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Lesson at a Glance. Students examine plant and animal cells to find clues that might explain why plants can produce their own food, but animals cannot.
Typology: Study notes
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Lesson at a Glance Students examine plant and animal cells to find clues that might explain why plants can produce their own food, but animals cannot. They construct an input/output diagram to show what they understand about photosynthesis. Using PowerPoint images, drawings, and online interactive images, students identify major cell structures. They discover that plants have cell walls and chloroplasts, which are not found in animal cells.
For classes with access to a compound microscope, students prepare and examine elodea cells and human cheek cells. Classes without microscopes use images from the PowerPoint, or obtain these images from suggested online sources.
Lesson Duration Two 45-minute periods
Essential Question(s) How are plant and animal cells different?
Key Concepts
Instructional Objectives
Related HCPSIII Benchmark(s):
SC.4.4. Identify the basic differences between plant cells and animal cells
Science SC.4.3. Explain how simple food chains and food webs can be traced back to plants.
Langage Arts LA.4.6. Participate in grade appropri- ate oral group activities.
Assessment Tools
Benchmark Rubric:
Topic Cycles of Matter and Energy Benchmark SC.4.3.
Explain how simple food chains and food webs can be traced back to plants Rubric Advanced Proficient Partially Proficient Novice Compare the characteristics of simple food chains with those of food webs
Explain how both simple food chains and food webs can be traced back to plants
Describe how simple food chains or food webs can be traced back to plants
Recognize that simple food chains or food webs can be traced back to plants Topic Cells, Tissues, Organs, and Organ Systems Benchmark SC.4.4. Identify the basic differences between plant cells and animal cells Rubric Advanced Proficient Partially Proficient Novice Explain and give examples of the differences between plant and animal cells
Identify the basic differences between plant cells and animal cells
Recognize very few differences between plant and animal cells
Recall, with assistance, very few differences between plant and animal cells Topic Discussion and Presentation Benchmark LA.4.6. Participate in grade-appropriate oral group activities Rubric Advanced Proficient Partially Proficient Novice Participate in grade- appropriate oral group activities, in a highly effective way
Participate in grade- appropriate oral group activities
Participate in grade- appropriate oral group activities, in a limited way or in a way that only partially facilitates the group’s work
Participate very little in grade-appropriate oral group activities or participate in a way that does not facilitate the group’s work
Assessment/Evidence Pieces
Lesson
Materials Needed
Teacher Class Group (optional) Student
SAFETY: Please provide the students with all the tools they need to do the activities safely. Take the time to go over safety guidelines.
Instructional Resources PowerPoint Presentation: Plant and Animal Cells Student Worksheet: Searching for Clues in Cells
Student Vocabulary Words
cells: the basic building blocks of all living things, that carry on the basic functions of life. cell membrane: the outside layer surrounding the contents of a cell. cell wall: the fi rm nonliving layer that encloses and supports the cells of most plants, bacteria, and algae. chloroplasts: the part of a plant cell that contains chlorophyll and where photosynthesis takes place. nucleus: the central part of a cell that directs growth, metabolism, and reproduction. photosynthesis: the process by which plants use chlorophyll to make carbohydrates from water and carbon dioxide.
Lesson Plan
Lesson Preparation
I. How Plants and Animals Differ How do we explain that plants can produce their own food, but animals cannot? A. How do we explain that plants can produce their own food, but animals cannot? Ask for students’ ideas, and record them on chart paper. B. Establish that plants make their own food through the process of photosynthesis, something animals cannot do. Help students to recall, and/or review what they know about photosynthesis. Here are some anticipated responses:
II. Seeking Cellular Evidence A. Remind the students that plants and animals are made up of cells, the basic unit of structure and function in living organisms. B. Have students ask questions (or “wonderings”) to come up with a prediction as to differences between plant and animal cells. Ask students to predict what they might find in a plant cell that they would not fi nd in an animal cell. (If necessary, use the Input/Output diagram of photosynthesis to help students to reason that plants have chlorophyll that enables them to carryout photosynthesis, and that because animals cannot carry out photosynthesis, they do not have chlorophyll.) Have students record their predictions. C. Compare diagrams of plant and animal cells.
Cell part Plant cells Animal cells Cell Membrane X X Cell Wall X missing Chloroplast X missing Cytoplasm X X Nucleus X X
G 4 U 3 L 1
II. Seeking Cellular Evidence A. Remind the students that plants and animals are made up of cells, the basic unit of structure and function in living organisms. B. Have students ask questions (or “wonderings”) to come up with a prediction as to differences between plant and animal cells. Ask students to predict what they might find in a plant cell that they would not find in an animal cell. (If necessary, use the Input/Output diagram of photosynthesis to help students to reason that plants have chlorophyll that enables them to carryout photosynthesis, and that because animals cannot carry out photosynthesis, they do not have chlorophyll.) Have students record their predictions. C. Compare diagrams of plant and animal cells.
Cell part Plant cells Animal cells Cell Membrane X X Cell Wall X missing Chloroplast X missing Cytoplasm X X Nucleus X X
Green Plant (Chlorophyll)
III. Plant Cells Viewed Using a Microscope A. If possible, view plant cells using a compound microscope (See steps III.B and III C.) If a microscope is not available, use the microscopic image of plant cells provided in the PowerPoint presentation, Plant and Animal Cells. Either way, ask the students to observe the plant cell features and to make a detailed drawing.
SAFETY: Please be sure all safety guidelines for working in a laboratory are followed. See PowerPoint Presentation: The Compound Microscope provided with this lesson for details.
B. If students will use a compound microscope, prepare the students by reviewing or teaching the following:
Demonstrate how to move and carry a microscope, and explain that microscopes are tools that scientists use to enhance their sense of vision. ( If a review of microscope parts needs to be done, include it here .)
Demonstrate how to prepare a wet-mounted slide, and view the slide using a compound microscope. Show students how to: a. Place a small piece of an elodea leaf in the middle of a slide. b. Place a small drop of water on the specimen. c. Take the cover slip and place it over the specimen at a 45-degree angle (like closing a book). d. Gently lower the cover slip. e. Remove any air bubbles by gently tapping or placing another small drop of water at the edge of the cover slip. f. Use a paper towel and dab the edge of the cover slip carefully to remove excess water. g. Place the slide under the microscope. h. Focus the microscope with the coarse adjustment at the lowest magnification.
Demonstrate to students how to view the slide with a compound microscope. Start at low power (probably 4X), then switch to 10X , then to 40X and finely focus the image.
Explain your expectations for their microscope drawing. Provide sufficient time for students to view the slides and complete their plant cell drawing. Walk through the class to assist students in focusing the microscope.
IV. Animal Cell Comparison A. Optional: Have the students collect their own cheek cells to prepare slides for viewing under the microscope. Instructions for collecting cheek cells and mounting on slide:
SAFETY: Please explain how important it is to use the flat side of the toothpick and to be gentle-NO GOUGING at the cheek.
If you choose not to do the human cheek cell activity detailed above, you may want to have them visit http://sac.edu/HomePages/nigro_dan/Cheek_cell.jpg to see a picture of human cheek cells and show slides of various animal cells given in the PowerPoint presentation, Plant Cells and Animal Cells.
B. Locate and identify at least the cell membrane, nucleus, and cytoplasm. C. Note the lack of chloroplasts and the cell wall. D. Discuss how these differences affect the role of an animal in a food chain. (Animals do not have chloroplasts containing chlorophyll, and therefore cannot carry out photosynthesis to make their own food. Animals must obtain food from plants.)
V. Check for Understanding A. Review that there are two main differences that make plant cells different from animal cells:
VI. Making Connections to the Food Chain A. Say the scaffolding statement: “In our next lesson we will be studying the food chain. What is a food chain?” B. Engage the students in a discussion focused on the following question:
Suggested References
http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/A/AnimalCells.html (Provides detailed models and information on the different organelles in an animal cell.) http://www.cellsalive.com/cells/animcell.htm (Presents an animated and interacted animal and plant cell lesson.) http://www.enchantedlearning.com/subjects/animals/cell/ (Provides printouts and fact sheets on animal cells.) http://www.enchantedlearning.com/subjects/plants/cell/ (Provides printouts and fact sheets on plant cells.) http://www.biology4kids.com/files/cell_main.html (Student-friendly site on information about general cells and specifi c plant and animal cells.) http://www.biology4kids.com/files/plants_photosynthesis.html (Student-friendly source of information on photosynthesis.) http://magma.nationalgeographic.com/ngexplorer/0204/quickflicks/ (Animated cartoon that explains photosynthesis for the students.)
References and Resources Used by Writers:
http://www.northern.edu/ramsayj/etechWeb/cells.htm (Used by writer to obtain plant cell information.)
Green Plant (Chlorophyll)
structures found in plant and animal cells. Put an X in the table for each feature that you identify.
Cell part Plant cells Animal cells Cell Membrane Cell Wall Chloroplast Cytoplasm Nucleus
(note: to view animal cells, go to the website below. These are skin cells from the inside of the mouth) http://sac.edu/HomePages/nigro_dan/Cheek_cell.jpg
Or, if you created your own slide in class, observe that. a. Draw your observations. b. Identify and label the parts of the cell that are found only in a plant or animal cell.
Plant cells
Animal cells