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This is the first of two Science NetLinks lessons in a short series on cells. In this lesson, students compare a plant and animal cell and then make a model of a cell.
This is the first of two Science NetLinks lessons in a short series on cells. In this lesson, students compare a plant and animal cell and then make a model of a cell. They select items to represent various cell structures and justify their choices by describing how the items they have chosen represent the actual parts of a cell. Prior to this lesson, students should have at least been introduced to cells, including the basic differences between plant and animal cells. This site provides several links that help to describe and illustrate many aspects that are necessary to build the model. When the students are finished they should understand the basic functions of the structures in the cells. Also, they should be aware of how models are useful and the limitations that exist when using them. (author/kct)
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| Science Academic Content Standards |
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| Life Sciences |  |
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| Benchmarks (6 - 8) |
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| A. | Explain that the basic functions of organisms are carried out in cells and groups of specialized cells form tissues and organs; the combination of these cells make up multicellular organisms that have a variety of body plans and internal structures. |
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| Benchmarks (9 - 10) |
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| A. | Explain that cells are the basic unit of structure and function of living organisms, that once life originated all cells come from pre-existing cells, and that there are a variety of cell types. |
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| Grade Level Indicators (Grade 6) |
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| 3. | Identify how plant cells differ from animal cells (e.g., cell wall, chloroplasts). |
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| Grade Level Indicators (Grade 10) |
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| 2. | Compare the structure, function and interrelatedness of cell organelles in eukaryotic cells (e.g., nucleus, chromosome, mitochondria, cell membrane, cell wall, chloroplast, cilia, flagella) and prokaryotic cells. |
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| Scientific Inquiry | |
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| Benchmarks (9 - 10) |
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| A. | Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations. |
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| Grade Level Indicators (Grade 9) |
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| 3. | Construct, interpret and apply physical and conceptual models that represent or explain systems, objects, events or concepts. |
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| National Science Education Standards |
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| Life Science | |
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| Structure and function in living systems (Grades 5 - 8) |
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| Living systems at all levels of organization demonstrate the complementary nature of structure and function. Important levels of organization for structure and function include cells, organs, tissues, organ systems, whole organisms, and ecosystems. |
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| All organisms are composed of cells--the fundamental unit of life. Most organisms are single cells; other organisms, including humans, are multicellular. |
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| Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing more cells. This requires that they take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs. |
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| RESOURCE TYPE |
| Instructional Resource |
| PRACTICE LEVEL |
| Promising Practice |
| STANDARDS ALIGNMENT |
| Grades 6 - 10 |
| TOPICS |
Science --
Life Science;
Characteristics and Structures of Life;
Cells |
| KEYWORDS |
organelles;
models |
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Publisher: American Association for the Advancement of Science
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