Download Exploring Animal and Plant Cells Desired Outcomes

Exploring Animal and Plant Cells
Key Words: animal cell, cell, cell membrane, cell wall, chloroplasts, cytoplasm, multicelled organism, nuclear membrane, nucleus, organelle, plant cell, multi-celled organism,
single celled organism
Desired Outcomes
Goals:
S5L3. Students will diagram and label parts of various cells (plant, animal, singlecelled, multi-celled).
a. Use magnifiers such as microscopes or hand lenses to observe cells and their
structure.
b. Identify parts of a plant cell (cell wall, cytoplasm, nucleus, chloroplasts)
and of an animal cell (membrane, cytoplasm, and nucleus) and determine
the function of the parts.
c. Explain how cells in a multi-celled organism are similar and different from a
single-celled organism.
S7CS8. Students will investigate the characteristics of scientific knowledge and how
that knowledge is achieved.
S5CS4. Students will use ideas of system, model, change, and scale in exploring
and technological matters.
a. Observe and describe how parts influence one another in things with
many parts.
S5CS5. Students will communicate scientific ideas and activities clearly.
a. Locate scientific information in reference books, back issues of newspapers,
magazines, CD-ROMs, and computer databases.
Understandings:
Students will understand that…
• all living things are made of cells;
• cells have parts called organelles;
• plant cells have a cell wall,
cytoplasm, nucleus, and chloroplasts;
• chloroplasts contain chlorophyll;
• animal cells have a cell membrane,
cytoplasm, nucleus, and cytoplasm;
• there are similarities and differences
of cell function and structure in
S5L3a, b, & c
Essential Questions:
• How are the structures of the
animal cell and plant cell similar?
• How are the structures of the
animal cell and plant cell
different?
• Ho is the role and function of the
cell vital for living things?
• How are the cell functions in a
multi-celled organism
similar/different from a singlecelled organism?
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Exploring Animal & Plant Cells
•
multi-celled organisms and singlecelled organisms; and
some living things consist of a single
cell and like familiar organisms, they
need food, water, and air; a way to
dispose of waste; and an environment
they can live in.
Students will know…
• vocabulary;
• the parts of an animal cell;
• the parts of a plant cell;
• how to use a microscope;
• the similarities and differences
between animal and plant cells; and
• what an animal and plant cell looks
like under a microscope.
celled organism?
Students will be able to…
• label the organelles of an animal cell
(membrane, cytoplasm, and nucleus)
and state the function of each;
• use a microscope;
• observe and recognize an animal cell,
microscopically;
• label a plant cell (cell wall,
cytoplasm, nucleus, chloroplasts) and
state the functions of each;
• compare and contrast the animal cell
with the plant cell;
• draw and label an animal cell;
• draw and label a plant cell;
• explain the role and function of cells
as the basis for all living things;
• think critically and logically in order
to identify the relationships between
cells and living things; and
• explain the different cell functions
and structures of multi-celled and
single-celled organisms.
Lesson Hook:
• Visit website Cells Alive! At: www.cellsalive.com
• Display posters or web photos of animal cells, plant cells, single-celled and
multi-celled organisms.
• Allow students to explore various prepared cell slides under the microscope.
Assessment
Performance Tasks:
• Take A Look at the Animal Cell (Activity #1)
• Take A Look at the Plant Cell (Activity #2)
• Making Cell Models You Can Eat! (Activity #3)
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Exploring Animal & Plant Cells
•
•
Cell Assessment: Drawing and Labeling Cell Parts (Performance Task #1)
Make a cell mobile (see: http://www.win.co.nz/bioweb/cmobile.html
Other Evidence:
• Teacher Observation
• Pre and Post Assessments
• Research Presentations
• Selected Response Tests (multiple choice, matching, true/false)
• Oral Questions
• Journal Entries / Sharing
• Peer Review
Plan of Action
Learning Activities:
• Administer Diagnostic Assessment Probes prior to instruction on these topics to
identify possible student misconceptions:
On the concept of “Plant” and “Animal”:
o Assessing Student Ideas About Animals (Science and Children, September
1999, pg. 44)
o Students’ Ideas About Animals: Results From A National Study (Science and
Children, September 2000, pg.42)
o Assessing Student Ideas About Plants (Science and Children, September
2002, pg.25)
o Students’ Ideas About Plants: Results From A National Study (Science and
Children, September 2003, pg. 46)
• Activity #1: Take a Look at the Animal Cell
• Activity #2: Take a Look at the Plant Cell
• Activity #3: Making Cell Models You Can Eat!
• Make a Cell Mobile – http://www.win.co.nz/bioweb/cmobile.html
Lesson Plans:
Essential Question: How is the role and function of the cell vital for living things?
• Present the Cell Theory to student that is a compilation of research and study by
biologists both modern and historical.
The Cell Theory states that: (1)All living things are made of cells
(2)Cells are the basic units of function and
structure of all living things.
(3) Cells can only come from other cells
• Relate to students that each cell has a performance, or a job to do, within the cell.
Relate each to a real world job assignment. Suggestions: “The nucleus is the brain
of the cell”.
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Exploring Animal & Plant Cells
• Visit: www.eurekascience.com
Essential Question: How do organelles function within an animal cell?
• Display a poster, transparency, text photo, or web image of an animal cell and the
organelles: membrane, cytoplasm, an nucleus.
• Explain and discuss the function of each organelle. Allow students to brainstorm
nicknames for the organelles that reflect eh organelles function in the cell. (Example:
the nucleus is the “brain” or “command center” of the cell).
• Display a poster, transparency, text photo, or web image of a plant cell and the
organelles: cell wall, cytoplasm, chloroplasts, and nucleus.
• Explain and discuss the function of each organelle. Allow students to brainstorm
“nicknames” for the organelles that reflect the organelles function in the cell.
(Example: Cytoplasm is the “glue” or “jello” in the cell in which the other organelles
are found.)
• Activity #2: Take A Look At A Plant Cell
• Website: www.cellsalive.com/cells/animcell.htm
Essential Question: How are animal and plant cells alike/different?
• Supply students with drawings or sketches of both an animal and a plant cell. Guide
students through a comparison of the two, comparing and contrasting common
organelles (nucleus, cytoplasm) and different organelles (Cell wall, cell membrane,
chloroplasts).
• http://waynesword.palomar.edu/lmexer1a.htm#plan
Essential Question: How are cells in a multi-celled organism similar/different in structure
and function from a single-celled organism?
• Explain to students that cells in multi-celled organisms are specialized to perform a
specialized function for the entire organism. This is sometimes referred to as a
division of labor which means that the functions needed to keep a multi-celled
organism alive, is divided up among different body parts. These levels of
organization, from the least are as follows:
Cells
(Cells that are similar in function and structure combine to form tissue)
|
Tissues
(Groups of tissues form organs)
|
Organ
(Groups of organs form organ systems)
|
Organ Systems
(Groups of different organs systems working toward specific functions
provide life sustaining function for an organism)
|
Organisms
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Exploring Animal & Plant Cells
• In single-celled organisms such as bacteria, the single cell must perform all of the
functions needed for life.
Additional Resources:
• http://www.fi.edu/tfi/activity/bio/bio-3/.html
• AIMS Education Foundation. (1995). Magnificent Microworld Adventures. Fresno,
CA: Author.
• Cole, Joanna. (1989). The Magic School Bus: Inside the Human Body. New York,
NY: Scholastic, Inc.
• Brock Magiscopes, http://www.magiscope.com/. Many GYSTC centers have sets that
can be checked out. Contact your coordinator for information.
• National Science Resources Center-Science and Technology for Children.
Microworlds. Carolina Biological Supply Company.
Students examine everyday objects as well as microorganisms with a variety of magnifying devices.
They study the cell structure of organisms and observe how the organisms feed, grow, and multiply. In
a final challenge, students use the microscope to examine cultures they have grown from hay and grass
infusions. For more information contact our state representative from Carolina, Rodney Crosby at
[email protected]
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Exploring Animal & Plant Cells
Name: __________________ Class: _______________ Date: _________
Exploring Animals and Plant Cells
Performance Task # 1: Drawing and Labeling Cell Parts
Purpose: Students will diagram and label parts of various cells (plant, animal, single celled,
multi-celled)
Materials:
Copy of Sketch sheet
Colored pencils
Procedure: Draw an animal cell on one side and a plant cell on the other. Place the following
organelles in the correct place and in the correct cell. Some organelles may be place in both cells.
Organelles: nucleus, cell wall, cell membrane, cytoplasm, chloroplasts
This cell is a(n) ____________ cell.
S5L3a, b, & c
This cell is a(n) ____________ cell.
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Exploring Animal & Plant Cells
Name: __________________ Class: _______________ Date: _________
Exploring Animal and Plant Cells
Activity Sheet #1: Take a Look at Animal Cells
Purpose: To observe and investigate animal cells and to manipulate scientific equipment (the
microscope).
Materials:
Microscope
5 Microscope slides
Bottle of iodine with dropper
Raw beef
Toothpicks (for scraping cheek cells)
Tweezers
Procedure:
1. Prepare a wet mount stained slide:
a. Gently rake the toothpick against the inside of the cheek
b. Smear the toothpick on a microscope slide
c. Place a small drop of iodine on the smear and cover with a clear slide cover.
2. Place under the microscope lens and adjust until cell parts are clear
3. In the space below, draw the magnified cell and its parts.
4. Label the parts on the drawing and write a brief statement about the function and purpose
of that cell part.
5. For comparison, repeat the process with raw beef that has been brought to room
temperature. Note similarities between the cheek cells and the meat cells.
6. Be sure hands are surfaces are well cleaned immediately after using beef.
Draw and label cheek cell:
Draw and label beef cell:
What is similar and what is different between the two cells?
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Exploring Animal & Plant Cells
Name: __________________ Class: _______________ Date: _________
Exploring Animal and Plant Cells
Activity Sheet # 2: Take a Look at Plant Cells
Purpose: To observe and investigate plant cells ant to manipulate scientific equipment (the
microscope).
Materials:
Microscope
Microscope Slides
Onion (sliced)
Tweezers
Procedure:
1. Cut a piece of the onion layer small enough to fit on the slide.
2. Using the tweezers, peel the thinnest possible layer of onion skin from the onion layer.
3. Gently lay the skin as flat as possible on the center on the slide. Moistening the skin with
a few drops of water may make it easier to flatten.
4. Observe the skin through the microscope.
5. Sketch what you observe in the box below.
Onion Skin Observation
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Exploring Animal & Plant Cells
Name: __________________ Class: _______________ Date: _________
Exploring Animal and Plant Cells
Activity Sheet #3: Making Cell Models You Can Eat!
Purpose: To investigate cells.
Materials:
light-colored Jello (like lemon)
Water
Spoon (to stir Jello)
Microwave or stove (used to heat the water)
Small Ziplock bags
Various fruits and candies used to represent the parts of the cell (for examples see below)
Refrigerator
Procedure:
1. Make the Jello with a bit less water than the instructions call for (this will make the
gelatin a little stiffer and will make the cell components stay in place better)
2. Place an open plastic bag inside a sturdy container (like a cup). Slowly pour in the gelatin
and make sure there is room left to place the cell components that will be added later.
3. Seal the bag and put it in the refrigerator.
4. When gelatin is almost set (in about 1 hour) open the bag and start adding the
components of the cell.
5. You can place the bag back into the refrigerator and let the Jello set completely but it is
not necessary.
Examples of candy to use and what it can represent• Gum Ball- Nucleus
• Jello- Cytoplasm
• Folded ribbons of hard candy- Golgi body
• M&M’s – lysosome
• Raisins- Mitochondrion
• Candy Sprinkles- ribosome
• Jaw breakers- vacuole
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