Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 76226
Cell Safari: A Tour of Animal and Plant Cells
Students will compare animal and plant cells in four different stations with hands-on activities, technology applications, and accountable
conversations.
Subject(s): Science
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Computer for Presenter, LCD
Projector, Speakers/Headphones, Microsoft Office
Instructional Time: 1 Hour(s) 30 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: plant cell, animal cell, comparison, microscope lab, organelles
Resource Collection: FCR-STEMLearn Cell Biology
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
The student will be able to identify the structures of major organelles of plant and animal cells.
The student will be able to explain the functions of major organelles of plant and animal cells.
The student will be able to identify differences and similarities between major organelles in plant and animal cells.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students will be able to accurately identify the organelles in plant and animal cells.
Students will be able to explain the function of the organelles in plant and animal cells.
Guiding Questions: What are the guiding questions for this lesson?
What are the differences between the plant cell and animal cell?
What are the functions of the organelles in plant and animal cells?
What are the organelles in the plant and animal cells?
Teaching Phase: How will the teacher present the concept or skill to students?
After the "Anticipation Guide", the teacher will choose and play one of the recommended short video clips (see below) to hook the students into wanting to more about
the topic. Students will answer one question on their own paper after the video.
Question: What are the differences between the plant cell and animal cell?
1. Link to "The Cell Song" on YouTube: (Identifies cell organelles and their functions)
2. Link to "Parts of the Cell" on YouTube: (A rap song video that identifies cell organelles and their functions)
Teacher will walk around the classroom and collect data as students answer question. (5 minutes).
Teacher will collect papers and give the correct answers.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
This lesson is student centered. The teacher will monitor students at work centers while completing their activities.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
page 1 of 3 lesson?
Students will go to four work stations to complete activities with their teammates. (4 students to a group. Students will be grouped by readiness on the topic. A high,
medium, low and mixed groups will be formed.)
Students will rotate from each station to the next, every 20 minutes. Three minutes will be allotted for transfer time between stations. The Activities are:
Microscope lab to identify plant and animal cells.
NOTE: Please review lab safety rules with your students if you have not. There are rules and a contract at this link
http://www.flinnsci.com/documents/miscpdfs/safety_contract.pdf
Students will compare cell organelles in this worksheet. Provide students with labeled plant and animal cells from their book. Comparing Plant And Animal Cells
worksheet chart. Answer key is on the second page of the worksheet.
Students will complete a graphic organizer that compares and contrast plant and animal cells. Students will work in pairs to complete using accountable talk. Print
page 104 and 105 for students to read as a resource. Use the graphic organizer that contrasts cell shape, color, energy source, structure, organelles, and raw
material and products. An answer key is provided in the document: AniPlaCells critical thinking graph.pdf
Students will complete a Venn Diagram Comparing Plant and Animal Cells Venn diagram final.docx. Instructions for completing a Venn Diagram are found here:
http://www.ehow.com/how_8546807_complete-venn-diagram.html Students may also use their textbook as a resource
For students that complete a station early:
Write a story that involves the life of a plant or animal cell. Include at least five cell organelles in the story, including nucleus, mitochondria, vacuole, cytoplasm, and
cell membrane. Students may draw animations to go with the story. Provide colored pencils or markers.
Extension: If technology is available and teacher would like to use Apple apps, students can utilize "Cell Biology" App that includes identification, a quiz, and lively
animations.cell app.docx
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Students will complete the Summative Assessment: Plant and Animal Cells
Summative Assessment Answer Key
Teacher will assess student learning from an exit slip. Students will complete on paper and turn in.
Answer key to exit slip:Exit Slip Answer Key
Summative Assessment
Have students use a bubble sheet or their own paper to complete the assessment.
Summative Assessment-Plant and Animal Cells 2
Summative Assessment Answer Key
70% correct is considered mastery for this assessment.
As students exit the class, they will complete an "Exit Slip."
Exit Slip Final
Exit Slip Answer Key
Formative Assessment
Teacher will implement the "Anticipation Guide" at the beginning of the class. Teacher will read each statement and give students 5 seconds to respond. Teacher will
make notes as to the statements that students have a misconception about. After the "Anticipation Guide" exercise, teacher will identify misconceptions and re-teach
those concepts briefly, as needed. Please see the attached anticipation guide.
Teacher will group students(into teams of 4) according to prior knowledge of the topic, as noted by the responses to the anticipation guide. There will be a high,
medium, mixed, and low group according to readiness.
Teacher will monitor the groups and ask the "probing questions" as students are working at their a independent work stations. Teacher will take notes on students
that answer correctly and those that have difficulty.
Feedback to Students
Feedback:
Students will receive feedback after the anticipation guide. Misconceptions will be addressed.
Students will receive written feedback after the summative assessment.
Positive Feedback Strategy: Teacher may utilize their own positive feedback strategy as students are working independently. Suggested strategies include:
http://www.classdojo.com/
ClassDojo is a classroom tool that helps teachers improve behavior in their classrooms quickly and easily. It also captures and generates data (through a point
system) on behavior that teachers can share with parents and administrators. Better learning behaviors, smoother lessons and hassle-free data - and its free!
Give "lotto tickets" as a reinforcement for positive academic behavior.
Teacher will ask probing questions while the students are completing the activities at their work stations.
Probing questions include:
1. Why does the plant cell have a larger vacuole than an animal cell?
2. What organelles does a plant cell have that an animal cell does not?
3. Why does a plant cell need chloroplasts?
Sample answers to probing questions:
1. The plant cell has a larger vacuole to store the food the cell creates. It has a larger vacuole to hold excess water.
2. The plant cell has these organelles that an animal cell does not. A cell wall, a chloroplast, and a large vacuole.
3. The plant cell needs chloroplast to make it's own food, through the process called photosynthesis.
page 2 of 3 ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
ELL students:
English Language Learners will use buddy system to have a student translator.
Translation technology can be utilized if accessible.
Language translation dictionaries can be used at all times.
Special Education students:
students may pair with a helpful student
students may have extended time
students may complete 3 out of 4 work stations to complete with fidelity
Extensions:
Extension: If technology is available and teacher would like to use Apple apps, students can utilize "Cell Biology" App that includes identification, a quiz, and lively
animations.cell app.docx
Suggested Technology: Computer for Presenter, LCD Projector, Speakers/Headphones, Microsoft Office
Special Materials Needed:
Microscopes
All lab materials listed in Microscope lab
Diagrams of plant and animal cells laminated
Further Recommendations:
Ensure that your school computer plays YouTube videos.
Additional Information/Instructions
By Author/Submitter
The lesson utilizes varied activities to address student learning styles.
SOURCE AND ACCESS INFORMATION
Contributed by: Amy Christopoulos
Name of Author/Source: Amy Christopoulos
District/Organization of Contributor(s): Miami-Dade
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
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.
page 3 of 3