Download Export To Word

Spirillum, Dandelions, and Koalas, OH MY!
Resource ID#: 149143
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
This lesson allows students to create a science center display showing their knowledge of the
general structures of prokaryotic and eukaryotic cells and the structures and functions for the
components of plant and animal cells. At the end of this lesson, students will be assessed by
participating in a gallery walk that displays their design for a local science center.
This lesson is a STEM project-based learning opportunity.
Subject(s): Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Computer for Presenter, Computers for Students, LCD Projector
Instructional Time: 6 Hour(s)
Keywords: animal cell, plant cell, bacteria call, cell, cell model, scale drawing
Instructional Component Type(s): Lesson Plan, Project , 3D Modeling
Resource Collection: Lake/Sumter MSP Secondary Science
ATTACHMENTS
SpirillumDandelionsandKoalasOHMYstudentpacket.docx
CellStructureandFunctionComparisonTable.docx
SpirillumDandelionsandKoalasOHMYstudentpacket.pdf
PrePostTestKey.docx
LESSON CONTENT

Lesson Plan Template:
General Lesson Plan

Learning Objectives: What will students know and be able to do as a result of this
lesson?
As a result of this lesson, students will:
o
o
o
o

Prior Knowledge: What prior knowledge should students have for this lesson?
o
o
o

know that cells have characteristic structures and functions that make them distinctive.
compare and/or contrast the structures found in plant cells and in animal cells.
compare and/or contrast the structures found in prokaryotic cells and in eukaryotic cells.
describe how structures in cells are directly related to their function in the cell.
Describe and identify patterns in the hierarchical organization of organisms from atoms to
molecules and cells to tissues to organs to organ systems to organisms.
Explain the components of the scientific theory of cells (cell theory): all organisms are composed
of cells, all cells come from pre-existing cells, and cells are the basic unit of life.
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.
Guiding Questions: What are the guiding questions for this lesson?
The following guided questions will help check for understanding throughout the lesson.
o
o
o
What is similar about prokaryotic cells and eukaryotic cells?
cell membrane, ribosomes, DNA, cytoplasm
What are the differences between prokaryotic ells and eukaryotic cells?
nucleus, endoplasmic reticulum, golgi apparatus, mitochondria, lysosomes, vacuoles, chloroplast
What structures can be found in both prokaryotic and eukaryotic cells?
cell membrane, ribosomes, DNA, cytoplasm, cell wall in some eukaryotes and prokaryotes
o
o
o
o
o
o
o
o

What is similarities about plant and animal cells?
nucleus, endoplasmic reticulum, golgi apparatus, mitochondria, ribosomes, cell membrane,
cytoplasm
What are the differences between plant and animal cells?
Plant cells have a cell wall, vacuoles, and chloroplasts; animal cells have lysosomes and vesicles
What is different about the outermost boundary in a plant cell and the outermost boundary of an
animal cell? cell wall
Decide which type of cells are more complex, prokaryotic or eukaryotic, and list at least three
supporting reasons for your choice.
Eukaryotic: they have nucleus and membrane-bound organelles, and they are much bigger
What makes your design a good design?
Why did you choose the materials you are using?
Why did you use the scale you chose?
Why are you using a 3D model rather than drawings/pictures?
Engage: What object, event, or questions will the teacher use to trigger the students'
curiosity and engage them in the concepts?
Students should be given the pre-test at the beginning of class.
The teacher can show pictures of different organisms, including koalas, dandelions, and spirillum, and ask
students to identify the differences and similarities. (Answers will vary; spirillum may require extra
prompting.) The teacher will explain that we know know that all organisms are made of one or more cells,
but that these cells can vary based on the needs of the organism. Images can be found by performing an
image search on Google or another search engine for each type of organism.
The teacher will indicate to students that the spirillum is a bacteria and a prokaryote, while koalas and
dandelions are made of animal and plant cells, respectively. The teacher will ask if anyone can state the
differences between these types of cells and document student responses on the board.

Explore: What will the students do to explore the concepts and skills being developed
through the lesson?
Students will watch YouTube videos that will help them explore the similarities and differences between
eukaryotic cells and prokaryotic cells. They will also examine the differences between plant and animal
cells. Students will create a comparison document that illustrates similarities and differences and also
provides a place to organize information about specific organelles.
Eukaryotic vs. Prokaryotic:
o
o
Amoeba Sisters - "Prokaryotes and Eukaryotes"
RicochetScience - "Prokaryotic Vs. Eukaryotic"
Plant cells vs. Animal cells
o
Math and Science - "2.1.7 Animal vs. Plant Cells"
The teacher can ask guiding questions while students are working on their chart to emphasize the idea that
different types of cells have different purposes or functions, so require different working parts. The teacher
can use analogies like the idea that a car has different parts than a washing machine because they have
different jobs to do, but they do share some similar parts like motors and bearings.

Explain: What will the students and teacher do so students have opportunities to clarify
their ideas, reach a conclusion or generalization, and communicate what they know to
others?
The teacher will tell the students that they are going to take the data they have collected about different
types of cells and apply it to a design situation.
The teacher will present the STEM design challenge that asks students to design a cell exhibit for a science
museum.
You are designing a cell display for the local science museum. Your display will include models of a plant
cell, an animal cell, and a bacteria cell. All parts of your model must be built to scale. You must use
commonly available or recycled material to build your display. The model should be accompanied by a
detailed curator's note or an audio piece that explains the form and function of the parts of the cell.
In addition to designing the exhibit, you will be asked to create an interactive piece that will test visitors'
understanding of the cell model. This piece of the display might include (but is not limited to) a set of
flashcards or a quiz that will ask the viewer to match organelles and their functions.
At this point, the teacher should ask if there are any questions.
The teacher will circulate during the design and building processes and ask guiding questions to ensure that
students are clarifying ideas and communicating their understanding.

Elaborate: What will the students do to apply their conceptual understanding and skills
to solve a problem, make a decision, perform a task, or make sense of new knowledge?
Students will display their products. All students will participate in a gallery walk where they will view
each others' models and leave one positive comment and two constructive ideas at each display. This can be
done with sticky notes or a guest book.
o
o
o
o
o

Students will use the feedback to decide whether or not the original criteria for their design has
been met.
Students make changes to their design and explain why the changes were made.
Students will display their improved designs in a gallery walk and receive a second round of
feedback.
Students will be asked to test the interactive pieces that were created for each display and leave at
least one comment about the experience.
Each group will complete their design packet, including a group evaluation form.
Summative Assessment
After the second gallery walk, students will use the rubric to assess the success of their designs based on
the original design criteria.
Students will complete the post test.

Formative Assessment
The teacher can ask the guiding questions to assess student learning gains. Additional questions might
include:
o
o

Give me an example of a prokaryotic cell. Explain why you picked this example. (Some examples
may be bacteria, cyanobacteria, e. coli. They lack a nucleus and membrane-bound organelles.)
Give me an example of a eukaryotic cell. Explain why you picked this example. (Students can
name any protists, fungi, plant, or animal. They have a nucleus and membrane-bound organelles.)
Feedback to Students
o
o
o
o
After each part of the STEM challenge, the students will get either teacher feedback or peer
feedback.
After they come up with their plan (design), they must get approval from local science center
(teacher) before they begin construction.
After the design is built, students will get feedback from teacher and other students.
The group evaluation will allow students to reflect on the process and their level of success.
ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:
For students that may need extra support, make sure to provide a project planning sheet and/or a sample
scale.

Extensions:
Students can take their displays to the local elementary/middle school to present to students.
Students may write a review that would be suitable for the entertainment section of a newspaper that talks
about the display and the pieces that are part of it.


Suggested Technology: Computer for Presenter, Computers for Students, LCD Projector
Special Materials Needed:
Materials that could be provided by teacher:
o
o
o
o
o
o
o
o
o
o
o
o

salt dough
buttons
yarn
paper
felt
cloth
cotton balls
glue
paper clips
pipe cleaners
Q-tips
any craft or recycled material that could work for the displays
Further Recommendations:
Have textbooks, notes, and/or computers out for student use.
The teacher could be more restrictive and offer very limited materials.
Have students look at some exhibits at science center websites such as the Orlando Science Center.
SOURCE AND ACCESS INFORMATION
Contributed by: Deanna Squire
Name of Author/Source: Deanna Squire, Laura Strickland, Megan Andrews
District/Organization of Contributor(s): Sumter, Sumter
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.912.L.14.2:
SC.912.L.14.3:
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).
Compare and contrast the general structures of plant and animal
cells. Compare and contrast the general structures of prokaryotic
and eukaryotic cells.
Remarks/Examples:
Annually Assessed on Biology EOC. Also assesses
SC.912.L.14.2.