standards-based biology lesson · standards-based biology lesson ... structure, function, cell...

Standards-Based Biology Lesson

Compare and Contrast Plant and Animal Cells

Designer

Beth McKinney

Prince William County Public Schools (PWCS)

Manassas, Virginia

Standard of Learning

The students will investigate and understand relationships between cell structure and function.

Focus Question

What are the similarities and differences between plant and animal cells?

Time Frame

1.25 Instructional Blocks

Unit designed by Beth McKinney

©Just ASK Publications. Permission is granted to duplicate for classroom use. All other rights reserved.

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PWCS Standards Based Planning Process

Standards: What will students know and be

able to do?

Essential Understanding - Cell structure

is one of the ways in which organisms

differ from each other. Cellular differences

between plant and animal cells include the

presence of a cell wall that gives the plant

cell a defined shape; chloroplasts, and a

number of large vacuoles.

Essential Skill - Compare and contrast the

structures of plant and animal cells.

Assessment: How will the students and I know when they are successful?

Before Lesson (Pre-Assessment) - Use lesson opening questions to assess

prior knowledge and establish key vocabulary. Document student observations

and use of content vocabulary on board to guide discussion.

During Lesson (Formative) - Rotate through classroom during sorting and

inquiry activities. Use prompts to assess correct interpretation of diagram and

level of inquiry. Adjust pace and address misconceptions accordingly. Assess

accuracy using prompts during whole class activity (Venn Diagram). As

needed, utilize Socratic questioning to guide inquiry.

After Lesson (Summative) - At the beginning of the next class period, two

microscopic images will be posted. Students will be asked to classify each and

justify their answers. Students will also be asked to explain the function of the

cell wall, chloroplasts, and large vacuole in a plant cell. A similar assessment

will be included on the unit quiz.

Task Analysis: What knowledge, skills and level of understanding do students need to be successful?

Pre-Assessment Data: An understanding of cell theory and the structure/function of key cell organelles is essential to developing

an understanding of the similarities and differences between plant and animal cells. Based upon responses to lesson opening

questions, some remediation may be required regarding the cell theory and structure/function of important organelles. In such a

situation, student teams will each be assigned a portion of the cell theory to summarize and represent graphically. This strategy will

enable peer teaching and the opportunity to further assess mastery and understanding as they present this information to their

classmates.

Important Vocabulary (Literacy): cell, organelle, structure, function, cell wall, chloroplast, vacuole, cell membrane

Differentiation: Individual attention during the sorting and inquiry activity will enable differentiation based upon student need.

This could include a read-aloud strategy during the sorting activity for students and additional prompting during the inquiry

activity. Students who complete the activity ahead of time (display mastery of learning objective) will be asked to create a set of

picture/word “bridge maps” to develop analogies between the name and function of various organelles (such as “mitochondria: cell

as battery: CD player”).

Skill Development: The lesson is designed to scaffold instruction in a low-risk environment. Students will use information from a

diagram to sort key elements and then check understanding as the class completes a Venn Diagram. This will continue with a paired

inquiry activity in which they will apply their understanding with authentic specimens.



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Unit: Cell Structure and Function (SOL BIO 4 - The student will investigate and understand relationships between cell structure and

function.) Lesson: Similarities and Differences between Plant and Animal Cells (SOL BIO 4c) Time Frame: 1.25 instructional blocks

Instruction: What learning experiences will facilitate student success?

Framing the Learning:

1. Engage

Place two sample organisms on front desk - plant and animal (pictures can be used).

Ask students “How are these two items alike? How are these two items different?”

Record student observations on the board focusing on key content vocabulary and descriptions related to structure and function.

Ask students “If I put these organisms under a microscope, how would each look? What do you think would be the same? What

would be different?”

Record student observations on the board.

Assess use of key elements of cell theory and the discussion of structure/ function of important organelles (nucleus, cell

membrane, mitochondria, et cetera).

Introduce today’s learning goal.

Learning Experiences:

2. Explore

Provide students with labeled diagrams of plant and animal cells and a collection of descriptors (such as “large vacuole to store

food and water”, “eukaryotic cell”, “outermost layer is cell membrane”).

Instruct students to use the diagrams to sort the descriptors into three piles - animal cell, both, plant cell.

3. Explain

Lead students in the preparation of a Venn Diagram with the headings “Plant Cell” and “Animal Cell.”

Prompt students to provide the information from the exploration phase.

Include a focus of structural and functional differences. (For example, “Plant cells have chloroplasts which contain chlorophyll.

This is necessary for absorbing light energy during photosynthesis.”)

Each student should prepare his/her own diagram as class notes.

4. Elaborate

Introduce the “CSI Biology: Plant or Animal?” inquiry investigation.

Student teams rotate between 8 laboratory stations to observe prepared slides of a collection of plant, animal and other

specimens using microscopes.

Students complete a lab sheet that includes a diagram of the specimen at 40x magnification and identification of all visible

organelles.

The students classify each specimen as “plant or animal” and provide experimental evidence to support each claim.

As a closure activity for the inquiry, student teams complete a data chart on the board placing a check mark to indicate which

type of cell was at each station.

Prompt students to provide experimental evidence and discuss conflicting claims.



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5. Evaluate

As a summary, present students with 6 picture images of plant and animal cells.

Prompt students to classify each type, provide evidence of the classification, and identify key organelles and their function.

Resources:

Plant/animal specimens (or photographs)

Labeled diagrams of plant cell and animal cell

Sorting cards with key descriptors, board/paper for constructing Venn Diagram (use red for animal, green for plant, blue/black for

both)

“CSI Biology” lab data sheet

12 microscopes with “evidence” slides containing a sample of plant and animal cell specimens

6 microscopic images of plant and animal cells, textbook and internet reference

Reflection: Based on data, how do I refine the learning experiences and/or the assessment?

Analysis of Data: Evidence of mastery includes formative assessment during sorting activity, creation of Venn Diagram, and

“CSI: Biology” lab responses. During the class period, formative data will be used to check for pacing and the need for additional

scaffolding and/or extensions. The warm-up quiz during the following lesson will assess the need for immediate remediation prior

to building upon learned concepts.

Immediate Implications: A remediation plan includes teacher-facilitated use of a computer simulation from “Cells Alive” to

compare/contrast plant and animal cell structure. Extensions include the creation of analogy bridge maps to check for

understanding of the function of various organelles. (http://www.cellsalive.com/cells/cell_model.htm)

Future Planning: Reflection upon student mastery level will assess the need for alternate instructional strategies and integration of

similar compare/contrast learning strategies into future concepts.

http://www.cellsalive.com/cells/cell_model.htm



4

Exploration Phase

Exploration: Plant and Animal Cells

Instructions:

1. Obtain a set of sorting cards from your teacher.

2. Pull out the three category titles (“Only Plant Cells,” “Both,” and “Only Animal Cells”) and spread them out across the top of your desk.

3. Use the diagrams below to sort the remaining cards into one of these three categories. Focus on the things that the two cells have in

common (“similarities”) and the things that are different between them (“differences”).

Diagrams:

Biology Standard: The student will investigate and

understand relationships between cell structure and

function.

FQ: What are the similarities and differences between

plant and animal cells?



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Cell Sorting Cards (Copy and cut out one set per group)

Only Plant Cells

Both Plant Cells and

Animal Cells

Only Animal Cells

Large vacuole (can be up

to 90% of cell volume) to

store food and water

Has mitochondria to

provide energy

Has a nucleus containing

genetic material

Eukaryotic cell

Outermost layer is cell

wall composed of

cellulose to provide

structure

Numerous small vacuoles



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Does not have cell wall;

this type of cell would

swell and possibly break

if placed in pure water

Outermost layer is cell

membrane

Has chloroplasts to

absorb light energy

Has endoplasmic

reticulum (ER) to

transport materials

Performs photosynthesis Often has a rectangular

and more rigid shape

Cannot do

photosynthesis (performs

cellular respiration only)

Smallest unit of living

organisms

Can have varied shapes

based upon function



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Has cell membrane to

control flow of materials

into and out of cell

Has ribosome’s for the

synthesis of proteins Has cytoplasm

Microscopic Image:

Microscopic Image:

Microscopic Image:

Microscopic Image:

Microscopic Image:

Microscopic Image:



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Answer Key Only Plant Cells Both Plant Cells and Animal Cells Only Animal Cells

Large vacuole (can be up to 90% of cell

volume) to store food and water

Eukaryotic cell Outermost layer is cell membrane

Outermost layer is cell wall composed of

cellulose to provide structure

Has nucleus containing genetic material Numerous small vacuoles

Has chloroplasts to absorb light energy Has mitochondria to provide energy Does not have cell wall; would swell and

possibly break if placed in pure water

Performs photosynthesis Has endoplasmic reticulum (ER) to transport

materials

Cannot do photosynthesis (performs cellular

respiration only)

Rectangular and more rigid shape Smallest unit of living organisms Can have varied based upon function

Elodea plant

Has cell membrane to control flow of

materials into and out of cell

Human cheek cells (stained)

Has ribosome’s for the synthesis of proteins

Human cardiac muscle tissue

Cell from pumpkin stem

Has cytoplasm

Feline white and red blood cells



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Explanation Phase

Plant Cells Animal Cells



function.





10

Explanation Phase



function.





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Elaboration Phase

CSI Biology Case #02-01: Animal, Vegetable, or Mineral?

Background Information: A collection of evidence has been submitted to our lab for analysis. Twelve specimens were collected from the crime scene. As the forensic

microscopist assigned to this case, your job is to document the evidence, determine its source, and provide evidence to support your claim.

Investigation: 1. Proceed to one of the 12 stations in the room.

2. Focus the microscope first under low power and observe the specimen. Shift to the medium power objective and focus again.

3. Prepare a detailed sketch of the specimen in the space provided. Label all visible organelles.

4. Decide whether the specimen is “Plant”, “Animal”, or “Other.” Record this as your claim.

5. List at least 3 pieces of evidence (experimental observations) to support your claim.

Data:

Station Sketch

(label all organelles) Claim

(Plant, Animal, or Other) Evidence

(at least 3 observations to support your

claim)

#1

#2

#3

(Continued on the next page)



function.





12

Station Sketch

(label all organelles) Claim

(Plant, Animal, or Other) Evidence

(at least 3 observations to support your

claim)

#4

#5

#6

#7

#8



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Evaluation Phase

Mastery Check #1: Plant Cells and Animal Cells

Part 1: Cell Type Observe each of the images. Classify each as either “plant” or “animal.” Provide 3 pieces of evidence to support your claim.

Image Claim

(Plant Cell or Animal Cell?) Evidence

(3 experimental observations to

support your claim)



function.





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Part 2: Relating Structure and Function

Explain how each of these differences between plant cells and animal cells is related to how the cell functions.

#1: Plant cells have chloroplasts

How does this relate to cell function?

#2: Plant cells have a large vacuole.


#3: Plant cells have a cell wall.




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Part 1: Cell Type Images Observe each of the images presented by your teacher. Classify each as either plant or animal. Provide 3 pieces of evidence to support your

claim.

Image Claim

(Plant Cell or Animal Cell?) Evidence

(3 experimental observations to support your claim)

#1

#2

#3

#4

#5

#6



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Part 2: Relating Structure and Function Identify three structural differences between plant cells and animal cells. Explain how each is related to how the cell functions.

Difference #1:


Difference #2:


Difference #3:




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Mastery Check: Plant Cells and Animal Cells (Images for printing or projecting)



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#1. Which pair of structures best shows that

plant cells have functions different from

animal cells?

A. Cytoplasm and mitochondria

B. Chloroplasts and cell walls

C. Nuclei and centrioles

D. Ribosomes and cell membranes

#2.

A student wrote this description of a cell after looking at

it under a microscope. Which type of cell was the

student most likely describing?

A. Animal cell

B. Fungus cell

C. Bacterium cell

D. Plant Cell

#3.

These words were written by Robert Hooke in 1665.

The pores or cells that Hook described were really

_____.

A. cell walls

B. nuclei

C. cell membranes

D. mitochondria

#4. In plant cells, the organelles that conduct

photosynthesis and the organelles that conduct

cellular respiration are the _____.

A. chloroplasts and chromoplasts

B. chromoplasts and leukoplasts

C. leukoplasts and mitochondria

D. chloroplasts and mitochondria

“I took a good clear piece of Cork with a

Pen-Knife sharpened as keen as a razor…

cut off… an exceeding thin piece of it. For

upon examination with my microscope, I

could exceedingly plainly perceive it to be

all perforated and porous… These pores,

or cells, were not very deep, but consisted

of a great many little boxes.”

standards-based biology lesson · standards-based biology lesson ... structure, function, cell...

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