• Assess general knowledge of cell structures through an informal pair share activity to start the class.
• Collect the Plant Cell Models, Cell Structure Notes and Worksheet, and Research Questions for individual assessment.
• Monitor students during presentation and skits to assess presentation skills, group participation, and overall classroom expectations.

Note: As an alternative, have each student create a model or diagram of the whole cell.

Student groups will research information about an assigned plant cell structure. The focus of this unit is on plant cells, although you may wish to have the class create a large plant cell and a large animal cell for comparison. They will need computers with Internet access and books/other resources on cell structures. They will draw and cut out an appropriate number of the cell structures for a plant cell. They will present their information to the class and tape the cell structure(s) to the large plant cell model.

Cut out a large piece of butcher paper (about 3 feet by 4 feet). Write “plant cell” in large letters at the top. With a pencil, draw a rectangular outline of a plant cell as a guide for students to judge how large their cell structures need to be. Gather research books and materials, as well as paper, markers, and scissors.

Day 1: Cell Structure Research

Begin the lesson with a quick think-pair-share activity. Project the “Can You Guess What Is in This Picture?” image (S-B-7-1_Guess.doc). Give students 30 seconds to think, 30 seconds to talk to a partner, and then have them share their guesses out loud. Reveal to students that it is a leaf from an Elodea plant, magnified 40 times, with individual cells visible.

Show students the plant cell outline on the large butcher paper. Tell students that they will be working in groups to research one cell structure, draw the structure, cut it out, and present information about it to the class. They will research and create the structure today and present it during the next class period.

Divide students into small groups. Give them the Plant Cell Model directions and rubric (S-B-7-1_Plant Cell Model Directions.doc and S-B-7-1_Plant Cell Model Rubric.doc) and go over the rubric and specific directions for the two-day project. For students who might need additional support during the research, it may be helpful to provide them with the Cell Parts Research Questions as a guide (S-B-7-1_Cell Parts Research Questions and KEY.doc).

Allow them to spend the rest of the class period researching the cell structure and making the paper model of it. As students begin to draw their cell structures, make sure to monitor the size of the cell structure as well as the number of structures they are creating. Also, double check the information they will be presenting for accuracy and completeness. Suggested research sites are:

• Cell Structures and Functions

http://library.thinkquest.org/12413/index.html

• Cells Alive! Eukaryotic Cell Interactive Animation and tutorial

www.cellsalive.com/cells/cell_model.htm

• Review: So What Is an Organelle?

http://people.usd.edu/~bgoodman/Review.htm#review

Day 2: Presentations of Cell Structures

Each group will present their cell part(s) to the class. Each member of the group should participate in the presentation. During the presentation, students should explain the functions of the cell part, the number of them that would be found in a cell, and then use masking tape to place the cell structure(s) on the butcher paper in an appropriate place. Use the rubric during the presentations to assess each group. Have all students take notes on the cell structures on the Cell Structure Notes worksheet (S-B-7-1_Cell Structure Notes Worksheet and KEY.doc). They should record notes about the functions, a drawing of the cell part, and a metaphor or analogy to help them remember the function (e.g., “cell powerhouse” for mitochondria; or “nucleus is like the main office of a school”). Creating a metaphor provides a way for students to remember the functions of the various structures.

Before presentations begin, explain the roles of the cytoplasm (portion of the cell outside the nucleus) and cytoskeleton (a network of protein filaments that helps the cell to maintain its shape and helps in movement).

The cell wall and cell membrane groups should present first. They should draw their structures directly on the butcher paper. After each presentation, the group should neatly label the cell part.

Day 3: Matching Cell Structures and Functions

Copy the Grid of Cell Part Pictures and Functions (S-B-7-1_Grid.doc). Cut out the names of the cell parts, their functions, and the pictures of them, and place them in a sealable plastic bag. Make as many sets as you need for groups of students. Have the groups work together to match the names, functions, and pictures. Have them try it first without their notes, and then check their answers using their notes.

Day 4: Review of Cell Structures and Functions

Review the structures and functions of cell structures to reinforce content knowledge. Three options for the review are provided below.

Option A: Cell Structure Skits

Have students work in groups of about 8–10 students to prepare and present skits to review the cell structures. They will use the analogy of the cell as a restaurant and determine which cell structures could relate to various component of the restaurant. Hand out the Cell Structure Skit directions (S-B-7-1_Cell Structure Skit.doc). Review the directions with students and monitor them as they plan their skits. This option may take two class periods, one for preparation and one for presentations. Note: The cell wall and plasma membrane were intentionally left out, as they do not lend themselves easily to roles in the skit.

Option B: Interactive Online Games

Have students review cell parts and functions with puzzles and games at the following Web sites:

• Cells Alive! Puzzle Page

www.cellsalive.com/puzzles/index.htm

• Cell Organelles (interactive games)

www.quia.com/jg/65947.html

Option C: Cell Parts Research Questions Worksheet

Have students use their notes from the presentations as well as other resources to answer the Cell Parts Research Questions (S-B-7-1_Cell Parts Research Questions and KEY.doc) for each of the cell structures on the worksheet.

Extension:

• Students who might need an opportunity for additional learning can review cell structures and their functions with a vocabulary “Bingo” game: Have students arrange their vocabulary cards in a 5 × 5 grid, leaving the center square blank. Provide a list of cell structures for them to write in the grid. Read the functions of the cell structures in random order. Students mark the appropriate cell structure. When the student has five in a row, s/he can shout “Cell Parts Bingo!”
• Students who may be going beyond the standards can research cell structures in greater depth. Topics that may be explored include:

o   When was the cell structure discovered?

o   In which kinds of cells is this structure most commonly found?

o   What is the actual size of the cell structure?

o   What does the cell structure look like under a scanning electron microscope?

Alternatively, have students research and compile lists of cell structures involved in energy transfer and transportation of materials within the cell.