Science Unit Plan for _______Cells_________
Created by_________Samantha Hessel_____________________
I. Content of Unit:
Cells1. Cell Theory
2. Basic Cell Structure
3. Prokaryotes & Eukaryotes
4. Plant Cell
a. Structure
b. Function
5. Animal Cells
a. Structure
b. Function
6. Plant vs. Animal Cells
National/State Standard and Local Benchmarks:
Oshkosh Area School District:
A1.6-8.3 Understand how models and explanations, based on systems, were changed as new
evidence accumulated.
• Design a model to explain an event
B1.6-8.3 Know how the general rules of science apply to the development and use of evidence in
science investigations, model making and applications.
• Evidence and peer reviews impact on scientific thought
C. Investigate questions using scientific methods and tools. Revise personal understanding to
accommodate knowledge. Communicate these understandings to others.
C1.6-8.6 Know how to communicate information learned from investigations, relating their
inferences to scientific knowledge and to data they have collected through a laboratory report.
Use draw, paint or graphics software to create visuals that will enhance a class project or
report
• Decide what the most likely results for an investigation are
• Verify results through experimentation
• Generate new questions based on results of investigation
F1.7.7 Construct a model of the cell and describe the function of the organelles.
Wisconsin:
A.8.6 Use models and explanations to predict actions and events in the natural world
A.8.7 Design real or thought investigations to test the usefulness and limitations of a model
C.8.4 Use inferences* to help decide possible results of their investigations, use observations to
check their inferences.
C.8.5 Use accepted scientific knowledge, models*, and theories* to explain* their results and to
raise further questions about their investigations*
C.8.6 State what they have learned from investigations*, relating their inferences* to scientific
knowledge and to data they have collected
C.8.7 Explain* their data and conclusions in ways that allow an audience to understand the
questions they selected for investigation* and the answers they have developed
C.8.10 Discuss the importance of their results and implications of their work with peers,
teachers, and other adults
C.8.11 Raise further questions which still need to be answered
F.8.1 Understand the structure and function of cells, organs, tissues, organ systems, and whole
organisms
F.8.3 Differentiate between single-celled and multiple-celled organisms (humans) through
investigation, comparing the cell functions of specialized cells for each type of organism
National:
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Understanding of scientific concepts.
An appreciation of "how we know" what we know in science.
Understanding of the nature of science.
Skills necessary to become independent inquirers about the natural world.
The dispositions to use the skills, abilities, and attitudes associated with science.
6.3 Structure and function in living systems
6.9 Evidence, models, and explanations
Connections:
Cells are important because they make up everything in life. Cells apply to real life because
people see them every day and cells make up who they are. Without cells we as humans would
not be here.
Goal(s)/Objective(s) of the Unit:
Students should be able to:
1. Write cell theory in 2-3 sentences.
2. Label the basic structure of a cell.
3. Write the differences between prokaryotes and eukaryotes.
4. Create a model of a plant cell.
5. Explain in writing the functions of the parts of a plant cell.
6. Create a model of an animal cell.
7. Draw and label an animal cell.
8. Identify which parts of a cell belong to a plant and an animal cell using a Venn diagram.
9. Write reflections on questions posed to the class.
10. Write a story about a traveler going through either an animal or plant cell.
*How do cells function?
*How does this information relate to me?
*After making discoveries, has the information I knew or thought I knew changed?
Assessment Targets and Methods:
Assessment will be determined through the exit slips at the end of each lesson/day. The plant and
animal cell models will be a project the students will receive a grade for.
II. Pedagogical Considerations: Prior Knowledge, Differentiation, and Management
Prior Knowledge:
What makes up a living thing? - Should know all organisms are made up of cells
Students should know cells make up all organisms. The formative assessment will be a survey
for the class. Each student will receive a sheet with the question on for students to answer. I will
build on the previous knowledge by beginning instruction on what makes up a living thing. Then
we will discuss cell theory and go from there. Based on their answers I will know where to begin
the lessons. If students do not have the anticipated knowledge I will begin instruction with all
living things are made up of cells. Common misconceptions of this unit may be: students do not
understand all living things are made up of cells and students may draw a molecule and cell to
the same scale.
Classroom Management:
I will be monitoring the class with proximity control. I will communicate expectations at the
beginning of each class. Those expectations are to: try their best, ask questions, respect
themselves, classmates, and the teacher. I will praise each positive and desired behavior.
Partnering will be based on a strong student with a weak student. Students will be responsible for
discovering the information and then sharing their discoveries with the rest of the class. Some
choices are offered as to what the student would like to write about.
III. Technology Components/Considerations
A computer, SMART board, interactive power points, and microscopes were used for this unit.
Limitations of the technology would be if something broke, the machines acted up, and the
power points were lost.
IV. Unit Description
DAY 1 (50 min.)
Materials Preparation:
Materials:
 Holt Science & Technology Textbook
 SMART board- with posing questions displayed
o Venn Diagram
 Venn Diagram worksheet
 Parts of the cell- construction paper
 Interactive Basic Cell Structure Power Point
o Projector
 Computer
 Exit slip with diagram of basic cell on
Objectives:
1. Students will write cell theory in 2-3 sentences.
2. Students will label the basic structure of a cell.
Needs of students:
Auditory: Directions and discussion will be given orally
Visual: Interactive power point, Venn diagram for cell theory, construction paper cell
Tactile: Construction paper cell
Introduction
(0 min.) Attention Getter: Question posed will be displayed on the SMART board.
(4 min.) Review: Question posed to class- What makes up a living thing? Class discusses as a
whole.
Transition: Today we are going to discuss cell theory and cell structure.
Core Instruction
1. Cell Theory- (18 minutes)
a. What is cell theory? – Will be displayed on the SMART board
i. Think-Pair-Share: Pose question to the students. Then about 3-4 minutes
will be provided for the students to write their ideas into their notebooks.
Upon completion of writing down their thoughts they will share with the
person sitting next to them. They will share ideas for 2-3 minutes. As
students are discussing I will be circulating the classroom (proximity
control).
ii. Venn Diagram: The class will come together following. The question will
be displayed through the SMART board and the class will share out their
ideas. Teacher will pose the question as to how do we know this is what
cell theory is? Afterwards the class together will refer to the textbook to
check if their answers were correct. Compare their answers from before
with the answers the book says (Venn diagram displayed on the SMART
board). (6 min.)
iii. Discuss Robert Hooke’s discovery of the cell with the book. (5 min.)
Transition: Now that we know what cell theory is we are going to discuss basic cell
structure.
2. Cell Structure
a. What is a cell? What are the parts of a cell?
i. Students will predict the parts of a cell in their notebooks. (2 min.)
b. Interactive power point- basic cell structure (cell membrane, organelles, nucleus)
(8 min.)
i. The class will go through the power point together. As the power point
progresses the students will construct a construction paper cell. After the
class discovers a part of the cell they will complete that part of the
construction paper cell and label.
c. After completing the construction paper cell, students will reflect in their
notebooks about the results with their perditions, if they have any further
questions, and what they learned. (2 min.)
Possible Lesson Adjustments:
Extra time: The students could perform a cell discovery with cork cells. They will view cork
cells on an already prepared slide and view through a microscope. After viewing the students
could draw what they saw. Students could create a drawing of a cell to include in their notebook.
Short on time: Begin the next day where the lesson ended.
Closure
(5 min.) Evaluation:
Objective:
1. Students will write cell theory in 2-3 sentences.
2. Students will label the basic structure of a cell.
Students will be given a sheet with the diagram of a cell and will be instructed to label the parts
of the cell and write what cell theory is on the bottom.
DAY 2 (50 min.)
Materials Preparation:
Materials:
 Holt Science & Technology Textbook
 SMART board
 K-W-L Charts
 Cell Scavenger Hunt Worksheet
 Computers with internet access
o Websites bookmarked
 Quick Lab Materials:
o Cotton Swabs
o Yogurt
o Microscope Slides
 Yogurt will need to be placed on the slide
o Water
o Coverslips
o Microscopes
o Paper for students to make drawings
Objective: Students will write the differences between prokaryotes and eukaryotes.
Needs of Students:
Auditory: Discussion with partner and whole class
Visual: K-W-L Chart, visuals on websites, drawings
Introduction
(0 min.)Attention Getter: K-W-L chart on their desk as they come into the room.
(5 min.) Review: Ask students to state cell theory and the basic parts of a cell.
Transition: Now that we know the basic structure of cells we are going to discover the different
types of cells.
Core Instruction
1. Prokaryotes & Eukaryotes:
a. Using a K-W-L chart the students will fill out what they know and what they
would like to find out portions of the K-W-L chart. Prokaryotes and eukaryotes
will be displayed on the SMART board. (3 min.)
b. After writing students will share out their ideas with the rest of the class. To begin
they will discuss what they know followed by what they want to learn. (4 min.)
c. What is the difference between prokaryotes and eukaryotes? Question will be
posed verbally to the class. If they do not know the difference or what each type
of cell is, the question will be posed- how can we discover this information? If no
one answers, where else can we find out about words we know i.e. the dictionary
or internet.
d. Students will be given a Cell Scavenger Hunt Handout to perform with a partner
on the internet.
i. Students will receive a laptop and complete their search. As the students
are searching and writing their answers I will be circulating the room.
ii. Each student will complete their own worksheet and drawing at the
bottom. (13 min.)
e. Once the students have finished the worksheet the class will come together and
share out answers. (5 min.)
Transition: After discovering what prokaryotes and eukaryotes are, let’s see take a closer look
at bacteria.
2. Quick lab: Bacteria in Your lunch?
a. Students will discover bacteria in yogurt. Each student will perform their own lab.
(15 min.)
Possible Lesson Adjustments:
Extra time: Students can create a cartoon or dialogue of what a prokaryote or eukaryote is.
Short on Time: Students can share out answers or complete the lab the next day.
Closure
(5 min.) Evaluation:
Objective: Students will write the differences between prokaryotes and eukaryotes.
Students will complete the what they have learned portion of the K-W-L chart stating the
differences between prokaryotes and eukaryotes.
DAY 3 (50 min.)
Materials Preparation:
Materials:
 Plant costume for teacher
 Holt Science & Technology Textbook
 SMART board- questions
 Handout- Inside a Cell http://www.sciencenetlinks.com/pdfs/modelcell_actsheet.pdf
 Computers with internet access
o Both websites book marked
 Digital Camera to take pictures of each group of students assembling their plant cell
models
 Exit slip with the plant cell parts listed
 Plant Cell Model Parts:
o yellow play dough
o green play dough
o cooked spaghetti/yarn
o aluminum foil
o cake sprinkles
o plastic wrap
o plastic bubble packing
o blue play dough
material
o pencil shavings
o red play dough
Objective:
1. Students will create a model of a plant cell.
2. Students will explain in writing the functions of the parts of a plant cell.
Needs of Students:
Auditory: Discussion with partner(s) and teachers directions.
Visual: Questions are displayed on the SMART board, visuals/animations on the two
website students can use for resources.
Tactile: Creating the model using different objects in the bag.
Introduction
(0 min.) Attention Getter: Teacher is dressed in a costume as a plant.
(3 min.) Review: Yesterday we learned about prokaryotes and eukaryotes. What is a prokaryote?
What is a eukaryote? Students will respond verbally to both questions.
Transition: Today we are going to discover the parts of the plant cell.
Core Instruction
1. Plant Cell
a. What do you think of when you hear plant cell? What is a plant cell? Where are
plant cells found? –Free write on plant cell in their notebooks. (3 min.)
b. The class will come together and share out their ideas- I think- We think. Those
ideas will be written on the white board. (2 min.)
Transition: Now that we have some ideas, you will get into groups of two or three.
c. Each group will receive a plastic bag full of goodies. Using those goodies you and
your partner(s) will construct a model of the plant cell. Each student will receive a
handout called Inside a Cell. On that handout they will describe the function of
each part of the cell, the material chosen for use, and why that material was
chosen. Resources the students could use in building their cell are: Holt Science
and Technology Textbook(pg. 68-74),
http://www.stephsnature.com/lifescience/cellnotes.html, &
http://www.cellsalive.com/cells/3dcell.htm
As each group is building and exploring the parts of the plant cell I will be
circulating the classroom and observing the students. (25 min.)
d. After each group builds their plant cell model the students will share two/three
things they feel are the best about their model. (5 min.)
Transition: After completing your model you are going to reflect on a few
questions that are posed on the SMART board.
e. Now that you and your partner(s) have built your plant cell you will reflect in
your notebooks about the process: the way you built the cell, why you did what
you did, what you thought about discovering the parts on your own, and lastly
after seeing the other group’s cells would you do anything differently? What did
you learn? Are there any unanswered question? Questions will be displayed on
the SMART board (6 min.)
Possible Lesson Adjustments:
Extra Time: Students could write a story about a plant cell and how someone would travel
through the plant cell or a creative story on how a plant cell functions.
Short on Time: The students could explain their models before beginning the lesson for the next
day.
Closure
(6 min.) Evaluation:
Objective:
1. Students will create a model of a plant cell.
2. Students will explain in writing the functions of the parts of a plant cell.
Students will be given a sheet with each part of a plant cell. They will write the function of each
part of the plant cell.
DAY 4
Materials Preparation:
Materials:
 Holt Science & Technology Textbook
 Computer
 SMART board
 Animal costume for the teacher
 Premade Interactive power point- Animal Cell
 Digital Camera to take pics of the students building their cells
 P-E-O Worksheet
 Exit slip with animal cell on
 Whiteboard with markers
 Materials to construct animal cell
o 1 pkg of Jell-O
Roll-up (endoplasmic
o 1 pkg of Knox gelatin mix
reticulum)
o paper plate
o 1 teaspoon of round cake
o plastic knives
sprinkles (ribosomes)
o plastic spoon
o 4 Hot Tamales (or similarly
o toothpicks
shaped candy) (mitochondria)
o 2 pieces blue/green Fruit
o 4 chocolate-covered raisins
Roll-ups (Golgi Bodies)
(vacuoles)
o 2 pieces red/yellow Fruit
o 1 gum ball (nucleus)
Objectives:
1. Students will create a model of an animal cell.
2. Students will draw and label an animal cell.
Needs of Students:
Auditory: Student and teacher discussion, teacher explanations
Visual: Interactive power point and model of the animal cell
Tactile: Creating the model with food pieces
Introduction
(0 min.) Attention Getter: First slide of the interactive power point up on the screen and the
materials for the animal cell laid out on their tables. Teacher will have an animal costume on.
(3 min.) Review: What did we learn yesterday about plant cells? Can anyone name the parts of
the plant cell? These questions will be posed verbally to the students.
Transition: Similar to yesterday’s experiment of constructing a plant cell today we are going to
construct an animal cell.
Core Instruction
1. Animal Cell
a. Students will begin with a P-E-O Probe (Predict, Explain, and Observe) sheet.
i. Individually students will write out predictions and reasons supporting
those predictions of what an animal cell consists of. (3 min.)
ii. After students complete their predictions the class will come together and
share out. Those predictions will be written on the board for the whole
class period. (2 min.)
b. Next the class will complete the interactive power point together. As the power
point follows the class will construct their animal cell models.
i. Each student will create their own model.
2. Creating the model (30 min.)
a. Mix the Jell-O with Knox gelatin to make the Jell-O stiffer.
b. Pour the Jell-O mix into individual plastic cups until they are 2/3 full. Let set in
the refrigerator. (These first three steps need to be done before hand)
c. Turn the cups over so the Jell-O comes out of the cup and onto a plastic plate.
d. Cu the Jell-O in half to form two cylinders.
e. Using a spoon, scoop out a hole in the bottom (larger) half of the Jell-O.
f. Place a gumball in the hole to represent the nucleus of the cell.
g. Continue in this way, using the spoon to make spaces to put the other cell parts
into the cell.
i. These steps come from Teaching Science in Elementary & Middle School
by Cory A. Buxton & Eugene F. Provenzo, Jr. Experiment 38.
3. After completing the cell students will complete the observation portion of the probe.
Students can state changes they would make to their predictions and explanations.
(6 min.)
Possible Lesson Adjustments
Extra Time: The students could complete the cheek cells lab.
Short on Time: The students could complete the observation portion of the P-E-O worksheet at
the beginning of class the next day.
Closure
(6 min.) Evaluation:
Objectives:
1. Students will create a model of an animal cell.
2. Students will draw and label an animal cell.
Students will draw and label an animal cell for their exit slip.
DAY 5
Materials Preparation:
Materials:
 Holt Science & Technology Textbook
 Computer
 SMART board
 Premade slides with questions on & Venn diagram
 Printed pictures for each of the students
 Venn diagram worksheet
Objectives:
1. Students will identify which parts of a cell belong to a plant and an animal cell using a
Venn diagram.
2. Students will write reflections on questions posed to the class.
3. Students will write a story about a traveler going through either an animal or plant cell.
Needs of Students:
Auditory: Discussion between classmates and teacher.
Visual: Questions posed on the SMART board, Venn diagram, pictures of them
constructing the model.
Introduction
(0 min.) Attention Getter: Venn diagrams on the students desk.
(5 min.) Review: Yesterday we built an animal cell. What were the parts of the animal cell?
Question will be posed to students verbally.
Transition: For the last two days we have been studying plant and animal cells. Today we are
going to discuss the differences between plant and animal cells.
Core Instruction
1. Plant vs. Animal Cells
a. Using a plant vs. animal cell Venn diagram students will complete individually
first. (4 min.)
b. After the class will come together and will complete a Venn diagram on the
SMART board. (6 min.)
2. After completing the diagram the students will reflect in their notebooks on the questions
posed on the SMART board. Those questions will be: How does your plant cell model
differ from the animal cell? How are they the same? Why do you think a cell has so many
component parts? Why do plant cells have a cell wall and animal cells do not? What
would happen if plant cells did not have this wall? What if animal cells did? Why do we
depend on models? What are some limitations of models? How is your model
similar/different than a real animal/plant cell? Discussion between class and teacher with
answers. (10 min.)
3. Given the prompt: Animal cells are completely different from plant cells, students will
respond in their notebooks. Students will state the difference and commonalities between
the plant and animal cells. Discussion between class and teachers after they have wrote
answers down in their notebooks. (5 min.)
4. While students were constructing both the plant and animal cells I took pictures of the
process. Today the students will receive those pictures and reflect on what they were
doing in those pictures. They can reflect in their notebooks on the skills they were using,
what they were thinking when the picture happened and the learning that occurred- A
picture tells a thousand words. Brief discussion with the class and teacher. (5 min.)
5. Students will reflect in their notebooks on: What was the most important thing you
learned this week? What did you learn this week you did not know before? What
important questions remain unanswered for you? What would help you learn better next
class? Brief discussion between class and teacher. (5 min.)
Possible Lesson Adjustments:
Extra Time: The students could write a recipe on the parts of either and animal or plant cell.
They could create a drawing or cartoon about a plant or animal cell. Students could perform a
card sort.
Short on Time: Depending on time, some of the reflections could be moved to the next class
period.
Closure
(10 min.) Evaluation:
Objectives:
1. Students will identify which parts of a cell belong to a plant and an animal cell using a
Venn diagram.
2. Students will write reflections on questions posed to the class.
3. Students will write a story about a traveler going through either an animal or plant cell.
Students will write a story about the great barrier. A person needs to travel through either a plant
or animal cell; the student will describe their travels.
Name:
Date:
What makes up a living thing?
Name:
Date:
What makes up a living thing?
Name:
Date:
What makes up a living thing?
Cell Theory & Basic Structure of a Cell:
Name:
Date:
What is cell theory?
1.
2.
3.
Name:
Date:
Prokaryotes & Eukaryotes:
What I KNOW
What I WANT to know
What I LEARNED
Cell Scavenger Hunt:
Prokaryotes & Eukaryotes:
Name:
Partner’s Name:
Date:
Resources:
http://www.cellsalive.com/
http://www.demon.co.uk/scotcal/murray/glossary/prok.html
http://esg-www.mit.edu:8001/esgbio/cb/prok_euk.html
http://www.biology.demon.co.uk/Biology/mod1/prokaryotic/eupro.htm
Please answer the following questions:
List 3 similarities between the two types of cells?
1.
2.
3.
What is the major significant difference?
Which cell is larger (on average)?
Are bacteria and viruses prokaryotes or eukaryotes?
Prokaryotes actually come in two forms; what are they?
Please make your drawings of both a prokaryote and eukaryote on the back.
Name:
Date:
Plant Cell:
Cell Wall:
Cell Membrane:
Golgi Complex:
Chloroplast:
Cytoskeleton:
Endoplasmic Reticulum:
Nucleus:
Large Central Vacuole:
Ribosome:
Mitochondrion:
Cytoplasm:
Cellulose Fibers:
P-E-O Probe
Name:
Date:
Predict
Explain
Observe