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Here's Your Sign! An Interactive Analogous
View of the Cell
Resource ID#: 128027
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
This two-part lesson will help students to be able to identify the major organelles of plant and
animal cells, and enables them to understand correlations between the organelles' structure and
how that aids in function. Students will be able to compare and contrast plant and animal cells.
The first part of the lesson allows the class to interact together through a game of Jeopardy style
questions regarding these two major types of cell types. The second portion of the lesson has
students created an illustrated analogy of a cell to something that they are more familiar with,
such as their school.
Subject(s): Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Computer for Presenter, Internet Connection, Interactive Whiteboard
Instructional Time: 2 Hour(s)
Keywords: plant cell, animal cell, organelles, cell structure, function, compare and contrast
Instructional Component Type(s): Lesson Plan, Project , Educational Game
Resource Collection: FCR-STEMLearn Cell Biology
ATTACHMENTS
Cell Analogy Poster Rubric-CPALMS Lesson Plan.docx
LESSON CONTENT
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Lesson Plan Template:
General Lesson Plan
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Learning Objectives: What should students know and be able to do as a result of this
lesson?
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Prior Knowledge: What prior knowledge should students have for this lesson?
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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 preexisting cells, and c) cells are the basic unit of life.
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?
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Students will identify the major organelles of of plant and animal cells and explain how their
structure aids in function.
Students will compare and contrast the functions of major organelles in plants and animals.
How can you distinguish between plant and animal cells?
If a cell did not have a cytoskeleton, what kind of problems would occur?
Is it true to say that a chloroplast provides the energy needed for a plant cell?
What similarities do chloroplasts and mitochondria share?
Teaching Phase: How will the teacher present the concept or skill to students?
In this lesson,
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The first goal is to help students to be able to identify the major organelles of plant and animal
cells.
Next, they should be able to understand correlations between the organelles' structure and how that
aids in function.
By the lesson's end students will be able to compare and contrast the organelles of plant and
animal cells.
Upon entering the classroom, the students will see that their normal setting has been transformed into a
Jeopardy set. The Smartboard at the front of the classroom will serve as the display for the game. The
teacher will have previously created the game using Super Teacher Tools: Instant Jeopardy Review. (This
is a website for teachers to use in order to access free educational game templates.) For the purposes of this
lesson plan, I have created a game on the website that others are free to use if they wish, Anatomy of a Cell
Review.
Modifications could be made for use with honors students. The student desks will be pushed to the back or
side of the room, with the exception of a panel of 3 that will be lined in the front of the room to resemble
the contestant podiums. The teacher's desk will serve as the host's podium.
As students enter the classroom, they will draw a number from a jar randomly dividing them into groups of
three. The number of groups present will be determined by the number of students in the class.
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In this game, instead of competing individually, as on the Jeopardy show, students will compete in
teams. So when each team has their turn, the points earned in each round are awarded to that group
as a whole.
The teams will take turns rotating through the contestant podiums and work together to answer the
game questions, ranging from cell vocabulary to clues about structure or function.
The teacher should allow approximately 20 to 30 minutes for this activity. The purpose of this
game is to review key concepts about cells and to allow students to do so in an interactive and
nonconventional environment.
For the second part of the lesson, students will work in pairs to create and illustrate an analogy of a cell to
something that they are more familiar with, such as a city, their school, or a business. In each pair, one
student will represent a plant cell and the other will be assigned the animal cell. Before students begin
networking, the teacher will use the Prezi Cell/Restaurant Analogy to present the idea that a cell is like a
restaurant. Students will have the remaining class period and the next additional one to complete their
project.
A possible modification to this portion of the lesson is to have students begin the poster in class and
complete it for homework. The next class period could then be spent with partners sharing their posters
with each other through think-pair-share time. This is a great way to allow students to work collaboratively
and learn from each other. They will use poster board, crayons, markers, and colored pencils to illustrate
their analogy. Their poster must include a picture diagram of their respective cell type, and pictures of the
major organelles and a drawing/description of what it is analogous to. The attached rubric could be used for
grading the posters.
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Guided Practice: What activities or exercises will the students complete with teacher
guidance?
For this lesson, guided practice will occur during the initial stages of part two, where students begin
working on their cell analogy poster. The teacher will move throughout the room answering student
questions and ensuring that they are on task and on target.
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Independent Practice: What activities or exercises will students complete to reinforce
the concepts and skills developed in the lesson?
Independent practice for this lesson will occur as the students complete their cell analogy posters. Students
will have the option of continuing to work on their poster at home if they need additional time. Students
will need a firm knowledge of the cell organelles and their respective functions in order to complete the
poster.
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Closure: How will the teacher assist students in organizing the knowledge gained in the
lesson?
At the conclusion of the lesson on day two, the teacher will review key concepts by asking questions such
as, "Could a cell function without a nucleus?" or, "What would happen if a cell did not have a membrane or
cell wall?" Students should select one of these questions to be answered as an exit ticket. These probing
questions help to ensure that students not only understand the organelles and their functions, but why they
are necessary to the proper functioning of plant and animal cells.
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Summative Assessment
In this lesson, the summative assessment will occur via the cell analogy project. The teacher will evaluate
the projects on the basis of correct terminology and definitions of organelle structure and functions. The
teacher will also evaluate the effectiveness of the analogies chosen and their association with the
appropriate organelle. There is a rubric attached for the purpose of grading this portion of the lesson.
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Formative Assessment
The formative assessment in this lesson will take place during the Jeopardy game. During this game, the
teacher will be able to assess students and their knowledge retention of the material following the initial
instructional lecture preceding this lesson. Students will be in small groups of three during this game,
giving the teacher more effective opportunities to evaluate student knowledge.
Potential Misconceptions/Things to Know About this Lesson:
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If the teacher decides to create their own version of the Jeopardy game, the process to do so on the
website (link provided) is not very time intensive. If the teacher already has the questions picked
out that they would like to enter into the game (test review questions, for example) the process
will only take a few minutes to complete.
After each question in the game, there is a button to click that reveals each answer.
This is a great tool for test review.
In the game I created (link provided) I focused on cell structure and function questions, but you
could easily include broader spectrum questions or other major biological concepts as well.
The game website is very user friendly.
If using the game that I created, be sure to review all of the questions and answers before viewing
with students to be aware of all content knowledge.
The questions and answers I selected cover basic cellular structure and function content at a ninth
grade level.
Feedback to Students
Throughout the game, the teacher (playing the role of the game show host) will have ample opportunities
for giving feedback to students during and after their responses to the game questions. This is a good
opportunity to ensure that all students have the correct subject knowledge before they begin part two of the
lesson, the cell analogy project.
ACCOMMODATIONS & RECOMMENDATIONS
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Accommodations:
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Special needs students could be paired with a higher level performing student during the game to
aid in comprehension.
Visually impaired students could be given a printed copy of the game questions in a larger font.
ELL students could have access to a translated version of the game questions. These students
would also likely need remedial time on the basic applicable vocabulary terms, using
flashcards/pictures.
Visually or physically handicapped students could have an alternative to completing the cell
analogy poster. They could verbally describe their choice of analogy to the teacher.
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Extensions:
If time allows, the teacher could permit the students to present their cell analogy posters to the class. Also,
the teacher could create bonus rounds of the Jeopardy game with higher level questions. Additionally, if
time allows, the teacher could have students create a 3D model of a cell in their choice of materials.
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Suggested Technology: Computer for Presenter, Internet Connection, Interactive Whiteboard
Special Materials Needed:
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Classroom computer
Smartboard
Jar
Paper for numbers (to be drawn out of jar)
Poster board (1 for each student)
Crayons, markers, and colored pencils
Further Recommendations:
In the event of the Internet not working, the teacher could have a hard copy of the Jeopardy questions to ask
the students, and could draw a mock version of the game board display on the white board.
SOURCE AND ACCESS INFORMATION
Contributed by: Abigail Smith
Name of Author/Source: Abigail Smith
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).