Chapter 1 Lesson 2

Materials:

• A sheet of paper with "Organelles of Plant and Animal Cells" on one side and the workbook activity "Venn Diagram" on the other.
• Green and red jello prepared ahead of time.(Day 2)
• 1 paper cup for each student(Day 2)
• 1 small bowl for each student.(Day 2)
• 2 sandwich bags for each student.(Day 2)
• 1-2 cans of fruit cocktail, bananas, apples, and oranges.(Day 2)

Objective:

• Students will identify ways that plant and animal cells are alike and different.
• Students will describe the functions of structures in cells.

Alaska Standards:

• A-10 Students will understand that living things are made up mostly of cells and that all life processes occur in cells;
• B-2Students will understand that scientific inquiry often involves different ways of thinking, curiosity, and the exploration of multiple paths;

Anticipatory Set: Hold up a living plant and an inanimate object such as a stone. Ask students how the objects differ. (The plant is alive and the stone is not.) Then hold up a piece of wood. Ask students whether it is more like the plant or the stone. Encourage students to discuss the fact that , like the plant, the wood was once part of a living thing. Therefore, it had cells. Finally, ask how the plant is similar to their own body or the body of another animal. Once again, student should discuss the fact that both are living and both are made of cells.

Look at several different cell types in a microscope as well as pictures of different types of cells.

Go through the microscope and how the parts of a microscope as well as how it works while showing cells.

Teacher Input: Create a Venn diagram with a red circle for the animal cell and a green circle for the plant cell. The teacher will then list all of the parts that a plant and animal cell have in common in the middle. The list, in the appropriate spot, the parts of the cell that they do not have in common. The students should tell the teacher the structure name and where to put it.

Teacher Modeling:

Students will discuss with the instructor the atomic level of a cell below the organelle level. During the discussion students will define:

• Atom-the smallest particle of an element that still has the properties of that element.
• Molecule - two or more atoms joined together.
• ATP - High-energy molecules that store energy in a form that cells can easy use.
• RNA - A molecule that works together with DNA to make proteins.

Students will understand that when molecules of in most cases sugar are broken down in a cell energy is released.

Independent Practice:

The students should take the back side of the worksheet of the Venn diagram and write down what each part of the cell does. If all students complete that one challenge point will be given to their team.

Use these web sites to help:

• http://gslc.genetics.utah.edu/units/basics/cell/index.cfm
• http://www.fortbend.k12.tx.us/masters online/Ft_Bend_ISD/6306/qvms/johnson/cell_part.htm
• http://www.fortbend.k12.tx.us/mastersonline/Ft_Bend_ISD/6306/qvms/johnson/cell_picture.htm

Here is some sites that Allakaket found. Thes will help identify what the different parts of a cell do.

• micro.magnet.fsu.edu/cells/index.html
  www.cellsalive.com
  www.biology.arizona.edu/cell_bio/cell_bio.html

End of First Day

Anticipatory Set: Students will be introduced to some scientific terms while dissolving one of the packets of jello. The students will reveiw the terms solution, solute, solvent, diffusion, and dissolving.

Check for Understanding: (From day 1)

When students come for the second day of this lesson hand out the materials they need to create cells. As materials are being handed out review the parts of the cell and what they do. (P6-7)

Guided Practice:

Students will each receive a cup, a bowl, and two baggies away from their computers.

1. Place a baggy in each cup and each bowl. Tell the students they are going to make a plant cell and an animal cell.
2. Which cell should be made in the cup? The cup acts as an outer part that provides structure to the cell (cell wall). The bowl doesn't.
3. Put in the jello which is the gel-like substance containing chemicals needed by the cell and is known as the _________.
4. Red for the animal cell and green for the plant cell.
5. What does the sandwich bag represent?
6. Choose different fruits for the different parts of the cell and review them as you go along.
7. Place in Refrigerator and cool.

Closure:

Students will answer these questions for challenge points:

1. Name five things that plant cells and animal cells have in common.
2. What are three ways that a plant cell is different from an animal cell?
3. What is the function of mitochondria?
4. What is the function of a cell's nucleus?
5. What is the function of chloroplasts?

Independent Practice:

Students will gather their materials from this section and use it to take the quiz. Chapter 1 Lesson 2 "Comparing Plant and Animal Cells"

Students will then take the quiz for Investigation 1. Although this investigation was different than the one in the book student should have gained a solid knowledge base to answer the questions.

For a bonus question and challenge points students can e-mail me the answers to the following questions:

• How do animals grow?
• What scientific tool has been most useful in studying cells?
• What is a Eukarotic cell?

Duration:

60 minutes + 20-30 for Independent Practice (Could be longer if taken for homework).