Download Lesson Plan - Colorado FFA

Colorado Agriscience Curriculum
Section:
Plant & Soil Science
Unit:
Plant physiology and growth
Lesson Title:
Lesson 2: Discovering Plant Cell Structure Part 1
Colorado Agricultural Education Standards:
AGS11/12.4
AGS11/12.4.8
11 & 12
Identify plant structures and their functions.
Colorado Science Standards:
SCI3.3.1 Science describing cellular organelles and their function
SCI3.3.2 Science
differentiating among levels of organization and their roles within the
whole organism
SCI3.3.5 Science
using examples to explain the relationship of structure and function in
organisms
Student Learning Objectives (Enablers)
As a result of this lesson, the student will …
1. Describe the structure, composition, and function of the cell membrane
2. Identify the major parts of a eukaryotic cell
3. Identify how each part works together to ensure plant survival
Time: Instruction time for this lesson: 50 minutes.
Resources:
Modern Biology, Holt, Rinehart and Winston
Agriscience Fundamentals and applications, Cooper and Burton
Tools, Equipment, and Supplies
Baggie filled with 1 marshmallow, ten tooth picks, one grape, some grass, three peanuts
with shells, and one M&M. For each student or group.
Overhead or computer projector
Student notebook
Writing tools
Writing surface
4- Spinners
Key Terms. The following terms are presented in this lesson and appear in bold italics:
Unit 2, Lesson 2: Discovering Plant Cell Structure Part 1
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Selectively permeable
Peripheral proteins
Integral Proteins
Fluid mosaic model
Cell Wall
Cell Membrane
Chloroplasts
Endoplasmic Reticulum
Mitochondria
Nucleus
Nuclear Membrane
Vacuole
Cytoplasm
Interest Approach
Cell Cuisine: Split class into groups of two to four students. Hand out plastic bags to each
group of students. The plastic bags should have a Large Marshmallow, ten tooth picks, one
grape, some grass, three peanuts with shells, and one M&M. Now that each group has their
package, give them the handout of the cell organelles. Each piece of their construction
masterpiece must be used as a part of the cell for a reason, so they must research the key terms
as they develop their ideas for their plant cell. Students will then construct their own Plant cell.
This will take approximately 25 minutes
Example:
Grape- Used as the Nucleus because it the fluid inside the grape represents the DNA
information that a nucleus stores.
Peanuts- Used as the mitochondria because peanuts are high in protein/energy, much like the
mitochondria that is used to produce energy from organic matter to ATP.
Would you please divide into groups of two to four people? Now that you are in your groups,
each group must pick the engineer who is going to be the team captain. I am now going to give
each team a bag filled with possibilities. Please do not eat any of the content in the bag. Imagine
that you are a structural engineer, and your job is to build a model for a new plant cell. You only
have the materials in the bag that can be used for this model, however each piece that you use has
to reflect the part of the plant cell that is represents. For example, if you use a peanut for the
mitochondria you will need to explain to me why the peanut represents the mitochondria. Is
everyone ready?.....As with any high paying job, you will have to meet a strict deadline. You
will have twenty minutes to complete your presentation. Engineers, you may begin.
Unit 2, Lesson 2: Discovering Plant Cell Structure Part 1
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Engineers, your deadline is here. Please set down your new plant cells. Now that each team has
worked so well on preparing their ideas, the captain of each group can bring their model up to the
front of the room now.
Instructor then ask each engineer to explain why they used the parts they did for each organelle
in the cell. (10)
Summary of Content and Teaching Strategies
Objective 1. Describe the structure, composition, and function of the cell membrane
Now that we can identify the structure of a plant cell, we are going to explore the plant cell
structures. If we look at the plant cell what is the first thing that we will see?
Give students a couple guesses they should derive at the cell membrane.
Very good, the cell membrane is the outside of the cell. Does anyone know what the purpose of
the cell membrane would be?
Give students a couple of guesses and write them down on the black board or a blank overhead.
The list should include: Allowing water and nutrients in.
Keeping foreign objects out.
Now that we have our list we are going to find out what allows the cell membrane to be called
Selectively permeable. Using your diagram of the plant cell (PSS.HO.1) and the list of terms
(PSS.HO.2) we can find out what each one does. Each of you needs to cut the definition of the
cell membrane part and glue it next to the part on the diagram. You will only have five minutes
so you must work fast. Are you ready? “Go!”
Give students five minutes to complete. Clap three times when time is up.
“Come back to me, did everyone find the answers? Most of you found them it looks like, but
just to make sure we are going to look at a slide to make sure your answers are correct. If you
missed any of them be sure to correct them.”
Show PSS.PP.1 Go through the first five slides then stop.
Objective 2. Identify the major parts of a eukaryotic cell
Students will discover the parts of the plant cell by cutting the labels from PSS.4.HO and
inserting them onto handout PSS.3.HO. Give students approximately 10 minutes to do this.
Even though we have worked really hard up to this point we have only covered one part of the
Unit 2, Lesson 2: Discovering Plant Cell Structure Part 1
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plant cell. Does anyone know what organelle I’m talking about? Good job the cell membrane.
We all know there has to be more to a plant cell than just a cell membrane though. I’m going to
give you two different handouts in which you are going to cut the labels out of the one handout
and paste them into the picture of the plant cell to show where they go and what they do. Is
everyone ready? You will only have 5 minutes to finish this task. You may begin.
Give student 5 minutes.
Stop. Good job everyone impressed me.
Objective 3. Identify how each part works together to ensure plant survival
Students will now add the definitions from PSS.5.HO to PSS.3.HO. This should only take about
five minutes.
I think all of you have done great so far, but now that we have added all of those labels to our
picture, we need to find out what they mean. Using the handout (PSS.5.HO) I am now giving
you, cut out the definitions and paste them to the cell organelle that best describes their function.
You will only have 5 minutes. Begin!
As students finish up remind them that this paper is going to be kept in their notebook.
Stop! Good job. Make sure you put this information in your notebooks.
Review/Summary.
Students will now use their newly gained knowledge to compete in a game show. You can either
ask the questions orally or just have them show up on the projector using PSS.PP.2
We are going to divide into three groups of equal size when I say, “Go.” The first groups will be
the youngest students the second group are the middle aged students and the third group are the
oldest students. “Go!” Now that you are in your groups each student needs a number so captains
number your team off 1 through however many are in your group.
Give student one minute to find their groups. You can countdown the last ten seconds if you
want to.
Now that you are in your groups each group needs to find a team captain. You have 10 seconds.
Great, everyone has their captain. Now captains, you are going to number off your group,
including yourself, from 1 to however many people are in your group. I am going to give each
captain a spinner. I am also going to have a spinner. So the youngest group is group 1 the
middle group is group 2 and the oldest group is group 3. I am going give you a definition and
you will have to give me the term that fits. Once I say the definition their can not be any talking
Unit 2, Lesson 2: Discovering Plant Cell Structure Part 1
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or that team will lose a point. Then I will spin my spinner to determine which team is going to
answer each question. Once that team has been picked the captain of that team will spin to
determine which one of you will answer the question. You must answer it within 5 seconds
correctly to get a point, other wise you will lose a point. Is everyone ready? “Here is the first
question!” Remember once I ask the question there is to be no talking or your team loses a point.
Begin to give the definitions.
Application
Extended classroom activity:
Students can go home and find their favorite fruit or vegetable and bring in to school to
observe under the microscope and relate what those cells look like compared to the original cells
that they prepared and observed.
FFA activity:
Students can use this information and take it a step farther by doing this lab for
elementary
students for “Ag in the Classroom.”
SAE activity:
Have students schedule a field visit to their local land grant university to tour the cell
biology department. Students may also elect to tour businesses such as alcohol brewer
companies that may do cell research with barley and other crops.
Evaluation:
PSS.Assess.1
Answers to Assessment:
1.
A. 3
B. 4
C. 2
D. 8
E. 7
F. 6
G. 9
H. 5
I. 1
2.
A. Supports and protects the cell
B. Cell membrane is selectively permeable in order to allow nutrients and other
material in.
C. Contain chlorophyll and is the location where photosynthesis occurs.
D. Where proteins are created from the DNA
Unit 2, Lesson 2: Discovering Plant Cell Structure Part 1
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E. Transfers energy from organic compounds to ATP
F. Contains the DNA and manages most of the functions of the plant
G. Surrounds the nucleus
H. Stores enzymes and waste products
I. The region of the cell between the cell membrane and the nucleus
Suggested Scoring:
Question 1: 2 points for each organelle for a total of 18 points
Question 2: 5 points for each organelle purpose for a total of 45 points
PSS.Assess.1
Name: ____________________
Plant Cell Organelles
1. Please write in the number from the organelle on the picture that matches the
name.
_____ A. Cell Wall
_____ C. Chloroplasts
_____ E. Mitochondria
_____ G. Nuclear Membrane
_____ I. Cytoplasm
______ B. Cell Membrane
______ D. Endoplasmic Reticulum
______ F. Nucleus
______ H. Vacuole
2. Explain the purpose of the following organelles.
A. Cell Wall- ____________________________________________________________
B. Cell Membrane- _______________________________________________________
C. Chloroplasts- _________________________________________________________
Unit 2, Lesson 2: Discovering Plant Cell Structure Part 1
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D. Endoplasmic Reticulum-_________________________________________________
E. Mitochondria- _________________________________________________________
F. Nucleus- _____________________________________________________________
G. Nuclear Membrane- ____________________________________________________
H. Vacuole- _____________________________________________________________
I. Cytoplasm- ____________________________________________________________
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