Lesson

 Two  
Duration:  15-­‐20  days  
Focus  Standard    
S5L3.  Obtain,  evaluate,  and  communicate  information  to  compare  and  contrast  the  parts  
of  plant  and  animal  cells.    
b. Develop  a  model  to  identify  and  label  parts  of  a  plant  cell  (membrane,  wall,  
cytoplasm,  nucleus,  chloroplasts)  and  of  an  animal  cell  (membrane,  cytoplasm,  and  
nucleus).    
c. Construct  an  explanation  that  differentiates  between  the  structure  of  plant  and  
animal  cells.  
 
Performance-­‐based  Objectives    
As  a  result  of  their  engagement  with  this  unit…  

• SWBAT  develop  a  model  IOT  identify  and  label  parts  of  a  plant  (membrane,  cell  
wall,  cytoplasm,  nucleus,  chloroplast)  and  an  animal  cell  (membrane,  cytoplasm,  
and  nucleus).    
• SWBAT  construct  an  explanation  IOT  differentiate  between  the  structure  of  plant  
and  animals  cells.  
 
Key  Terms  and  Definitions  

• Organelle-­‐  structures  within  a  cell  that  perform  specific  functions  

• Cells:  the  smallest  unit  of  an  organism;  they  are  enclosed  by  a  membrane  and  
perform  life  functions  
• Magnification:  the  process  of  enlarging  the  size  of  something  as  an  optical  image  
• Cell  membrane:  the  thin  tissue  that  forms  the  outer  surface  of  the  cytoplasm  of  a  
cell  and  regulates  the  passage  of  materials  in  and  out  of  the  cell;  the  membrane  is  
considered  semipermeable  
• Cell  wall:  the  tough  outermost  layer  of  plant  cells;  provides  protection  and  
support  
• Cytoplasm:  the  jelly-­‐like  substance  that  fills  the  inside  of  a  cell  and  supports  and  
contains  all  of  the  cell’s  internal  structures  and  organelles  
• Nucleus:  a  membrane-­‐bound  organelle  within  a  eukaryotic  cell  that  contains  most  
of  the  cell's  genetic  material  
• Chloroplasts:  an  organelle  in  plant  cells  that  is  the  site  of  photosynthesis  
• Construct  an  explanation:  to  make  someone  understand  
• Develop:  to  create  something  
• Identify:  to  recognize  as  being  a  particular  person  or  thing  
• Structure-­‐  the  form  of  an  object  
• Function-­‐  what  a  structure  does  
 
Guiding  Questions  

• What  are  the  main  parts  of  an  animal  cell  and  plant  cell?  
• What  two  parts  of  a  plant  cell  are  unique?  
• How  are  the  structures  of  the  animal  cell  and  plant  cell  similar?    
• How  are  the  structures  of  the  animal  cell  and  plant  cell  different?  
• How  do  each  of  the  organelles  within  in  cell  function  to  maintain  life/health?  
• What  is  the  difference  between  and  organ  and  an  organelle?  
● Are  all  organisms  made  of  the  same  cells?  
Interpretations  and  Reminders  
● Animal  cells  have  three  main  parts:  cell  membrane,  cytoplasm,  and  nucleus.  The  
cell  membrane  is  the  barrier  around  the  cell  that  holds  everything  in  and  lets  only  
certain  things  out.  Cytoplasm  is  a  jelly-­‐like  fluid  that  holds  the  cell  organelles.  The  
nucleus  holds  the  genetic  materials  that  make  up  the  cell.  
● Plant  cells  have  five  main  parts:  cell  membrane,  cytoplasm,  nucleus,  chloroplasts,  
and  a  cell  wall  that  gives  the  cell  its  shape.  Plants  also  have  unique  organelles  
called  chloroplasts  used  in  photosynthesis.  
● Students  must  be  given  the  opportunity  to  look  at  real  examples  of  plant  and  
animal  cells  for  comparison.  
● Students  might  better  understand  the  functions  of  the  parts  of  the  cell  if  given  the  
opportunity  to  create  an  analogy  using  their  prior  knowledge.  
● Students  should  be  able  to  identify  the  cell  wall,  chloroplasts,  and  a  large  vacuole  
in  a  real  plant  cell.  
● Consider  using  analogies  when  explaining  the  structure  of  cell  organelles.  
● Consider  using  visuals,  images  from  microscopes,  or  pictures  of  various  types  of  
animal  and  plant  cells  so  that  students  understand  their  differences.  
● Use  DOK  questions  to  formatively  assess  students  throughout  the  unit.    

D O K_Q u estio n _Ste

ms.p d f
 
● The  research  based  5E  model  is  the  instructional  model  for  science.    

5E  Mo d el.p d f

 
Misconceptions  

• All  cells  are  the  same  size  and  shape.  

• There  are  no  single  celled  organisms.  
• Some  living  parts  of  organisms  are  not  made  of  cells.  
• Plants  are  not  made  of  cells.    
 
Suggested  Learning  Outcomes  
Core  Idea   Science  and  Engineering   Cross  Cutting  Concepts  
Practices    
Cell   • Structure  and  Function  
Structures   • Develop  and  use  models   • System  and  System  Models  
• Construct  an  explanation  
Cro sscu ttin g  
Co n cep ts  Imag e  an d  Exp lan atio n  (1).p d f
Practices  Imag e  an d    
Exp lan atio n  (2).p d f
 
 
Engage  
Teachers  introduce  performance-­‐based  learning  objectives  and  annotate  key  vocabulary.  
Students  will  write  objectives  in  their  journals.  Teachers  show  students  a  model  or  
picture  of  an  animal  and  plant  cell.  Have  students  make  observations  and  generate  
questions.  Post  observations  and  questions  on  chart  paper.  As  you  teach  the  lesson,  make  
sure  you  address  questions  throughout.  Revisit  the  questions  at  the  end  of  the  lesson  to  
ensure  student’s  understanding  of  cells  structure  and  function.    

in sid elivin g th in g s_
5-­‐6_sd _p lan t_an d _an imal_cell  (1).p d f
 
Science  Phenomenon-­‐  Show  video  of  cell  city  to  introduce  how  a  cell  works  as  a  system.  
Ask  students,  how  does  a  cell  function  as  a  city?  Allow  students  to  share  out.    
https://www.youtube.com/watch?v=VnvZE_ODNjw    
 
Explore/Collaborative  Practice    
Students  will  work  collaboratively  to  obtain  information  by  comparing  and  contrasting  
animal  and  plant  cells.  Students  will  formulate  and  evaluate  explanations  about  the  
differences  in  plant  and  animal  cells.  Students  will  communicate  with  models  of  plant  
and  animals  cells  to  identify  and  label  organelles.    
 
STEMSCOPES  Activity-­‐  In  this  activity,  students  will  construct  models  Part  2  of  cells,  
and  identify  similarities  and  differences  between  the  cells  in  plants  and  animals.  

GA_5L3ABC_Cells_E GA_5L3ABC_Cells_E
XPLO RE_Stu d en tGu idXPLO
e.p dRE_Stu
f d en tJo u rn al.p d f
 
Cell  Models    
If  there  are  3-­‐D  cell  models  available,  students  can  explore  and  assemble  the  3-­‐D  models  
of  plants  and  animal  cells.    
If  not,  use  the  plant  and  animal  cell  diagrams  attached  to  this  document.  Student  can  
work  in  small  groups  to  find  as  many  parts  of  each  cell  as  possible,  Resources  for  the  
finding  cell  parts  can  include  the  GA  Textbook  or  web-­‐based  sources  such  as  
http://www.cellsalive.com/cells/cell_model.htm  
There  are  more  parts  including  in  the  diagrams  than  students  are  required  to  know,  but  
as  this  is  a  base  level  search  for  information,  there  is  no  need  to  elaborate  on  the  
superfluous  parts.    
When  students  have  completed  their  diagrams,  ask  them  to  record  the  answer  to  discuss  
the  following  questions:  What  differences  did  you  notice  when  comparing  the  plant  and  
animal  cells?  Does  each  specific  part  of  the  cell  have  a  function  that  benefits  the  overall  
organism?  Were  you  able  to  determine  any  specific  functions  of  the  organelles  you  
identified?  Do  you  think  the  structure  of  the  organelle  affects  the  function?    
Students  should  only  identify  and  label  cell  membrane,  nucleus,  and  cytoplasm  in  an  
animal  cell.  In  a  plant  cell,  cell  membrane,  nucleus,  cytoplasm,  cell  wall,  and  chloroplast  
should  be  identified  and  labeled.    

Plan tCellMo d el.p d f An imalCellMo d el.p

df
 
 
Explain/Focus  Lesson  
Teachers  use  Picture  Vocabulary  slideshow  under  Explain  tab  on  STEMSCOPES  via  My  
Backpack  to  introduce  key  vocabulary.  Before  showing  students  the  definition,  have  students  
complete  vocabulary  preview  document.    

Teach erTo o lb o x_Pre GA_5L3ABC_Cells_E

viewin g Vo cab u laryTab
XPLAIN_Pictu
le_3-­‐5.p d f reVo cab u lary  (1).p p tx
 
Informational  Text  
Teachers  use  the  following  text  to  teach  cell  structure  and  function.  Teacher’s  Note:  
STEMSCOPES  informational  text  should  be  assigned  to  students  using  STEM  Scopes.  Students  
are  able  to  annotate  the  text,  and  answer  text  dependent  questions  when  assigned.    

GA_5L3ABC_Cells_E
XPLAIN_STEMsco p ed ia  (1).p d f
 
Teachers  use  Science  A-­‐Z  informational  leveled  text  Inside  Living  Things  to  teach  cells.    The  
text  is  leveled  as  well  as  the  assessment.  Reading  strategies  and  text  structures  should  be  
used  with  all  information  text  to  ensure  student’s  comprehension  of  the  text.  Read  pages  6-­‐
8.  Discussion  cards  are  attached  to  promote  science  discussion  about  cells.    
 Text  Stru ctu res.p d f in sid elivin g th in g s5-­‐ in sid elivin g th in g s5-­‐ in sid elivin g th in g s5-­‐
6_n fb o o k_lo w.p d f 6_n fb o o k_mid .p d f 6_n fb o o k_h ig h .p d f

in sid elivin g th in g s5-­‐

6_d isc_card s.p d f
 
Video  
Teachers  show  or  assign  content  connection  Plant  vs  Animal  Cells  video  under  the  
Explain  tab  on  STEMSCOPES  via  My  Backpack.  Have  student  complete  video  worksheet  
as  they  view  the  video.    

CCV_Plan tvsAn imal

Cells_Twig .p d f
 
 
Guided  Notes  
Students  will  complete  the  attached  guided  notes  as  they  watch  the  following  video.  
https://www.youtube.com/watch?v=PHTvqW7CzXY  

O rg an elles  g u id ed  
n o tes.d o cx
 
Follow-­‐up  questions  and  comments  to  the  video:  Inform  students  that  there  are  many  
more  organelles  than  presented  in  the  video,  but  that  the  organelles  presented  in  the  
video  are  the  focus  of  this  unit.  Review  the  form  and  function  of  each  organelle  
presented.  Ask  students  to  think  about  the  classroom  or  the  school  and  how  these  
organelles  are  similar  to  the  parts  of  the  school.    
 
Teachers  teach  crosscutting  concept  of  systems.  Students  need  to  understand  a  cell  make  up  
system  of  cells  which  creates  plants  and  animals.  Have  students  complete  concept  mapping  
that  shows  how  the  cell  operates  within  the  system.  Students  should  use  information  from  
engage  and  explore  to  make  connections.    

Cro sscu ttin g   Teach erTo o lb o x_Co

Co n cep ts  Imag e  an dn  Exp
ceplan
tMap
atioCircles_3-­‐5.p
n  (1).p d f d f
 
Teachers  teach  crosscutting  concept  of  structure  and  function.  Students  need  to  identify  
animal  and  plant  organelles  (structures)  and  how  they  work  (function).    Have  students  
complete  graphic  organizer  to  capture  their  thinking  about  structure  and  function.    

Cell  O rg an elles  
Grap h ic  O rg an izer.d o cx
 
 
Elaborate/Guided  Practice    
Select  one  or  two  elaborate  activities  for  students  to  complete.  Teachers  should  circulate  and  
formatively  assess  students  as  they  read  and  discuss  cells  structure  and  function.    Use  DOK  
questions  to  help  generate  questions  to  ask  during  guided  practice.  Students  will  obtain  
information  through  various  task  below.  Students  will  evaluate  how  animal  and  plant  cells  
are  different.    Lastly,  students  will  communicate  their  findings  with  each  other  and  the  
teacher.    

D O K_Q u estio n _Ste

ms.p d f
 
Close  Reading  
Students  will  work  cooperatively  to  complete  a  close  read  about  cells.  This  STEMSCOPES  
informational  text  can  be  assigned  via  STEMScopes.  Students  should  answer  text  dependent  
questions  at  the  end  of  the  text.  Answer  questions  5-­‐7  only.    

GA_5L3ABC_Cells_E
LABO RATE_Read in g Scien ce  (1).p d f
 
 
Cell  Foldable  Activity    
http://cardsandcardigans.blogspot.com/2013/03/cells-­‐foldable.html  
Using  the  foldable  above  as  a  guide,  students  should  complete  a  model  of  both  a  plant  
and  animal  cell.  Organelles  should  reflect  the  correct  form  and  students  should  attempt  
to  draw  the  object  to  scale.  In  addition  to  the  illustration,  students  should  create  a  
foldable  using  the  vocabulary  from  this  lesson  and  demonstrating  the  similarities  and  
differences  between  a  plant  and  animal  cells.  Only  focus  on  cell  membrane,  cell  wall,  
nucleus,  cytoplasm,  and  chloroplast.    
   
Writing  Connection  
WRITE  a  description  about  plant  cells  and  animal  cells.  What  are  the  parts  of  a  plant  cell,  and  
what  is  the  function  of  each  part?  What  are  the  parts  of  an  animal  cell,  and  what  is  the  
function  of  each  part?  What  parts  do  plant  cells  and  animal  cells  have  in  common?
 GA_5L3ABC_Cells_E
VALUATE_W ritin g Scien ce.p d f
 
 
Evaluate/Independent  Practice    
Open-­‐ended  Assessment-­‐  Assign  students  this  assessment  on  STEMSCOPES.  

GA_5L3ABC_Cells_E
VALUATE_O ER.p d f
 
Claim-­‐Evidence-­‐Reasoning  (CER)  Assessment-­‐  Have  student  complete  cells  CER  to  assess  
students’  understanding.  

GA_5L3ABC_Cells_E GA_5L3ABC _C ells_E

VALUATE_CER.p d f VALUATE_C ER_Teach erRu b ric.p d f
   

Standards-­‐based  Assessment-­‐  Administer  five  question  assessment  to  assess  

students’  conceptual  understanding  of  cell  structure  and  function.  

GA_5L3ABC _C ells_E
VALUATE_Mu ltip leC h o iceAssessmen t.p d f
 
Use  Study  Island  to  create  additional  assessments.  Access  Study  Island  via  My  Backpack.    
Differentiation  Supports    
Learning  Difficulty   • Alternative  Assessment  

GA_5L3ABC _INTERV
ENTIO N_C ells_C AQ _Stu d en tH an d o u t.p d f
•  
• Cells  Guided  Practice-­‐Teacher’s  instructions  are  
located  under  the  Intervention  tab  on  STEMSCOPES.  

GA_5L3ABC _C ells_I GA_5L3ABC _C ells_I GA_5L3ABC _C ells_I

NTERVENTIO N_Gu id ed
NTERVENTIO
Practice_Plan
N_Gu
tanid
d An
ed
NTERVENTIO
Practice_Stu
imalC ellParts.p
N_Gu
d endid
tJo
f ed
u rn
Practice_C
al.p d f ellTyp es.p d f
•  
 • Vocabulary  support  is  essential  for  this  lesson.  See  
the  GA  HSP  textbook  for  vocabulary  support.  A  
possible  outlined  format  for  the  graphic  organizer  
would  help,  as  well.  Provide  a  word  bank  for  guided  
notes  and  offer  support  for  exploration  activity  in  
the  form  of  simplified  instructions  and  think  alouds.  
• There  are  also  several  songs  about  cell  organelles  
that  can  be  used  as  pneumonic  devices-­‐  
https://www.youtube.com/watch?v=-­‐zafJKbMPA8  
High  Achieving   • Art  Connection  

FL_6.L_14.4_AC C ELE
RATIO N_C ellStru ctu rean d Fu n ctio n _PBL_En tryD o cu men tan d Exp ertRo les.p d f
•  
• High  achieving  students  will  benefit  from  learning  all  
organelles  in  a  plant  and  animal  cell,  as  well  as  their  
form  and  function.  These  additional  organelles  can  
be  implemented  in  all  aspects  of  student  learning.  
• Cell  City  Project  
http://campbellms.typepad.com/files/cell-­‐city-­‐
project-­‐2.pdf    
 
English  Learners   • Use  Picture  Vocabulary  on  STEMSCOPES  
• Use  STEMSCOPES  ELL  strategies  under  teacher’s  
instructions  under  Engage  and  Explore  
• Collaborate  with  ESOL  teacher.  
• Provide  differentiated  support  and  scaffolding  based  
on  English  language  proficiency  of  the  English  
learner  using  WIDA  CAN  DO  descriptors.  
• WIDA  ELD  Standard  4:    English  language  learners  
communicate  information,  ideas,  and  concepts  
necessary  for  academic  success  in  the  content  area  
of  Science.  
Online/Print  Resources  

https://diy.org/skills/biologist/challenges/307/make-­‐a-­‐model-­‐cell  
The  website  above  contains  several  3D  project  models.  Students  love  to  complete  the  
edible  cell  model  with  a  cake,  however  based  on  availability  and  inclusion  of  all  students,  
there  are  several  different  methods  to  complete  the  model