Plant and Animal Cells: Alike and Different?

Designed by: Canisha Fletcher    School: Hand Middle

Grade Level: 7th         Subject: Science 

State Standards Curriculum Objectives: 
1) Compare the major components of the cell and their general functions. (IIA2a) 

2) Compare and contrast the major structures and functions of typical plant and animal cells. (IIA3a) 

Restatement: The students will be able to compare and contrast the parts and functions of animal and plant cells. 

Overview: The students will work in groups to complete and to construct graphic organizers for the parts of a plant and animal cell. The groups will develop mnemonic devices to learn the parts of plant and animal cells. 

Focus Questions: 
1) What are the major parts and functions of a plant cell? 
2) What are the major parts and functions of an animal cell? 
3) How are plant and animal cells alike and different? 

Time Frame: 2 fifty - minute class periods 

Resources / Materials: 
Science Interactions - Glencoe Course 3 - McGraw 

Copies of the Matrix Graphic Organizer Form A (one per group and an overhead for the teacher) 

Copies of the Matrix Graphic Organizer Form B (one per student)

Large Index cards (one per group) 

Index cards with "P" or "A" written on it (A total number for the class with half having "A" written on them and half having "P" written on them) 

Light construction paper 

Tracing or White typing paper 

Markers / Colored Pencils 

Red or Colored Pen (one per group) 

Culminating Assessment: Students will complete a matrix graphic organizer and a cell illustration. The students will be evaluated using a point spread rubric and a peer evaluation will be conducted at the end of the activity. Distribute the rubrics prior to starting the activity. 

Instructional Activities: 

Activity One- Discovery/Introduction Lesson- 10 minutes 

1) Students will work in groups of three for this lesson- need a recorder, drawer, and speaker. 

2) The teacher will recall the student's prior knowledge by asking the groups, What are plant and animals made of that starts with the letter "C"? (You may receive several interesting answers, but cells should be your answer.) Then inform the class of the objectives. 

3) Pass out Form A to the groups. They will have 5-8 minutes to complete it. They will need to use a pencil and prior knowledge only. 

4) After the allotted time has expired, ask the speakers from the groups to help you complete the Class Matrix. Inform the class that some answers will not be correct. This is an introductory lesson. Leave the class Matrix on the overhead during Activity 2. Pass out the rubric and remind the students that a peer evaluation will be conducted at the end of the activity.

Activity 2- Matrix Revision- 20 minutes 

1) The groups will use the Science Interaction textbook (pages 526-527) to complete Form B. The recorder will make corrections on Form A using the red / colored pen. The groups need the large index card to write the group's answer for Part 3 of Form B. This will be turned in at the end of the Activity 3. Each student will complete one for future reference. Ask the speakers to help you make corrections to Class Matrix. Once the matrix is corrected, the speakers will read the group's response to the question for Part 3. 

2) Start Activity 3 and complete it during the next class period. 

Activity 3- Illustration and Mnemonic Device 

1) The drawer will select an index card from the teacher station with the letter "P" or "A" on it. Place the assorted cards face down. 

2) Depending on the card drawn, the group will illustrate and develop a mnemonic device for either the plant or the animal cell. 

3) The drawer will use the construction / tracing paper and markers / crayons to draw or to trace and label the selected cell. Use the Science book. While the drawer is working on his/her assigned task, the recorder and the speaker will work together to create a mnemonic device for the parts of the selected cell. Inform the students that they use mnemonic devices in Geography with HOMES for the Great Lakes and in Math with Please Excuse My Dear Aunt Sally for the Order of Operation. This is an additional study strategy. 

4) The recorder and the speaker need to present the device to the drawer. Then the recorder will write the device on the white paper. Instruct the recorder to use a separate sheet of paper for each letter or phrase. The other group members may assist. 

5) The groups will share the illustrations and devices. The class will vote (secret ballot in the groups) on the most memorable device for the parts of the Plant and Animal Cell. Display the selected devices with the illustration in the Media Center, Cafeteria, or Gym. The other devices and illustrations should be displayed in the class and/or hallway.

Attachment 1: Form A 

Plant and Animals Cells: Alike and Different? 

Part One: 
Directions: Place a symbol (such as "x" or "!") in the box that is part of the animal cell and plant cell. Groups must work together. Use a Pencil Only. Do not use the book or notes- only your brains. 

Graphic Organizer

Part Two: 

Directions: Match the cell part with the function.

Attachment 2: Form B 

Plant and Animals Cells: Alike and Different? 

Part One: 
Directions: Place a symbol in the box that is part of the animal cell and plant cell. Groups must work together. Use a Pencil Only. Do not use the book or notes- only your brains. 

Graphic Organizer

Part Two: Directions: Match the cell part with the function.

Part Three: 
Directions: The group will develop one answer for the following questions. The recorder will write the response on the index card. The groups will share their answer. 

Questions: 
How do plant and animal cells differ- structurally and parts composition? 
Why does the difference exist?

Attachment 3: 

Rubric Plant and Animal Cells: Alike and Different? - Rubric

Teacher Comments:

Peer Evaluation: Worth 20 points 

    *** Failure to Turn in Rubric on Presentation Day 
will result in a reduction of 10 points. ***