Here it is!
Time: Two (2), 40 minute periods
Topic: Animal & Plant Cells, Organelle Anatomy and Physiology
• Students will be able to identify if a cell is an animal cell or plant cell.
• Students will be able to describe what an organelle is and why it is important to a cell’s function.
• Students will be able to identify the different organelles in each type of cell and describe its function.
• Students will be able to list which organelles are specific to a plant cell.
1. Examples of plant and animal cells from under a microscope
2. SmartBoard/ Transparencies
3. Function of the Organelles activity sheet
4. Models of cells and their organelles for SmartBoard
Smooth endoplasmic reticulum
Rough endoplasmic reticulum
Monday’s Do Now:
A cell is very much like a mini “city”. It has specialized organelles that each have their own special function in order to make sure the cell is able to keep functioning properly.
List three things that a city would need to function properly. Why do are these necessary? Would these be necessary in, say, in a one-celled organism?
*Make a list of answers on the chalkboard and then the teacher can fill them in as each one is identified.
Security into the city (Cell Wall/Cell Membrane)
Power Plant (mitochondria)
Waste Disposal Plant (lysosome)
Municipal Building (nucleus)
Storage Area (vacuoles)
Greenhouse Nursery (chloroplasts)
Monday, October 22, 2007
• After completing the Do Now, review the Cell Theory---that all organisms are made up of cells (plants and animals) and that all the cells that are in our bodies now came from pre-existing cells. (If needed go over any homework they had over the weekend related to this)
• Present 3D images of an animal cell and a plant cell presented to them. Students will be able to get an idea of which type of cell look like.
• Hand out Cell Note sheet---will include images of a plant and animal cell, chart with organelles listed (physiology) and images of each organelle (anatomy).
• Define what an organelle is--- part of a cell that is specialized (specific function) and has its own enclosed membrane.
• Begin learning the different organelles:
o Cell Membrane--- (security wall) membrane outside the cell, protects the cell, decides what goes into the cell and what comes out of the cell.
o Cytoplasm--- (roads) “goo-like” material that suspends the organelles.
o Nucleus— (government building) control center of the cell.
o Nuclear Membrane--- encloses the nucleus (same idea of the cell membrane)
o Nucleolus--- (main computer inside government building) inside the nucleus, which holds DNA.
o Smooth Endoplasmic Reticulum--- located around the nucleus, information passes from the nucleus out to other parts of the cell.
o Rough Endoplasmic Reticulum--- located around the nucleus, includes ribosomes, used to pass information around to other parts of the cell.
o Ribosome--- packages which have information (proteins) inside of them. These are used to send information to other parts of the cell and to other cells.
o Mitochondria--- (Power house) makes energy and releases energy for the cell to use.
• Each of these organelles will be pointed out on the cell. While studying their function, students will also learn what each organelle looks anatomically.
• While mentioning function of the organelle, relate each organelle back to the Do Now and understanding that this would be the part of the city model. (This may help students relate the idea of these microscopic organelles to real life)
Final Review/Guided Practice:
• Using the SmartBoard, compile 3 images of microscope images of plant and animal cells. Using the spotlight feature on the notebook, review each image and ask students to decide if that cell is an animal cell or a plant cell and why. (Helps prepare students to properly identify cells and recognize real life images of organelles in a cell)
Tuesday, October 23, 2007
• Continue learning specialized organelles:
o Golgi complex--- (storage factory) holds onto proteins before they are allowed to be “shipped out” of the cell by little packages called vesicles.
o Vacuole--- (storage box) store materials like food, water, sugar, minerals, and waste products.
o Lysosome--- (waste control) contain strong substances that break down worn out organelles or food.
o Centriole--- helps cells to divide, will pull some of the DNA and organelles onto one side of the cell and some to the other side as the cell splits into two.
• Focus on specifically the plant cell and point out that the plant cell has some extra specialized organelles in it:
o Cell wall--- provides a strong support system which allows the plant to be stiff and hold itself upright.
o Central Vacuole--- a very large storage area that the cells uses to hold different materials, like food and water.
o Chloroplast--- (Greenhouse power plant) photosynthesis occurs here, made up of chlorophyll.
Final Review/Guided Practice:
• Begin the Function of Organelles activity sheet in class—will help students review each of the organelles. Students should try not to use their notes while in class to see if they can remember the functions on their own. This will be completed, as well as, the coloring activity for homework.
Monday--- Coloring in organelles activity (animal and plant cells)
Tuesday--- Finish coloring activity from Monday night and Function of the Organelles activity