Science in a Box- Student Page
4th Grade
Standards
GLE 0407.1.1 Recognize that cells are the building blocks of all living things.
90407.1.1 Use illustrations or direct observations to compare and contrast the basic structures of plant
and animal cells.
SPI 0407.1.1 Compare basic structures of plant and animal cells.
Task Objective
You should be able to tell the difference between a plant cell and an animal cell. You should also be able
to identify the parts of each cell.
Materials Needed
Science box will include:
Plant cell model
Diagram of animal cell
Blue cards for card sort
Outside of the box:
Venn diagram and pencil
Procedures
1. Take a moment to examine the plant cell model.
2. Then review the diagram of the animal cell model.
3. Use the cards in the box to sort what is in the plant cell and what is in the animal cell by making
2 columns. One for the plant and one for the animal. Then place the remaining cards in the
appropriate column.
4. After you put the cards up, complete the assessment. Directions are below the vocabulary.
Vocabulary
Lysosome
Ribosomes
Cytoplasm
Nucleolus
Nucleus
Endoplasmic Reticulum
Vacuole
Mitochondria
Plasma (cell) Membrane
Chloroplast
Cell wall
Assessment
Venn diagram: Use the vocabulary above to complete the Venn diagram. Place the completed diagram
in your interactive notebook.
Clean-up
Please make sure that the model, diagram and blue cards are left in the box for the next student.
Science in a Box- Teacher Page
4th Grade
Standards
GLE 0407.1.1 Recognize that cells are the building blocks of all living things.
90407.1.1 Use illustrations or direct observations to compare and contrast the basic structures
of plant and animal cells.
SPI 0407.1.1 Compare basic structures of plant and animal cells.
Task Objective
The student should be able to tell the difference between a plant cell and an animal cell. They
should also be able to identify the parts of each cell.
Explanation
At this stage, the students are learning that all living things are made of cells that
perform functions necessary for life. A very important aspect of this is knowing the difference
between the plant cell and the animal cell. They share some of the same parts and even have
different parts. This activity should help compare and contrast the two cells. They will do this
by visually comparing the animal cell and the plant cell provided. Then they will complete a
“card sort” for practice. They will be assessed by filling out a Venn diagram.
Vocabulary- These words were chosen because they are the parts of an animal and a plant cell
and they will be used to differentiate them by using “card sorts” and the Venn diagram.
Lysosome- digest food or the cell itself when it dies.
Ribosomes- These are like construction guys who connect one amino acid at a time and build
long chains of protein.
Cytoplasm- The fluid that fills a cell
Nucleolus- The center of the nucleus
Nucleus- the brain of the cell
Vacuole- stores nutrients or food that the cells might need to survive.
Mitochondria- the “power house of the cell”. It digests nutrients and breaks them down to
create energy for the cell.
Plasma (cell) Membrane- outer layer that holds all of the pieces and fluid inside
Chloroplast- food producers of the plant cell.
Cell wall- made of cellulose (specialized sugar); only in plant cell
Common Misconceptions
One common misconception in regards to this lesson is that the animal cell and the plant cell
both have the same parts and function the same. They do not contain all of the same parts.
Both have a Lysosome, Ribosomes, Cytoplasm, Nucleolus, Nucleus, Vacuole, Mitochondria and
Plasma Membrane. Only the plant cells have a Chloroplast and Cell Wall.
Page 1
Real World Connection
The students could connect the cell to their school. For example, the principal is the Nucleus.
The Nucleolus is the office with the secretary. The Mitochondria could be the teachers and the
students could be the vacuole or the cytoplasm. This could be debatable but a legitimate class
discussion.
Connections across the Curriculum
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and
proficiently.
Grade 4 Reading Standards for Foundational Skills
Strand Standard Foundational Skills
Phonics and Word
Recognition
3. Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context
and out of contrast.
Fluency 4. Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on
successive readings.
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
References
The information I received in regards to Cell Walls, came from the
below web site:
http://www.biology4kids.com/files/cell_wall.html
I received my vocabulary definitions/information from the below web
page:
http://teachertech.rice.edu/Participants/dawsonm/cells/partsdef.htm
I used the below reference to get the idea on card sorts:
Science Formative Assessment, by Page Keely; pages 56-59
Page 2