An introduction to Cells
Title: Animal and Plant Cell Structure
Subjects: Biology
Intended Grade Level: High School
Class length: 2 hour class period
Description: This lesson is designed as an introductory lesson in Biology. It focuses on the study of animal and plant cell structure. The lecture activity introduces each type of cell, animal and plant, and discusses their differences and similarities. The lecture also discusses the organelles structure and function. Outlines are passed around with empty boxes next to each organelle and cell structure so that images can be drawn during the lecture. The lesson includes a group project which uses the internet for research.
Curriculum 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.
Procedures:
Pre-activities:
Students: This lesson is designed as an opening module; therefore, there is no student preparation.
Teachers: Review Youtube videos for presentation. Check computers for access to the Internet. Print outline. Obtain toothpicks, cotton balls, paint, small label stickers, modeling clay, and other art supplies.
Lecture Activities:
1. Show food poisoning video:
a. http://www.youtube.com/watch?v=Jrb7_XIIbhI
b. Ask students what they think would cause food poisoning. Discuss that bacteria, which are cells, cause food poisoning.
2. An outline of the presentation/video with blank boxes to draw in should be given to the students.
3. Show cell structure video:
a. http://www.neok12.com/php/watch.php?v=zX606f017b425c70037a435d&t=Cell-Structures
b. Ask students what they think the difference is in cell structure and function between plant and animal cells. Also, ask students if they know by the shape on the presentation slides which organelle or type of cell it is. Lecture/Discussion: 20 minutes
Observable Action: Create a cell and identify plant and animal cells and the different organelle structure and function.
Measurable Criteria: All organelles are labeled as well as a unique/special organelle. Explanation of cell, materials, and special organelle.
Conditions of Performance: using a raw materials and the web for research.
Post Activities: Students will divide into groups of 4 to create a 3D model of a cell. The cell can either be an animal cell or a plant cell. Each student will have a specific task. One student will be the speaker/labeler, another will be the organelle architect, another will be the cell body architect, and finally there will be a researcher. Every essential organelle and cell structure should be present in the project and properly labeled as well as a “unique/special organelle” of their choice. Each group will be able to use any of the art supplies provided to them in the classroom.
After each group has created their cell, the speaker will present the project and discuss why they choose that cell and the materials as well as why they chose their “unique/special organelle,” it’s function, and it’s structure. After the activity is complete the group members of each group will have the opportunity to complete a group member rubric. This will make sure each student is accountable for their work and it will prevent students from getting off task. Activity and Discussion: 70 minutes
Internet Activities: Students will use one of the following websites to do research for their group project.
http://www.cellsalive.com/cells/cell_model.htm
http://www.enchantedlearning.com/subjects/animals/cell/
Post-quiz: Individually Students will fill out 10 blanks with the correct organelles in a diagram of an animal and plant cell such as the image placed bellow. Students will also complete a 20 question multiple choice and matching quiz of the organelles and cell structures with their function and correct type of cell. Quiz time: 30 minutes
Assessment/Evaluation:
1. Students will identify the 10 organelles/cell structures on diagram with correct spelling.
2. Students will identify the organelles/cell structures with their function and whether they are found in plant or animal cells.
3. Students use internet to gather information about plant and animal cells.
4. Students will design, create, and present a 3D labeled animal or plant cell.
Group Member Input Rubric
Student______Date______
Group Member / 1-needs improvement / 2-satisfactory / 3-Excellent / GradeSpeaker/Labeler / Did not label items or speak at all or about what group discussed / Labeled some items and spoke mostly what group discussed; stayed mostly on task / Clearly labeled items and spoke what group discussed; stayed completely on task
Organelle Architect / Did not create organelles / Created most organelles; stayed mostly on task / Created all organelles; stayed completely on task
Cell Body Architect / Did not create cell body/ structure / Created most of cell body/ structure; mostly on task / Created all of cell body/ structure; stayed completely on task
Researcher / Did not research or contribute to group / Mostly Researched and contributed to group; mostly on task / Researched and contributed to group; stayed completely on task
Individual Total Rubric
Student______Date______
Activity / 1- needs improvement / 2-satisfactory / 3-Excellent / TotalFill in
outline handout with diagrams / All or almost all boxes empty / Less than 10 boxes empty / 0-5 boxes empty
Cell presentation / Did not discuss points or talking about unrelated topics; Spoke unclear or quietly / Some discussion of required points; Spoke fairly clear and loud / Discussed all required points; Spoke clearly and loud
Animal or plant cell structure / Sloppy, little though behind project or incomplete; none or unclear labels / Some thought behind design or materials; mostly clear labels / Unique materials or structures; clear labels
Group Member Rubric / No participation or off task / Completed most duties / Completed all required duties
0- needs improvement / 45- Excellent
Complete blank diagram quiz / Blanks empty or incorrectly filled out / Spelling errors/ some blanks empty or incorrectly filled out / Correct answers and spelling
Complete matching/
multiple choice quiz / Blanks empty or incorrectly filled out / Some blanks empty or incorrectly filled out / Correct answers
Total / 4/100 / 102/100
* A final grade of 60/100 and above is considered a passing grade.
Submitted By:
Elisabeth Emery
University of Florida
352.978.2641
6
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