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Animal vs. Plant
&
Eukaryotic vs. Prokaryotic
Cells Lesson
Benchmark: SC.912.L.14.3 Compare and contrast the general structures of plant and animal cells.
Compare and contrast the general structures of prokaryotic and eukaryotic cells.
 Also Assesses: SC.912.L.14.2 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).
Clarifications & Limits:
(In addition to wording in benchmark, note the following)
 Students will explain the role of the cell membrane during active and passive transport.
 Items will not address protists or fungi or assess cellular structures unique to protists or
fungi.
 Items referring to prokaryotic structures are limited to the cell wall, cell membrane (plasma
membrane), cytoplasm, plasmid, ribosomes, and flagella.
 Items referring to eukaryotic structures are limited to the cell wall, cell membrane (plasma
membrane), cytoplasm, nucleus, nuclear envelope, nucleolus, chromatin, ribosomes,
endoplasmic reticulum, mictrotubules, microfilaments, vacuoles, mitochondria, Golgi
apparatus, chloroplasts, lysosomes, cilia, and flagella.
 Items referring to the role of the cell membrane may address hypotonic, hypertonic, and/or
isotonic solutions; however the assessment should be on processes.
Prior Knowledge:
(This benchmark requires prerequisite knowledge of the following benchmarks
from lower grades)
 SC.6.L.14.3 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.
 SC.6.L.14.4 Compare and contrast the structure and function of of major organelles of
plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts,
mitochondria, and vacuoles.
Lesson Order:
1. Project Pre-Assessment (included) for students and allow five minutes for independent work
responding to prompt.
2. Have students work in work in mixed-ability level small groups constructing Tri-Fold foldables
to use for the vocabulary terms associated with lesson (list included). This should only entail
folding and cutting the paper as well as writing the vocabulary term on the front of each
foldable. (While students work on this, teacher can assess student responses to Pre-Assessment
to determine which students need to be pulled for a remediation sub-group.)
3. Segregate students based upon Pre-Assessment results; instruct students who performed
satisfactory on Pre-Assessment to continue working on vocabulary foldables by making a
drawing for of the structure for each of the terms in the 1st square of the Tri-Folds, and by
describing the function of the organelle for each of the terms in the 2nd square of the Tri-Folds.
Meanwhile, have students who underperfomed on the Pre-Assessment view the “Eukaryotic
Cell Interactive Animation” at the following website: http://cellsalive.com/cells/cell_model.htm
4. Combine student groups and allow 15 minutes for students to complete work on vocabulary
term foldables. Encourage students from 1st group (satisfactory performance on PreAssessment) to share the work they have completed for each vocabulary term foldable
(structure drawing and function description) with the sub-group students, and for the sub-group
students to identify what cell type(s) each organelle is found within. Have students complete
foldables by listing the cell type(s) each organelle is found within in the 3rd square of the TrFold for each vocabulary term foldable.
5. After students have completed work on foldables, have them place these aside for a period of
whole-group instruction. Instruct the students that the focus will now be placed on the cell
membrane and associated membrane organelles and the role of these cellular structures on
transport (passive and active) as well as on solution types (hypotonic, hypertonic, isotonic) that
cell membranes may interact with.
a. First, start by viewing the “Cellular Transport – Interactive Animation for the students at:
http://www.wiley.com/legacy/college/boyer/0470003790/animations/membrane_transport/membrane_t
ransport.htm
(This animation includes “Pop-Up Questions” that must be answered to continue, so take your time
with the students with this animation, however the animation will continue even following an incorrect
response after providing feedback.)
* Stop proceeding with animation after getting three slides into the “Active Transport” section,
stopping when reaching the slide on “Resting Potential (this information is not necessary for this
benchmark and will probably only serve to confuse students and detract from their mastery of the
benchmark).
b. Next, review with the students the meanings of the prefixes: hypo, hyper, and iso. Write these
prefixes and their meaning on the board so that students can refer back to this as a reminder to help
make more sense of the next component of the whole-group instruction. Then explain that when
discussing solutions, these prefixes refer to the concentration of solutes in a solution. (Thus, hypotonic
solutions have less solutes and more water, hypertonic solutions have more solutes and less water, and
isotonic solutions have the same concentration of solutes and water as that which is found in the
cytoplasm of a cell.)
c. Finally, view the “Blood Isotonic,” “Blood Hypertonic,” and “Blood Hypotonic” videos at:
http://www.linkpublishing.com/video-transport.htm#Blood_-_Isotonic_Solution
6. Break students back into mixed-ability level small groups (preferably the same groups that
worked together to make the vocabulary foldables) and have then work together to make two
double-bubble maps. In one, have them compare and contrast the structures of prokaryotic and
eukaryotic cells, and in the other have them compare and contrast the structures of animal and
plant cells. Have students use the vocabulary foldables as a guide as what to include in their
diagrams and for help in determining where each organelle should go in their diagrams.
7. After student groups have completed their double-bubble diagrams, regain classes attention for
another whole-group instruction session. Instruct students that you will again be viewing
another animation, this one reviewing the organelles of and the similarities and differences
between prokaryotic, animal, and plant cells. View the animation for the student found at:
http://www.wiley.com/legacy/college/boyer/0470003790/animations/cell_structure/cell_structur
e.htm
(Like the previous animation, this one includes “Pop-Up Questions,” so again take your time viewing
the animation with the students. Like the previous animation, the “Pop-Up Questions will allow you to
continue following incorrect responses after providing feedback, but you should use the student's
ability to answer the questions correctly as a formative assessment and determine if students require
additional instruction or if they are ready to proceed to the summative assessment for the lesson.)
* The last step of this animation is an opportunity to construct each of the following three cell types:
animal, plant, prokaryotic. Have all students complete this portion together, while you gather
information about students that are either unable to contribute to this effort or those whose
contributions are inaccurate. This will allow you to again compose a sub-group of students that require
further direct instruction while the majority of students move-on to the summative assessment.
8. Have the students who are ready for the summative assessment (included) work on this, while
you continue to work with the small sub-group pull-out on the last animation.
(http://www.wiley.com/legacy/college/boyer/0470003790/animations/cell_structure/cell_structu
re.htm) View the entire animation with the students again, having them add additional notes to
their vocabulary term foldables as you move forward. Then have the students work, one at a
time, on constructing each of the three cell types at the last step of the animation.
9. Once you are done working with the sub-group and the other students have completed the
summative assessment, have the sub-group students transition to working on the summative
assessment, while the students who have already finished the summative assessment move on to
working on the enrichment activity (included).
Lesson Components: (This lesson, as designed, contains all of the following elements of a wellplanned lesson)
 Pre-Assessment addressing prerequisite knowledge required.
 Group work to provide for peer support for lower-ability level as well as ELL students.
 Differentiated instruction to accommodate the needs of students with different ability levels.
 The creation of manipulatives that can be used as supports to assist ESE students.
 A prefix-focused mini-lesson to assist the needs of ELL students.
 Interactive technology components to capture the interest of the 21st century student.
 Components relating to technologies used by today's workforce to make the lesson real and
relevant.
 Opportunities for Formative Assessment to identify students requiring further instruction.
 A standardized Summative Assessment that applies to all students.
 An enrichment activity for students demonstrating early mastery of the benchmark concepts.
Etc. For a reference on foldables, including the “Tri-Fold” mentioned in this lesson, visit this site
(http://larryferlazzo.edublogs.org/2009/06/07/the-best-teacher-resources-for-foldables/) and click on the
link titled “How To Fold Foldables.” This will provide you with a nice downloadable PDF file that you
can use for future reference as well.
Attachments: (Utilize the following for this lesson)
 Pre-Assessment (PvE&PvA)
 Vocabulary List For Foldables (PvE&PvA)
 Summative Assessment (PvE&PvA)
 Enrichment Activity (PvE&PvA)