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Introduction To Cell Structure and Function: What's Inside a Cell? (Grade 10)

MASTER TEACHER

Gloria Brigman

OVERVIEW

This lesson is designed to introduce students to the cell and some of its parts. Through the use of video, students will be able to see animal and plants cells and their parts. They will learn terms used to understand the cell.

ITV SERIES

Cell Biology Resource, Lesson #1: Introduction to Living Cells

LEARNING OBJECTIVES

Students will be able to

define terms used to explain cellular function
identify and give the function of the three basic parts of every cell
compare the shape of an animal cell and a plant cell
state the cell theory

SC MATH/SCIENCE STANDARDS MET

Science Academic Achievement Standards Area 1, Strand 1, Grades 9-12

understand that cells are the fundamental unit of all organisms
observe how plants and animal cells are different and explain how they are adapted for different functions
compare cell structures of prokaryotes and eukaryotes

Math Academic Acheivement Standards Geometry and Spatial Sense Represent real-world and mathematical problem situations with geometric models and apply geometric properties related to those models by: using shape properties, and shape relationships to model the physical world and to solve problems

MATERIALS

Per laboratory station:

question sheet (for each student)
microscope
microscope slides
coverslips
lens paper
onion
flatback toothpick
iodine stain
methylene stain
prepared slides of frog blood

VOCABULARY

cell
unicellular
multicellular
nucleus
organelles
plasma membrane (cell membrane)
cytoplasm
prokaryotic cells
eukaryotic cells

PRE-VIEWING ACTIVITIES

Aprons, gloves, goggles, microscopes, microscope slides, coverslips, lens paper, and a piece of onion are placed at each lab station or working area earlier. The stain will be with the teacher and he/she will handle and control those.

Students will come directly to the laboratory or working area going to their assigned stations.

Say, "Earlier we learned that one of the characteristics of living things is they are made up of cells. We have also learned how to use a microscope, prepare wet mounts, and stain specimens. Now, let us put the four together and learn about cells. Our first view of the cell will be seen through video. After viewing and discussing the video, we will observe, draw and label the basic parts of a plant cell (onion) and an animal cell (frog blood)."

Pass out Activity Sheets.

FOCUS FOR VIEWING

To give students a specific responsibility while viewing, tell them to look for information on the cell, its parts and function.

VIEWING ACTIVITIES

Start the Introduction to Living Cells video from the beginning.

Pause after the first paramecium cells are shown. Ask, "What do you think all of those organisms have in common?" Get a few responses. Say, "Let's find out if your answers to the questions are correct." Resume the video.

Pause after the second paramecium cells. Say, "All of you who said the organisms are made up of cells are correct. But some organisms may be made up of one cell which we call unicellular like the paramecium. Those that are made up of many cells are called multicellular like the elephant and trees. Take one minute to answer question two on your question sheet." Resume the video.

Pause video after the function of the nucleus is given. Say, "All cells will have a nucleus. The nucleus will be located near or in the center of the cell." Say, "Write the function and location of the nucleus on your question sheet, Number 3." (2 minutes) Resume the video.

Pause after the word water regulation is shown. Say, "Answer question four on your question sheet" (2 minutes) Say, "The various organelles and their functions will be discussed later." Resume the video.

Pause after the plasma membrane. Say, "Answer question five on your question sheet." (2 minutes) Say, "The video gives one function of the plasma membrane but the most important function of the plasma membrane is to determine what goes in and out of the cell. Another name for the plasma membrane is cell membrane. Most biology books will use cell membrane. So, you will see cell membrane more than plasma membrane. Answer question six on the question sheet." (1 minute).
Do not resume the video. Using the same screen view of the cell, point to the cell on the screen and say, "Here's where the cytoplasm of the cell is located. This jelly-like part will contain and protect the different organelles. It's located between the plasma membrane and the nucleus. Answer question seven on your question sheet." (2 minutes) Resume the video.

Pause after the cell theory. Say, "Answer question eight on your question sheet." (2 minutes)

Resume the video. Pause when the words "prokaryotic cells" come on the screen. Say, "Answer question nine on your answer sheet." Resume the video.

Pause when the words "eukaryotic cells" come on the screen. Say, "Answer question ten on your question sheet."

Stop the video when the words prokaryotic and eukaryotic are shown side-by-side.

POST-VIEWING ACTIVITIES

Say, "We have seen living cells and their cell parts. Now let us discuss our findings from the video." (10 minutes for oral discussion of the answers on the question sheet.)

Say, "Now let's complete our laboratory activity. Let's find the plasma membrane (cell membrane), cytoplasm, and nucleus of onion cells (plant), and frog blood cells (animal). We will also learn other cell parts as we go along,"

ACTION PLAN

Have students interview someone in the medical profession, such as a doctor, nurse, or laboratory technician, to find out why it's important to learn about cells.

Go to a plant nursery and interview a botanist and ask if he/she had to learn cell structure and function to learn his/her profession.

EXTENSION

Art. Find pictures of different cells and draw and label the plasma membrane, cytoplasm, and nucleus.

English. Write a report on the history of the cell.