Download A Closer Look - Lesson Corner

Standard Indicators
6.4.5, 6.4.6
A Closer Look
Purpose
Students will investigate and explain that all living things are
composed of cells whose details are usually visible only through
a microscope. Students will distinguish main differences between
plant cells and animal cells.
Materials
For the teacher: color transparency of plant cell and animal cell or
of Black Line Master (BLM) Plant and Animal Cells (with organelles
colored for easy reference), overhead projector
For each student: photocopy of transparency or of BLM Plant
and Animal Cells, colored pencils
Activity
B. A Closer Look
1. Distribute copies of the transparency and colored pencils to each
student.
2. Show the overhead transparency of the animal cell and plant cell.
3. Tell students that they are viewing magnified images of an animal
cell and plant cell.
4. Ask students: “What similarities do you see between the two cells?
What differences do you see?”
5. Explain to students that plant cells look green because green
plants contain a green pigment called chlorophyll, which allows
plants to make their own food using sunlight.
(continued)
Standard 4 / Activity 3
Indiana Science Grade 6 Curriculum Framework, October 2002
TECHNOLOGY
Give the class a closer
look at cells by
providing plant and
animal cell slides for
students to view under
microscopes. Have them
identify structures such
as the cell wall in plant
cells. [Cork cells provide
the best viewing of cell
walls. Explain that cork
cells are not green
because the cork is
dead and cork is not
the part of the tree that
contains chlorophyll.]
extending
THE
ACTIVITY
Use the transparency to
show students the plant
cell’s central vacuole.
Explain to students that
a plant cell’s vacuole
can be the largest part
of a plant cell because
it stores water and
nutrients for the plant.
Standards Links
6.1.9, 6.4.1
page 145
Standard 4
A. Pre-Activity Discussion
1. Ask students: “What are all living things composed of?”
2. Discuss with students how all living things are made of cells.
3. Ask students if they think scientists could have learned what
living things were composed of before the invention of the
microscope.
4. Discuss with students how most cells cannot be seen unless
they are magnified by a microscope.
5. Ask students: “What do cells look like? Do you think they
are empty?”
6. Discuss their answers and tell them that they will observe
pictures of cells to see what they look like.
incorporating
Activity (continued)
Standard 4
6. Ask students: “Why do you think the animal cell is not green?”
7. Discuss with students that animal cells do not contain
chlorophyll; animals do not need chlorophyll, since they do not
make their own food.
8. Tell students that plant and animal cells contain many other
parts, but we will only focus on one other major difference
between plant and animal cells: plant cells have cell walls, while
animal cells do not.
9. Show students the plant cell wall on the overhead, and have them
identify the cell wall of the plant cell on their sheets.
10. Explain that both plant and animal cells have cell membranes
which are coverings that separate the cells’ internal structures
from their outside environments.
11. Point out the cell membrane on each image. Have students
identify the cell membrane on each cell on their sheets.
12. Tell students that animal cells have only a cell membrane while
plant cells have a cell membrane and a rigid cell wall.
13. Have students identify the difference between the cell membrane
and cell wall on the picture of the plant cell.
14. Explain that a plant’s cell wall supports and protects the plant.
15. Have students color various organelles in both the plant and
animal cell.
16. Direct students to visit Web sites, such as www.cellsalive.com,
to further study plant and animal cells.
Classroom Assessment
Basic Concepts and Processes
At the conclusion of the activity, ask questions such as the following:
What are the main differences between plant and animal cells?
How do you know?
Why do plants have chlorophyll in their cells, while animals
do not?
How could you test this theory?
page 146
Standard 4 / Activity 3
Indiana Science Grade 6 Curriculum Framework, October 2002
Name:
Plant and Animal Cells
Standard 4 / Activity 3
Indiana Science Grade 6 Curriculum Framework, October 2002
Black Line Master 1
page 147
Plant and Animal Cells
Teacher Directions
If you cannot find colored pictures of a plant cell and animal cell, use the BLM Plant and Animal
Cells as an alternative.
Make a transparency of the BLM and one copy of the BLM for each student, and distribute
the BLMs and colored pencils to each student.
Direct students to identify and label the cell membrane on each cell, to identify and label
the cell wall on the plant cell, and to color various organelles of each cell.
Answer Key
Not applicable.
nucleus
cell membrane
smooth
endoplasmic
reticulum
mitochondria
rough
endoplasmic
reticulum
Golgi
apparatus
chloroplast
mitochondria
vacuole
cell membrane
Golgi apparatus
smooth endoplasmic reticulum
nucleus
cell wall
rough endoplasmic reticulum
Black Line Master 1
page 148
Standard 4 / Activity 3
Indiana Science Grade 6 Curriculum Framework, October 2002