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Endosymbiotic Theory
Teacher directions:
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Print color materials in color on cardstock. Print cell description cards on colored cardstock.
Laminate all materials before using for longer durability.
Cut card sets apart and place in baggies or envelopes for each small group of students.
Copy a Endosymbiotic Theory Evidence foldable® for each student.
This set contains 2 activities.
o Endosymbiotic Evidence
o All Cells are Special!
Use with small groups to encourage scientific dialogue.
Endosymbiotic Evidence-instruct student groups to:
o View the video clip of Star Wars https://www.youtube.com/watch?v=MfDmu4f8l8I
 Qui-Gon Jinn tells Anakin Skywalker about the Midi-Chlorians, tiny little organisms
inside of cells. The Midi-Chlorians are responsible for giving the life force (energy).
The more Midi-Chlorians a being had in their cells, the greater the force. The MidiChlorians came to live inside of beings in a symbiotic relationship.
 Obi-Wan Kenobi tells Luke Skywalker about “The Force”.
o View the Amoeba Sisters video https://www.youtube.com/watch?v=FGnS-Xk0ZqU
o Lay out the card set to show the sequence of changes in cells from prokaryotic to eukaryotic.
 Discuss and record answers to the following questions:
 What is endosymbiosis?
 Why might mitochondria want to live in our cells?
 What is the evidence for their theory?
 How are the real mitochondria and the made up Midi-Chlorians similar?
 How are mitochondria and chloroplasts similar?
 Do scientists think plant cells or animal cells developed first? What is their evidence?
 Which have more mitochondria, a muscle cell or a bone cell? Why?
 Cut apart the sections of the Endosymbiotic Theory notebook foldable®. Glue the left
edge on a notebook page. Make drawings on the notebook page to highlight the points
of evidence on each section flap.
All Cells are Special-instruct student groups to:
o Use the card set to identify some specialized cells and what functions they perform.
o Name and record at least 3 other kinds of specialized cells.
Differentiate for the specific abilities of a student or group (Special Education, ELL, GT) by
modifying/extending the tasks.
Have reference materials available
for students to find information.
Encourage students to record key information
from the activity in a science notebook.
Use as an engage activity, a learning activity
during a lesson sequence, a formative
assessment, or a review, tutorial or extension.
A suggested KEYs for the card activities
are included.
Copyright, Rosemary Martin, Supporting Science, Inc., 2021, www.sciencecutups.com
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Teacher directions (Google slides version):
• The Google version of the activity allows students to move cards from the margin to the slide section
where they best fit and respond to questions in text boxes. There are 38 cards for students to review.
• Use the link below to access the digital version of the activity on Google slides. Note the link is case
sensitive:
http://bit.ly/3rO2Qto
• Make and save a copy of the slide presentation in your school district Google drive as a master file.
• When ready to use with students, make a new copy. Edit the new copy as needed for your students by
deciding which slides students will respond to, if not all. Suggestions include:
o Create any alternative directions if desired.
o Delete any slide to meet the needs of your students.
o Delete some of the cards on slides based on your classroom instructional needs.
• In Google classroom, create a new assignment and attach the edited copy. Be sure to select the setting
“Make a copy for each student” to ensure each student must submit their own file rather than everyone
editing the same file. Assign to students so they can complete the activity and submit their own
responses.
• Differentiate by making multiple copies of the slide presentation, then editing as needed for certain
groups of students.
• Assign various copies to specific students to differentiate electronically.
• To have students work as a group, use multiple copies of the slide presentation.
o Name each copy according to the number of groups (for example: (Title) Group 1, (Title) Group 2,
etc.)
o Create an assignment for each group using the same title. Assign specific students to the
assignment. Be sure to attach the correct group copy of the slide presentation to each
assignment.
o On the editing rights, select the “students can edit” option in the dropdown so that all students
assigned to the group can edit the same file.
• Alternative ways to use the digital file:
o Project the slide to the class. Student groups can use a printed card set at their area.
o Use one or two of the cards/questions as a warm up or exit ticket for students. Project only these
cards/questions. Students can respond using a science notebook, on an exit card, or using some
other desired system.
o Use the slide to project the suggested key and have students check work and respond about card
placements they would dispute or were unsure about and why.
o Use the slide to project a possible arrangement of the cards with some incorrect. Ask students to
analyze which may be placed correctly and which might be incorrectly placed and explain why.
o Use to assign for students who were absent during the in-class activity, as an extra content
“dose” for some students or a way to assess individual mastery for students.
Copyright note:
• All materials are copyright protected and are fully owned by Supporting Science, Inc.
• Materials purchased herein are for use by one individual teacher, for use in his/her classroom only.
• Printable materials may be reproduced as many times as needed for your own students and use in your
own classroom, but may not be shared, in print or electronic form, with another teacher without the
purchase of additional licenses.
• The digital Google version may not be posted on teacher and/or district websites, or in network drives
allowing shared access to the product by other individuals.
• The digital Google file may only be used and shared with students of the purchasing teacher and may
not be shared with other teachers, or posted on any shared platform with other teachers or with parents.
• The materials should not be posted on any website with public access.
Copyright, Rosemary Martin, Supporting Science, Inc., 2021, www.sciencecutups.com
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Suggested keys for the card activities
Copyright, Rosemary Martin, Supporting Science, Inc., 2021, www.sciencecutups.com
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Endosymbiotic Evidence-card set
Prokaryotic host
cell with circular
DNA
Prokaryotic host
cell engulfs
aerobic bacteria
with circular DNA
but does not
digest it
Endosymbiosis
Proto-eukaryotic
cell benefits from
this relationship. A
nuclear envelope
develops. Bacteria
evolves into
mitochondria
retaining its DNA
Proto-eukaryotic
cell engulfs
cyanobacteria
with circular DNA
but does not
digest it
Endosymbiosis
Blue-green algae
develops
Red algae
develops
Green algae
develops
Land plants
develop
Copyright, Rosemary Martin, Supporting Science, Inc., 2021, www.sciencecutups.com
Eukaryotic cell
benefits from this
relationship. A
pre-chloroplast
evolves.
Mitochondria &
chloroplasts retain
their own DNA
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All Cells are Special-card set
Red blood
cells
Root hair
cell
Stem cells
Muscle
cells
Palisade
cells
Phloem
cells
Bone
cells
Guard cells
Xylem cells
Sperm &
egg cells
Epithelial
cells
Nerve cell
All Cells are Special-card set
Red blood
cells
Root hair
cell
Stem cells
Muscle
cells
Palisade
cells
Phloem
cells
Bone
cells
Guard cells
Xylem cells
Nerve cell
Sperm &
egg cells
Epithelial
cells
Copyright, Rosemary Martin, Supporting Science, Inc., 2021, www.sciencecutups.com
5
All Cells are Special-card set
These cells provide a
huge surface area for
absorbing H2O &
minerals.
These cell tubes &
companion cells
transport sucrose &
H20.
These cells are
doughnut-shaped &
carry O2.
All cells develop a unique
structure based on the
function they will perform,
but they begin from this.
These cells are long &
elastic for flexibility &
stretching.
These cells are
packed with
chloroplasts.
These star-shaped
rigid cells are
supporters.
These cells control gas
exchange & H2O loss.
These cells are oneway H2O & mineral
conducting tubes.
These branch-like cells
carry electrical
responses.
These covering cells
are thin & flat &
replaced often.
These cells combine
to continue the
species.
These cells are
doughnut-shaped &
carry O2.
All cells develop a unique
structure based on the
function they will perform,
but they begin from this
“stem” cell.
These cells are long &
elastic for flexibility &
stretching.
These cells are
packed with
chloroplasts.
These cells provide a
huge surface area for
absorbing H2O &
minerals.
These cell tubes &
companion cells
transport sucrose &
H20.
These star-shaped
rigid cells are
supporters.
These cells control gas
exchange & H2O loss.
These cells are oneway H2O & mineral
conducting tubes.
These branch-like cells
carry electrical
responses.
These covering cells
are thin & flat &
replaced often.
These cells combine
to continue the
species.
All Cells are Special-card set
Copyright, Rosemary Martin, Supporting Science, Inc., 2021, www.sciencecutups.com
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Copyright, Rosemary Martin, Supporting Science, Inc., 2021, www.sciencecutups.com
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