focus from part identification to focusing on the structure and functions of the organelles:
https//www.youtube.com/watch?v=g4L_QO4WKtM. Students need to take notes of all structures and functions during the video.
Use the questions on the following document to periodically stop the video to clarify concepts and to assist students with their notes: Guiding questions for video..xlsx
3. Since the video does not cover the difference between the functions of the parts differing parts between plant and animal cells, the teacher will present the
information with the following short PPP while students take notes: Functional differences between plant and animal parts..pptx
Guided Practice: What activities or exercises will the students complete with teacher guidance?
4. As a guided practice, the instructor will project the following Animal Cell Concept Map on the screen: Animal Cell Concept Map.pptx
The instructor gives each student an index card from set 2. These cards either have a cell organelle's name or function printed on it. The instructor starts at the top of
the concept map and helps students figure out firstly the name, and then the function that fits into the appropriate box on the map. The answer key is provided on the
2nd slide. The teacher may also provide a printed copy of the concept map for each student to complete individually as the class works together.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
5. The students are asked to apply their knowledge to create a cell analogy to see if they remember the functions of the different cell organelles. They need to
compare the cell parts to any object, person, or room in a home. They should work in groups of 4 to complete the following analogy worksheet. Each student is
required to submit an individual copy of the worksheet. Cell Analogy. A house..xlsx
An example of such an analogy is attached to give the instructor a idea what he/she should expect.
https//docs.google.com/presentation/d/11KnQ12us3SjX78JvfQZ7fYeEpqnBnbaEYRpyPOWbMv0/edit?pli=1#slide=id.p
Afterwards, give the students a chance to share their analogy with the rest of the class.
6. The instructor introduces the students to the Escambia County website and has the students take the following 10 point quiz: http://ecsd-fl.schoolloop.com/L.14.3
as a practice test before the final summative assessment for the day.
At home independent practice:
On the Escambia website (http://ecsd-fl.schoolloop.com/L.14.3), the instructor points out to the students that there are many tools on the site that can help them to
reinforce the concepts and skills learned today. Khan Academy's, Bozeman's science website and You Tube provide additional resources that students can view at
home to gain a better understanding of the concepts presented in class.
The instructor may give students an extra credit opportunity if they come back to class the next lesson with specific questions that they have from either the lesson or
the material used in class and double credit if they have a question from a source other than the ones specified in class.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
As a closing question, the instructor will ask: What would happen to the functionality of the cell if the nucleus is removed? Students will have two minutes to answer
this question using complete sentences.
The student should complete the Summative assessment at the end of class and collect the student's work as they leave. Cell Structure test.docx
Summative Assessment
As a final assessment give the students the following test: (Each question is worth 2 points and has to be answered in a full sentence.) Answers are at the bottom of
the page for the instructor. Cell Structure test.docx
&
Formative Assessment
As each student enters the classroom he/she will be handed an index card with 1 of the organelles listed in the power point, printed on the card. To assess prior
knowledge, the instructor will project the following power point Cell parts introduction (FA).pptx The index cards are attached here for teacher use. Formative
Assessment Index Cards The teacher will ask the students to identify the numbered parts of the cells by raising his/her card when the number the matches the
organelle on your card is called. Continue through all the numbers on both animal and plant slides, making note of which organelles your students are already familiar
with.
Feedback to Students
After going over the cell parts, the teacher will have a good idea of how much the students remember about this topic from middle school, and how much time they
have to spend identifying the parts before discussing the functions.
Make sure to highlight the difference between the plant and the animal cell. The information is on the formative assessment PowerPoint.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
The teacher should provide smaller, page-sized copies of both PPP to students with special needs, for example those that cannot see well.
page 2 of 4 The instructor will provide the chart with cell parts, to special-needs students at the start of the class.
Carbon copy paper may be provided to share notes with students that have difficulty taking notes.
The instructor may turn on the closed-captioning function on while playing the video.
Students may be provided with the word bank to the worksheet.
The instructor may allow students to use their own laptops/tablets to follow the video online and get instructor notes from the class learning management system if
available.
The instructor may provide printed copies of individual frames of the video.
Extensions:
The teacher can show any of the following videos if there is time available:
Cells - Parts of the Cell Rap: http://www.youtube.com/watch?v=-zafJKbMPA8
Parts of a cell by Khan Academy: http://www.youtube.com/watch?v=Hmwvj9X4GNYhttp://
A Tour of the Cell by Bozeman Science: http://www.youtube.com/watch?v=1Z9pqST72is
Suggested Technology: Document Camera, Computer for Presenter, Internet Connection, LCD Projector, Speakers/Headphones, Microsoft Office, Computer Media
Player
Special Materials Needed:
Make sure that both sets of index cards are printed. One set of each for the plant and animal cell are acceptable.
Index Cards set 1.xlsx Index Cards set 2.xlsx
Print out a class set of tests for the students. Cell Structure test.docx
The teacher may print out guiding questions for special needs students. A maximum of ten copies are suggested, but can be modified to fit the needs of your
classroom. Guiding questions for video..xlsx
Print a Cell analogy worksheet for each student. Cell Analogy. A house..xlsx
Further Recommendations:
The instructor ensures that worksheet copies are available and that the You-tube video displays properly.
In the event the internet is not functioning, the instructor may have printed copies of individual video frames available to be used with the document camera. Use the
guiding questions from the video to determine when the video should be paused to make a frame copy. Guiding questions for video..xlsx
Additional Information/Instructions
By Author/Submitter
Only the first portion of the standard is addressed in this lesson plan.
SOURCE AND ACCESS INFORMATION
Contributed by: Archie Krige
Name of Author/Source: Archie Krige
District/Organization of Contributor(s): Seminole
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.912.L.14.2:
Description
Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly
selective barrier (passive and active transport).
Related Access Points
Access Point Number
SC.912.L.14.In.2:
SC.912.L.14.Su.2:
SC.912.L.14.In.3:
Access Point Title
Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic
functions.
Recognize that cells have different parts and each has a function.
Identify that parts of cells (organelles) can combine to work together.
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