Download Taking a Look Inside of Cells

Taking a Look Inside of Cells
Resource ID#: 46928
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
After researching cell organelles, students collaboratively compare and contrast the structures in
a plant and an animal cell. They then individually create a plant or animal cell model which
communicates their knowledge of the structure and function of each organelle.
Subject(s): Science
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection,
Interactive Whiteboard, Computer Media Player
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: organelle, plant cell, animal cell, cell wall, cell membrane, nucleus, cytoplasm,
chloroplast, mitochondria, and vacuoles
Instructional Component Type(s): Lesson Plan
Resource Collection: FCR-STEMLearn Cell Biology
LESSON CONTENT

Lesson Plan Template:
Learning Cycle (5E Model)

Learning Objectives: What will students know and be able to do as a result of this
lesson?
The student will be able to compare and contrast the structure and function of major organelles of plant and
animal cells. (For example-cell wall, cell membrane, nucleus, cytoplasm, chloroplast, mitochondria, and
vacuoles).

Prior Knowledge: What prior knowledge should students have for this lesson?
1.
2.
3.

The patterns in the hierarchical levels of organization in multi-cellular organisms
The 3 components of the cell theory which states,
a. All living things are made of cells.
b. Cells are the basic unit of life.
c. All cells come from pre-existing cells.
How cells of all organisms undergo similar processes to maintain homeostasis.
Guiding Questions: What are the guiding questions for this lesson?
1.
How do the parts (organelles) of the cell work?
cell wall - found in plant and bacteria cells; rigid; supports and protects the cell, provides structure cell
membrane - found in all cells; selectively permeable (chooses which substances go in and out of the cell);
helps the cell maintain homeostasis and protects the cell
ribosomes - chemical "factories" where proteins are made cytoplasm - gel like substance which contains all
of the organelles nucleus - contains DNA, the genetic material of the cell nucleolus - where ribosomes are
made, dense center of nucleus
vacuole - plant cells have one large one, animal cells have a few small ones; stores water and other
molecules for the cell rough endoplasmic reticulum - folds and modifies proteins; has ribosomes attached to
it, giving it a "rough" appearance
smooth endoplasmic reticulum - synthesizes lipids, phospholipids and steroids; no ribosomes attached to it
golgi bodies - packages molecules such as those made in the RER and the SER and distributes them within
the cell or for secretion
chloroplasts - only in plant cells; they contain their own DNA; perform photosynthesis to make glucose,
which can then be used as a source of energy; contain chlorophyll, a pigment essential to photosynthesis
mitochondria - contain their own DNA; produce energy for the cell centrioles - only in animal cells; help
the cell during cell division.
2.
What are the structural differences between plant and animal cells?
Plant cells have a cell wall. Most animal cells do not.
Most plant cells have chloroplasts. Most animal cells do not.
Animal cells have centrioles. Plant cells do not.
Animal cells can have a few small vacuoles. Plant cells usually have one really big vacuole.
Animal cells are often irregularly shaped, while plant cells are more regular.

Engage: What object, event, or questions will the teacher use to trigger the students'
curiosity and engage them in the concepts?
Bellringer: The words cell organelle should be written board. As students enter classroom have them write
the words vertically down their notebook paper. For each letter have the student write a phrase that starts
with that letter describing what they know about cell organelles. Display around the room. These will be
addressed at the end of the lesson.
The students will view the video The Inner Life of a Cell on the smart board.
The Inner Life of a Cell
At the end of the video, the teacher will ask, "How does this video represent cells compared with other
videos or models that you may have seen?"
The video shows the cell in 3D, whereas most videos or models show it in 2D. The video shows movement
of organelles and how they relate to each other. Emphasize to the students how limited we are when
looking at models. Ask students what other types of models we use that my give us a false impression of
size, shape and movement. Examples are: the atom, the solar system, and the universe.

Explore: What will the students do to explore the concepts and skills being developed
through the lesson?
Students will explore the organelles of plant and animal cells by researching plant and animal cells on
various web sites seen below.
They will complete a diagram of each cell, giving short description of the function of each organelle.
Students will receive an unlabeled diagram of an animal cell and an unlabeled diagram of a plant cell.
You may obtain these diagrams at the following sites.
Plant Cell Diagram
Animal Cell Diagram
Students are given several web sites to find the information to complete the labeling of the diagrams as well
as an explanation of each organelle's job. Students should be told to write a short phrase under each
organelle's name on the paper.
Ideally this is independent work, however, if there are not enough computers for each student to work
independently, they can work in small groups. There should be no more than three students to a computer.
If no computers are available you can print any of the articles below. The teacher should walk around and
monitor students, checking student work, and giving feedback. Allow 25-30 minutes to complete the
activity or wait until the majority of the students are finished.
Note: Worksheets will cover more organelles than will be presented on the power point later in the lesson.
You may choose to not have the students do the following numbers or add information to the power point.
These organelles are presented at a higher grade standard.
Animal cell worksheet: # 1, 3, 5, 6, 9 and 13
Plant cell worksheet: #2, 6, 7, 13, and 14
Links to web sites:
http://learn.genetics.utah.edu/content/cells/insideacell/
http://www.hartnell.edu/tutorials/biology/cells.html
http://biologyfunfacts.weebly.com/cell-organelles.html
Once students have completed diagrams, have students form small groups of three to four. These groups
should be assigned by the teacher and be ability-mixed.
Give each group a large piece of chart paper.
Have students draw a Matrix similar to attached.
Have the students in each group compare their individual cell diagrams to complete a comparison of the
organelles for plant and animal cells.
As groups finish have them tape their chart paper to the wall around the room. Students remain in groups.
Matrix for Plant and Animal Cell Organelles -.docx
Key for Matrix for Plant and Animal Cell Organelles.docx

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 present a short power point showing cell organelles and their functions. Higher order
questioning are embedded in Power Point.
Discuss each organelle's function and how it relates to other organelles and answer questions students may
have after each slide. The Power point is linked. It is titled: What's inside a cell? How Big are Cells? What
is the difference between plant and animal cells?
Once you are on the site you will download the power point.
Higher order questions are embedded within the power point, notes at bottom of page will have answers.
Additional questions to ask students:
Why is each individual organelle essential to cell survival? (Student answers will vary)
What would happen if this organelle were NOT functioning? (Student answers will vary)
Extension questions:
Do you think the organelle's location is important to its function? (Student answers will vary)
Can a cell survive alone? (Student answers will vary)
At the end of the power point, display a Matrix that has been titled the same way as the student groups'
diagrams. This can be either on a smart board or a white board.
Have each group stand next to their chart and answers to Matrix should be presented by one group member
and a consensus should be reached by class.
Once a consensus is reached fill in the empty class chart.
Have students look at their bellringer work from the beginning of the lesson and reevaluate what they wrote
to examine how their understanding of the cell has changed at the end of the lesson.
Assign the 3D cell model to students. The directions are in the elaborate section.
Review Options: Both options require student movement, and may be done outside or in the classroom with
the desks moved out of the way.
Option 1- A Quiz, Quiz, Trade game: Each student is given a card with an organelle name on one side and
its function on the opposite side. The students move throughout the room as music is played. When music
is stopped students find the nearest person. They quiz each other on their questions, prompt for correct
answers and then trade questions. After one minute time is called and music starts again. Students move
through the room and as the music stops they find the nearest person they have not already traded with and
repeat process of quiz, quiz, trade. This should be repeated until most students have interacted with each
other.
Option 2- Students act out organelle parts: Each student is assigned an organelle part. This can be a random
draw from a hat or teacher assigns each part to a specific student. The students say the name of their
organelle, create a short chant about the function of that part and a visual action that represents the
function. An example of what this might look like for the nucleus: Student would say "I am the Nucleus
and I am the brains of the cell, I run the show telling everyone what to do and where to go" They say this
while pointing to their brain. Students should perform this while standing in a large area taped off to
represent the cell. Area can be rectangular for plant cell. about 15ft by 20 ft, or irregular shape of
approximately the same size for animal cell.

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 create and design their model of a plant or animal cell. Students should present their model
and justify use of materials such as shape, size, placement in the cell and how it represents its function.
Review discussion of model limitations of 2D models and show how a 3-D view can show more detail
which helps us understand how the organelles relate to each other.
Assign student project, creating a 3-D cell.
Post directions:
Make a 3-D model of a cell! Use a materials from home.
2.
3.
4.
5.
6.
You may choose a plant or animal cell. Make note of structural differences and be prepared to
explain in your presentation.
Your model may be edible (food), styrofoam, paper mache, cardboard, legos, in a box, painted,
colored, etc. This is not an art project, academic content is the majority of the grade!
The cell must include the following parts depending on your choice of plant or animal : Cell
Membrane Lysosomes, Nucleus, Ribosomes, Vacuoles, Cytoplasm, Mitochondria, Endoplasmic
Reticulum, Cell Wall, Cytoplasm, Golgi Bodies.
You must label the parts of the cell in some way, and must include a key for your cell. The key
should contain a description of the job of each cell part.
You should be prepared to present your project to other students and the teacher, defending your
choice of materials to represent each organelle and the job of those organelles within the cell
structure, and how it differs from the cell are not representing (plant or animal). You should be
prepared to justify your answers.
Give students rubric, review rubric with students. Question students understanding of rubric.
3-D Cell Model Rubric -.docx
Give students timeline for completion and rubric. You may choose to have this be a project completed at
home or give time for students to work on this in class.
3-D Cell Model Rubric Presentation can be done in several ways:
7.
8.
Each student can present to the class as a whole, followed by question and answer time.
All students can be set up, science fair style and teacher can move from one project to another.
Individual feedback should be give in short conference reviewing student's graded rubric.

Summative Assessment
Design and create a model of a plant and animal cell including all the major organelles in each and then use
the models to compare and contrast cell structures and examine structure to function. A rubric will be
provided.

Formative Assessment
Students will label a diagram of eukaryotic plant and animal cells. The teacher will use this information to
assess students' knowledge of organelles and their functions.
Students will create an acrostic word poem using prior knowledge of cell structure. The teacher will use
this to assess what students know at the beginning of the lesson.

Feedback to Students
0.
1.
2.
3.
Feedback on student diagrams will be given as teacher moves about the room and students may
self check as information is reviewed in power point.
Group Comparison Matrix feedback will be given as each group presents and the whole class
Matrix is completed.
Feedback will be given on acrostic poem after powerpoint, students will be able to compare what
they knew before the lesson to what they know once the lesson has been completed
3D cell model feedback will be given in form of a graded rubric and teacher/student conference
regarding the rubric.
ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:
Students with special needs my have a peer helper to assist with reading websites. Extended time for
students with special needs, visual cues or word wall may be helpful for second language learners.

Extensions:
Option 1- A Quiz, Quiz, Trade game: The each student is given a card with an organelle name on one side
and its function on the opposite side. The students move though out the room as music is played, when
music is stopped students find the nearest person. They quiz each other on their questions, prompt for
correct answers and then trade questions. After one minute time is called and music starts again. Students
move through the room and as the music stops they find the nearest person they have not already traded
with and repeat process of quiz, quiz, trade. This should be repeated until most students have interacted
with each other.
Option 2- Students act out organelle parts: Each student is assigned an organelle part. This can be a random
draw from a hat or teacher assigns each part to a specific student. The student says the name of their
organelle, creates a short chant about the function of that part and a visual action that represents the
function. An example of what this might look like for the nucleus: Student would say "I am the Nucleus
and I am the brains of the cell, I run the show telling everyone what to do and where to go" They say this
while pointing to their brain. Students should perform this while standing in a large area taped off to
represent the cell. Area can be rectangular for plant cell. about 15ft by 20 ft, or irregular shape of
approximately the same size for animal cell.

Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, Interactive
Whiteboard, Computer Media Player

Special Materials Needed:
Chart paper

Further Recommendations:
For students who may not be able to afford materials, provide a supply bin or cabinet they can use to gain
access to materials.
SOURCE AND ACCESS INFORMATION
Contributed by: Christina Radziwon
Name of Author/Source: Christina Radziwon
District/Organization of Contributor(s): Bay
Is this Resource freely Available? Yes
License: Attribution-NonCommercial 3.0 Unported
Related Standards
Name
SC.6.L.14.4:
Description
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.
Remarks/Examples:
Florida Standards Connections: MAFS.K12.MP.7: Look
for and make use of structure.