Title of Activity:
Grade Level:
Name of Fellow:
5 - 10
C. Dianne Phillips
Ann Harbison Name of Teacher:
I. Anticipatory Set – Have poster size illustrations of Plant and Animal Cells on the walls. A model in the room that may be easily touched and examined by the students to allow them to experience the 3-D aspects of the cell. Prepared slides of plant and animal structures from previous cell activities.
II. Background: Unit Considerations
- Student’s knowledge: Students should have ... o an understanding of the differences between eukaryotic and prokaryotic cells. o the ability to distinguish between Plant and Animal cells using the microscope. o a basic understanding of cell structure (organelles and membranes) and have been introduced to cell function. o Students should have a basic understanding of energy and basic energy transfer in a physical and chemical system. o An understanding of solutions, osmosis, diffusion, and the role of proteins in enzymatic reactions.
- Teacher’s knowledge: Teachers should have a working knowledge of: o Fundamental Cell structure and function o Cellular Respiration/Photosynthesis o Breakdown of Glucose to produce ATP o Diffusion and Osmosis o Enzymatic Reactions
III. Abstract: Cell function and processes are typically difficult concepts for kinesthetic learners. Due to the difficulty in having a “hands on” experience in a microscopic medium, memorization is the usual way to ensure content retention. This activity is a hands on activity designed to reinforce understanding of 1)cell structure, 2) plant and animal cell function, and 3) the conservation of mass and energy within the cell through the use of role playing by the students. In groups, students are assigned to a particular cell organelle (structure with specific function within the cell) and are given a set of instructions for how their assigned organelles or cell structures should operate within the cell. Students use their own creativity and classroom materials to generate a model of their cell structure. The class will then construct their cell. After successfully constructing their cell, each group will share the specific function of each particular organelle with the other students in the cell. Concept mapping is used at this point to aid

the students in logically developing a strategy (plan) for accomplishing fundamental processes that occur within the cell; 1)the process of photosynthesis and cellular respiration, 2) production of glucose and breakdown of glucose to produce ATP, and 3)
Transcription of DNA to RNA (in a very limited way) in the nucleus, and 4) transport into and out of the cell membrane. After discovering the mechanics of the fundamental processes in the animal cell, the students will move on to plant cells and repeat the simulation of cell function. Energy usage in the animal cell will be compared to those of the plant cell and a final energy process map will be derived by the entire class for both the plant and animal cell. Students will be asked to describe the cell functions and use of energy in terms of a town or their own homes.
IV. Lesson Plan:
A. Goal: To develop an understanding of basic cell structure and function and the use of energy in carrying out cellular processes.
B. Content Objectives:

Within cells, many of the basic functions of organisms—such as extracting energy from food and getting rid of waste—are carried out. The way in which cells function is similar in all living organisms.

All living things are composed of cells, from just one to many millions, whose details usually are visible only through a microscope. The cells in animals are different than those of plants.
Students will...

Recognize that science deals with inquiry about the natural world

Identify, describe, and explain various types of cells and cell processes.

Identify the requirements for living organisms.

Design and conduct life science investigations to answer different kinds of questions.

Apply multiple strategies to problem solving.
C. Materials:
- string
- scissors
1 roll/group
1 pair/group
- construction paper
- plastic bags
- cookies
- candy (assorted)
1 packet/group
1 box/group
1 baggie/group
1 baggie/group
1 roll/group
D. Estimated Time: Three to four 40 minute activities, depending on the length
of discussions/activities.
- tape (masking or clear)

E. Procedure: Activity #1, “What’s going on inside a cell” Animal Cell

Separate class into groups of 2-3

Give each group a print out of a typical animal cell and ask them to label the different organelles.

Assign each individual group to a specific organelle or structure in the animal cell.

Each group will research the function of their particular structure.
This can include an internet search or search of classroom or textbook reference materials. (15 minutes)

The class will now create a class size replica of a cell.
-Students should be allowed to be very creative in this
process.
-A string may be used to represent the cell membrane if the
class size is small.

Each group will find their place in the cell and report their function to the other organelles in the cell. ***End of first class

The class will resume their cell structure and review functions.

The cell will now be given an assignment:
1) Production of ATP from glucose or
2) Cellular Respiration
 The class cell will now brainstorm and produce a “concept map,” strategy, for how to carry out the process based on the function of each organelle. Each organelle group should brainstorm independently and produce their own concept map. The class cell will then share their different strategies and discuss which one will be the most efficient.
TEACHER’S NOTE: you will need to facilitate in this process as students will attempt a logical, step by step process, which does not accurately represent the simultaneous processes.
*** End of second class

The class cell will now review their class concept map and will now simulate the process.

Sample Process:
1. nucleus – directing protein synthesis – run chemical experiments- they are the enzymes, also structural proteins. Nucleus has to make enzymes that run the enzymatic reactions.
Sends proteins to Cell Membrane – protein gates that allow glucose to enter cell.
2 . Enzymes breakdown glucose into pieces that are then stored in the mitochondria. simultaneous *mitochondria is the engine that runs all the time. It acts as the generator that produces ATP energy. Glucose pieces are broken down into ATP energy which is sent to other organelles. If it runs out of energy, the cell dies instantly. Strychanine poison – stops the engine and shuts down the mitochondria in every cell of the body.
3. endoplasmic reticulum - rough. Ribosomes – protein synthesis happens – enzymes for chemical reactions and proteins for structure.
-proteins are shipped off in membrane bound vesicles.
4.
then they go to the golgi apparatus , (packaged ones become specific things – building blocks) . some remain...other enzymes float around and aid in metabolic reactions Golgi = processing plant – Tyson’s mexican food – frozen dinner
5. lisosomes – least busy - Making proteins for structural things.
- digest things – recycling plant- conserving mass and energy – we don’t
throw proteins away = recycle those amino acids!
F. Closure, results and follow-through activities:
The teacher will lead the class in a discussion of the chemical reactions that occur during cellular respiration and during the breakdown of glucose into ATP.
The groups will now begin the process again, but this time they will
Investigate the plant cell.
Emphasis:
Make a special effort to help the students to understand that both plants and animals produce glucose. Many texts give the impression that plants are simply here to provide glucose to animals. Plants make their own glucose and utilize their own glucose to make ATP = is like the electricity
– Animals can’t make their glucose to make ATP. We are dependent on
plants.
Review the entire energy cycle from Sun to plants and animals.
G. Follow Through Activities:
Have the class describe the energy use in the cell using an analogue of their own use of energy in the home.

F. Standards: AAAS Benchmark C: Cells

All living things are composed of cells, from just one to many millions, whose details usually are visible only through a microscope. The cells in animals are different than those of plants.

Within cells, many of the basic functions of organisms—such as extracting energy from food and getting rid of waste—are carried out. The way in which cells function is similar in all living organisms.

LS 1.1 Recognize that science deals with inquiry about the natural world

LS 2.1 Identify, describe, and explain various types of cells and cell processes.

LS 2.4 Identify the requirements for living organisms.

LS 3.1 Design and conduct life science investigations to answer different kinds of questions.

LS 3.3 Apply multiple strategies to problem solving.
G. Assessments: Activity #1
Each student will turn in:
- labeled diagrams of cell structure for both Animal and Plant cells.
- written report of functions for assigned organelles in both types of cells.
- group concept maps for breaking glucose into ATP or
Cellular Respiration or both..
Follow up group discussion questions:
1. Do both plant and animal cells produce glucose? ATP?
Explain your answer.
2. Do both carry out cellular respiration? Write the chemical equations
involved in the processes.
3. Can a cell function without any organelle?
4. Is one organelle more important than another? Explain your answer.
5. How does the cell conserve mass?
6. How does the cell conserve energy?
V. Inquiry-based Activity – See attached Activity
This activity is considered a level 1 or 2 inquiry activity. The inquiry is found in the student’s research of organelle functions, concept mapping of possible pathways
(design), and implementation of strategy.

VI. References: http://www.biology.lessons.sdsu.edu/classes/lab7/map.html
http://www.vftn.org/projects/ludwig/lesson_plans.html

C. Dianne Phillips and Ann Harbison, GK-12 Program
U of A Fayetteville, AR and Winslow Public Schools
Materials:
- string
- scissors
- construction paper
- plastic bags
- cookies
- candy (assorted)
- tape (masking or clear)
1 roll/group
1 pair/group
1 packet/group
1 box/group
1 baggie/group
1 baggie/group
1 roll/group
Procedure: (small group activity)
1. Separate into groups of 2-3
2. Label all cell structures on the handout of an animal cell or plant cell.
3.
Ask your teacher to assign your group a specific structure to
research. Research your assigned organelle’s function in the cell and
write the function of your organelle on a separate sheet of paper.
Groups: 1 – nucleus
2 – mitochondria
3 – Endoplasmic Reticulum (rough) with Ribosomes
4 – cell membrane
5 - sugar splitting enzymes
6 - Golgi Apparatus
7 - Lysosomes
4 . Each group will now create their organelle or structure out of
construction paper, you may be creative here.
5.
(Full class activity)
Coordinate with the other groups to produce a class size animal cell.
6.
When each group is in place, each group will report their specific
group’s function in the cell to the other organelle groups.
7. How would you rank your group in importance in the cell?
8. Which organelle (group) or structure is the most important?
9 . Can you survive without any of the other groups?
10 . Which structures do the plant and animal cells have in common?
Which are different?

(small group activity)
7. As a group, research cellular respiration and the production of ATP
from glucose in the animal cell.
8. Brainstorm about how your class cell might go about producing ATP from glucose and using this energy in the cell
Think about the different cell functions and how each might handle energy available.
9. As a group, construct a “concept map,” showing how you think each
organelle should work together to breakdown glucose, create
ATP, and use this energy for metabolic functions.
10. Your group will now return to the class cell and share your strategy
with the other groups. The class cell will then discuss and
determine which strategy is correct.
The class cell will now review their class concept map and will simulate the process.
a. The nucleus will send proteins/enzymes to the cell membrane and
these protein gates allow glucose to enter the cell. Oxygen and
solutions also enter the cell via concentration gradients,
remember the egg and the vinegar experiment? Also the Elodea
the was swollen in salt water?
b. Sugar Splitting Enzymes (1 group), produced in the nucleus, will
break the cookies into fourths and place them inside the

mitochondrion. This represents the breaking of bonds. This
process uses oxygen gas and releases carbon dioxide and water.
Does the breaking of these bonds produce energy or consume energy?
Explain
c. The cell stores some of the energy released from the bonds in
special bonds of ATP molecules (hershey kisses).
Each time a cookie is broken in half, two ATP molecules are produced.
d. Sugar splitting Enzymes should break the cookie into four parts and place each part in a separate baggie and place these in the mitochondrion. Take the generated
ATP molecules (hershey kisses) and transport these to the other organelles. simultaneous *mitochondria is the engine that runs all the time. It acts as the generator that produces ATP energy. Glucose pieces are broken down into ATP energy which is sent to other organelles. If it runs out of energy, the cell dies instantly. Strychanine poison – stops the engine and shuts down the mitochondria in every cell of the body.
3. endoplasmic reticulum - rough. Ribosomes – protein synthesis happens – enzymes for chemical reactions and proteins for structure.
-proteins are shipped off in membrane bound vesicles.
4.
then they go to the golgi apparatus , (packaged ones become specific things – building blocks) . some remain...other enzymes float around and aid in metabolic reactions Golgi = processing plant – Tyson’s mexican food – frozen dinner
5. lisosomes – least busy - Making proteins for structural things.
- digest things – recycling plant- conserving mass and energy – we don’t
throw proteins away = recycle those amino acids!
Questions:
1. How did your predicted strategy work?
2. Did you have to change your strategy? If so, how?

1. Repeat the procedure for day 2 and 3.
2. How did your predicted strategy work?
3. Did you have to change your strategy? If so, how?